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MTB-MLE (ILOKANO)

(GRADE 2 TEACHERS GUIDE)


FIRST QUARTER

TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
FIRST QUARTER-Week 1
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,
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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?

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.

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.
d.
e.
f.

How about mother?


What does brother do?
What is the work assigned to sister?
Describe how they work together.
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.

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
Did
Did
Did

I
I
I
I

use capital letter correctly?


observed space between words?
use correct punctuation mark?
indent the first sentence?

E. Spelling
1. Guided spelling
Show pictures and let the pupils complete the word by
giving the missing letter.

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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.
nanang

tatang

manong

manang

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

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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.
bunga-mangga
nasam-it-bassit
kanen-purusen
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.
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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TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
FIRST QUARTER-Week 2
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
a.
b.
c.
d.

Listen to and interact with others in a group or class


discussion on text heard
Give the meaning of words through pictures, actions or
context clues
Predict what the story is about based on personal
experiences and context
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.
Name

Parents

Address

Quality

Work

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.

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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 BaggocPantay 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.

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?
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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
A. Preliminary Activities
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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Parents

Nars

School

Father
Mother

Elementary
High School

1.
2.

Qualities

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
21

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)

23

Key to Correction
tatang
lapis
nanang

tiendaan
Vigan
aso

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

kumanta
kuton
Lourdes
agsala

turod

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

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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
A. Preliminary Activities
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:
__orena
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.

26

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.
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.
(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.

27

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.
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.
kalding
bag
manok
Tao

lapis
baboy
Vigan

tiendaan
maestra
libro

Lugar

doctor
pagadalan
pulis
Banag

Ayup

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


Nagan:___________________________________
Lugar a Nakayanakan:____________________
Petsa ti Panakayanak:____________________
Tawen:___________________________________

28

Key to Correction
Tao
maestra
pulis
doktor

Lugar
Vigan
tiendaan
pagadalan

Banag
bag
lapis
libro

Ayup
kalding
manok
baboy

Nagan: Rona Castro


Lugar a Nakayanakan: Pandan, Caoayan, Ilocos Sur
Petsa ti Panakayanak: Setyembre 24, 2006
Tawen: 6

29

TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
FIRST QUARTER-Week 3
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 95100%
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

30

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 95100%
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 (dagitoydagidiay)
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
31

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

32

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.
Who was the first
family who live in
that place?
What name did
the boy give to the
lady?

How Baggoc
name?

got

its

How
many
children do they
have?

Who saw the beautiful


lady?
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.
33

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.

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.
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?
34

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.
35

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 rumimatrimat 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?

36

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.
2.
3.
4.
5.

napintas a balasang
nasamek a lugar
narimat a bituen
bituen ti daya
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
1. Baggac
2. Baro

Attitude

Values

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.

37

DAY 3
Objective
a. Recognize common abbreviations
A. Preliminary Activities
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)

38

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.)
Dagiti Katulungan ti
Komunidad
Doktor
Inhiniero
Kapitan
Arkitekto
Presidente

Pangyababaan
Dr.

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.

39

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


Key to Correction
1.
2.
3.
4.
5.

Dr.
Mrs.
Inhin.
Atty.
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
A. Preliminary Activities
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?

40

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.

41

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)

42

Idrowing ti

iti batog ti kahon no naisurat a

nasayaat ti parupo.
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.

D. Evaluation
Isurat ti ti wenno dagiti iti blanko.
1. ______ ubing
2. ______ tattao
3. ______ doktor
4. ______ ub-ubbing
5. ______ maestro

1.
2.
3.
4.
5.

Key to Correction
ti
dagiti
ti
dagiti
ti

E. Assignment
Usaren ti ti ken dagiti iti sarita. Pagtitipunen dagitoy tapno
makaaramid ti paraupo.

43

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
6. napintas
7. nasamek
8. narimat
9. bituen
10. ummong

Batog B
a. baggak
b. agandap
c. grupo
d. nalasbang
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
44

TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
FIRST QUARTER-Week 4
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.

45

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
A. Preliminary Activities
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.

46

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.

47

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.
2.
3.
4.
5.

What did you do with the clothes?


What did you do to be able to sort them?
How many groups did you make?
Why did you group the clothes into three?
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?

48

B. Motivation
Ask: What kind of clothes do you wear
when you go to the church? How do you take care of
your clothes?
C. Developmental Activity
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
49

pangturog iti rabii. Masapul nga annadan


dagiti kawes tapno saan a nadaras a madadael.
6. Read the story again, 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).
5. Read the entire text again, with all the pupils.

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
50

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

A. Preliminary Activities
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.

51

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?
Person holding the object
Person pointing the object

Singular
This is
That is

Plural
These are
These are

4. Evaluation
Refer to Aramaten Dagiti Agad-adal, Aramiden 13, page
20-23.
Key to Correction
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Dagitoy
Dagidiay
Dagidiay
Dagitoy
Dagitoy
Dagitoy
Dagidiay
Dagitoy
Dagitoy
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
A. Preliminary Activities
1. Review
Have pupils use this is (dagitoy) and these are
(dagidiay) in sentences.
52

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

53

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.
kawes

uniporme

kasual

pormal

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.
b.

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


(dagidiay).
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.

54

librok

adingko

asok

sapatosna

badona

balayda

baboyda

nanangko

papelna

mulami

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.
2.
3.
4.
5.

kamiseta
kawes
uniporme
kasual
pormal
Key to Correction

1. badona
2. sapatosna
3. adingko
4. asok
5. baboyda

6. mulami
7. balayda
8. nanangko
9. papelna
10. librok

55

TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
FIRST QUARTER-Week 5

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.

56

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

57

c. Predict what the story is about based on personal


experiences
A. Preliminary Activities
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).

Zoo

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.

58

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

59

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?

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?

60

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?

61

G. Assignment
Read the story and tell what happens next.
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?

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.
kayatko

manangko
62

pusak

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
1.
2.
3.
4.

adingmo

manangko

pusak

Agkakaingas dayta tigre ken tay ______.


________________ nga aywanan ti tigre.
Mapanmo biruken ti ___________.
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.
63

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.
64

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
65

c. Nausar ti umno a punctuation mark iti


udi ti sarita.
d. Nasurot ti format iti panagsurat ti
istoria.
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
66

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
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.

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.

67

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.

68

TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
FIRST QUARTER-Week 6
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.
69

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

70

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
A. Preliminary Activities
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
from your allowance? Where did you keep it? What
will happen if you will not save some of your money?
Show a picture of an ant and a
grasshopper. Ask the pupils to say something about
the character of the grasshopper and the ant.
C. Pre-Reading Activities
1. Unlocking of difficulties
(using pictures and gestures)

71

agdaldalus iti balay


nagawit iti labba

agitubtubong iti kuarta


mabisin nga ubing

2. Developing Purpose for Reading


Show the front cover of the book. Read the title,
the author and the illustrator.
Ask: What do you think is the story about?
3. Reading phrases and sentences.
C. During Reading
Read the fable to the pupils.
Tell the pupils to listen as you read them about the
theme for the week.
As you read, stop 2 to 3 times to ask the pupils
questions about the story.
Read the whole story. When you finish, ask the
pupils to summarize the story.
Ask them higher order thinking questions about the
story.
Let the pupils read the fable.

Ni Dudon Ken ni Kuton


Naragsak nga agkankanta ni dudon diay karuotan.
Kastunay met ti alisto ni kuton nga agur-urnong ti taraonna.
Gayyemko a kuton, isardengmo pay ta ar-aramidem.
Umayka ta agay-ayamta, kinuna ni dudon. Saan a mabalin
gayyem ta agurnongak pay ti taraonmi. Asideg man ngaminen ti
panagtutudo, insungbat ni kuton. Masapul nga isardeng mon ti
agay-ayam dudon. Agurnongka metten ti taraonmo. Dumteng to
manen ti panawen ti panagtutudo, awan ton ti panawenmo nga
agbiruk ti taraonmo, kinuna ni kuton.
Intultuloy ni dudon iti nagay-ayam. Saanna a dinengngeg ti
bilin ti gayyemna. Siak ti kagagasatan ta agay-ayam laeng ti
aramidko, kinunana iti bagina.
Masapulko a doblien ti panagurnongko ti taraon. Siak
ngamin ti namnamaen ti pamiliak no panawen ti rigat, ti nasao
met ni kuton iti bagina.

72

Iti maysa nga aldaw, simangbay iti panagtutudo. Saan


metten nga agsardeng ti panagtudo. Mabisinen ni dudon. Napan
ngarud daytoy kenni kuton tapno dumawat iti taraon. Gayyemko
a kuton, dumawatak man iti taraon, mabisinakon, kinuna ni
dudon. Wen gayyem, daytoy ti taraon, umayka ta manganka
tapno saanka a kumapsot. Ngem ikarim nga agurnong kanto
metten ti taraonmo tapno adda nadadaan nga inka kanen iti
panawen iti panagririgat, kinuna ni kuton. Kastunay ti yaman
ni dudon gapu ti kinasayaat ni kuton. Manipud idi, naragsak a
nagkuykuyog dagiti dua tapno agurnong ti taraonda.
D. Post Reading
1. Comprehension Check-Up
Who are the two friends?
(Siasino dagiti dua nga aggayyem?)
What does the ant always do? The grasshopper?
(Ania ti kanayon nga ar-aramiden ni kuton? Ni
dudon?)
What happened to the grasshopper when rainy season
came? How did he feel? Where did he go?
(Ania ti napasamak kenni dudon idi panawen iti
panagtutudo? Ania ti nariknana? Ania ti
napananna?
Why does the ant always save food?
(Apay a kanayon nga agur-urnong ti taraon ni
kuton?) If you were the ant what would you do?
Why?
What happened at the end of the story? Are they both
happy? Why?
(Ania ti napasamak iti kamaudianan ti istoria?
Naragsakda kadi a dua? Apay?)
Which of the two characters would you like to
follow/imitate? Why?
(Siasino kadagiti dua ti kayatmo a tuladen?)
2. Engagement Activities
Group the pupils into three.
Group 1- Lights, Camera, Action!
Act out the part of the fable that you like best.

73

Group 2- One, Two, Three


Give the three important events in the story.
Group 3- Lets Draw
Draw the scene that you like best.
3. Process the pupils output.
E. Evaluation
Choose your partner and dramatize the fable/story.
F. Assignment
Read one story and retell it to class.
DAY 2
Objectives
a. Retell familiar stories and short conversations using
appropriate gestures, expressions and illustrative
objectives
b. Modify prior knowledge based on new knowledge
from fables read
c. Sequence events in a story using pictures
d. Retell a fable read
A. Preliminary Activity
1. Review
Roleplay the story read yesterday.
B. Motivation
Ask: Have you seen a grasshopper? How
about an ant?
Describe the grasshopper. -the ant
C. Developmental Activity
1. Presentation
Tell the story about the The Ant and the
Grasshopper (TPR story).
Model and demonstrates the action.
Ask volunteers to do the action while he/she
narrates the story.

74

Have pupil tell the story while another pupil does


the action.
2. Engagement Activities
a. Picture Story (Distribute pictures to the
pupils. Have them arrange pictures according
to the sequence of the story)
b. Let the pupils retell the story in their own
words.
3. Application
1. Guided Exercise
Present again another fable following
TPR story picture.
2. Independent Exercise
Have the pupils retell the story while other pupils
do the action.
D. Evaluation
Present another fable. Let one pupil
retell the story while other pupils do the action.
E. Assignment
Read one fable and be able to retell it to class.
DAY 3
Objectives
a. Illustrate ability to give personal information needed to
identify oneself
b. Use personal pronouns
A. Preliminary Activities
1. Review pictures of yesterdays lesson
Ask: What is the picture all about?
B. Motivation
Ask: Do you have pets at home?
How do you show your love to them?

75

C. Developmental Activity
1. Presentation
Present the fable The Ant and the
Grasshopper again.
2. Analysis and Discussion
Who are the two friends?
What does the ant always do?
What word did we use instead of ant? (I)
Poor you! One day, you will need food. Save
now! For whom is ant referring to?
What word did we use instead of grasshopper?
(You)
Grasshopper felt hungry. He had no food to
eat.
What word did we use instead of grasshopper in
the second sentence? (She)
Ant gave grasshopper food to eat. She is a good
friend.
What word did we use instead of ant in the
second sentence? (She)
D. Generalization
Siak, sika, isuna, datayo, dakayo, isuda, are Pronoun.
Pronouns are words that take the place of nouns.
E. Application
The teacher gives exercises on the use of siak, sika, isuda
(Refer to Aramaten Dagiti Agad-adal, Aramiden 18-19. pages
34-36)
F. Evaluation
Teacher instructs the pupils:
Look at the pictures. Tell whether siak, sika, isuna,
datayo, dakayo, isuda, each picture represents. Write
the correct use of pronoun.

76

1. _______ ket agsalsala.

2. _________ ket agay-ayam.

3. _________ ket agmulmula.

4. ________ ket mangmangan.

77

DAY 4
Objectives
a. Spell content words in the list of vocabulary words
b. Use personal pronoun
c. Write short narrative stories that include elements of
setting and character
A. Preliminary Activities
1. Drill
Have the pupils use the pronoun siak, sika, isuna and
dakayo in sentences.
2. Review
Ask: When do we use the pronoun siak, sika, isuna,
datayo, dakayo?
B. Development of the Lesson
1. Presentation
Sing the song.
Lunes, Lunes, Lunes ita (3x)
Anian a ragsakko ta nakitaka!
Martes, Martes, Martes ita (3x)
Anian a ragsakko ta nakitaka!
Mierkoles, Mierkoles, Mierkoles ita (3x)
Anian a ragsakko ta nakitaka!
Huebes, Huebes, Huebes ita (3x)
Anian a ragsakko ta nakitaka!
Biernes, Biernes, Biernes ita (3x)
Anian a ragsakko ta nakitaka!
Sabado, Sabado, Sabado ita (3x)
Anian a ragsakko ta nakitaka!
Domingo, Domingo, Domingo ita (3x)
Anian a ragsakko ta nakitaka!

78

2. Discussion
What day is today? Today is ____________.
What day was yesterday? Yesterday was ___________.
What day is tomorrow? Tomorrow is ______________.
(Refer to Aramaten Dagiti Agad-adal, Aramiden 20, 38)
3. Guided Practice
A. Partner/Dialogue: Present a dialogue
pattern. Let the pupils find the noun then replace it
with the correct personal pronoun. Have pupils take
turns reading and acting out the dialogue.
o Partner 1:
musika.
o Partner 2:
musika.
o Partner 1:
ikitko.
o Partner 2:

Ni Jose ket dumdumngeg iti


Isuna ket dumdumngeg iti
Ni Lorna ti inak. Ni Nida ti
Isuda ket agkabsat.

4. Spelling
a. Dictate the following words.(taken from the story)
Let the pupils write the words on their slates.
dudon

kuton

naragsak

taraon

b. Dictate the words again. Let the pupils write the words
on their paper. Check their work.
c. Write the spelling words clearly on the chalkboard. Let
them write these words on their notebook. Supervise
them as they do the activity.
5. Independent Practice
Let the pupils form their own sentences using the
following pronouns.
siak
sika
isuna
datayo
dakayo isuda
6. Writing
a. The teacher lets the pupils write a simple, short fable
that includes elements of setting and characters. The
teacher asks volunteers to read their work in the whole
79

class. He/she checks/corrects the work of the. Pupils


outputs are displayed.
b. Fill in the blanks with the correct personal pronoun.
_________ ni Marco Imperial. Maysa a Maestro
ti amak. Agisursuro ______ kadagiti ubbing nga adda iti
maikadua a grado. Maysa met nga nars ti inak.
Agtrabtrabaho ______ diay Sanidad Hospital. ______ ket
agaywan kadagiti masakit.
Uray no adu ti trabaho dagiti nagannakko,
naragsak ti pamiliak gapu ta agiinnayat_____.
c. Check and process pupils output.
C. Assignment
Write a short fable that includes elements of setting and
character.
Day 5
Evaluation
Objective
Complete the sentences by writing the correct personal
pronoun
(Refer to Aramaten ti Agad-adal, Aramaten 18 pages 34-36)

80

TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
FIRST QUARTER-Week 7
Theme
Our community - our neighbourhood
Objectives
1.
2.
3.
4.
5.
6.
7.
8.
9.

Use culturally appropriate expressions to recall the


setting, character, and important details of texts listened
to or heard
Recognize sound and symbol relationship on ones own
writing
Read aloud grade two level texts with an accuracy of 95
100 %
Use spelling knowledge and skills to correctly spell high
frequency words appropriate to the grade level
Write sentences and paragraph about an experience
generated from a group story
Write essay, story, and advertisement etc observing
punctuation marks
Use verbs in a culturally appropriate manners in
sentences and paragraphs: simple tenses)
Decode two or more nonsense and multi-syllabic words
Predict what the story is about based on personal
experiences and context

Domains
1. Oral Language
Using culturally appropriate expressions to recall the setting,
character, and important details of texts listened to or heard.
2. Phonological Skill
Recognizing sound and symbol relationship on ones own
Writing.
3. Fluency
Reading aloud grade two level texts with an accuracy of 95
100 %.
4. Spelling
Using spelling knowledge and skills to correctly spell high
frequency words appropriate to the grade level.
81

5. Handwriting
Writing sentences and paragraph about an experience
generated from a group story.
6. Composing
Writing essay, story, and advertisement etc observing
Punctuation marks.
7. Grammar Awareness
Using verbs in a culturally appropriate manners in sentences
and paragraphs: -simple tenses
8. Vocabulary and Concept Development
Decoding two or more nonsense and multi-syllabic words.
9. Reading Comprehension- Activating Schema/Prior Knowledge
Predicting what the story is about based on personal
experiences and context.
Value Focus
Preservation of the environment and restoration of the
natural resources
Subject Matter
A. Topics
Verbs
B. Reference
K To 12 Curriculum Guide 2 (Mother Tongue Competencies)
C. Materials
Pictures, cut outs, charts
D. Procedure
DAY 1
Objectives
a. Use culturally appropriate expressions to recall the
setting , character and important details of texts
listened to or heard
b. Read aloud grade two level texts with an accuracy of
95-100%
c. Write advertisement observing punctuation mark
82

d. Predict what the story is about based on personal


experience and context
A. Preliminary Activities
Song: Maysa a Komunidad
(Ayug: Its You Who Make the World Go Round)
Siak, siak, siak paset ti komunidad (3x)
Paset ti komunidad
Iggaman ti siket, agkinni-kinni(4x)
(Substitute the word siak with sika and datayo)
Ask: How do you feel while singing the song?
Who are the members of the community?
B. Motivation
Ask: Do you plant trees in your yard? Why is it important
to plant trees?
C. Pre-Reading
1. Unlocking of Difficulties
Use pictures/context clues so that pupils can give the
meaning of the following words.
makitabuno
maprotektaran
idauluan
agkaykaysa
agnaed
reggaay
maliklikan
2. Activating Prior Knowledge
Say: Look at this map of the Ilocos Region. What can you
see here? What color represents the seas and rivers? How
about the mountains? Which is bigger, the bodies of water
or mountains? Where are we in the map? What do we
have around us? Will you describe it.Why do you think
floods and landslides happen in our environment? What
must we do to take care of our environment?
(Refer to Aramaten Dagiti Agad-adal, Aramiden 21, page
39)
83

3. Developing a purpose for reading


Say: Today we will read an advertisement, lets find out
what is it all about.
D. During Reading
Have the advertisement written in a chart. Read the
advertisement to the class. Be sure to read it with correct
intonation and expression.

AGMULA TI KAYO:BIAG TI ISALAKANMO


Kadagiti Amin Nga Agindeg ti Probinsia:
Maawiskayo amin nga makitabuno ti programa ti
probinsiatayo nga Agmula ti Kayo:Biag iti Isalakanmo, para ti
pannnakaprotektar dagiti kabambantayan. Naisayangkat daytoy
babaen ti panangidaulo ti gobernador ket nairugi a naballaigi.
Allukuyenna amin a makipagkaykaysa iti daytoy a programa.
Maaramid daytoy intono Hunio 12, 2012 kadagiti naitudo a lugar
ti kada munisipio.
Manamnama iti itatabuno ti tunggal maysa tapno
maliklikan dagiti umay a layus ken panagreggaay ti dagdaga.
Umaykayo ta agmulatayo tapno ti lubong maisalakantayo!
Hon. Manuel Ortega
Gobernador-Probinsia ti La Union

E. Post Reading
Comprehension questions ( Literal and Motive)
Ania ti kayat nga ibaga ti pakaammo?
Sino ti nagpakaammo?
Apay nga napanunutan ti gobernador ti programa?
Apay nga masapul nga agmula tayo?
Ania ti mapasamak no maibus dagiti mula iti
aglawlaw?
Engagement Activities
a. Lets See
Let the pupils think of their dream mountain. Ask: Can
you draw your dream mountain?
84

b. Lets Find Out


Say: Show how you can save our mountains and the
people of La Union. Talk with your group mates and fill
up the activity card.
(Refer to Aramaten Dagiti Agad-adal, Aramiden 22,
page 40)
I CAN SAVE MOUNTAIN
1. ____________________________________
2. ____________________________________
3. ____________________________________
c. Lets Show
Say: Now that the mountains of La Union are planted
with trees, let us recall the participants to the Plant a
Tree: Save Lives Drive and give them a certificate of
appreciation for joining the said activity for the
restoration of our mountains in La Union using the
details below.
SERTIPIKO A PAMMADAYAW
Daytoy a Sertipiko ti Pammadayaw
ket maited kenni
______________________
_______ti
panakitinnulongna
ti
programa nga AGMULA TI KAYO:BIAG TI ISALAKANMO a
naaramid idi____________________________________________
idiay_______________________________________________________.
Babaen
ti
itatabunona
maisalakantayo
dagiti
kabambantayantayo ditoy probinsia.
Maited daytoy iti Maika- ______ditoy________________________
___________________________
d. Lets Do More
Say: Now that we have planted trees and thanked the
people who joined in the Drive, let us try to make an
advertisement to call for more people to participate in
planting trees in the mountains.
Say: Make your own advertisement. Make your
advertisement attractive for the people to read.
85

ATTENTION
Write your advertisement here.

Discussion
Say:
I believe that all of us wanted to see a beautiful and green
mountain. Although mountains now are barren and
polluted, still young people like you dream to have a
perfect one, dont you? Lets see the work of Group 1 who
did a beautiful masterpiece of their dream mountain.

Now that you dream of that mountain, how are we going


to make the mountains in our province like your dream
mountain? What are the things that you can do to save
the mountains from becoming barren and polluted? Lets
listen and find out from the report of Group 2.

Because the people who participated in the Plant a Tree:


Save Lives Drive we have to give the people a certificate
of appreciation. Lets look into the work done by Group 3.

After giving appreciation to those who participated in the


drive we will make our own advertisement to maintain
and protect the mountains around our province.Let us
read the advertisement done by Group 4

4. Processing the Activity


Processe the activity done by 4 groups. Responses are
written on the chart.
Group

Activity

86

Focus Skill

F. Evaluation
Ask: What should you do to protect the mountains around
our province?
Say: Read each item and put a check on the right column.

Kanayon Sagpaminsan Saan


1. Agmula ti kaykayo iti
kabambantayan
2.Saluadan dagiti
paggapuan ti ubbog
3. Ibelleng dagiti basura
sadino man
4. Agdalus iti aglawlaw
5. Protektaran ti
kabambantayan ken ti
aglawlaw
6.Agkali ti abut a
pagibellengan
7. Ibelleng dagiti natay nga
ayup iti karayan.
8. Tukkulen dagiti mula iti
arubayan
9.Purusen dagiti sabsabong
iti hardin
10.Suruten dagiti
pagalagadan tapno
mapagtalinaed ti
kinadalus ti aglawlaw
G. Assignment
List down three ways by which we can save the
environment.
DAY 2
Objectives
a. Use verbs in a culturally appropriate manners in
sentences and paragraph
b. Write slogans observing punctuation marks
87

A. Preparatory Activities
1. Review:
Ask: Do you still remember the
advertisement we read yesterday?
a. Ni gobernador ti nangaramid ti naited a pakaammo.
b. Nagawis kadagiti amin nga agindeg ti probinsia a
makitabuno.
c. Dagiti nataengan ken ubbing ket napakaamuan nga
mapan tapno agmula ti kayo.

o
o
o
o

What are the underlined words?


nangaramid
nagawis
mapan
agmula

Say: Now children I am going to act out these words. Do the


Total Physical Response (TPR). After modelling have, each pupil
show the action. Then the teacher processes the lesson on
action words.
B. Presentation
Say: Class, I have here another set of sentences. Let us read
them and focus your attention to the underlined words.
a. Agsala ni Carla idiay programa ti barangay.
b. Agdaldalus ni Marlon ti hardin a binigat.
c. Nagawit ni Lito ti danum a pagsibog ti mula.
d. Agsagsagad ni Mila iti arubayan no sumangpet
manipud pagadalan.
e. Dinayaw ni Mrs. Ramos ti eskuelada.
Read and act out different verbs. Tell how they are used in
sentences.
agsala agdaldalus

nagawit

88

agsagsagad

dinayaw

(Refer to Aramaten Dagiti Agad-adal, Aramiden 23-24, pages


41-42)
Ask: What did do when I asked you to do it? What happened to
your body? What do we need to do with our body to perform
such actions?( Possible answer: (We need to move)
Did you enjoy doing them?
Look at these pictures. Tell what word is shown.

C. Generalization
Ask: What are verbs?
Verbs are action words
Tignay - balikas a mangipakpakita ti garaw
D. Teacher/Modelling Exercise
Say: I have here a box. Inside it are action words. Come and get
an action word inside and show it to your classmates ( Do the
modelling first before the children ).
(Dance,
play,
hide,
dance, eat, cry, run)
etc.

89

Say: The word I picked is sing. It is an action word. This is how


I sing. Who can sing in front? Now its your turn, pick out an
action word and do the action in front of your classmates
D. Guided Practice
Show and Tell: (The teacher encourages pupils to talk about
their hobby or what they love to do at home. Then list down all
the activities/hobbies that the pupils mention.)
Example:
1. I cook during Saturdays and Sundays.
2. Carlo eats pizza and spaghetti everyday.
3. Leo and Mark collect toy car.
4. I feed my dog every morning.
5. My family goes to the mall every weekend.
E. Independent Practice
Ready-Camera-Action: Introduce the game. Scatter list of
action words in the classroom (make it a point that each pupil
get his share). Let the pupils form a big circle and sing a song
as the song goes, the pupil moves clockwise, as the song ends,
everybody looks and picks out here action word. Then say
freeze, this signals the pupils read and think of what he/she
does to portray the action word. Then say, Ready- CameraAction the pupils act out the action word they pick out. Go
around and checks if the pupil does the correct action.
(After the game, ask pupils: What do we call those words we
have shown or act out?)
Refer to Aramaten ti Agad-adal, Aramiden 25-26, pages 4345.
Ask the pupil to post the word they got on the board. And
then the teacher read the action words for the first time. The
to be repeated by the pupils. Finally, the pupils read alone
the words with fluency.

90

F. Writing
1.Lets create: Parade of Slogans
Ask the pupils to make a slogan about caring for our
environment. Observe correct punctuation marks,
capitalization, and format. Put it on cartolina or
illustration board and put a stick as holder then have a
parade in the school ground with the permission of the
principal. After the parade, display them outside the
classroom or in front of the school for the other children
in the school to follow and be aware of the slogans
(Teacher should check/correct the work of the pupils and
give appropriate praises or comments). All pupils outputs
should be published. Make sure that the work of the
pupils follows the given theme).
2. How can you help preserve the environment?
3. Have pupils give some ways on preserving the
environment.
4. Independent Practice
Refer to Aramiden Dagiti Agad-adal. Aramiden 21-24,
pages 39-42.
E. Evaluation
Say: Pick out a picture in our box. Tell something about the
picture using the correct verb. Write your answer on your paper
and box all the verbs used.
( Refer to Aramaten Dagiti Agad-adal, Aramiden 25, pages 4344)
F. Assignment
Cut a picture and paste them in your notebook. Tell
something about each picture using the correct verb.
DAY 3
Objectives
a. Use spelling knowledge and skills to correctly spell high
frequency words appropriate to the grade level
b. Write sentences and paragraph about an experience
generated from a group work

91

A. Preparatory Activities
1. Review
Show picture. What can you see in the picture? What are
they doing?
A. Spelling
1. Dictate the following words. Let the pupils write the
on their slates.
1. nadadael
2. aramiden
3. ibelleng
4. pukanen
5. ayaban
6. agmula
7. tumabuno
8. gungunaan
9. maliklikan
10. sumurot
2. Dictate the words again. Let the pupils write the words on
their paper. Check their work.
3. Dictate 3-5 short sentences containing the words that
they learned, Let the pupils write each short sentence
on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let
them write these words in their notebook. Supervise
they do the activity.
B. Handwriting
Say: Let us go back to the advertisement made by group
4. Study it carefully then everybody will copy it on a clean
sheet of paper observing correct punctuation marks,
capitalization, indention and format.

92

Example:
Kadagiti amin a bumarangay
maawis kayo amin nga umatendar ti maangay a miting
inton domingo oras ti alas dos ti malem idiay barangay
hall. Pagsasaritaan tayo nga ipatungpal ti greening
program ti gobyerno tayo.
Manamnama ti presensya yo amin
PB. ernesto cruz

C. Evaluation
Copy the advertisement correctly by following the correct
format of the letters.
( Refer Aramaten Dagiti Agad-adal, Aramiden 27, page
46.)
D. Assignment
Rewrite the advertisement using correct punctuation
marks, capitalization, indention and format.
DAY 4
Objectives
a. Predict what the story is about based on personal
experiences and paragraphs
b. Use verbs in a culturally appropriate manner in
sentences and paragraphs
A. Preliminary Activities
Review
Go back to the advertisement of the governor : Plant Tree: Save
Lives Drive
B. Motivation
Ask: What do you think may happen if there are no trees in
the mountain?

93

C. Developmental Activity
1. Presentation
Say: Predict what will happen to the mountains in our
province if the governor did not initiate the Plant a Tree:
Save Lives Drive. What if the advertisement is not read by
the people?
Complete the rebus (a story using pictures). Match the given
words in the magic box with the given picture to complete
the rebus story.
( Ask: If the governor did not convince people of the province
to plant trees what do you think will happen to them and to
the people living near these mountains?
Say: Lets find out, I have here a tree full of fruits and a
Rebus story. We are going to complete the rebus to make a
story on what will happen to mountains if the Plant a Tree:
Save Lives Drive is not done.

94

Refer to Aramaten Dagiti Agad-adal, Aramiden 28, page 47.

95

No saan a nagawis ti gobernador ti probinsiatayo kadagiti


tapno pagsasaritaan ti pannakipartisipartayo

iti

kadagiti

ken

No intay baybay-an ti aglawlawtayo, mangted daytoy ti didigra a kas iti

ken

. Mapukaw ti

ken masakbayan dagiti


. Agyamantayo
kadagiti mangidadaulo kadatayo gapu
ta tarigagayda a protektaran dagiti kabambantayan ken kabakiran
babaen ti panagmula kadagiti

tapno maisalakan ti

.
2. Rebus of Verbs
Say: I have here pieces of cut pictures. What you will do
is to form the pictures together and find out what will be
formed. Mention at least 2 action words on the picture
formed.
D. Evaluation
Predict what will happen.
a. People cut all the trees in the mountain.
b. Father planted trees in our backyard.

96

E. Assignment
Predict what will happen.
The people planted trees around the community.
DAY 5
Evaluation
Objectives
a. Give the correct verb for each picture
b. Use the verb in sentences
A. Oral Test: Tell something about the picture. Then, tell
what verb is used in the formulated sentence.

B. Written Test: Using the same picture, write a sentence for


each that shows action in the line provided below.

_____________________

______________________

97

___________________ ___________________ ____________________

98

TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
FIRST QUARTER-Week 8
Theme
My Family and Our Rules (Helping the Family, Family Rules)
Objectives
1. Correctly spell content words in the list of vocabulary words
2. Observe mechanics when copying and or writing sentence,
paragraph and story, capitalization, space between words,
correct punctuation mark, indention and format
3. Use verbs in a culturally appropriate manner in sentences and
paragraph, simple tenses
4. Recognize and use knowledge of spelling patterns on
diphthongs when reading
5. Confirm prediction after listening to a story
6. Locate specific information in the text to find answers to simple
and higher level questions
7. a. Show love for reading by listening attentively during story
reading and making comment or reactions
b. Show love for listening to a radio broadcast
Domains
1.Spelling
Spelling content words in the list of vocabulary words
correctly
2. Handwriting
Observing mechanics when copying and/or writing
sentence, paragraph and story, capitalization, space between
words, correct punctuation mark, indention and format
3. Grammar Awareness
Using verbs in a culturally appropriate manner in sentences
and paragraphs, simple tenses
4. Vocabulary and Concept Development
Recognizing and using knowledge of spelling patterns ( e.g.
dipthongs, special vowel spelling) when reading
5. Reading Comprehension
a. Activating Schema
Confirming prediction after listening to a story
99

b. Comprehension of Information Texts


Locating specific information in the text to find
answers to simple and higher level questions
c. Attitudes Towards Language, Literacy and Literature
Showing love for reading by listening attentively during
story reading and making comment or reactions.
Showing love for listening to a radio broadcast
Value Focus
Unity Among Family Members
Subject Matter
A. Topics
Verbs, Dipthongs
B. Reference
K To 12 Currriculum Guide 2 (Mother Tongue Competencies)
C. Materials
Recorded radio broadcast
D. Procedure
DAY 1
Objectives
a. Locate specific information in the text to find answers to
simple and higher level questions
b. Show love for listening to a radio broadcast
A. Preliminary Activities
Ask: Siasino kadakayo ti nagdengngeg ti radio idi kalman?
Ania nga estasion ti radio ti nagdengganyo?
Ania a programa ti dinengngegyo ?
B. Pre- Listening Activity
Explain to the class the activity they are about to do.
Say: The radio program is entitled Paguadan a Pamilia.
What do you think the radio broadcast is all about

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C. Motive Question
What do you think will make the children in a family
successful?
D. During-Listening Activity
Have pupils listen to a recorded radio broadcast ( pre-recorded)

ANCHORMAN: Naimbag a bigatyo amin nga agdengdengeg. Daytoy ti gayyemyo ti


programa Pagwadan a Pamilia. Pakasaritaan ti maysa a pamila nga uray kasano ti rigat
ti biag ket napagadal na dagitoy walo nga annakda.Kasaotayo man ngarud ni manang
Rosalina Ramos.
HOST: Naimbag a bigatmo manang Rosalina
MRS. RAMOS: Naimbag a bigatmo met Edwin
HOST: Manang istoriaem man kadagiti agdengdengngeg no kasano ti wagas ti
panangisakad ti panagbiagyo?
MRS RAMOS: Mannalon ti asawak ket tultulungak isuna nga aglako kadagiti mulana.
HOST: Ania met ti inaramidyo ta napagadalyo amin dagiti walo nga annakyo?
MRS. RAMOS: Babaen ti panagtinnulongmi nga agassawa uray bassit laeng ti
maurnongmi, napigsa ti namnamami a makaturposda ken kangrunaanna insuromi ida nga
aganus ken aggaget.
HOST: Naammuak pay manang a naglalaing kano dagiti annakyo.
MRS. RAMOS: Wen ket ipagpanpannakkelko ida. Toy dua nga inauna nga annakmi ket
simrekda ti trabaho bayat ti panagad-adalda. Idi nakaturposdan tinulunganda met dagitoy
addidan.
HOST: Sakbay nga agpakadaka manang, ania ti mabalin mo a maibalakad
kadagiti agdengdengngeg nangnangruna kadagiti agpapaadal pay laeng ti annakda.
MRS. RAMOS: Agtalektayo ken ni Apo Dios. No aramidentayo ti kabaelantayo,
agballigitayo.
HOST: Agyaman kami manang Rosalina ti panangibingaymo ti pakasaritaan ti pamiliayo.
Daytoy nangngegyo ket maysa manen a pakasaritaan ti Pagwadan a Pamilia.
Toy anchorman yo, Edwin Nelson, BASTA BOMBO RADIO.....

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E. Post Listening Activity


1. Ask the pupils questions about the radio
broadcast.
a. Ania ti paulo ti programa ti radio?
b. Siasino ti kinasaritada?
c. Mano ti annak ni Mrs Ramos?
d. Ania ti pagsapulan ti pamiliada?
e. Ania ti nagbalinan dagiti annakda?
f. Ania dagiti kababalin ti naisuroda kadagiti annakda?
2. More discussion questions
a. Do you think it is right for children to work so that they
can help their parents earn a living? Why? Why not?
b. Many parents could not send their children to schools due
to poverty. What do you think is the solution to
their problem?
F. Engagement Activity
Build- A- Happy-Home Game
Group the class into four. Give each group different materials
( old newspapers, cut-outs of persons form magazines, broom
sticks, coloring materials, etc) to build their Happy Home.
Let each group creates it according to the concept.
Let each group displays their work.
DAY 2
Objectives
a. Use verbs in a culturally appropriate manner
b. Recognize and use knowledge of spelling patterns when
reading (what part of the lesson is this developed)
A. Preliminary Activities
1. Teach the song, Pamilia a Pagwadan, in tune of Maliit na
Gagamba
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Pamilia a Pagwadan
Naragsakkami a padapada
Pamiliami agkaykaysa
Mangaramid akem tunggal maysa
Ballaigi mapaadda
Pamilia kanayon a pagwadan
Bendision ited ti Apo a Namarsua.
Ania ti ibagbaga ti kantatayo?
Ania ti aramiden tapno agballaigi ti pamilia?
Paguadan met ngata ti pamiliayo? Apay a nakunayo
dayta?
Tell the groups to explain their concept of a happy home as
they present their drawing on the previous day.
Ask the class: Do you think poverty causes a family to be
unhappy? Why? Why not?
B. Developmental Activity
Reading of excerpts from the radio broadcast previously listened
to.
HOST: Manang Rosalina,damagek man no kasano a napagadalyo
dagitoy walo nga annakyo?
MRS. RAMOS: Maysa a karit kadakami nga agassawa, uray
bassit laeng ti pagsapulanmi ngem disididokami a pagturpusen
ida ti panagiskuelada. Malaksid iti agtalon ken aglako kadagiti
apit ti, agtrabahokami pay ti sabali tapno magatangmi dagiti
kaspulanmi iti panagbiag. Dimmakkel dagiti annakmi a simple,
nakurapay ngem naragsakda.Saanda a napadasan ti biag dagiti
babaknang ngem nakitada no kasano ti panagtitinnulongmi tapno
laeng maisakad ti panagbiagmi.

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a. Discussion:
Ask: What do the underlined words tell? Do they denote
action? What do you call these words?
Give examples of each.
b. Practice: Read these sentences. Ask the class to identify
the verbs in the sentences
1. Aglako ni nanang ti nateng idiay tiendaan.
2. Agmula ni tatang ti pagay idiay taltalon.
3. Tumulong ni Carla ti trabaho iti uneg ti balay.
4. Agbasbasa dagiti ubbing iti klaseda.
5. Aglablaba dagiti babbai idiay karayan.
c. Say: Study more these examples and find out how we form
the simple present form of verbs.
aglako
agmula
tumulong

agbasbasa
aglablaba

Ask: Kaano a napasamak dagitoy a sarita a mangibaga ti


garaw? Iti umuna a grupo, ania ti makunayo kadagitoy?
Iti maikadua a grupo, mano ti nangaramid kadagitoy nga
garaw?
Look into the following words.
magna
mangan
agbasa

magmagna
mangmangan
agbasbasa

Guide the class to form the rules on using simple present


tense of verbs
(Refer to Aramaten Dagiti Agad-adal, Aramiden 30, page
50-51)

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d. Generalization
Ask: When do we use the simple present form of verbs?
No ti sarita nga mangipakpakita ti garaw ket madama a
mapaspasamak, uliten ti umuna a tallo a letra ti puon ti
sao.
D. Application
The teachers asks: What can you see in the pictures? What are
the action words you can find?

E. Evaluation
Choose the correct verb inside the parenthesis.
1. The child ( run, runs) to his mother.
2. Mother ( sells, sell) vegetables in the market.
3. Father ( raise, raises) corn children and ducks.
4. The boy( plant, plants) vegetables in their garden.
5. The teacher ( write, writes) on the board.
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F. Assignment
Choose the correct verb inside the parenthesis.
1. Carla (dance, dances) gracefully.
2. Father (feed, feeds) the carabao.
3. Perlita (draw, draws) on the board.
DAY 3
Objectives
a. Recognize and use knowledge of dipthongs
b. Locate specific information in the text to find answers to
simple and higher level questions
A. Preliminary Activities
1. Let the pupils sing the action song No Sika Ket Naragsak.

No
No
No
No
No

sika
sika
sika
sika
sika

ket
ket
ket
ket
ket
-

No Sika Ket Naragsak


naragsak agpalakpakka, (klap, klap)
naragsak agpalakpakka, (klap, klap)
naragsak
naragsak
naragsak agpalakpakka, (klap, klap)
agkinnika
agkatawaka
lumagtoka

2. Review
Ask: What actions are done in the song? How do we call
these words? What is the tense of these verbs?

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B. Motivation
The teacher shows the following pictures:

C. Development of the lesson


1. Presentation
Ask: What is seen in the picture?
The following words will be written on the board
baybay
baboy
kalapaw
ballasiw
2. Discussion
Ask: What is common to these words?
Explain that some words that contain the ay/oy/aw/ sounds
are called diphthongs.
3. a. Practice: Ask the class to give other examples of words
with diphthongs. Write these words on the
board. Have the class reads the words, then by group, or
individually.
b. Hunt- A- Diphthong
Give each pupil a copy of the word hunting
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game. Have the pupils look for words with diphthongs by


shading each word with pencil or crayon.
( Refer to Aramaten Dagiti Agad-adal, Aramiden 31, page
52)
3. 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.

Agmula
Ingato
Agluto
Agtrabaho
uminom

taaw
linugaw
ballasiw
balay
siriw

a. Write the sentences given by the pupils on the board.


b. The pupils read the sentences by group, by pair and by
individual.
c. Ask the comprehension questions on the following sentences.
Aglutluto ni Nanang ti linugaw.
Sino ti nagluto ti linugaw?
Apay nga nagluto ni Nanang ti linugaw?
Umin-inom diay baka idiay ballasiw.
Sadino ti ayan diay baka?
Apay nga adda iti ballasiw?
Apay a masapul nga uminom?
C. Evaluation
Refer to Aramaten Dagiti Agad-adal, Aramiden 29, pages 4849
D. Assignment
Write five dipthongs.

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DAY 4
Objectives
a. Spell content words in the list of vocabulary
words correctly
b. Observe mechanics when copying and/or writing
sentence, paragraph, story observing capitalization,
space between words, correct punctuation mark,
A. Preliminary Activities
1. Sing the song learned the other day.
2. Review
Let the pupils read the sentences they constructed
yesterday.
B. Developmental Activity
1. Spell words learned in the previous days
through guessing game.
2. Choose the action words inside the box and write them
on the blank.
Agpampanunotak ti balikas. Dagitoy ket _________________.
Dagiti billit nga _______________, uleg nga______________,
Dagiti ikan nga_____________ken ub-ubbing nga ______ken
______.

agtatayab, aglalangoy, agtataray, magmagna, tignay,


agsalsala, agkakarayam

Ni Nonoy ket nakakita iti dakkel nga uleg idiay sanga ti kayo. Naalana ti
nagbuteng ket nagtaray a dagus. Uleg! Nagdakkel nga uleg! inriaw ni
Nonoy. Napan ni tatangna idiay ayan ti kayo a nakakitaanna ti uleg.
Awan iti uleg, Nonoy, kuna ni Tatangna. Diay nakitam ket
dakkel a pungdol. Nagkatawa ni Nonoy ta awan met gayam iti uleg.
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3. Comprehension Check up
a. Ania ti nakita ni Nonoy?
b. Agpayso kadi nga uleg ti nakitana?
c. No sika ni Nonoy, agtaray ka kadi a dagus?
d. Mabutengkayo kadi iti uleg? Apay?/Apay nga
saan?
4. Have the whole class read the story again.
Then by group, by pairs, and by individual
5. Handwriting Activity
Have the class copy the story with correct
punctuation marks and capitalization.
_____________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
______________________________________
_____________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
_____________________________________
6. Check and process pupils output.
Day 5
Evaluation
Objective
a. Underline and chose the correct verb to complete
each sentence
b. Encircle the dipthongs in each sentence

110

A. Ugedan ti husto a balikas a tignay tapno makompleto ti


sarita.
1. (Agluto, Aglutluto) a binigat ni Nanang ti pammigatmi.
2. (Aglako, Aglaklako) ni Selya ti nateng.
3. (Agsibog, Agsibsibog) ni tatang ti mulana a minalem.
4. (Magna, Magmagna) ni Marielle nga inaldaw a mapan
agbasa.
5. (Aglaba, Aglablaba) ni Elma tunggal Sabado.
B. Bukelan dagiti diptonggo iti tunggal sarita.
1. Darakkel ti dalluyon idiay taw.
2. Dakkel ti balay ni Nana Marta.
3. Dakkel ti naala ni tatang a siriw.
4. Naimas ti mangan ti linugaw no agtudtudo.
5. Natapok ti rabaw ti tugaw.

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TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
FIRST QUARTER-Week 9
Theme
My Family
Objectives
1. Recite and/or sing with ease and confidence 3 to 5 stanza
chant and song in a culturally appropriate manner
2. Retell familiar stories and short conversations by using
appropriate gestures, expressions and illustrative objects
3. Read aloud grade two level texts with an accuracy of 95-100%
4. Recognize correct spelling of words
5. Write sentences and paragraphs about an experiences generated
from a group story
6. Use simple past form of verbs in culturally appropriate manner
in sentences and paragraphs
7. Read words with consonant blends and consonant clusters
8. Write jazz chant observing correct punctuation mark
Domains
1. Oral Language
Reciting and/or sing with ease and confidence 3 to 5
stanza rhyme,jingle, riddle,chant, song, lullaby in a culturally
appropriate manner.
2. Phonological Skill
Retelling familiar stories and short conversations by
using
appropriate gestures, expressions and illustrative objects.
3. Word Recognition
Reading words with consonant blends, clusters and digraphs.
4. Fluency
Reading stories, legends, news article etc.with ease and fluency
5. Book and Print Awareness
Recognizing correct spelling of words
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6. Handwriting
Writing short narrative story that include elements of setting,
characters and events.
7. Grammar Awareness
Using simple past form of verbs in culturally
appropriate manner in sentences and paragraph
Value Focus
Love and Respect for Family Members
Subject Matter
A. Topics
Simple Past Form of Verbs
B. Reference
K To 12 Curriculum Guide 2 (Mother Tongue Competencies)
C. Materials
Flashcard
Small envelop with pictures
Manila paper
Crayon
Marking pens
Small envelope with 10 Smileys
D. Procedure
DAY 1
Objective
a.

Recite and/or sing with ease and confidence 3 - 5 stanza


chant and song in a culturally appropriate manner

A. Preliminary Activities
Have pupils form a puzzle (Picture of a family).
B. Motivation
Let the pupils sing the song with action
113

Ayanna?
( Tune: Where is Thumb man)
Ayanna ni Tatang
Ayanna ni Tatang
Adda ditoy
Adda ditoy
Komusta, komusta
Komusta, komusta
Nasayaat met
Nasayaat met
Change
-

the underlined word into:


Nanang
Manong
Manang
Ading

Ask: Siasino dagiti kameng ti pamilia a naibaga iti


kanta? Ask three volunteers to introduce the members of
their family to the big group and tell something about
them.
C. Pre-Reading
1. Unlocking of difficulties
Unlock difficult words from the chant/song through
pictures, synonyms or context clues.
a. nagaget
b. taltalon
c. root
d. ragsak
e. mapukaw
2. Motive Question
Let the pupils read the title of the chant. Ask:
What do you think is the chant all about based on the
title? Write the answers of the pupils on the
board. In the chant, find out who are the family
members.
114

D. During Reading
1. Reading the chant, My Family/Ti Pamiliami.
Read the chant twice with
proper beat/tempo. Then let the pupils read.

TI PAMILIAMI
Dumngegkayo ita, ta adda innak ibaga
Pakasaritaan ti pamiliami
A naragsak ken natalna
Daytoy ni tatangko, nagaget a pudno
Inaldaw a mapan idiay taltalon
Tapno agmula ken agarado
Daytoy met ni nanangko, ayat nat napalalo
Agriing a masapa
Taraonmi ti isaganana
Daytoy ni manongko
Kanayon a kadua ni tatangko
A mapan diay taltalon tapno agtrabaho
Ni manang Anie, isut agaw-awir ti buridekmi
Bassit ngem nasalun-at
Isut mangted liwliwa ti pamiliami.
Daytoy ti pamiliami pudno a naragsak
Sangsangkamaysakami nga agkararag
iti Dios Namarsuatayo

2. Read one part of the jazz chant then let the pupils read it.
Ask questions to check their comprehension.
a. Iladawan ti pamilia iti nanggeg a jazz chant?
b. Sino dagiti miembro ti pamilia?
c. Iladawan da tatang ken nanang.
d. Apay a nasapa nga agririing ni nanang?
e. Apay a naragsak ti pamilia?
E. Post Reading Activities
Ask: Siasino dagiti kamkameng ti pamilia a naibaga idiay
chant?
115

Engagement Activity
> Divide the class into three groups. Each group will recite the
chant.
> Choose five pupil-volunteers to act as judge. Instruct them
on what to do during the evaluation of the group performance.
> Give them 3 minutes to practise the chant.
> After three minutes, let each group present to the big group
> The judges shall rate after each performance.
F. Evaluation
Call volunteers to recite the jazz chant.
G. Assignment
Memorize the jazz chant.
DAY 2
Objectives
a. Read aloud grade two level texts with an accuracy of
95-100%
b. Write sentences and paragraphs about an experiences
generated from a group story
A. Preliminary Activities
1. Review
Let the pupils recite the chant. Let the pupils give the
meaning of the following words:
nagaget liwliwa sangsangkamaysa pamilia buridek Namarsua
B. Post Reading Activities
1. Ask: Siasino dagiti kamkameng ti pamiliayo?
Ania ti trabaho ti tunggal maysa?
Kasano ti panangiladawanmo ti pamiliayo?
2. Small Group Activities
Divide the class into four groups. Give each group the
following activities:
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Group 1: Paste the pictures of the members of the family


in the circles. Then write their names in the
rectangle.

Group 2: Draw a house where the family lives

Group 3: Role play how the family works in the house.


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Group 4: Write the characteristics of the family

MY FAMILY
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Discussion
Siasino dagiti kamkameng ti pamilia a naibaga idiay
chant?
Group 1 will present the work.
Sadino ti pagnanaedanda?
Group 2 will present the work.
Ania ti ar-aramidenda tapno lumag-an ti trabaho iti
pagtaenganda?
Group 3 will show how the family works in the house.
Ania a galad ti pamilia ti adda kadakuada?
Group 4 will show the work.
- Ania pay ti maibagayo iti daytoy a pamilia?
- Ania ti rikna ti nagsurat maipanggep ti pamiliana?
- Apay a naibaga ti kasta?
- No maysaka a kameng iti dayta a pamilia, ania met ngata ti
mariknam? Apay?
- Maipagpannakkelmo ngata no kastoy met ti pamiliayo? Apay?
4. Experience Story
a. Show a picture of a family during household chores

b. Let the pupils tell something about the picture.


Ask:
-What do you see in the picture?
118

-What are they doing?


-Do you do these things? why?
c. Let the pupils write simple sentences about the pictures.
d. Say: Let us make a story about the family.
Call pupils to read their sentences. Write the
sentences on the board. Let the pupils read the sentences
Let them write the sentence in paragraph form.
C. Evaluation
Have pupils read the experience story that they have written.
D. Assignment
Practice reading at home.
DAY 3
Objective
a. Use simple past form of verbs in culturally appropriate
manner in sentences and paragraphs
A. Preliminary Activities
1. Review
Present the experience story made by the
children in Day 2. Pupils read their experience story.
2. Let the pupils identify the action words mentioned in the
story as the teacher writes the responses ( on the board) of
the pupils on the first column.

agluto
tumultulong
agtrabtrabaho
agaw-awir

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3. Ask the following questions:


> Kaano a napasamak daytoy nga istoria?
> Ania ti inaramid ni tatang idi kalman?
> Ania ti inaramid ni nanang idi kalman?
> Ania ti inaramid ni manong idi kalman?
> Ania iti inaramid ni manang idi kalman?
B. Presentation
Present the words written on the board. Let the children read
the words.
Agdama
aglutluto
tumultulong
agtrabtrabaho
agdaldalus
agay-ayam
agaw-awir

Napalabas
nagluto
timmulong
nagtrabaho
nagdalus
nagay-ayam
nagaw-awir

What kind of words are these?


1. Checking the Differences
Ask: When did the action happen in the first column.
Teacher labels the word in the first column (Present).
When did the action happen in the second column?
(Yesterday)
When we say yesterday we mean that it happened in the
past? The action was done in the past.
What is the letter at the end of the words in the first
column? This action happened in the present time
Look at the words in the second column. What is/are the
letters added?
2. Generalization
What are the letters added at the end of the word when
the action was done in
3. Reinforcement Activity
I Can Tell More
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Ask more of the pupils activities that happened in the


past. What did you do last Saturday? ( I cleaned the
yard last Saturday).
4. More Practice
Let the children form triads
In the triad, let each member share the activities that
they have done.
a. last Saturday
b. last Christmas
c. yesterday
5. Ask three pupils to share their stories to the big group.
6. Let the children write 3-5 sentence-paragraph about their
family activities that happened in the past.
C. Evaluation
Refer to Aramaten Dagiti Agad-adal, Aramiden 36-38, pages 58-61
D. Assignment
Usaren dagiti sumaganad a tignay iti sarita.
nagsibog
nagdalus
naglaba
DAY 4
Objectives
a. Read words with consonant blends and consonant
clusters
b. Write jazz chant observing correct punctuation mark
c. Recite a jazz chant with ease and fluency
A. Preliminary Activities
Review
Usaren dagiti sumaganad a tignay iti sarita.
121

nagkanta
nagsala
naglaba
B. Motivation
Recite the jazz chant.
C. Developmental Activity
1. Presentation
Present these words from the chant
plano

nadungngo

trabaho

dumngeg

2. Let us read these words taken from the chant


agtrabaho, plano, dumngeg, trabaho, nadungngo
3. What do you notice with this word?
Ania a letra dagiti naugedan?
Ania a letra dagitoy, paaweng wenno pauni?
Kasano ti unina dagitoy?
4. Let us try to produce the sound of the consonants? What do
you notice?
5. What do we call these underlined consonants?
C. Lets try
1. Let the pupils give words with consonant blends. Teacher
writes their responses on the board.
2. Let the pupils read the words. Teacher takes note of how the
pupils produce the consonant blends.
3. Correct the pupils who did not produce the blends
correctly.
D. Writing Time
1. Let the pupils try to compose another jazz chant
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with six lines about the things in their bag.


Call for a pupil to recite a sentence which will serve
as the first line of the jazz chant.
Another pupil recite his/her sentence and so on
until the 6-line jazz chant is finished.
Read the jazz chant.
The pupils read the jazz chant.
Jazz Chant
Daytoy ti bagko,
Pagyanan ti gamitko.
Adda ditoy ti lapisko,
Adda pay ti papelko.
Masapul nga annadak ida,
Tapno agbayagda.
3. Discussion
Ania dagiti banag a nadakamat iti jazz chant?
Sadino ti nakaikabilan dagitoy?
Apay a masapul nga annadam dagitoy?
4. Enrichment Activities
Divide the class into 4 groups. Let them practice for five
minutes.
Assign 5 pupils to serve as judges based on the
Following criteria:
-Proper tempo
- Clear pronunciation and delivery
- Stage presence
( Explain to the judges each criteria
and how they will judge using happy and sad face.
If the group met the standard they will raise the
happy face if not they will raise the sad face.)
-After five minutes, let them present to the class.
-The group with the most number of smiley will be
declared the best grou
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5. Evaluation
Process pupils activity using rubrics.
Idrowing ti naragsak a rupa no naaramid a
nasayaat, nakamisuot met no saan.
Narecite ti jazz chant nga
1. Husto ti tempo
2. Nalawag ti panakaisao dagiti balikas
3. Stage presence
6. Assignment
Write a six line jazz chant using name of fruits.
Day 5
Evaluation
Objective
a. Use simple past form of verbs in culturally appropriate
manner in sentences
b. Read words with consonant blends and consonant clusters
I.

Choose the correct action words inside the parenthesis to


complete the sentence.

1. (Nagluto, Aglutluto) ni nanang ti sinuman idi Sabado.


2. (Nagmula, Agmulmula) ni tatang idi kalman.
3. (Nagsibog, Agsibsibog) ti mula ni Marielle idi Lunes.
4. (Nagbilang, Agbilbilang) ti bato ni Abe idi Lunes.
5. (Agay-ayam, Nagay-ayam) ni Leni idi Sabado.
6. (Naginnaw, Agin-innaw) ti plato ni manang idi rabii.
7. (Nagdalus, agdaldalus) ni Carlo idi kalman.
8. (Nagburas, Agburburas) ti nateng ni nanang idi kalman.
9. (Agaw-awir, Nagaw-awir) ni manang idi kalman.
10. (Agdaldalus, Nagdalus) ni Ana idi malem.

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II. Encircle the words with consonant blends and clusters in


sentences.
1. Adda plato diay rabaw ti lamisaan.
2. Naimas ti prito nga ikan.
3. Asul ti blusa ni Ara.
4. Nakalukat diay gripo idiay banyo.
5. Naimas ti presko a nateng.
6. Adda mula ni Ana a trigo.
7. Napintas ti trabaho ni tatang idiay Manila.
8. Adda premyo ni Carla a nangabak ti contest.
9. Baro ti plantsa ni nanang.
10. Napan diay plasa da adding.
Key to Correction
I. 1. Nagluto
2. Nagmula
3. Nagsibog
4. Nagbilang
5. Nagay-ayam
6. Naginnaw
7. Nagdalus
8. Nagburas
9. Nagaw-awir
10. Nagdalus
II. 1. plato
2. prito
3. blusa
4. gripo
5. presko
6. trigo
7. trabaho
8. premyo
9. plantsa
10. plasa

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MTBMLE (ILOKANO)
(GRADE 2 TEACHERS GUIDE)
SECOND QUARTER

126

TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
SECOND QUARTER-Week 10
Theme
Love other people
Objectives
1. Retell familiar stories and short conversations by using
appropriate gestures, expressions and illustrative objects
2. Read aloud words (verbs)
3. Identify rhyming words in poems consisting of two or three
stanzas
4. Read a large number of regularly spelled multi-syllabic
words
5. Read with automaticity 200 grade two level high frequency
sight words
6. Use verbs in a culturally appropriate manner in sentences
and paragraphs
c. Simple tenses
7. Use spelling knowledge and skills to correctly spell high
frequency words appropriate to the grade level
8. Observe mechanics when copying and/or writing sentence
paragraph and story: capitalization, space between words,
correct punctuation marks, indention and format
9. Locate specific information in the text to find answers to
simple and higher level questions
10. Listen attentively during story reading and making
comments or reactions
Domains
1. Oral Language
Retelling familiar stories and short conversations by
using appropriate gestures, espressions and
illustrative objects
2. Vocabulary
Reading aloud words (nouns, pronouns, adjectives,
verbs, etc.)

127

3. Phonological Awareness
Identifying rhyming words in poems consisting of two
or three stanzas
4. Word Recognition
Reading a large number of regularly spelled multisyllabic words
5. Fluency
Reading with automaticity 200 grade two level high
frequency sight words
6. Grammar Awareness
Using verbs in a culturally appropriate manner in
sentences and paragraphs
a. Simple tenses
7. Spelling
Using spelling knowledge and skills to correctly spell
high frequency words appropriate to the grade level.
8. Handwriting
Observing mechanics when copying and/or writing
sentence paragraph and story: capitalization, space
between words, correct punctuation marks, indention
and format
9. Reading Comprehension ( Attitude Towards Language,
Literary and Literature )
a. Listening attentively during story reading and
making comments or reactions
10. Reading comprehension (Comprehension of
Information)
Locating specific information in the texts to find
answers to simple and higher level questions.
Value Focus
Harmony with other people
Subject Matter
A. Topics
Verbs, Rhyming Words
D. Reference
K to 12 Curriculum 2 (Mother Tongue Competencies)

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E. Materials
Song (Ti Ayat Tune: Its Love), stories (Ti Nagtaudan ti
Pilipinas- adapted, Ti Pagadalanmi), poems (Idiay
Sentro ni Judith B. Ventura, Agiinnayattayo ni Perlita P.
Quinto), pictures/map of the Philippines
F. Procedure
DAY 1
Objectives
a. Listen attentively during the story reading and making
comments or reactions
b. Retell familiar stories and short conversations by using
appropriate gestures, expressions and illustrative objects
A. Preliminary Activities
1. Singing a song Ti Ayat (To the tune of Its Love)
Ti Ayat
Ti ayat, ti ayat
Ti ayat isut mangted ragsak (3x)
Ti ayat isut mangted ragsak.
Ingato ti ima sagkinkinni (4x).
2. Unlocking of difficulties
(through context clues/picture clues)
plan flying
rest
tossed
island
(plano) (agtaytayab) (aginana) (impurruak) (isla/puro)
B. Motivation
Show a map of the Philippines. Have the pupils tell
what they know about the map.
Ask: How did the Philippines come to be?

129

C. Presentation
Read a story on how the Philippines came to be. Lets
find out what happened long time ago.
D. Developmental Activities
1. First Reading Reading of the story without
interruption while the pupils listen.
Ti Nagtaudan ti Pilipinas
(Adapted)
Ammoyo kadi no kasano a timmaud ti Pilipinas? Idi ununana a tiempo, adda maysa a tumaytayab nga agtaytayab iti
tangatang. Gapu iti kabayagna nga agtaytayab, awan met
pulos pagbatayanna a paginanaanna, nagpanunot ngarud iti
pamuspusanna. Pinagapana da Baybay ken Tangatang.
Nakapungtot ni Baybay ket nagdalluyon iti nangato.
Nakapungtot met ni Tangatang ket pinuruakanna ni Baybay iti
adu a bato. Ket gapu iti adu a bato, nagbalin a turturod ken
bambantay. Ngarud, addan paginanaan ti tumaytayab no
mabannog. Dagiti turturod, bambantay, daga ken baybay ti
mangbukel iti Pilipinas.
2. Second Reading Reading of the story again followed
by the pupils.
3. Post Reading
Answer the following comprehension questions:

What is the title of the story?


(Ania ti paulo ti istoria?)
Who was flying up in the sky?
(Sino ti tumatayab iti tangatang?)
Why did he think of a plan?
(Apay a nagplano daytoy?)
If you were the bird do you do the same? Why?
Explain how the Philippines came to be.
(No sika ti billit, aramidem met kadi ti
inaramidna? Apay? Ilawlawag no kasano a

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4. Have the pupils read the story again


- Altogether
- By group
- Individually
5. Evaluation
Have the pupils retell the story by relay.
6. Assignment
Have the pupils read again the story Ti Nagtaudan ti
Pilipinas.
DAY 2
Objectives
a. Identify rhyming words in poems consisting of two or
more three stanzas
b. Locate specific information in the text by browsing the
books read to them and asking more stories and texts
A. Preliminary Activities
1. Review yesterdays story.
2. Unlocking of difficulty
(Show a picture)
sentro
tagilako
disso
pasdek

negosio

A. Motivation
Ask:
a. Who among you have gone to town?
b. What did you do in town?
Encourage pupils to tell what they know about the town?
B. Developmental Activities
1. Developing a Purpose for Reading
Say:
a.
We are going to read a poem today.
b.
We will see if you can read and identify the rhyming
words in the poem.

131

2. During Reading
a. First Reading - Read the poem by the teacher
(Modelling)
Idiay Sentro
Ni Judith B. Ventura
Intan ading diay sentro
Agpasiar tat adu a disso
Mangipakitat panagprogreso
Siudad ti Laoag a masasao.
Nadumaduma adingko
Agkakaado a tagilako
Kadagiti adu a pasdek negosio
Ti naipatakder idiay sentrotayo.
b. Second Reading - Pupils read the poem.
3. Post Reading
1. Ask the following comprehension questions:
a. What is described in the poem?
(Ania ti iladladawan ti daniw?)
b. How did they describe the town?
(Kasanoda nga inladawan ti sentro?)
c. If you will go to town, do you like to visit the
business establishments? Why?
(No mapankayo idiay sentro/ili, kayatyo kadi ti
mapan kadagiti pagtagilakuan?)
2. Ask: What do you notice about the words at the end
of the line? They are called rhyming words.
4. Generalization
What are rhyming words?
5. Assignment
Have the pupils write on a sheet of paper 5 pairs of
rhyming words in Ilokano.

132

DAY 3
Objectives
a. Use verbs in a culturally appropriate manner in sentences
and paragraphs
a. simple tenses
b. Read aloud verbs
A. Preliminary Activities
1. Have the pupils recite the poem they learned.
2. Ask: What do you do before going to school?
3. Write the words on the board
Example:
agdigos
agsipilio
mangan
agsapatos ken dadduma
pay
4. Ask: What do you notice about the words?
Possible answers:
They are action words
They are called verbs
B. Developmental Activities
1. Present pictures that show action. Have the pupils say
something about the picture. Write the words on the board.
2. Write their sentences on the board.
Inaldaw nga agdalus ni Maria idiay arubayan.
Minalem nga agyapon ti kalding ni Loreto.
Kada Domingo a mapan makimisa ni Melda.
3. Have the pupils read the sentences.
Group the pupils (depending on the number of pupils in the
class). Have each group use the simple form of verbs in
sentences. Guide the pupils in giving their sentences.
C. Generalization
Ask: What do you say about the underlined words? What do
you call these words? When are these actions done?
D. Guided Practice
Have the pupils read the sentences. Group the pupils
depending on the number of pupils in class. Each group will
use form of verbs in the sentences. Guide the pupils in giving
their sentences.

133

E. Evaluation
Have the pupils complete the paragraph with the correct form of
verbs on the blank.
Agkarrubada Mark ken Paul. Agad-adalda diay Suyo
Elementary School. _____________ (Magmagna, Nagnagna) da
a mapan iti eskuela. No dadduma, _______________ (aglugan,
naglugan)da iti traysikel. Nalaingda nga (nagbasa, agbasa)
ken _______________ ( nagsurat, agsurat). Nalaingda pay nga
________________ (nagkanta, agkanta). Kanayonda a
tumulong nga ____________ (agdalus, nagdalus) iti arubayan
ti eskuela.
Key to Correction
Agkarrubada Mark ken Paul. Agad-adalda diay Suyo
Elementary School. Magmagnada a mapan iti eskuela. No
dadduma, agluganda iti traysikel. Nalaingda nga agbasa ken
agsurat. Nalaingda pay nga agkanta. Kanayonda a tumulong
nga agdalus iti arubayan ti eskuela.
DAY 4
Objectives
a. Use spelling knowledge and skills to correctly spell high
frequency words appropriate to the grade level
b. Read a large number of regularly spelled multi-syllabic
words
c. Observe mechanics when copying and/or writing
sentence paragraph and story: capitalization, space
betwenn words, correct punctuation marks, indention
and format
A. Preliminary Activities
1. Tell pupils to write on the board the action words that
she/he says:
aglagto aglaba
agtaray agluto

agsurat
agbasa

agdrowing
agkanta

2. Model the reading of the words first.


3. Have the pupils read the words.
4. Have the pupils read the words
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-altogether
-by group
-individually
B. Engagement Activities
Have the pupils copy the following paragraph observing
capitalization, space between words, correct punctuation
marks, indention and format.
Ti Pagadalanmi
Napintas ti pagadalanmi. Dakkel dagiti
pasdekna. Nalawa ti arubayanna ken nadalus. Adu ti
mulmulana a nalalangto. Nalalaing ken nadungngo
dagiti mangisursuro. Nagaget met nga agbasa dagiti
agad-adal.
Evaluate the work using the checklist below. Put a check (/)
mark in the column of your answer Yes or No.
Yes

No

1.
2.
3.
4.

Did I observe the use of capital letters?


Did I spell the words correctly?
Did I use the correct punctuation marks?
Did I indent the first word in the first
sentence of the paragraph?
5. Did I maintain the neatness of my paper?
DAY 5
Evaluation
Objectives
1. Identify rhyming words in poems consisting of two or three
stanzas
2. Use verbs in a culturally appropriate manner in sentences and
paragraphs
a. Simple tenses
3. Observe mechanics when copying and/or writing sentence
pararaph and story: capitalization, space between words,
correct punctuation marks, indention and format
135

I. Isurat iti papel dagiti balikas nga agkauni a makita iti daniw.
Agiinnayattayo
Ni: Perlita P. Quinto
Ayaten ti pada a tao
Isut maysa a kapapatgan a bilin ni Apo.
Ta ti ayat isut ubbog ti amin a kinasayaat,
Ayat a mangparnuay ti adu a gasat.
Agiinnayattayo
Kappia, urnos ken talna mariknatayo
Tapno ti biag mananam a husto.
Agiinnayattayo
Tapno marikna ti talinaay ti biag ken asenso
Ayat a napudno
Pagtalinaeden kadagiti puspusotayo.

II. Isurat ti umno a tignay iti blanko tapno makumpleto ti parupo.


Ni Ben ti inunaan kadagiti lima nga agkakabsat.
Nasapa daytoy nga agriing iti binagat tapno ___________
(agluto, nagluto) iti pammigatda. Kalpasanna nga
aramidenna daytoy, mapan pay ________________
(nagsibog, agsibog) ti mulada. (Pakanen, Pakpakanen) na
pay dagiti aywanda nga ayup a kas ti manok, pato ken
kalding. Kasta unay ti ragsak dagiti nagannak ni Ben
gapu ti kinagagetna.
III. Kopiaen ti parupo. Aramaten ti umno a mekaniks ti panagsurat iti
parupo.
Sabado ita nga aldaw. Agdaluskami iti balaymi.
Agdalusak iti kusina. Agdalus met ni manangko iti sala.
Dalusan met ni manongko ti arubayanmi. Adda amin
obra ti tumunggal maysa kadakami.

136

Key to Correction
I. 1. tao-Apo
2. kinasayaat-gasat
3. agiinnayattayo-mariknatayo
4. agiinnayattayo-puspusotayo
5. asenso-napudno
6. amin-bilin
7. ayat-gasat
8. ken dadduma pay
II.
Ni Ben ti inunaan kadagiti lima nga agkakabsat.
Nasapa daytoy nga agriing iti binagat tapno agluto iti
pammigatda. Kalpasanna nga aramidenna daytoy, mapan
pay agsibog ti mulada. Pakanenna pay dagiti aywanda
nga ayup a kas ti manok, pato ken kalding. Kasta unay ti
ragsak dagiti nagannak ni Ben gapu ti kinagagetna.

137

TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
SECOND QUARTER-Week 11
Theme
Health is Wealth
Objectives
1.
2.
3.
4.
5.
6.

Orally tell ones basic needs


Supply rhyming words to two to three stanza poems
Read words with consonant blends, clusters and digraphs
Read aloud Grade 2 level texts with an accuracy of 95-100%
Spell words with consonant clusters and blends
Write sentences and paragraphs about an experience generated
from a group story
7. Use the degrees of adjectives in sentences in a culturally
appropriate manners
8. Produce simple vocabulary to tell basic needs in social
and academic setting
Domains
1. Oral Language
Orally tell basic needs orally
2. Phonological Awareness
Supplying rhyming words to two to three stanza poems
3. Word Recognition
Reading words with consonant blends, clusters and
digraphs
4. Fluency
Reading aloud Grade two level texts with an accuracy of 95100%
5. Spelling
Spelling words with consonant clusters and blends
6. Handwriting
Writing sentences and paragraphs about an experience
generated from a group story
7. Grammar Awareness
Using the degree of adjectives in sentences in a culturally
appropriate manner
8. Vocabulary Language and Concept Development
Producing simple vocabulary to tell basic needs in
social and academic setting
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Value Focus
Eat Nutritious Food
Subject Matter
A. Topics
Rhyming Words, Adjectives, Consonant Blends, Clusters and
Digraphs
B. Reference
K to 12 Curriculum 2 (Mother Tongue Competencies)
C. Materials
Poems (No iti Bigbigat, Dagiti Prutas, Dagiti Taraon ni
Perlita P. Quinto), pictures of different foods (fruits,
vegetables, meat) pictures
D. Procedure
DAY 1
Objectives
a. Supply rhyming words to two to three stanza poems
b. Read words with consonant blends
A. Preliminary Activities
b. Present the poem No Iti Bigbigat written on the
board or on a manila paper and read it.
No Iti Bigbigat
No iti bigbigat nga agsapa
Agtatamdagak man idiay tawa
Adda da tarong, kamatis, paria
Nangngegko ida nga agsasarita
Ti kunan tarong kadakuada
Siak kaimasan kadakay a dua
Ni met paria simmungbat ita
Aluadam tarong, napalangguadka
Ni met kamatis immisem laeng
Ay, kakabsatko inkay agparbeng
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Ta no addaak iti dinengdeng


Ta dinengdengyo naim-imas manen.
B. Developmental Activities
1. Pre-Reading
Read the poem.
Have the pupils read the poem.
2. During Reading
Have the read the poem.
Tell the pupils to read the words at the end of each
line.
Ask: What do you notice about the words at the
end of the lines?
Write the words on the board.
3. Post Reading
Ask what are talked about in the poem.
Siasino ti kaimasan kadakuada?
Siasino met iti simmungbat kenkuana?
Siasino met iiti immisem laeng?
Apay nga immisem laeng?
Kadakayo, siasino ti kaimasan?
Siasino ti saanyo a kayat? Apay?
Rumbeng kadi a mangantayo iti natnateng? Apay?
The pupils read the poem again.
Ask the pupils to read the last words in each line.
agsapa- tawa
paria agsasarita
kadakuada dua
ida napalangwadka
laeng agparbeng
Ask the pupils what they can say about the words.
C. Generalization
Ask: What do we call the words? What are rhyming words?

140

D. Evaluation
A. Select from the words below the words that rhyme.
1. pato
2. pala
3. panyo

pusa
mata
payong

aso
bala
banyo

puso
pana
pito

B. Fill in the blank with the correct rhyming words to complete


the poem.
No Iti Bigbigat
No iti bigbigat nga _____________
Agtatamdagak man idiay ________________
Adda da tarong, kamatis, ______________
Nangngegko ida nga ___________________
Ti kunan tarong _______________________
Siak kaimasan kadakay a _______________
Ni met paria simmungbat _______________
Aluadam tarong, ______________________
Ni met kamatis immisem __________________
Ay, kakabsatko inkay _______________
Ta no addaak iti __________________
Ta dinengdengyo naim-imas ____________
E. Assignment
List down 5 pairs of rhyming words.
Key to Correction
Evaluation
A. 1. aso
puso
2. pala bala
3. panyo banyo
B.
No iti bigbigat nga agsapa
Agtatamdagak man idiay tawa
Adda da tarong, kamatis, paria
Nangngegko ida nga agsasarita
Ti kunan tarong kadakuada
Siak kaimasan kadakay a dua
Ni met paria simmungbat ita
Aluadam tarong, napalangguadka
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Ni met kamatis immisem laeng


Ay, kakabsatko inkay agparbeng
Ta no addaak iti dinengdeng
Ta dinengdengyo naim-imas manen.
DAY 2
Objectives
a. Read words with consonant blends, clusters and digraphs
b. Orally tell ones basic needs
c. Use simple vocabulary to tell basic needs in
social and academic setting
d. Read aloud Grade 2 level texts with an accuracy of 95100%
A. Preliminary Activity
Read the poem: No Iti Bigbigat
B. Developmental Activities
1. Let the pupils read the following words from the poem.
agsapa-tawa
paria-agsasarita
laeng-agparbeng-dinengdeng
Show pictures of fruits and fruit trees (orchard).
Ask: What do you observe in the pictures?
Write the answers of the pupils on the board. Let them
read the sentences.
2. During Reading
a. Read the poem.
b. Have the pupils read the poem.
c. Read again the poem with the children.
Dagiti Prutas
Nagmula ni Tatang
Nadumaduma a prutas
Iti likod ti balay
Inka ida makita

142

Dadakkel a tsesa
Ti inka maala
Nasam-it a tsiko
Nalalapsat a mabuybuya
Adda nasam-it a granatis
Nga inka magustuan
Naimas a prutas
Ket kasapulan
3. Post Reading
1. What is the title of the poem?
2. What are the fruits mentioned in the poem?
3. Why do we need to eat fruits?
(Write pupil responses on the board. Let them
read the sentences aloud.
Have the pupils read the following words from the poem:
prutas, tsiko, tsesa, granatis
Present/add words like gripo, tsinelas, tsokolate, prito,
plato, etc.
Ask: what do you notice about the words.
Ask:
What do you call the words with pr, ts, gr, pl, bl, etc.
(consonant blends). How are consonant blends formed?
C. Evaluation
Please refer to Aramaten Dagiti Agad-Adal, Aramiden 39, pages
63-64
Key to Correction
Aramiden 39, page 63-64 (Aramaten Dagiti Agad-adal)
1. prutas
2. blusa
3. plato
4. plantsa
5. gripo
D. Assignment
Give words with pr, ts, gr, pl.

143

DAY 3
Objectives
a. Use the degrees of adjectives in sentences in a culturally
appropriate manner
b. Spell words with consonant clusters and blends
A. Preliminary Activities
a. Spell the words with consonant blend/cluster.
krus plato tsinelas prito grupo prutas
b. Read again the poem on the board.
c. Have the pupils read the phrases on the board.
a. nadumaduma a nateng
b. dadakkel nga okra
c. naimas a tabungaw
d. nasam-it a sandia
e. In the first phrase, what do we use to
describe
f. nateng?
d. How about the word okra? tabungaw? ken sandia?
B. Developmental Activities
1. Read the sentences on the board.
a. The pepper is long
a. Atiddog ti sili.
b. The eggplant is longger
b. At-atiddog ti tarong
ngem sili.
c. The stringbean is the longest c. Kaatiddugan ti utong
among the three vegetables.
kadagiti tallo a
nateng

2. In the first sentence, how many fruits are described? In


the second sentence, how many fruits are
compared?
What are being compared? What do we add to the
word?
In the third sentence, how many fruits are
compared?
144

What do we add to the word?


C. Generalization
Ask: What are the different degrees of
adjectives?
When is positive used in a sentence?
When is comparative used in a sentence?
When is superlative used in a sentence?
D. Evaluation
Tell the pupils to hold three objects and
compare them using the three degrees of comparison.
Do Aramiden 40 and 41 on pages 66-67.
Key to Correction
Aramiden 40, page 66 (Aramaten Dagiti Agad-adal)
A. 1. napnapno
6. nalalaing
2. nadaldalus
7. naluklukmeg
3. napuspuskol
8. nakutkuttong
4. napimpintas
9. nasirsirib
5. nadagdagsen
10.napatpateg
B. 1. kapudotan
2. kalakaan
3. katuredan
4. kagagetan
5. kaimutan

6. kapigsaan
7. kalawagan
8. kaadaywan
9. kaalistuan
10.kasingpetan

Aramiden 41, page 67 (Aramaten Dagiti Agad-adal)


1. napigpigsa, kapigsaan
2. natibker, natibtibkker
3. dakkel, kadakkelan
4. naranraniag, karaniagan
5. adayo, naad-adayo
6. nadalus, nadaldalus
7. basbassit, kabassitan
8. nasamsam-it, kasam-itan
9. baro, kabaruan
10.simple, kasisimplian

145

E. Assignment
Compare the following objects using the three degrees of
comparison

DAY 4
Objectives
a.
b.
c.

Use the degrees of adjectives in sentences in a culturally


appropriate manners
Write sentences and paragraphs about an experience
generated from a group
Spell words with consonant clusters and blends

A. Preliminary Activities
1. Read the poem No iti Bigbigat
2. Read the poem Dagiti Prutas ken Nateng
3. Write dictated words from the poem with consonant
blends/cluster (spelling).
prito tsinelas grupo plato prutas
B. Developmental Activities
1. Study the pictures on the board then write the
comparative and superlative form of the adjective on the
blank.

Rey

Lito

146

Nilo

Natayag
a. Natayag ni Rey.
b. _____________ ni Lito ngem ni Rey.
c. _____________ ni Nilo kadagiti tallo.
2. a. Show the following on the display table:
3 balls of different colors and sizes
3 pencils of different colors and
3 books of different colors and sizes
b. Let the pupils create sentences about their materials
presented. Let them write the sentences on the board.
Let them underline all the adjectives that are used in
the sentences.
C. Independent Practice
Have the pupils use the following adjectives in sentences.
1.
2.
3.
4.
5.

Kababassitan
Napimpintas
Nadagdagsen
Kaiimasan
Kadadalusan

DAY 5
Evaluation
Objectives
1. Supply rhyming words to two to three stanza poems
2. Use the degrees of adjectives in sentences in a culturally
appropriate manners
I. Kumpletuen ti daniw ti umno nga agkakauni a balikas.
Pilien ti sungbat iti kahon.
Dagiti Taraon
Ni: Perlita P. Quinto
Dagiti ____________
A kas dagiti prutas, nateng, karne, ____________
Masapul dagitoy ti ________________
Tapno kanayon a ________________.
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Taraon a ________________
Mangted ti regta iti amin a ______________
Mangantayo ngarud kadagitoy ______________
Tapno kanayontayo a ______________.
taraon-hamon
nasustansia-pinarsua

bagitayo-napigsatayo
kakabsat-nasalun-at

II. Ugedan ti umno a pangiladawan tapno mabukel dagiti sarita.


1. (Nataytayag, Katayagan) ni Irene kadagiti babbai nga
agad-adal.
2. (Napimpintas, Kapipintasan) ni Cora ngem ni Lisa.
3. (Naluklukmeg, Nalukmeg) ni Marco ngem ni Mario.
4. (Nadagdagsen, Kadagsenan) ni Troy kadagiti tallo.
5. (Nagaget, Nagaggaget) ni Lito ngem ni Junjun.
III. Write the comparative and superlative degrees of the adjectives.
1.
2.
3.
4.
5.

Positive
nalukneng
nadalus
atiddog
nasingpet
nalaing

Comparative

Superlative

IV. Use the following adjectives in sentences.


1. Nadalus
2. Kasisingpetan
3. Nalalaing
4. Kadadakkelan
5. Bassit
Key to Correction
I.
Dagiti Taraon
Ni: Perlita P. Quinto
Dagiti taraon
A kas dagiti prutas, nateng, karne, hamon
Masapul dagitoy ti bagitayo
Tapno kanayon a napigsatayo.
148

Taraon a nasustansia
Mangted ti regta iti amin a pinarsua
Mangantayo ngarud kadagitoy kakabsat
Tapno kanayontayo a nasalun-at.
II.1. Katayagan
2. Napimpintas
3. Naluklukmeg
4. Kadagsenan
5. Nagaget
III.
1.
2.
3.
4.
5.

Positive
nalukneng
nadalus
atiddog
nasingpet
nalaing

Comparative
naluklukmeg
nadaldalus
naat-atiddog
nasingsingpet
nalalaing

IV. Answers may vary

149

Superlative
kalulukmegan
kadadalusan
kaaatiddugan
kasisingpetan
kalalaingan

TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
SECOND QUARTER-Week 12
Theme
Love of Nature
Objectives
1.
2.
3.
4.
5.

Recognize sound and symbol relationship in ones own writing


Give the meaning of words being read
Read a story with ease and fluency
Spell content words
Write short narrative story that includes elements of setting,
characters
6. Use the degrees of adjectives in sentences in a culturally
appropriate manner
7. Describe the characters in a literary selection according to his/her
action
8. Read and identify the literary elements of plot, setting and
characters of a literary piece
Domains
1. Phonological Skills
Recognizing sound and symbol relationship in ones own
writing
2. Word Recognition
Giving the meaning of words being read
3. Fluency
Reading a story with ease and fluency
4. Spelling
Spelling content words
5. Handwriting
Writing short narrative story that includes elements of
setting, characters and events
6. Grammar Awareness
Using the degrees of adjectives in sentences in a culturally
appropriate manner
7. Reading Comprehension (Comprehension of Literary Texts)
Describing the characters in a literary selection according to
his/her action.
150

Reading and identifying the literary elements of plot, setting


and characters of a literary piece.
Value Focus
Appreciation of Beauty
Subject Matter
A. Topic
Degrees of Adjectives, Literary elements of a literary piece
B. Reference
K to 12 Curriculum 2 (Mother Tongue Competencies)
C. Materials
Story (Diay Baybay), rhyme (Dagiti Agkakabsat) charts,
pictures
D. Procedure
DAY 1
Objectives
a. Give the meaning of words being read
b. Read stories with ease and fluency
A. Preliminary Activities
1. Unlocking of Difficulties
Match the meaning of words in column A to column B.
A
B
1. bambanti a. taraon a maala diay karayan wenno
baybay
2. kappo
b. addaan iti lima nga ima a makita lang
diay baybay
3. starfish
c. sinanbalay a maaramid ti darat
4. sand castle d. kasla tao a pagbugaw ti tumaytayab
diay taltalon
5. kastilio
e. dakkel a balay
2. Have the pupils read the words and their meaning.
151

B. Motivation
Ask: How do you feel when going to places like the beach?
What other places do you enjoy going to?
C. Developmental Activities
1. Say: In the story that we will read today, find out
what happened in Diay Baybay
2. During Reading
Read the short story to the pupils. Have the pupils
listen as the story is read.
Diay Baybay
Apaman a naguni ti alarm clock iti ala sais iti bigat,
naragsak a bimmangon ni Tina. Mapanda ita idiay baybay ket
saanna a kayat ti maladaw.
Idi mapanen mamigat ni Tina, nakitana a naisaganan ni
nanangna dagiti balonda a nadumaduma a makmakan.
Naikarga dagitoy iti dakkel a basket.
Naisaganam kadin dagitay itugotmo nga aruatem?
sinaludsod ni nanangna.
Wen, nanang. Intugotko daytay nalabaga a bathing suit-ko
ken daytay puraw a timbak.
Kalpasan ti pamigatda, napanen naglugan ni Tina ken ti
sibubukel a pamiliana iti kotseda. Daytoy ti luganda a mapan
idiay baybay.
Iti dalan, adu a buya ti nakita ni Tina. Nakitana dagiti
nadumaduma a balbalay, taltalon, ken nakakatkatawa a
bambanti. Pinaypayapayanna dagiti nalabsanda nga ubbing
nga agay-ayam.
Apaman a nakadanonda idiay baybay, nagtartaray a napan
idiay danum ni Tina. Nakakita isuna dagiti nadumaduma nga
kappo. Nakakita pay iti starfish ken kadagiti kappi nga
agtataray iti igid ti danum.
Nagmalmalemda Tina iti igid ti baybay. Nagaramid pay
isuna iti napintas a kastilio iti kadaratan.
Sa laeng nagawidda idi lumneken ti init. Naibus amin dagiti
balonda a makan. Nasipngeten ti dalan ken saanen a makita ni
Tina dagiti buya a nalabsanda itay bigat. Nakaturog ngarud ni
Tina ket tinagtagainepna pay dagiti padasna iti igid ti baybay.

152

The entire group or individual pupils may do another


reading.
3.

Post Reading
Answer the following comprehension questions:
Who is the main character in the story?
Where did Tina go?
What did she see on the way to the beach?
Did she have a happy time during her trip to the beach?
Give sentences that show she was happy?
Which part of the story do you like best? Why?
How do you feel when going to places like the beach?

D. Evaluation
Have the pupils read the following words.
1.
bimmangon
2.
bambanti
3.
makmakan
4.
timbak
5.
puraw
E. Assignment
Have the pupils practice reading the story at home. (Distribute
photocopies of the story)
DAY 2
Objective
a. Identify the characters and setting in the story read
A. Preliminary Activities
1. Review the story Diay Baybay
a. Present again the story. Have some pupils read it aloud
in the class.
B. Developmental Activities
Ask: Who are talked about in the story? Why?
Where did the story happen?
153

Have the pupils fill up the chart below:


Person

Place

C. Generalization
Ask: What do we call the person acting in the story?
What do we call the place where the story
happens?
Characters are the ones acting in the story.
Setting is the place where the story happens.
D. Engagement Activity
Ask the pupils the characters and settings in the drama
series.
DAY 3
Objectives
a. Use the degrees of adjectives in sentences in a culturally
appropriate manner
b. Describe the characters in a literary selection according
to his/her action
c. Write short narrative story that includes elements of
setting and characters
A. Preliminary Activities
Ask what the people in the story are called and where the story
happened.
Present an enlarged picture of 3 girls. They are the character in
a tele-nobela
154

Celine

Margu

Teresa

Ask the pupils to tell something about the characters Celine,


Margu and Teresa. Write their answers on the board. Let
them make a narrative story out from their answers.
B. Developmental Activities
1. Read a short rhyme about the three girls in the
pictures
Dagiti Agkakabsat
No inka la koma masirpat
No asino kadagiti agkakapamilia
Ti bassit, basbassit ken kababassitan
Inka pilien ti kamamayatan
Ngem no inka pay maibaga
No sino man kadakuada
Ti nalukmeg, naluklukmeg ken kalulukmegan
Dida kanto pulos maartapan.
2. Have the pupils read the rhyme orally and let them pick
out the adjective in the rhyme
3. Have the pupils fill in the blank in each sentence. The
picture and rhyme will help the pupils.
Stanza I
_____________ ni Celine.
_____________ ni Margu ngem ni Celine.
_____________ ni Teresa kadagiti tallo.

155

Stanza 2
____________ ni Novie.
____________ ni Josie ngem ni Novie.
____________ ni Macy kadagiti amin nga mangisursuro.
How many persons are being compared?
What syllable is added to compare 2 persons or
objects?
What syllable is added to compare 3 persons or
objects?
C. Generalization
Doblien ti maikadua a silaba wenno ebkas ti balikas no
pagdiligen ti dua a tao wenno banag (Comparative Degree).
Example:
napintas napimpintas
nataray - natartaray
nadalus- nadaldalus
Sukatan ti ka tay umuna a silaba wenno ebkas a na ti
balikas no pagdiligen ti tallo wenno ad-adu pay nga tao
wenno banag (Superlative Degree).
Example:
nataray -katarayan
nadalus kadalusan
D. Evaluation
A. Write the comparative and superlative forms of these
adjectives.
1.
2.
3.
4.
5.

naimas
natakneng
nakapuy
nagalis
nadalus

_________________
_________________
_________________
_________________
_________________

________________
________________
________________
________________
________________

B. Underline the correct adjective to complete each sentence.


1. (Kalulukmegan, Naluklukmeg) ni Marco ngem ni Rey.
2. (Nadaldalus, Kadadalusan) ti obra ni Nora kadagiti tallo.
3. (Dakdakkel, Kadadakkelan) toy tinapayko ngem tay
Tinapay ni Rina.
4. (Kaaduan, Naad-adu) ti immay nagbuya ti pasala idi
rabii ngem itay bigat.
156

5. (Kalalaingan, Nalalaing) ni Marites kadagiti nakisalip iti


daniw.
Key to Correction
Evaluation
A. 1.
2.
3.
4.
5.

naimas
natakneng
nakapoy
nagalis
nadalus

naim-imas
nataktakneng
nakapkapoy
nagalgalis
nadaldalus

kaiimasan
katataknengan
kakakapuyan
kagagalisan
kadadalusan

B. 1. (Kalukmegan, Naluklukmeg) ni Marco ngem ni Rey.


2. (Nadaldalus, Kadadalusan) ti obra ni Nora kadagiti tallo.
3. (Dakdakkel, Kadakkelan) toy tinapayko ngem tay tinapay
ni Rina.
4. (Kaaduan, Naad-adu) ti immay nagbuya ti pasala idi
rabii ngem itay bigat.
5. (Kalalaingan, Nalalaing) ni Marites kadagiti nakisalip iti
daniw.
E. Assignment
1. Write 2 sentences using adjectives in the comparative degree.
2. Write 2 sentences using adjectives in the superlative degree.
DAY 4
Objectives
a. Spell content words in the list of vocabulary words
b. Recognize sound and symbol relationship in ones own
writing
A. Preliminary Activities
1. Spelling
Have the pupils write the words from the story dictated
by the teacher
bulbulong
saludsod

danum

157

naglangoy

taltalon
naragsak

B. Developmental Activities
1. Present the rhyme learned
a. Let the pupils read the rhyme learned yesterday.
b. Ask:
What are the comparative and superlative words in the
rhyme?
What syllables are added to end the adjectives?
The teacher writes on the board the words to be
spelled.
2. Guided Practice
Look at the pictures. Make a sentence about it using
the degrees of comparison of adjectives. Listed
adjectives used in the sentences are spelled by the
pupils.

B
Kinatayag ti kayo

3. Independent Practice
Say: Look at the pictures. Write sentences about the hair of
the girls using the degrees of adjectives.

Adelyn

Haidee
158

Lourdes

C. Evaluation
Dictate the following words for the pupils to spell.
1. naragsak
2. danum
3. naglangoy
4. taltalon
5. saludsod
DAY 5
Evaluation
Objectives
1. Use the degrees of adjectives in sentences in a culturally
appropriate manner
2. Read and identify the literary elements of plot, setting and
characters of a literary piece
(Please refer to Aramaten Dagiti Agad-adal, Aramiden 40 to
44, pages 67-72).
Key to Correction
Aramiden 40, page 66 (Aramaten Dagiti Agad-adal)
A. 1. napnapno
2. nadaldalus
3. napuspuskol
4. napimpintas
5. nadagdagsen

6. nalalaing
7. naluklukmeg
8. nakutkuttong
9. nasirsirib
10.napatpateg

B. 1. kapudotan
2. kalakaan
3. katuredan
4. kagagetan
5. kaimutan

6. kapigsaan
7. kalawagan
8. kaadaywan
9. kaalistuan
10.kasingpetan

Aramiden 41, page 67 (Aramaten Dagiti Agad-adal)


1. napigpigsa, kapigsaan
2. natibker, natibtibkker
3. dakkel, kadakkelan
4. naranraniag, karaniagan
5. adayo, naad-adayo
159

6. nadalus, nadaldalus
7. basbassit, kabassitan
8. nasamsam-it, kasam-itan
9. baro, kabaruan
10.simple, kasisimplian
Aramiden 42, pages 68-69 (Aramaten Dagiti Agad-adal)
(Answers may vary)
Aramiden 43, pages 70-71 (Aramaten Dagiti Agad-adal)
1. Siak
2. kalding, nuang ken kabalio
3. kabalio
4. kalding
5. taltalon ni lolong diay probinsia
Aramiden 44, page 72 (Aramaten Dagiti Agad-adal)
1. Dakkel ti manok.
2. Dakdakkel ti kalding ngem ti manok.
3. Kadakkelan ti kabalio kadagiti tallo a dinguen.
4. Bassit ti kabalio.
5. Basbassit ti kalding ngem ti kabalio.
6. Kabassitan ti manok kadagiti tallo a dinguen.

160

TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
SECOND QUARTER-Week 13
Theme
Respect for Others
Objectives
1. Read stories, legends, news articles etc. with ease and
fluency
2. Correctly spell words in the list of vocabulary words
3. Write short story that include elements of setting and
character
4. Use the degrees of adjectives in sentences in culturally
appropriate manner
5. Identify and sort common words in basic categories ( eg.
color, shapes, foods, etc.)
6. Recognize sound and symbol relationship in ones
writing
7. Read and identify the literary elements of a plot, setting
and characters of a literary piece
Domains
1. Phonological Skills
Recognizing sound and symbol relationship in ones
writing
2.Fluency
Reading stories, legends, news articles etc. with ease and
fluency
3. Spelling
Correctly spelling words in the list of vocabulary words
4. Handwriting
Writing short story that include elements of setting,
characters
5. Grammar Awareness
Using the degrees of adjectives in sentences in culturally
appropriate manner
6. Vocabulary and Concept Development
Identifying and sorting common words in basic categories
(e.g. colors, shapes, foods, etc.)
7. Reading Comprehension (Comprehension of Literary Texts)
Reading and identifying the literary elements of a plot,
161

setting and character of a literary piece


Value Focus
Be Contented of what you have
Subject Matter
A. Topic
Adjectives, Literary elements of a plot, setting and character of a
literary piece
B. Reference
K to 12 Curriculum 2 (Mother Tongue Competencies)
C. Materials
Song (Ubingak a Nasaririt Tune: Ako ay May Lobo), Stories (Ti
Dakkel nga Aso Ken ti Sangaiwa a Karne, Dagiti Aywanko), cut
outs, pictures, chart
D. Procedure
DAY 1
Objectives
a. Read stories, legends, news, articles etc. with ease and
fluency
b. Identify the plot, setting and characters of a literary piece
A. Preliminary Activities
1. Sing a Song Ubingak a Nasaririt ( Tune: Ako ay may
Lobo )
Ubingak a Nasaririt
Ubingak a bassit
Nasiglat, nasaririt
Nalaingak a kumanta
Nalaingak pay nga agsala
Uray pay agbasa
Agdrowing ken agsurat
Siak ti tuladem
Dika agbabain gayyem.
2. Unlocking of Difficulties
( through context clues and picture clues )
162

makan
anniniwan

piraso
sinakmal

narawet
naimot

B. Motivation
Show a picture of a market. Show a picture of a dog biting
a bone that sees its shadow on the water.
C. Developmental Activities
1. Say: Today, we will read a story about Ti Dakkel nga Aso
ken ti Sangaiwa a Karne. Lets find out what will
happen in the story.
2. During Reading
a. First Reading
Read the story while the pupils listen.
Ti Dakkel Nga Aso Ken Ti Sangaiwa a Karne
Nakapidot ti dakkel nga aso ti sangaiwa a karne idiay
tiendaan. Sinakmalna ti karne ket nagtaray nga immadayo. Ha!
Ha! Ha! Adda nasapulak a kanek kinunana. Iti panagawidna,
adda malabsanna a bassit a rangtay. Kimmita iti danum.
Adda nakitana a sabali nga aso iti baba. Ti aso ket adda
met sakmalna a karne. Dina ammo nga anniniwanna tay
nakitana. Masapul a maalak daydiay sangaiwa a karne
kinunana iti bagina. Iti panagtaolna, natnag diay karne iti
ngiwatna. Naamiris ti dakkel nga aso a ti bagina met laeng ti
nakitana iti uneg ti danum.

b. Second Reading Read the story again. Stop 2 to 3


times to ask the pupils questions about the story.
c. Third Reading Have the pupils read the story with the
guidance of the teacher.
3. Post Reading
A. Answer the following Comprehension Questions:
1. Where did the Big Dog get his meat?
(Nakasapulan ti dakkel nga aso iti sangaiwa a
karne? )
2. What kind of a dog is he? ( Ania a klase ti aso
daytoy? )
163

3. What did he want to get? ( Ania ti kayatna nga


alaen? )
4. What can you say about the attitude of the dog?
(Ania ti makunayo iti galad ti aso? )
5. If you were the dog, are you going to do the same?
(No sika diay aso, aramidem met kadi ti
inaramidna?)
6. What did he realize at the end? (Ania ti naamirisna
iti bagina iti kamaudiananna? )
B. Pupils read the story again
Altogether
By group
Individually
DAY

2
Objective
a. Identify and sort common words in basic categories
(color, shapes, foods, etc.)
A.

Preliminary Activity
Review yesterdays story

B.

Developmental Activities
1. Present some pictures to the pupils. Ask them to
name each picture. Let them write the name of each
picture below each drawing. Choose the name of the
picture inside the box below the pictures.

164

nalabbaga a lobo
asul a langit

amarilio a bado
nagbukel a bola

kuadrado a kahon
dakkel a bato

2. Ask the pupils to study the pictures. Ask them to study how
they will group the given pictures. Let them group the pictures
according to their similarities.
3. Say: Below are list of words which can be grouped according to
shape color, texture, kind.
Ask the pupils to group the given things correctly.
naluom a manga payong
init
apa
Accdg. to
shape
( sukog )

sunflower
pungan

Accdg. to Color
( kolor )

keyk
kapas

Accdg. to
Texture
( tekstura )

Accdg. to
kind
( klase )

C. Evaluation
Ask the pupils to read the words on the columns below and let
them give the categories where the pictures were grouped.
__________
__________
atis
( atis )
eggplant
( tarong )
apple
( mansanas )
okra
( okra )
lanzones ( lanzones )
pepper
( sili )
rambutan ( rambutan )
string beans
( sitaw )
orange
( kahel )
squash
( karabasa )
________
__________
dog
(aso )
fork
( tinidor )
cat
( pusa )
spoon
( kutsara )
pig
( baboy)
plate
( pinggan )
goat
( kalding )
glass
( baso )
chicken ( manok )
cup
( tasa )
Key to Correction
PRUTAS
atis
( atis )
apple
( mansanas )
lanzones ( lanzones )
rambutan ( rambutan )

NATENG
eggplant
( tarong )
okra
( okra )
pepper
( sili )
string beans
( sitaw )
165

orange

( kahel )

squash

AYUP
dog
(aso )
cat
( pusa )
pig
( baboy)
goat
( kalding )
chicken ( manok )

( karabasa )

KUBIERTOS/BANAG
fork
( tinidor )
spoon
( kutsara )
plate
( pinggan )
glass
( baso )
cup
( tasa )

D. Assignment
Give another grouping of things/ objects.
DAY 3
Objectives
a. Read a short story with ease and fluency
b. Write a short story that include the elements of setting
and character
c. Identify and sort common words in basic category
A. Preliminary Activity
Let the pupils read the short story below:
Dagiti Aywanko
Adda bassit a pato. Nalamuyot ti dutdotna a
nagmaris iti amarilio a nangbalkot iti bagina.
Natirad a sippitna ken nakuttong ti gurongna.
Adda dakkel a pusak a maris dapo.
Nalamuyot ti burborna. Dakkel ti naraniag a
matana. Lima ti annakna a babassit.
Nakakidem pay laeng dagiti matada. Iti mabiit
agmulagatdanton. Agtubonto metten ti
dutdotda. Agkakaingasdanton nga agiina.

B. Developmental Activities
Ask the pupils to tell and list down the describing words
that can be found in the short story.
little round body

( bassit a nagbukel a bagi )


166

soft yellow feathers


round body
pointed beak
big and gray cat
soft furry hair

( nalamuyot ti amarilio a dutdot )


( nagbukel a bagi )
( nalabbaga a sippit )
( dakkel ken maris dapo a pusa )
( nalamuyot ti burbor a dutdot )

Encourage the pupils to give their own phrases and


sentences using adjectives. Let them write a short narrative
story that include the elements of setting and character
using the adjectives given.
Examples:
1.
My dress is beautiful. ( Napintas ti badok. )
2.
My hair is long. ( Atiddog ti buokko. )
3.
My bag is big.
( Dakkel ti bagko. )
Emphasize the use of adjectives in its positive form
(describing only one thing)
C. Engagement Activities
Group the pupils into four. Ask each group to write a short
paragraph describing the things that they can see inside their
room. Give five minutes for each group to do the activity. Let
them post their work on the board after.
D. Evaluation
Write the correct adjective on the blank. Choose the answer
inside the box.
narungsot natayag
1.
2.
3.
4.
5.

________
________
________
________
________

ti
ti
ti
ti
ti

napintas

nagayad

nalawa

leon nga ayup.


narra a kayo.
rupa ni Ana.
bestida ni Lorna.
plantasion a saba ni ulitegko.
Key to Correction

D. Evaluation
narungsot natayag

napintas

1. Narungsot ti leon nga ayup.


167

nagayad

nalawa

2.
3.
4.
5.

Natayag ti narra a kayo.


Napintas ti rupa ni Ana.
Nagayad ti bestida a Lorna.
Nalawa ti plantasion a saba ni ulitegko.

DAY 4
Objectives
a. Correctly spell words in the list of vocabulary words
b. Use adjective in sentences in culturally appropriate
manner
c. Recognize sound and symbol relationship in one writing
A. Preliminary Activities
1. Let the children write the correct spelling of the following
words on the board.
1.
napintas
2.
nalukmeg
3.
nasayaat
4.
naanus
5.
mannakigayyem
B. Engagement Activities
A. 1. Model the reading of the words first.
2. Have the pupils read the words after the teacher.
3. Have the pupils read the words.
Altogether
By group
Individually
B. Handwriting
Have the pupils copy the short story that was discussed
the other day. Let them copy the words with proper
capitalization and punctuation marks.
DAY 5
Evaluation
Objectives
1. Use the degrees of adjectives in sentences in culturally
appropriate manner
168

2. Identify and sort common words in basic categories ( eg.


color, shapes, foods, etc.)
I. Basaen dagiti sarita. Isurat dagiti pangiladawan a balikas nga
adda iti tunggal sarita.
1. Dakkel ti bag ni Mila.
Nalabbaga ti kolorna a pangipanan iti adu a bambanag.
2. Ni manangko ket addaan kulot ken nangisit a buok.
Nabukel ti rupana.
Magustuanna ti mangan iti naluom a mangga.
3. Nalapsat ti tarakenko nga aso. Kolor-daga ti dutdotna.
Agpapadada amin a kolor-daga iti dutdotda.
II. Mangsurat iti ababa a parupo maipapan iti bagim.
Aramaten
ti umno a pangiladawan.
III. Aramiden ti Aramiden 45, page 73.
IV. Aramiden ti Aramiden 46, page 75.
Key to Correction
I. 1. Dakkel, Nalabbaga, adu
2. kulot, nangisit, Nabukel, naluom
3. Nalapsat, Kolor-daga, kolor-daga
II. Answers may vary
III. Aramiden 45, page 73 (Aramaten Dagiti Agad-adal)
1. S
6. C
2. S
7. P
3. P
8. S
4. P
9. P
5. C
10.P
IV. Aramiden 46, page 74 (Aramaten Dagiti Agad-adal)
1. gripo-grupo
6. prito-prutas
2. plantsa-plete
7. ngilaw-nganga
3. tsokolate-tsinelas
8. plaka-platito
4. ngipen-ngiwat
9. Planggana-plasa
5. trapo-trianggulo
10.krayon-krema

169

TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
SECOND QUARTER-Week 14

Theme
Caring for our Environment
Objectives
1. Use expressions appropriate in the grade level in
classifying things, people, animals, objects, places, etc.
2. Read stories, legends, news articles, etc. with ease and
fluency
3. Write a short story that includes elements of setting,
characters and events
4. Use preposition and prepositional phrases
5. Read aloud words (nouns)
6. Sequence 3 events in the stories, narratives, etc. by
telling which happened first, second and third and last
7. Read and identify literary elements of a plot, setting and
character of a literary piece
8. Listen attentively during story reading
Domains
1. Oral Language
Using expressions appropriate in the grade level in
a. Classifying things, people, animals, objects, places,
etc.
2. Fluency
Reading stories, legends, news articles, etc. with ease
and fluency
3. Handwriting
Writing a short story that include elements of setting,
characters and events
4. Grammar Awareness
Using preposition and prepositional phrases
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5. Vocabulary and Concept Development


Reading aloud words (nouns )
6. Reading Comprehension (Activating Schema and Prior
Knowledge)
Sequence 3 events in the stories, narratives, etc. by
telling which happened first, second, third and last
7. Reading Comprehension (Comprehension and Literary
Text)
Reading and identifying the literary elements of a plot,
setting and character of a literary piece
8. Reading Comprehension (Attitude Towards Language,
Literacy and Literature)
Listening attentively during story reading
Value Focus
Love of Nature
Subject Matter
A. Topic
Classifying things, people, animals, objects, places, etc.,
Elements of setting, characters, plot and events of a literary
piece, and Preposition and Prepositional Phrases
B. Reference
K to 12 Curriculum 2 (Mother Tongue Competencies)
http://wiki.answers.com/Q/Author_of_the_story_Luis
_yangco
C. Materials
Stories (Ti Nasayaat a Lalaki adapted, Aldaw Idiay Bantay
Makulot), charts, pictures

171

D. Procedure
DAY 1
Objectives
a. Use expressions appropriate in the level in
classifying things, people, animals, objects, places,
etc.
b. Read a story with ease and fluency
c. Read and identify literary elements of a plot, setting
and character of a literary piece
d. Listen attentively during story reading
A. Preliminary Activities
1. Unlocking of difficulties
Match the meaning of words in column A to column B
A
B
1. Inglatera
a. natayen ti ama ken inana
2. baknang
b. tao nga adu ti sanikua
3. nakurapay
c. agsursursor
4. dakkel a barko
d. lugan a para danum ken adu
iti malaonna
5. aglaylayag
e. masarakan iti adayo a lugar
kababaknangan a nasion
6. ulila
f. tao nga awan sanikuana
2. Have the pupils read the words and their meaning.
B. Motivation
Ask: What does a rich man do with his money?
What are the things that money can buy?
1. Developmental Activities
Say: In the story that we will be reading today, we will
find out what happened to Ti Nasayaat a Lalaki.

172

2. During Reading
1. First reading
Read the story without interruption while the pupils
listen.
Ti Nasayaat a Lalaki
Ni Teodoro Yangco ket anak a lalaki ni Luis Yangco.
Nayanak a baknang ngem agbibiag a kasla nanumo.
Nagbasa isuna idiay Inglatera. Kayatna unay ti agobra idiay
pagub-obraan ti amana, idiay baba iti natayag a pasdek.
Intedna amin a kabaelanna nga agobra para iti
amana. Adu iti masapulanda. Isu ngarud a nakagatangda iti
dakkel a barko nga aglaylayag iti taaw.
Nalaing nga agurnong ni Teodoro. Saanna a kayat ti
aggasto iti awan kakaeskanna. Magmagna a mapan
agopisina. Magustuanna a buybuyaen dagiti billit nga adda
iti tuktok iti kaykayo.
Natulong ni Teodoro kadagiti ub-ubing ken
masaksakit.
Adu dagiti ul-ulila ken nakukurapay iti inna
pagbasbasaen. Naragsak dagiti ubbing aglalo no agistoria ni
Teodoro.
-adapted
2. Second Reading
The entire group or individual pupils may do another
reading.
3. Post Reading
1. Ask the following comprehension questions (Literal &
Motive)
Who is the main character in the story?
What is the story all about?
Who is kind? Where did he work?
What did he do with his money?
Who did he send to school? Why?
Why do you think did Teodoro Yangco live like a
poor man even if he was born rich?
If you were Teodoro Yangco, would you youre your
children to school too? Why?
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2. Let the pupils identify the nouns used in the story.


Classify the nouns by writing them in their proper
column.
Person
(Tao)

The
-

Places
(Lugar)

Things
(Bambanag)

Animals
(Ayup)

pupils read the words in each column.


altogether
by group
individually

D. Engagement Activity
Retell the story by group or by relay.
DAY 2
Objectives
a. Read aloud words
b. Use preposition and prepositional phrase
c. Sequence three events in the stories, narratives, etc. by
telling which happened first, second, third and last
A. Preliminary Activities
a. Review the story Ti Nasayaat a Lalaki
b. Present again the story. Call on a pupil to read it aloud in
the class.

174

B. Developmental Activities
1. Let the pupils study the pictures.
2. Let them write the word on the blank below to complete each
sentence.
3. Let them arrange the sentences by telling which happened first,
second, third and so on.

(kuarta)

(ubbing)

(barko)

(balay)

(kotse)

1.

They bought more__________________.


Gimmatangda iti adu nga ___________.
2-4 . When he came ______________from England, he
gave money to poor _______ along the road.
Idi nagawid idiay __________ da nagiburay ti
kuarta kadagiti nakurapay nga ______ a
malabsanna.
5.
Teodoro was born rich. Their family earned
much ______________
Ni Teodoro ket nayanak a baknang, adu iti
_____________ da.

175

DAY 3
Objectives
a. Read a story with ease and fluency
b. Listen attentively during story reading
c. Write a short narrative story that includes elements of
setting, characters and events
A. Preliminary Activity
Ask the pupils to say something about pictures.

B. Developmental Activities
1. Read the short story.
Aldaw Idiay Bantay Makulot
Da Berto ken ti dua a gayyemna ket napanda diay
Bantay Makulot. Idi makadanunda iti tuktok iti bantay,
inruarda dagiti bukbukel nga intugotda. Minulaanda iti
tuktok iti bantay a kalbo. Idi addada iti baba iti bantay,
nagpidotda ti wara, adda plastik ken nadumaduma a
makadadael iti aglawlaw. Kastunay ragsakda a napan diay
Bantay Makulot.

2. Let the pupils read the short story orally.


Ask: Which are the prepositions and prepositional phrase in
the story?
Ask: Where did Berto and his friends go?
Where they able to reach Bantay Makulot?
176

(Write the answers on the board)


3. Let the pupils read the words.
rabaw
uneg
ruar
ngatuen
sirok
lawlaw likod
baba
ngato
baet
Prepositional phrases
rabaw ti lamisaan
abay ti tugaw

ngato
abay

uneg ti kahon
ballasiw ti karayan

ballasiw
abay

ngatuen ti ulep
likod ti balay

4. Post Reading
Ask: What questions do these words answer?
What do we call these words?
C. Evaluation
Study the pictures then write the words below, under or
above in the blanks to complete the sentences.
1. The dog is _______ the tree.
Ti aso ket adda diay ________.

2. The airplane is flying_____ the clouds.


Ti eroplano ket agtaytayab idiay _________
____ ti ulep.

3. Fish _______the seeweeds.


Dagiti ikan ket addada idiay ______
ti ruot ti baybay.

4. The dragonfly is ______the flowers.


Ti tuwato ket adda idiay ________
ti sabong.
177

5. The cat is _____ the table


Ti pusa ket adda idiay _____
ti lamisaan.

Key to Correction
1.
2.
3.
4.
5.

Ti aso ket adda diay sirok ti kayo.


Ti eroplano ket agtaytayab idiay ngato ti ulep.
Dagiti ikan ket addada idiay sirok ti ruot ti baybay.
Ti tuwato ket adda idiay rabaw ti sabong.
Ti pusa ket adda idiay rabaw ti lamisaan.

D. Generalization
When do we use preposition and prepositional phrase?
We use preposition and prepositional phrase to tell the
location of nouns.

DAY 4
Objective
a.

Write a short story that includes elements of setting,


characters and events

A. Preliminary Activities
a.

Use the following pictures.


Let the pupils talk about the pictures using the correct
preposition and prepositional phrase.

178

B. Developmental Activity
1. Show the following pictures.

2. Ask:
1. What do you see in the first picture? in the second
picture? in the third picture?
3. Group the pupils into three.
4. Let each group write a story about the three pictures
using prepositions and prepositional phrases.
5. Let the leader of each group present the output to the
class.
C. Evaluation
Let the pupils look at the pictures. Let them make a short story
about the pictures using prepositions.

D. Assignment
Let the pupils write a short story about the two pictures. Let
them use prepositions and prepositional phrases.

179

DAY 5
Evaluation
Objectives
1. Use preposition and prepositional phrases
2. Sequence 3 events in the stories, narratives, etc. by
telling which happened first, second and third and
last

I.

Study the picture and write sentences using below,


under and above.

II.

Copy the sentences and write the word that best


complete each sentence.
above
(ngato)

below
( baba)

under
(sirok)

beside
(abay)

1. There is a clock ___________ the picture.


Adda relo idiay ___________ ti ladawan.
2. We played hide and seek _________ the mango tree.
Nagay-ayamkami iti linnemmengan idiay ____ ti
manga.
3. We saw birds fly _____ the tree
Nakakitakami iti billit nga agtaytayab idiay ____ ti
kayo.
4. We also saw on airplane _____ the clouds
Nakakitakami iti eroplano idiay_______ ti ulep.
5. James and Jose sat______father.

180

Da James ken Jose ket nakatugawda idiay _____ ni


Tatang.
III.

Aramiden ti Aramiden 62, page 96.

IV.

Armiden ti Aramiden 63, pages 97-98.

V.

Aramiden ti Aramiden 64, pages 99-101.


Key to Correction
I.
1. under- sirok

2. above ngato

3. below baba

II. 1.
2.
3.
4.
5.

ngato/abay/baba
sirok
ngato
ngato
abay
181

III. Aramiden 62, pages 95-96 (Aramaten Dagiti Agad-adal)


(Answers may vary)
IV. Aramiden 63, pages 97-98 (Aramaten Dagiti Agad- adal)
1. iti
2. ti
3. ti
4. ti
5. ti
V. Aramiden 64, pages 99-101 (Aramaten Dagiti Agad- adal)
1. ti rabaw ti lamisaan
2. iti uneg ti frame
3. abay ti manongna
4. sirok ti kayo
5. rabaw ti lamisaan

182

TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
SECOND QUARTER-Week 15
Theme
Taking Care of Each Other
Objectives
1. Predict possible ending in a story, event, etc.
2. Give the meaning of words being read
3. Correctly spell words with consonant clusters and blends/
dipthongs
4. Observe mechanics when copying and/or writing sentence,
and story (capitalization, space between words, correct
punctuation mark, indention and format)
5. Use verbs in a culturally appropriate manner in sentences
and paragraphs:
a. simple tense
6. Read aloud words
7. Sequence three events in the stories by telling which
happened first, second and third or last
Domains
1. Oral Language
Predicting possible ending in a story, event, etc.
2. Word Recognition
Giving the meaning of words being read
3. Spelling
Spelling words with consonant clusters and blends/
dipthongs
4. Handwriting
Observing mechanics when copying and/or writing sentence,
and story (capitalization, space between words, correct
punctuation mark, indention and format)
5. Grammar Awareness
Using verbs in a culturally appropriate manner in sentences
183

and paragraphs:
a. simple tenses
6. Vocabulary and Concept Development
Reading aloud words
7. Reading Comprehension (Activating Schema and Prior
Knowledge)
Sequencing three events in the stories by telling which
happened first, second and third
Value Focus
Politeness
Subject Matter
A. Topic
Consonant clusters and blends/ dipthongs
Mechanics when copying and/or writing verbs
Sequencing three events in the stories
B. Reference
K to 12 Curriculum 2 (Mother Tongue Competencies)
C. Materials
Songs (Alwadam, Siak ket Naragsak), Story (Ti Dua nga
Aggayyem)
C. Procedure
DAY 1
Objectives
a. Predict possible ending in a story, event, etc.
b. Give the meaning of words being read
A.

Preliminary Activities
1. Have the children sing the song Aldawam

184

Alwadam
Alwadam sika mata ti makitam, makitam
Alwadam sika mata ti makitam, makitam
Adda Dios idiay ngato sipsiputannaka
Alwadam sika mata ti makitam.
(Sukatan dagiti naugedan nga sarita)
agong anguten
lapayag dengdenggem
ngiwat sawsaw-em
ima gammatam/ig-iggamam
2. a. Unlocking of difficulties (picture and action clue)
taltalon
ullaw
insakibut
inaladan
b. Let the pupils read the words and their meaning.
B. Motivation
Ask: Nakakitakayo kadin ti puon ti bayabas nga adu ti
bungana? Ania ti aramidenyo no nakakitakayo?
Nasayaat kadi nga agalatayo ti banag a saantayo nga
impakada iti makinbagi?
C. Presentation
Say: In the story we will read today, we will find out what
will happen to a boy who does not know how to ask
permission.
D. Developmental Activity
1. First reading
Read the story at a normal pace without interruption

185

Ti Dua nga Aggayyem


Bigat ti Sabado, magmagna ni Berto ken ni Nardo nga
agturong idiay taltalon tapno mapanda agpatayab iti ullaw.
Nalabsanda ti balay ni Tata Amante ket maysa a puon ti
bayabas nga adu ti naluom ken dadakkel a bungana ti
nakitada.
Inta mangala ti bunga dayta a bayabas Berto ta adda
kanenta nga agpatayab iti ullaw, kinuna ni Nardo. Inwaras ni
Berto ti panagkitana iti inaladan ti arubayan ni Tata Amante
ngem awan makitana a tao.
Saan a mabalin nga agalata Nardo ta awan ti
makinkukua. Masapul nga ipakadata pay nga umuna, ti sao
ni Berto.
Mayat latta uray ta awan met makakita kadata, ti
imbaga ni Nardo.
Indisso ni Nardo tay ullawna sa nagtartaray nga immuli
idiay puon ti bayabas. Nagtakder latta ni Berto iti abay ti alad
a mangbuybuya ken Nardo nga agal-ala iti bayabas. Adu ti
napuros na a bayabas nga insakibutna iti badona.
Pagammuan la ta addan ni Tata Amante. Dagus nga
impakaammo ni Berto kenkuana a dumawatda lat bassit iti
kanenda a bunga ti bayabas. Ni Nardo ti napan immuli a
nangala iti bunga.
Iti saan unay a mabayag, adda nangngegda a napigsa
nga ikkis. Ikkis ni Nardo. Nagtaray da Berto ken ki Tata
Amante nga immasideg kenkuana.

2. Second Reading
Read the text stopping at certain parts then let pupils predict
what will happen next.
3. Post Reading
Ask the following comrehension questions:
1. Who are the characters in the story?
2. Where are the two boys going?
3. What did they see on their way to the ricefields?
186

4. Who climbed in the guava tree?


5. Did Berto climb also?
6. Why do you think Berto did not pick guava fruits?
7. What do you think happened to Nardo?
8. If you were Nardo, are you going to pick some of the guava
fruits?
9. What lesson can you get from the story?
10. What possible ending can you make out of the story?
E. Evaluation
Answer Aramiden 65 and 66 on pages 102-104 (Aramaten Dagiti
Agad-adal).
Key to Correction
Aramiden 65, pages 102-103 (Aramaten Dagiti Agad-adal)
1. B
2. B
3. B
Aramiden 66, page 104 (Aramaten Dagiti Agad-adal)
(Answers may vary)
F. Assignment
Ask the following questions to predict possible outcome.
Ania ngata ti napasamak no:
1. impakada da Berto ken Nardo nga immuna sakbay a nagala iti
bayabas?
2. nagdiretsoda a napan idiay taltalon a nagpatayab iti ullaw?
DAY 2
Objectives
a. Sequence three events in the stories by telling which
happened first, second and third or last
b. Observe mechanics when copying and/or writing sentence,
and story (capitalization, space between words, correct
punctuation mark, indention and format)
187

A. Preliminary Activities
Have a review on the story Ti Dua nga Aggayyem. Call
individual pupils to read it aloud in class. Then have them
read in groups.
B. Developmental Activity
Let the pupils arrange the sentences as to what had happened
first, second, third and last. Let them copy the sentences
according to the sequence of events observing the mechanics in
writing (capitalization, space between words, correct
punctuation mark, indention and format)
1. Napan immuli ni Nardo iti kayo ti bayabas iti
inaladan ni Tata Amante.
2. Napigsa nga ikkis ti nangngegda Berto ken ni Tata
Amante ket nagtartarayda a napan inasitgan ni
Nardo.
3. Magmagna ni Berto ken ni Nardo nga agturong
idiay taltalon tapno mapanda agpatayab iti ullaw.
4. Nakitada ti mula a bayabas ni Tata Amante nga
adu ti bungana.
C. Application
Ask some volunteers to narrate the story based on what had
happened first, second, third and last with the use of
pictures in Aramiden 67 on page 105-106 (Aramaten Dagiti
Agad-adal).
D. Assignment
Tell the pupils to copy their assignment on their norebook.
List down the things they do before going to school in the
order as they happen in their everyday activity.

188

DAY 3
Objective
a. Use verbs in a culturally appropriate manner in sentences
and paragraphs:
a. simple tense
A. Preliminary Activity
1. Let the pupils sing the song Siak ket Naragsak to the
tune of Dito ay Masaya.
Siak ket Naragsak
Siak ket naragsak
Sika ket naragsak
Datayo amin ket naragsak
Siak ket naragsak
Sika ket naragsak
Datayo amin ket naragsak
Agsala-sala, ima ikampay-kampay
Siket ikinnikinni
Agpusipus bassit
Agsala-sala, ima ikampay-kampay
Siket ikinnikinni
Agpusipus bassit.
B. Developmental Activity
1. Ask the pupils to give the action words found in the
song and let them write the action words on the blackboard.
Ask individual pupils to read the action words then let them
do the action.

189

2. Read the short story using the Reading Plan.


Iti tunggal Sabado, mapankami kenni
Nanangko idiay tiendaan tapno gumatang iti
makan. Masapa nga agriing ni nanang tapno
isaganana
ti
pammigatmi.
Agdalus
ni
manangko iti uneg ti balay. Ni met Manongko ti
agkaykaykay iti arubayan ken isu payen ti
agsibog kadagiti mula. Siak met tay tumulong
ken tatang a mangpakan kadagiti tarakenmi a
manok ken pato. Adda amin trabaho iti
tumunggal maysa kadakami.

3. Ask: What does each of the members of the family do during


Saturdays.
Let them give their own sentences telling what the members
of the family in the story do at home.
C. Generalization
Ask:
When do we use the simple tense of the verb?
What are the time expressions used in the present tense of
verbs?
Explain that time expressions like every morning,
every Saturday, during Sundays, etc. are used with
the present tense.
D. Engagement Activity
Let the pupils write the correct simple form of the verb in the
blank. (Isurat ti umno a tignay iti blanko.)
(agriing
agririing)
(Agsipilio
Agsipsipilio)
(Makimisa

1. Masapa nga ________ ni Justine iti tunggal


bigat.
2. ______________ ti ngipenda iti inaldaw.
3. __________ iti tunggal Domingo ni Nora.
190

Makimismisa)
(agsibsibog) 4. Minalem nga _____________ ti mula ni Joseph.
agsibog)
(Agbasa
5. ___________ ni Remy ti libro iti tunggal rabii.
Agbasbasa)
Key to Correction
1.
2.
3.
4.
5.

agririing
Agsipsipilio
Makimismisa
agsibsibog
Agbasbasa

E. Evaluation
Answer Aramiden 68 on page 107 (Aramaten Dagiti Agad-adal).
Key to Correction
Aramiden 68, page 107 (Aramaten Dagiti Agad-adal)
1. agdigdigos
2. agsursurat
3. matmaturog
4. agsalsala
5. agtaktakder
F. Assignment
Pick out the correct form of action word inside the parenthesis
to complete each sentence.
(Pilien ti umno a tignay nga adda iti pangserra tapno
makumpleto ti sarita.)
1.
2.
3.
4.

Inaldaw nga (agluto, aglutluto) ni Tess iti pammigat.


Inaldaw a (magmagnaak,magnaak) a mapan
eskuela.
(Umulida, Umul-ulida) idiay puon ti manga ti kada
malem.
Inaldaw a ( pakpakanen, pakanen) ni tatang
dagitay manok.

191

5.

Kada Sabado nga (agay-ayam, aga-ayam) dagiti gagayyem


ko iti patintero.
Key to Correction
1. aglutluto
2. magmagnaak
3. Umul-ulida
4. Pakpakanen
5. agay-ayam

DAY 4
Objectives
a. Correctly spell words with consonant clusters and blends/
dipthongs
b. Read aloud words
A. Preliminary Activities
1. Spelling
Let the pupils read the following action words in the box. Let
them choose and write the correct word to be placed in the
Text Configuration.
(Basaen dagiti sumaganad a tignay. Pilien ken isurat dagiti
tignay babaen iti Text Configuration.
agdramdrama
agisalsalapay

agin-innaw

1.

2.
192

agdandaniw
agdrodrowing

3.

4.

5.

B. Developmental Activity
Let the pupils:
listen as the teacher reads the words aloud.
repeat the words as the teacher reads them again.
read the words (altogether, by groups and by individual)
C. Evaluation
Let the pupils underline the correct spelling of words with
consonant clusters and blends/dipthongs.
1.
2.
3.
4.
5.

agpukpukan
agpritprito
agdungdung-a
aglinglengay
agbambantay

agpokpokan
agpitprito
agdongdung-aw
aglinglingay
agbenbantay

193

agpukpokan
agpritpito
agdungdong-aw
aglenglingay
agbanbentay

Key to Correction
1.
2.
3.
4.
5.
D.

agpukpukan
agpritprito
agdungdong-aw
aglinglingay
agbambantay

Assignment
Let the pupils list down 5 words with consonant clusters and
blends/dipthongs.

DAY 5
Evaluation
Objectives
1. Correctly spell words with consonant clusters and blends/
dipthongs
2. Observe mechanics when copying and/or writing sentence,
and story (capitalization, space between words, correct
punctuation mark, indention and format)
3. Use verbs in a culturally appropriate manner in sentences
and paragraphs:
a. simple tense
I. Isurat iti papel ti umno nga ispeling dagiti sumaganad a
balikas. (Dictate the following words)
1. agdramdrama
2. agisalsalapay
3. agin-innaw
4. agdandaniw
5. agdrodrowing
II. Mangsurat ti dua-tallo a binatog nga istoria maipapan ti araramidenyo iti agsapa sakbay a mapankayo iti eskuela.
III. Aramiden ti Aramiden 68, page 107 (Aramaten Dagiti
Agad- adal).
194

Key to Correction
I. 1. agdramdrama
2. agisalsalapay
3. agin-innaw
4. agdandaniw
5. agdrodrowing
II.

Answers may vary

III. Aramiden 68, page 107 (Aramaten Dagiti Agad-adal)


1. agdigdigos
2. agsursurat
3. matmaturog
4. agsalsala
5. agtaktakder

195

TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
SECOND QUARTER-Week 16
Theme
Our Surroundings/Caring for our Environment
Objectives
1. Use expressions appropriate in the grade level to give opinions
about the story
2. Read with understanding paragraphs consisting of words
being
studied
3. Spell correctly content words in the list of vocabulary words
4. Observe mechanics when copying and/or writing sentence
and story capitalization, space between words,
correct punctuation mark, indention and format
5. Use preposition and prepositional phrases
6. Locate specific information in the text to find answers to
simple
and higher level questions
7. Listen attentively during story reading
Domains
1. Oral Language
Using expressions appropriate in the grade level to give
opinions about the story
2. Word Recognition
Reading with understanding paragraphs consisting of words
being studied
2. Spelling
Spelling content words in the list of vocabulary words
correctly
3. Handwriting
Observing mechanics when copying and/or writing sentence,
and story: capitalization, space between words, correct
punctuation mark, indention and format
4. Grammar Awareness
Using preposition and prepositional phrases
5. Reading Comprehension (Comprehension of Informational)
Locating specific information in the text to find answers to
196

simple and higher level questions


6. Reading Comprehension (Attitude Towards
Literacy
and Literature)
Listening attentively during story reading

Language

Value Focus
Humility is the Mother of all Virtues
Subject Matter
A. Topic
Mechanics when copying and/or writing sentence,
and story: capitalization, space between words, correct
punctuation mark, indention and format,
Preposition and Prepositional Phrases
B. Reference
K to 12 Curriculum 2 (Mother Tongue Competencies)
C. Materials
Stories (Ti Mangga ken ti Kawayan adapted, Dagiti
Aggagayyem, Bonita, Diay Pagadalan ni Perlita P. Quinto),
word puzzle, pictures
D. Procedure
DAY 1
Objectives
a. Spell content words in the list of vocabulary words
correctly
b. Locate specific information in the text to find answers to
simple and higher level questions
c. Read with understanding paragraphs consisting of words
being studied
A. Preliminary Activities
1. Let the pupils write the correct spelling of the words
using the word puzzle.
a
s

m
1m

b
a

c
n

l d
g g
197

q n a q s
a m z w d

u
k

l
t
u
m
b
a
e
n

n
a
b
S
m
v
s
q

n a
n t
s
I
t b
y 3k
q e
w r
t m

p f
a n
o g
i h
a w
u j
a k
s l

w k s a f h
a w a n e f
e h d z w h
r r f x q d
a y a n a t
t e k s s r
u w h v z y
b q f d j w

Agpababa:
1. nasikkil
2. tuangen
Paatiddog:
1. prutas a nabaknang iti bitamina c
2. kitkitaen
3. maar-aramid a tugaw, papag ken dadduma
pay.
2. a. Pronounce the word once for the first time.
b. Use the word in a sentence.
c. Say the word again.
d. After the word is pronounced, let the pupils write
the word.
Let the pupils read the words and their meanings. Let
them use the words in sentences.
B. Motivation
1. Show a picture of a mango tree and a bamboo. Let the
pupils describe the picture.
Ask: What can you see in the picture?
2. Have the pupils look around the room and see the
objects that are made of trees.
C. Developmental Activities
1. Ask: Which do you think is stronger? a mango tree or
a bamboo tree?
2. First reading
Read the story without interruption while the pupils
listen.
198

Ti Mangga ken ti Kawayan


(Adapted)
Adda maysa a puon ti mangga nga adu ti sanga ken
bulongna. Natibker ken natayag daytoy a kayo. Isu ti
katatayagan amin kadagiti kaykayo sadiay. Adda met kawayan
a nagtubo idiay abay ti mangga. Ab-ababada ngem ti mangga.
Tantan-awan ti mangga ti kawayan. Nagdakkelak,
mabalinkayo nga tumbaen. Nagpigsaak pay, ti kinuna ni
mangga.
Maysa nga aldaw, adda napigsa nga angin, nakapigpigsa
nga angin. Pinatibker latta ni mangga ti bagina ngem
napigpigsa met ti angin. Natuang ngarud ti mangga.
Timmangad ti mangga ket nakita na ti kawayan nga
nakatakder latta. Ti kinuna ti mangga, natayag ken
napigsaak, apay ngata a natuangak? Apay a saanka a
natuang? Napigpigsaka kadi ngem ti angin?
Awan ti napigpigsa ngem iti angin. Saannak a natuang
agsipud ta isurotko daytoy bagik iti direksion a papanan ti
angin. Saanmo ngamin nga insurot dayta bagim iti angin.
Pampanunotem met latta ngamin a napigsaka. Ita
nakaiddakan dita daga, kinuna ni kawayan.
3. Second Reading
Read the story again using the Reading Plan.
4. Post Reading
Ask the following comprehension questions:
1. Who are the characters in the story?
2. What did the mango tree think about itself?
3. What happened to the mango tree?
4. Are the bamboos stronger than the wind?
5. Why did the bamboo not fall down?
6. What moral lesson can you get from the story?
7. Whom do you like its attitude more- the mango or the
bamboo? Why?
D. Assignment
Ask the pupils to draw the picture of the mango and the
bamboo after the attacked of the strong wind.

199

DAY 2
Objective
a. Use expressions appropriate in the grade level to give
opinions about the story
A. Preliminary Activities
Review the story the pupils listened to yesterday.
Ask some pupils to read the story again while the
others listen.
B. Developmental Activities
1. Group the pupils into three.
2. Encourage each group to talk about their opinions on
which do they think is stronger- a mango or a bamboo
tree.
3. Brainstorm on the opinions given by each group giving
them the opportunity to express themselves.
C. Evaluation
Have the pupils answer the following questions:
1. Ania ti makunayo ti kababalin ni mangga, nasayaat
kadi? Ket ni kawayan?
2. Ania ti makunayo iti napasamak kadagiti dua? Ania ti
napidutyo nga adal iti istoria?
3. Sino kadagiti dua ti napigpigsa, ni mangga wenno ni
kawayan?
D. Assignment
Let the pupils write their answers on their notebook.
1. Isurat dagiti kababalin nga maadawyo iti istoria ni
mangga ken ni kawayan.
DAY 3
Objective
a. Use preposition and prepositional phrases
A. Preliminary Activities
1. Show the different pictures to the pupils.
a. Picture of peanuts inside a basket
200

b. Picture of a towel inside a bag


c. Picture of three girls sitting under a tree
d. Picture of a bird on top of a tree
Ask: What can you see in the pictures?
* Write the pupils answers on the board.
B. Developmental Activities
1. Read the story without interruption while the pupils
listen.
Dagiti Aggagayyem
Inawis ni Loy da Lorie ken Malou a mapan agdigos
diay waig. Ti kaadayona ket nabannogda a nagnagna.
Naginanada iti sirok ti lomboy nga adda iti abay ti waig.
Inruar ni Malou diay mani nga adda iti uneg ti bagna.
Timmangad ni Lorie ket nakitana ti nakapimpintas a
tumatayab nga adda iti ngato ti kayo. Idi makainanadan,
inruarda dagitay tualiada sada napan nagdigos idiay waig.
Kasta unay ti ragsakda a nagawid idiay balayda.

2. Read the story again using the reading plan.


3. Ask the pupils to give the words that tell the
location of objects found in the story.
sirok
uneg
ngato
4. Let the pupils read the following prepositions
and prepositional phrases.
Preposition

Prepositional Phrase

sirok
ruar
rabaw
uneg
ngato
likud
baba

sirok ti
ruar ti
rabaw ti
uneg iti
ngato ti
likud ti
baba ti

201

C. Oral Practice
Ask: Where are the objects?
(Sadino ti ayan dagiti bambanag?)
1. Picture of a baloon under a tree
a. The balloon is under the tree.
(Ti lobo ket adda iti sirok ti
kayo.)
b. The balloon is on the tree.
(Ti lobo ket adda ti rabaw ti
kayo.)
c. The balloon is at the back of the tree.
(Ti lobo ket adda ti likud ti kayo.)
2. Picture of books in a bag.
a. The books are in the bag.
(Dagiti libro ket adda iti uneg
ti bag.)
b. The books are outside the bag.
(Dagiti libro ket adda iti ruar ti
bag.)
c. The books are on top of the bag.
(Dagiti libro ket adda iti rabaw ti bag.)
3. Pictures of birds on top of a tree
a. The birds are under the tree.
(Dagiti tumatayab ket adda idiay sirok ti
kayo.)
b. The birds are on top of the tree.
(Dagiti tumatayab ket adda idiay rabaw ti
kayo.)
c. The birds are at the side of the tree.
(Dagiti tumatayab ket adda idiay igid ti
kayo.)

202

4. Pictures of clothes inside a cabinet


a. The clothes are in the cabinet.
(Adda dagiti badbado iti uneg ti kabinet.)
b. The clothes are outside the cabinet.
(Adda dagiti badbado iti ruar ti kabinet.)
c. The clothes are at the back of the cabinet.
(Adda dagiti badbado iti likod ti kabinet.)
5. Pictures of flowers in a flower vase.
a. We put flowers in the flower vase.
(Ikabiltayo dagiti sabsabong iti plorera.)
b. We put flowers outside the flower vase.
(Ikabiltayo dagiti sabsabong iti ruar ti
plorera.)
c. We put flowers under the flower vase.
(Ikabiltayo dagiti sabsabong iti sirok ti plorera.)
D. Generalization
1. Ask: When do we use prepositions and prepositional
phrases?
We use preposition and prepositional phrase to tell
the location of nouns.
2. Let the pupils give examples of prepositions /
prepositional phrases. Ask the pupils to form sentences
using prepositions/prepositional phrases.
E. Evaluation
Let the pupils do Aramiden 69 on page 108.
DAY 4
Objectives
a. Show love for reading by listening attentively during story
reading
b. Observe mechanics when copying and/or writing sentence,
and story: capitalization, space between words,
correct punctuation mark, indention and format
c. Spell content words in the list of vocabulary words
203

d. Use preposition and prepositional phrases


A. Preliminary Activities
1. Review the story read Ti Mangga ken ti Kawayan
2. Give some sentences and let the pupils give the
preposition/prepositional phrase used.
3. a. Drill: Let the pupils spell the words learned in previous
days.
1. natibker
2. tantan-awan
3. tuangen
4. kawayan
5. mangga
b. Read the words correctly following the reading plan.
B. Engagement Activity
Let the pupils copy the following story in their notebook.
Observe capitalization, space between words, correct
punctuation mark, indention and format.

Bonita
Ni Bonita ket maysa a nalukmeg nga aso. Addaan
isuna iti atiddog nga ipus. Mabagkatna ti maysa a basket
nga adda mani iti unegna babaen iti ngiwatna. No adda
umay a bisitami, aglemmeng ni Bonita iti sirok ti lamisaan.
No sumangpetak nga aggapu idiay eskuela, agdardaras a
sumabat. Magustuak unay toy asok.

C. Evaluation
Let the pupils answer Aramiden 69 on pages 108
(Aramaten Dagiti Agad-adal).
Key to Correction
Aramiden 69, page 108 (Aramaten Dagiti Agad-adal)
1. sirok
6. ruar/uneg
2. uneg
7. uneg
3. uneg
8. rabaw
4. rabaw
9. uneg
204

5. sirok

10.sirok

D. Assignment
Write 5 sentences each using prepositions and
prepositional phrase.
sirok
sirok ti

rabaw
rabaw ti

uneg
uneg ti

likud
likud ti

DAY 5
Evaluation
Objectives
1. Observe mechanics when copying and/or writing sentence
and story capitalization, space between words,
correct punctuation mark, indention and format
2. Use preposition and prepositional phrases
3. Locate specific information in the text to find answers to
simple and higher level questions
I. Aramiden ti Aramiden 70, pages 109-110 (Aramaten Dagiti
Agad-adal)
II. Kopiaen ti parupo (paragraph) iti papel. Ugedan dagiti naaramat
a preposision/prepositional phrase.
Diay Pagadalan
Ni: Perlita P. Quinto
Iti maysa nga aldaw a papanko iti pagadalan, adu ti nakitak.
Adda ubbing nga agtutugaw iti sirok ti mangga. Adu pay ti billit a
nakabatay kadagiti sanga iti kaykayo. Iti ilalabasko iti kanatengan,
nakitak dagiti kulibangbang a nagdisso kadagiti rabaw iti sabsabong
dagiti okra ken tarong. Nasabetko pay dagiti ubbing a nakasusuon ti
labba a napunno iti naburasda a nateng iti hardinda.
Kasta unay ti darasko a napan iti kuarto dagiti ubbing iti
maikadua a tukad. Nakitak dagiti libro iti rabaw ti lamisaak. Adda pay
maysa a karton ti tsinelas iti sango ti pisarra . Eksakto laeng iti
isasangpetko iti pagadalan. Orasen ti panagiwaras ti sagut kadagiti
ubbing. Maikkanda iti maysa kadakuada ti maysa libro ken maysa a
pares ti tsinelas. Agyamanak kadagiti naaayat a balikbayan.
205

Key to Correction
I. Aramiden 70, pages 109-110 (Aramaten Dagiti Agad-adal)
1. a
2. a
3. a
4. c
5. a
II.

Diay Pagadalan
Ni: Perlita P. Quinto
Iti maysa nga aldaw a papanko iti pagadalan, adu ti
nakitak. Adda ubbing nga agtutugaw iti sirok ti mangga. Adu
pay ti billit a nakabatay kadagiti sanga iti kaykayo. Iti
ilalabasko iti kanatengan, nakitak dagiti kulibangbang a
nagdisso kadagiti rabaw iti sabsabong dagiti okra ken tarong.
Nasabetko pay dagiti ubbing a nakasusuon ti labba a napunno
iti naburasda a nateng iti hardinda.
Kasta unay ti darasko a napan iti kuarto dagiti ubbing iti
maikadua a tukad. Nakitak dagiti libro iti rabaw ti lamisaak.
Adda pay maysa a karton ti tsinelas iti sango ti pisarra .
Eksakto laeng iti isasangpetko iti pagadalan. Orasen ti
panagiwaras ti sagut kadagiti ubbing. Maikkanda iti maysa
kadakuada ti maysa libro ken maysa a pares ti tsinelas.
Agyamanak kadagiti naaayat a balikbayan.

206

TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
SECOND QUARTER-Week 17
Theme
Doing Things Independently
Objectives
1. Use expressions appropriate in the grade level to express
agreement/disagreement on story/event, issue, etc.
2. Read words with consonant blends and cluster
3. Spell words with consonant clusters and blends/diphtongs, etc.
correctly
3. Write short story that include elements of setting,
characters and
events
5. Use verbs in a culturally appropriate manner in sentences and
paragraphs:
a. ing form
6. Make inference on what is likely to happen next based on the
events in the stories
7. Cite the problem and the most likely solution to essay,
commentaries and events listened to and or read
Domains
1. Oral Language
Using expressions appropriate in the grade level to
express agreement/disagreement on story/event, issue, etc.
2. Word Recognition
Reading words with consonant blends, cluster and digraphs.
3. Spelling
Spelling words with consonant clusters and blends/
diphtongs.
4. Handwriting
Writing short story that include elements of setting,
characters and events
5. Grammar Awareness
Using verbs in a culturally appropriate manner in sentences
and paragraphs:
a. ing form
207

6. Reading Comprehension (Activating Schema and Prior


Knowledge)
Making inference on what is likely to happen next based on
the events in the stories, legends, etc.
7. Reading Comprehension (Comprehension of Informational)
Citing the problem and the most likely solution to essay,
events, commentaries listened to and or read.
Value Focus
Industry
Subject Matter
A. Topic
Consonant blends, cluster and digraphs
Elements of setting characters and events, Verb
B. Reference
K to 12 Curriculum 2 (Mother Tongue Competencies)
C. Materials
Song (Ti Ubing a Nagaget tune of Bahay Kubo), Story (Ti
Nagaget nga Ubing
D. Procedure
DAY 1
Objectives
a. Use expressions appropriate in the grade level to express
agreement/disagreement on story/event, issue, etc.
b. Cite the problem and the most likely solution to essay,
commentaries and events listened to and or read
A. Preliminary Activities
Have the pupils sing the song Ti Ubing a Nagaget to the tune
of Bahay Kubo.
Ti Ubing A Nagaget
Ti ubing a nagaget
Natudio ken nasingpet
Kaay-ayo ti kaaduan
208

Ugalina a pagtamdan
Ub-ubbing intay isuro
Ta dumakkelda a pagwadan
Ti adal ken ugali
Ta agbalin a sadiri.
B. Pre-Reading
1. Motivation/Activiating Prior Knowledge
a. Show a picture of a boy who is planting vegetables.
Say: Tell something about the boy.
b. Ask the pupils who among them is not living with
their parents.
2. Unlocking of difficulties
(Through context clues)
agnaed
nagannak
uliteg
nakabirok
taltalon
The pupils read the words and their meaning.
3. Setting the Purpose for Reading
Say: In the story we will read today, we will find out if
the boy was able to solve his problem?
C. During Reading
1. First reading
Read the story without interruption while the pupils
listen.

209

Ti Nagaget Nga Ubing


Adda maysa nga ubing nga agnagan iti Jose. Agnaed isuna
iti balay ti ulitegna. Ubing pay ni Jose idi matay dagiti nagannak
kenkuana.
Kayat ni Jose ti agobra ken pumanaw iti balay ti ulitegna ta
kayatna ti agbiag nga agmaymaysa.
Kinasaritana ngarud ti ulitegna. Uliteg, kayatko ti agobra
ken agbiag nga agmaymaysa. Dinak pakadanagan ta kabaelak nga
aywanan ti bukodko a bagi, kinunana
Pagobraam ngarud? ti dinamag ti ulitegna.
Adda naam-ammok a lakay nga addaan iti nalawa a daga a
taltalunenna. Mabalinko ti agobra idiay, insungbatna.
Ala ngarud.... agan-annadka barok, ti kinuna ti ulitegna.
Sinapul ni Jose ti lakay. Tata Freddie ti naganna.
Tata Freddie, kayatko ti agobra ditoy taltalonmo. Agmulaak
ti natnateng ken prutas, kinuna ni Jose.
Ammok a nagagetka nga ubing. Mabalinmo ngarud ti
mangrugi nga agobran, insungbat ni Tata Freddie.
Naragsakan ni Jose ta nakasapul ti pagobraanna ken
mabalinnan ti agbiag nga agmaymaysa.
2. Second Reading
Read the story again using the reading plan.
D. Post Reading
1. Answer the following comprehension questions:
1.
Who is the main character in the story?
2.
What was his problem?
3.
Who helped him solve his problem?
4.
What did he do?
5.
How did he feel when his problem was solved?
6.
Do you agree with his decision ? Why? Why not?
2. Engagement Activity
Group the children into two. Let each group talk about the
decision of Jose. Let the leader of each group present the
answer.

210

3. Skill Focus
a. Guided Practice
Show and Tell: (Encourage the pupils to talk about the
given situation. Let them express their agreement or
disagreement to the solution).
Situation: You have an assignment in Mathematics. You are
asked by your teacher to solve a word problem. However,
you do not know the process on how to get the answer.
What will you do?
Solution: I will ask my mother to solve the word problem so I
can play with my friends.
b. Independent Practice
Have the pupils give reasons why they agree or disagree on
the given situation.
You want to buy chocolates because it is your younger
brothers birthday today.
c. Evaluation
Encourage the pupils to give their reasons why they agree
or disagree with what Jose did. (This may be done in
groups.)
E. Assignment
Let the pupils copy their assignment on the board and
let them write down some reasons why they agree or disagree on
the given situation.
1. Your mother is planning to go abroad to look for a better job for
your education.
DAY 2
Objectives
a. Spell words with consonant clusters and blends/diphtongs
b. Read words with consonant blends and cluster
A. Preliminary Activities
Let the pupils:
1. read the story again Ti Nagaget nga Ubing. Let them
211

read by groups, by pairs and individually


2. pick out the words with consonant blends and cluster
found in the story.
a. lakay
b. Freddie
c. idiay
d. prutas
B. Developmental Activities
a. Ask the pupils to give more examples of words with
consonant blends and cluster/diphtongs.
1.
plato
2.
tsinelas
3.
plaka
4.
plano
5.
plantsa
6.
krayola
C. Oral Practice
a. Let the pupils underline the correct spelling of words in
the parenthesis to complete the sentences.
1. Nabaknang ti (prutas, prutos, protas) iti bitamina.
2. Naglugan ni Maria iti (traysikel, treysikel, traysikkel) a
napan nagbasa.
3. Gimmatangak ti papaya idiay (teindaan, tiendaan,
tindaan).
4. Adu ti mapan agbuya ti koronasion idiay (skwela,
eskuela, eskwela).
5. Kayat ni Jose ti (agbiag, agbyag, agbbiag) nga
agmaymaysa.
D. Generalization
Ask: What are consonant clusters and blends/diphtongs?
Consonant cluster (also known as consonant blend) is a
group of consonants that appear together in a word without
anyvowels between them. When reading clusters, each letter
within the cluster is prounounced individually.
Dipthongs refer to two adjacent vowel sounds occurring
within the same syllable.
212

E. Assignment
List down 5 examples of consonant blends/diphtongs
DAY 3
Objectives
a. Use verbs in a culturally appropriate manner in
sentences and paragraphs:
ing form
b. write short story that include elements of setting,
characters and events
A. Preliminary Activities
a. Show a picture of a family doing the following:
- Mother is cooking.
- Father is fixing the fenc.
- Sister is sweeping the yard.
- Brother is watering the plants.
b. Ask: What can you say about the picture?
What are the members of the family doing?
(Write their answers on the board.)
c. Based on the pictures of the family, write a short story
that include elements of setting, characters and events
B. Developmental Activities
1. Instruct the pupils to read the sentences written on the
board.
2. Ask: What are the actions done in each sentence?
cooking (aglutluto)
fixing (agtartarimaan)
sweeping (agsagsagad)
watering (agsibsibog)
3. Call some pupils to do the actions.
4. Let them give more examples of action words done in
the present.
C. Generalization
Ask:
When are the actions done?
How do we form verbs when the action is happening now?
(Uliten ti umuna a silaba ti puon a sarita sa ikkan ti ag iti
umuna na).

213

D. Guided practice
Ask the pupils to act out any of the following actions and
ask a classmate to guess what they are doing or what is
someone doing.
agkankanta (Singing)
agsursurat (writing)

agsipsipilio (brushing the teeth)


agsalsala (dancing)

E. Independent Practice
Let the pupils read the words with consonant cluster
1.
plato
2.
tsinelas
3.
plaka
4.
plano
5.
plantsa
6.
krayola
7.
Freddie
8.
prutas
F. Application
Tell the pupils to do Aramiden 71, page 111 (Aramaten Dagiti
Agad-adal)
Key to Correction
Aramiden 71, page 111 (Aramaten Dagiti Agadal)
1. agen-ensayo
6. agsursuro
2. agtartaray
7. agur-uray
3. agpunpunas
8. agsagsagad
4. agbirbirok
9. agpakpakan
5. agdurduron
10. agkiwkiwar
G. Evaluation
Tell the pupils to do Aramiden 72 on pages 112-113 (Aramaten
Dagiti Agad-adal).
Key to Correction
Aramiden 72, pages 112-113 (Aramaten Dagiti Agad-adal)
(Answers may vary)
1. Agsibsibog ti mula ni manang.
2. Agbalballasiw ti Nana Maria diay kalsada.
3. Agsagsagad ti dua nga ubbing.
214

4. Agay-ayam ti dua nga lallaki nga ubbing ti sipa.


5. Agbasbasa ti pagiuarnak ni tatang.
H. Assignment
Tell the pupils ti answer Aramiden 73 on page 114 (Aramaten
Dagiti Agad-adal).
Key to Correction
Aramiden 73, page 114 (Aramaten Dagiti Agad-adal)
1. kasangsangpet
6. agdengdengdeng
2. agtartaray
7. agtaytayab
3. agay-aywan
8. agkankanta
4. agis-isem
9. agin-inum
5. agidasdasar
10.agul-uli
DAY 4
Objectives
a. Make inference on what is likely to happen next based on the
events in stories
b. Use verbs in a culturally appropriate manner in sentences
and paragraphs: ing form
A. Preliminary Activities - Guessing Game
Ask volunteer pupils to stay behind the door and take
turns doing some actions and let their other classmates
guess what the action is. Read the dialogue below and do
the same thing in the guessing game.
Pupil
Pupil
Pupil
Pupil
Pupil

1:
2:
1:
2:
2:

Im doing something. Guess what Im doing.


Are you dancing?
No, Im not.
What are you doing?
Im hopping.

B. Developmental Activities
Tell the pupils to study the picture, then ask: What do
you think is most likely to happen?

215

The pieces of broken glasses are on the floor.

Mother gets the broom to clean up the place.

Linas baby brother crawls to get his toy.


What will Lina do?
a. let her baby brother crawl
b. pick up and carry her baby brother
c. ask mother to stop sweeping the floor.
C. Oral Practice
Ask the pupils to read the following sentences. Let them
identify the verbs used in each sentence.
1. Aglablaba ni nanang ti lupotmi diay igidi ti karayan.
2. Mangmangan ti bayabas ni Manong Rey.
3. Agsursurat ni Marcelo ti ababa nga istoria maipapan ti
asona.
216

D. Guided Practice
Ask the pupils to act out any of the following actions and
ask a classmate to guess what they are doing or what is
someone doing.
aglaglagto (jumping)
agtartaray (running)
agbasbasa (reading)
agsagsagad (sweeping)
aglamlampaso (scrubbing)
agiluklukat ti ruangan (opening the door)
E. Independent Practice
Let the pupils use the following verbs in sentences.
1.
2.
3.
4.
5.

aglaglagto (jumping)
agbasbasa (reading)
aglamlampaso (scrubbing)
agtartaray (running)
agiluklukat ti ruangan (opening the door)

F. Evaluation
Answer Aramiden 74 on pages 115-116.
Key to Correction
Aramiden 74, pages 115-116
1. b
2. b
3. a
4. b
5. a
G. Assignment
Isurat ti possible a mapasamak kadagiti sumaganad a sarita:
1. nagmula ni tatang iti nadumaduma a natnateng.
2. nagmalmalem nga nagtudtudo.

217

DAY 5
Evaluation
Objectives
1. Spell words with consonant clusters and blends/diphtongs,
etc. correctly
2. Write a short story that include elements of setting,
characters and events
E. Use verbs in a culturally appropriate manner in sentences
and paragraphs:
-ing form
I. Write the following words on your paper (Dictate the
words).
1. prutas
2. traysikel
3. eskuela
4. tiendaan
5. apoy
6. taaw
7. ballasiw
8. wasay
9. prito
10. prinsesa
II. Based on the situation below, write a short story that
includes elements of setting, characters and events.
Kasangay ti maysa a kaeskuelaam. Inimbitarannaka a
mapan dumar-ay. Ania ti mabalinmo nga itugot ken sino ti
posible a kaduam a mapan.
III. Use the following verbs in sentences.
1. agbasbasa
2. magmagna
3. aglablaba
4. agsursurat
5. agkankanta

218

TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
SECOND QUARTER-Week 18

Theme
Things I Can Do and Cant Do
Objectives
1. Use expressions appropriate in the grade level to recall
important details in a poem
2. Identify rhyming words in poems consisting of two or three
stanzas
3. Give the meaning of words being read
4. Spell correctly content words in the list of vocabulary words
5. Write a short narrative story that includes elements of
setting, characters, and events
6. Use verbs in a culturally appropriate manner in sentences
and paragraphs:
a. positive/negative form of auxiliary verbs
7. Locate specific information in the text to find answers to
simple and higher level questions
Domains
1. Oral Language
Using expressions appropriate in the grade level to recall
important details in a poem
2. Phonological Skills
Identifying rhyming words in poems consisting of two to
three stanzas
3. Word Recognition
Giving the meaning of words being read
4. Spelling
Spelling content words in the list of vocabulary words
correctly
5. Handwriting
Writing short narrative story that include elements of
setting, characters and events

219

6. Grammar Awareness
Using verbs in a culturally appropriate manner in sentences
and paragraphs:
a. positive and negative form of auxiliary verb
7. Reading Comprehension (Comprehension of Informational
Texts)
Locating specific information in the text to find answers to
simple and higher level questions
Value Focus
Love for Animals
Subject Matter
A. Topic
Verbs, Rhyming words
Elements of setting and characters
B. Reference
K to 12 Curriculum 2 (Mother Tongue Competencies)
C. Materials
Poems (Ti Panniki ni Rowena Nefangui, Ti Nuang ni Perlita P.
Quinto, Ti Aywanko nga Aso ni Perlita P. Quinto), pictures
D. Procedure
DAY 1
Objectives
1. Use expressions appropriate in the grade level to
recall important details in a poem
2. Locate specific information in the text to find
answers to simple and higher level questions
3. Give the meaning of words being read
A. Preliminary Activities
1. Show a picture of bats. Have the pupils say
something about the picture.
2. Unlocking of difficulties
(Through context clues and with the use of pictures.)
1. kueba
2. panniki
3. aglulumba
220

4. nasipnget
5. nakinngato
Let the pupils read the words and their meaning.
B. Motivation
Ask: Nakakitakayo kadin iti panniki?
Ania nga oras ti kadawyan a makakitakayo iti panniki?
C. Developmental Activities
1. Say:
a. We will read a poem today.
b. We will see if you can read with proper expression and
correct intonation.
2. Post the poem on the board. Talk about the title of the poem.
Say: In the poem we will read today, we will find out the
characteristics of bats.
Ti Panniki
Ni: Rowena T. Nefangui
Ti panniki ket adda payakna
Ngem saan a tumatayab ti pakaibilanganna
No maturog nakabitin. Nakinngato pay ti sakana
Iti nasipnget a lugar ken kueba a pagnaedanna.
Ti panniki ket rumuar laeng ti rabii
Aglulumbada nga agtaytayab a nakatagtagari
Sadanto agi-innuna nga agsubli
Dagiti babassit isudat maud-udi.
Panniki a nakaad-adu
Kabaelanda ti tumayab uray sadinno
Nakaad-adayo ti madanonda
Agsardengda latta iti nasipnget a disso.
Isu nga no makakitatayo iti ub-ubbing nga agpalsiit
Kadagiti agtaytayab a panniki a babassit
Intay ngarud anawaen ida
Ta dagiti panniki kas kadatayo nga adda pategna

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3. During Reading
1. First reading
Read the story without interruption while the pupils listen.
2. Second Reading
Let the pupils read the poem.
4. Post Reading
1. Let the pupils answers the following comprehension
questions:
1. Ania a klase nga ayup ti panniki?
2. Ania ti uni ti panniki?
3. Sadino ti pagnaedanda?
4. Kasano ti pannaturogda?
5. No makakitakayo ti ubbing a mangpalsiit kadagiti
panniki, ania ti aramidenyo?
D. Engagement Activity
Let the pupils read the poem by group, by pair and by
individually with correct expression and proper intonation.
E. Assignment
Let the pupils memorize the poem and ask them to recite in the
class tomorrow.
DAY 2
Objective
a. Identify rhyming words in poems consisting of two or
three stanzas
A. Preliminary Activity
Let the pupils read the poem Ti Panniki with correct
expression and proper intonation.
B. Developmental Activities
a. Flash the word panniki
Ask:
Does panniki rhyme with kuwago?
Does panniki rhyme with tumatayab?
Does panniki rhyme with rabii?

222

C. Oral Practice
1. Let the pupils look for pairs of words that rhyme in the
poem by stanza. Ask them the words that rhyme in the
first stanza, second stanza, third stanza.
2. Write the rhyming words on the board and let the pupils
read the rhyming words written on the board.
D. Generalization
What are rhyming words?
E. Guided Practice
Ask the pupils to think and give other examples of rhyming
words. Write these words on the board.
F. Independent Practice
Let the pupils read the rhyming words by individual.
G. Evaluation
Post the poem Ti Nuang on the board. Let the pupils look
for pairs of words that rhyme in the poem.
Ti Nuang
Ni: Perlita P. Quinto
Adda nuang ni tatang, natayag ken nalukmeg
Kasta unay ti panangaywanna gapu ta napateg
Isut kanayon a kaduana iti panagtalonna
Agtudo man wenno agin-init, saanna nga igin-gina.
Kired ti nagan ti nuang ni tatang
Pinanagananna daytoy ni nanang
No mapanda agdalus ti mulada a bawang
Agkuykuyog latta ni tatang ken ti nuang

H. Assignment
Instruct the pupils to list down 5 pairs of rhyming words.

223

DAY 3
Objectives
a. Use verbs in a culturally appropriate manner in sentences
and paragraphs:
positive and negative form of auxiliary verb
b. Write short story that include elements of setting,
characters and events
A. Preliminary Activity
1. Ask the pupils about the things they can do and
cannot do in their houses and let them write their
answers on the board.
B. Developmental Activities
Basaen dagiti sumaganad a sarita.
1. Kabaelan ni Dora ti agdigos nga agmaymaysa.
Saan a kabaelan ni Dora a labaan dagiti badona.
2. Ni Eddie ket kabaelanna a sipiluen ti ngipenna
a nasayaat.
Saan a kabaelan ni Eddie a dalusan ti kuartona.
3. Ni Rosie ket kabaelanna ti agkanta.
Saan a kabaelan ni Rosie ti agsala.
4. Ni Niko ket kabaelanna ti agpasiar a maymaysa.
Saan a kabaelan ni Niko nga ubraen dagiti aramid iti
uneg ti balay.
5. Ni Ela ket kabaelanna nga isurat ni naganna.
Saan a kabaelan ni Ela ti sumungbat ti telepono.
Ania ti kabaelam nga aramiden kadagiti nabasa a sarita?
Ania ti saanmo a kabaelan nga aramiden kadagiti
nabasa a sarita?
C. Engagement Activity
1. Ask individual pupils about the things they can do and
cannot do in the school.
2. Let them write a short story about the things they can do
and cannot do that include elements of setting,
characters and events
D. Guided Practice
Instruct pupils to do the activity in Aramiden 75 on page 117
(Aramaten Dagiti Agad-adal).
224

Key to Correction
Aramiden 75, page 117 (Aramaten Dagiti Agad-adal)
1. saanna a kabaelan
6. kabaelan
2. kabaelanna
7. saanna a kabaelan
3. saanna a kabaelan
8. kabaelan
4. saanna a kabaelan
9. kabaelan
5. saanna a kabaelan
10.kabaelan
E. Evaluation
Answer Aramiden 76 on pages 118-119 (Aramaten Dagiti
Agad-adal).
Key to Correction
Aramiden 76, page 118 (Aramaten Dagiti Agad-adal)
1. saan
6. wen
2. wen
7. saan
3. saan
8. wen
4. wen
9. wen
5. saan
10.wen
F. Assignment
Tell the pupils to write 5 things that they can do and cannot
do in their houses.
DAY 4
Objectives
a. Spell content words in the list of vocabulary words
correctly
b. Use expressions appropriate in the grade level to recall
important details in a poem
A. Preliminary Activity
Ask the pupils to recite the poem Ti Panniki individually.
A. Developmental Activities
1. Spelling
a. Spell the words learned in the previous days.

225

* Guided spelling
Example:
Show the pictures and have the pupils complete the
word by giving the missing letter.

k_w_b_

p_nn_k_

n_s_png_t

n_k_nng_to

* Independent spelling
Group the class into three (3) before having a spelling bee
contest using words that have been learned during the
week.
2. Using the pictures, let the pupils recall the important details in
the poem Ti Panniki. Write their answers on the board.
Let the pupils read their answers by:
group
pair
individually
C. Evaluation
Let the pupils recite the poem Ti Panniki by:
group
pair
individually

226

DAY 5
Evaluation
Objectives
1. Identify rhyming words in poems consisting of two or
three stanzas
2. Write a short narrative story that includes elements of
setting, characters, and events
3. Use verbs in a culturally appropriate manner in
sentences and paragraphs:
a. positive/negative form of auxiliary verbs
I. Write the things that you can do and cannot do.
Can
___________________________
___________________________
___________________________
___________________________
___________________________

Cannot
______________________________
______________________________
______________________________
______________________________
______________________________

II. Write a simple short story about what you can do and
cannot do during your unforgettable vacation that
includes elements of setting and characters.
III. Write on your paper the rhyming words in the poem.
Ti Aywanko nga Aso
Ni: Perlita P. Quinto
Adda aywanko nga aso
Iti naganna ket Celso
Duddot na ket nagmaris dapo
Pakanek ti mamitlo
Uray la a lumagto-lagto
Pudno nga ipatpategko
Ti asok a ni Celso
Ta ti lailona ket napalalo
Isu a kanayon a maar-arakupko
No panawak iti balayko
Isut bantayko
227

Key to Correction
I. Answers may vary
II. Answers may vary
a. aso-Celso
b. dapo-mamitlo
c. mamitlo-lagto
d. ipatpategko-Celso
e. maar-arakupko-balayko
f. napalalo-mamitlo
g. balayko-bantayko
h. ken dadduma pay

228

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

229

TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
THIRD QUARTER-Week 19
Theme
Waste Management and Recycling
Objectives
1.
2.
3.
4.
5.
6.

Classify things, people, animals, objects, places, etc.


Give the meaning of words being read
Read stories with ease and fluency
Spell content words in the list of vocabulary words
Compose a story using appropriate words and coherent texts
Read aloud with some pacing, intonation and expression of
ones writing of narrative and expository texts
7. Give the correct sequence of events in a selection read.
Domains
1. Oral Language
Classifying things, people, animals, objects, places, etc.
2. Word Recognition
Giving the meaning of words being read.
3. Fluency
Reading stories with ease and fluency.
4. Spelling
Spelling content words in the list of vocabulary words.
5. Composing
Composing a story using appropriate words and coherent
Texts.
6. Vocabulary and Concept Development
Reading aloud with some pacing, intonation and
expression of ones writing of narrative and expository
texts.
7. Reading Comprehension(Comprehension of Literary Texts)
Give the correct sequence of events in a selection read.
Value Focus
Caring for the environment

230

Subject Matter
A. Topic
Classify things, people, animals, objects, places, etc.
C. Reference
K to 12 Curriculum 2 (Mother Tongue
Competencies)
D. Materials
Stories (Aldaw ti Tienda,) narrative text (Apay a Naglayus),
expository text (Dagiti Wagas nga Aramiden Tapno Maliklikan ti
Layus), song (Naimbag a Bigat Mo-Tune: Are You Sleeping),
pictures, chart, big book
D. Procedure
DAY 1
Objectives
a. Give the meaning of words being read
b. Read stories with ease and fluency
A. Pre-Reading
1. a. Motivation
Show a picture of a mother waking his son.
Say: Look at this picture. What do you think
the mother is doing to his son?
b. Activating Prior Knowledge
Ask: Have you been to the market? What are
the things that you can find there?
2. Unlocking of Difficulties
Say: I have here some words written on strips of
paper. As I flash each picture, act out and tell
what the word means.
pagsisinaen
naputed
nagtulid
napardas
nagsukat

231

3. Setting the Purpose for Reading


Show the cover of the bigbook. Give the author and
the illustrator of the book.
B. During Reading
1. First Reading
Read the story without interruption.
a. Read the story, Aldaw ti Tienda.
Aldaw ti Tienda
Aldaw ti Sabado. Andoy, agriingkan anak ta mapanta idiay
tiendaan, kinuna ni Nana Eling iti anakna. Agsukatkan
nakkong ta baka adu ti tao diay tiendaanen, kinunana manen
daytoy.
Napardas a nagsukat ni Andoy. Imbadona ti kawesna a
mapan makitienda. Idi nakasangpetda iti tiendaan, nakitana ti
kaado iti tattao. Naariwawa dagitoy. Agduduma pay ti angot
sadiay.
Napunno a dagus ti bay-onda ta adu ti ginatangda. Napugsat
payen ti pagbitbitan ti bay-onda gapu ti kaadu ti ginatangda.
Natinnag payen dagiti kargana a kamatis ken dadduma pay.
Pidot ditoy, pidot idiay ti inaramid dagiti agina. Hay! Agyamanak
ta nagatang ta met laengen dagiti kasapulan iti balay, kinuna ni
Nana Eling.
Nanang, gumatangta la koma iti plastiken ta pagsisinaen
ta dagitoy ginatangta. Nadagsen ngamin no ikargata amin dagitoy
ditoy bay-onta, kinuna ni Andoy.
Nasaysayaat ti bay-on ngem iti plastik anak ta nadaras laeng a
madadael ti plastik. Kitaem daytoy bay-on, nabayag nga araramatentayon, ita laeng a nadadael. Aggianka ditoy ta mapanak
gumatang ti baro a bay-on, kinuna ni Nana Eling.
Kalpasanna, inyalis da Nana Eling ken Andoy dagiti
nagatangda iti baro a bay-onda. Inyawidda met ti daan a bay-on
tapno aramidenda a basuraanda.

2. Second Reading
Read the story again by asking questions about
the story.

232

C. Post Reading
1. Answering Comprehension questions
1. Siasinno ti nangriing ken Andoy?
2. Apay niriing isuna ni nanang na?
3. Ania dagiti nakita ni Andoy idiay tiendaan?
4. Ania ti napasamak kadagiti ginatang da
Andoy??
5. Kasanuda a sinulbar ti problemada??
6. Ania dagiti pagsayaatan ti bay-ong a kas kuna
ni nanang ni Andoy?
7. Ania ti madi nasayaat nga ited ti panagusar iti
plastic?
Infusion of Values
If you were Andoy, would you do the same? Why?
Why not?
Complete this sentence:
If I were Andoy, I would ______________________.
D. Engagement Activity
Have pupils read the story by group, pair and
individually with ease and fluency.
E. Evaluation
Read other stories in your book with ease and
fluency.
DAY 2
Objective
a. Classify things, people, animals places, etc.
A. Motivation
What do you see in a market? Name them. (Write pupils
responses on the board).
B. Development of the Lesson
1. The pupils will be guided in classifying the things in their list.
The table below shall be used for this purpose.

233

vegetables fruits people things condiments

Ask: How do we classify the things around us?


Say: We classify things in many ways: according to
kind,color, taste, use, characteristics, etc.
2. Read the names of animals inside the circle.

baboy, manok, billit,


pato, kalding, baka,
aso, tuato,
kulibangbang, alutiit,
igges, alakdan, lawalawa
1.

Classify them according to the following:


crawling

number of legs

flying

walking

C. Enrichment Activity
Bring the pupils outside the classroom. (The pupils
will bring their paper and pencil.) They will be asked to
observe and take down notes on the things that they see
around them for five minutes. After which, they return to
234

the classroom and classify the names of things they have


written on their paper.
E. Assignment
List down 10 things that can be found inside your house.
Classify them according to the following:
Things found in
the bedroom

Things found in
the living room

Things found in
the kitchen

Things found inside


the bathroom

DAY 3
Objectives
A. Spell content words in the list of vocabulary words
B. Give the correct sequence of events in a selection read.
A. Preliminary Activity
1. Review:
Complete the following sentences taken from the story
Aldaw
Ti Tienda.
1.
2.
3.
4.
5.

Alisto a nagsukat ni _______________.


Naariwawa dagiti tattao iti _________________.
Napugsat ti pagbitbitan ti ___________________.
Nadaras a madadael ti ______________.
Inyalisda Nana Eling ken ________ dagiti nagatangda iti
baro a bay-onda.

2. Motivation
The class sing the song, Naimbag a Bigatmo.
Naimbag a Bigatmo
(Tune: Are You Sleeping)
Naimbag a bigatmo (2x)
Komustaka ita? (2x)
Nasayaat met gayyem (2x)
Agyamanak (2x)

235

B. Development of the Lesson


1. Read the story again. While reading, let the
pupils check whether their answers are correct or not.
2. Guided spelling
Have pupils complete the word by giving the missing letter.
1. Gimmatang ni nanang iti baro nga b_y_ng a nagyanan
dagiti ginatangna.
2. N_pa_d_s a napan nagsukat ni Andoy idi riniing isuna
ni nanangna.
3. Nadaras a madadael ti p_as_ik.
4. N_p_nn_ a dagus diay basket ti mangga.
5. Insuot na ti k_w_s na a mapan makitienda.
C. Enrichment Activity
Distribute two envelopes containing strips of paper
where the events of the story they have listened to are
written. Let each group arrange the events according to
how they happen in the story. Then let each group read
the order of the events aloud. The group which is able to
arrange the events correctly wins.
D. Evaluation
1. Write the correct spelling of the following words:
Dictate the words, then use it in a sentence,
then dictate the word again.
1. tiendaan
2. naputed
3. napardas
4. nagtulid
5. nagsukat
6. napugsat
7. nadagsen
8. gumatang
9. napunno
10. kasapulan
Write the spelling words clearly on the board. Let the
pupils copy the spelling words in their spelling booklet.
Supervise them as they write and check the pupils
work.

236

2. Read the following events. Arrange them according to


how they happen.
1. Kinuyog ida dagiti mangisursuro a nagturong
idiay igid baybay.
2. Maysa kadagiti aktibidadda ket mapanda
agpidot ti plastik kada wara diay igid ti baybay.
3. Idi makitada a nadalusen, nagsublida idiay
eskwelaan ket intuloyda dagiti dadduma nga
aktibidadesda ti kamping.
4. Nagraragsak dagiti agad-adal ta mapan da
agkamping diay eskwelada.
5. Agi-innunada nga agpidot kadagiti agkaiwara a
plastik kada rugit sa da ipan ayan ti sako a
bitbitda..
E. Assignment
Practise writing the correct spelling of the words that
you have learned today.
Day 4
Objectives
a. read aloud with some pacing, intonation, and expression
of ones writing of narrative and expository texts
b. Compose a story using appropriate words and coherent
texts
A. Preliminary Activities
1. Review
Where did mother and Andoy go one day? What
happened to their basket?
2. Motivation
Have you experienced walking in a flood?
Do you like to walk in the flood? Why? Why not?
B. Development of the Lesson
Show a picture of a flooded place where plastics and other
solid waste materials are seen floating.

237

What do you think caused the flood in this area? What are
the ways on how this incident could be prevented? (Elicit
answers from the pupils)
Write pupils responses on the board in such a way that they
can compose a narrative text.
What are the different things that we can do in order to
prevent our community not to be flooded.
Write the following steps given by the pupils. (expository text)
C. Evaluation
Have pupils read the text that they have composed with some
pacing, intonation and expression.
(Narrative text)
Apay a Naglayus?
Maysa nga aldaw, dimteng ti napigsa a tudo.
Nagmalmalem a nagtudtudo.Pagam-amuan adalemen
ti danum iti aglawlaw. Naglayus a gapuanan ti awan
sardeng a panagpukan iti kaykayo iti banbantay.
Dagiti tattao ket saan a nasayaat ti panagibellengda
iti basura. Agkaraiwara ti lata, plastik ken dadduma pay
a basura. Napan dagitoy iti kanal ket naserraan ti dalan
ti danum. Dagitoy ti rason no apay nga aglayus no adda
bagyo ken napaut a tudtudo.
(Expository text)
Dagiti Wagas nga Aramiden Tapno Maliklikan ti Layus
Umuna, paglalasinen ti panagdaldalus ti aglawlaw.
Maikadua, pagdadasigen dagiti basura. Maikatlo, saan
238

nga agibelleng ti plastic ken dadduma pay a klase ti


basura iti kanal ken karayan. Maikapat, agmula ti
naduma-duma a kaykayo iti aglawlaw. Ti maudi
pagtalinaeden ti kinadalus ti aglawlaw.
D. Assignment
If you really care for the environment, make a promise.
Write your promise in your notebook.

Manipud ita _____________________________


_________________________________________
_________________________________________
_________________________________________
______________________.
_________________________________________
_________________________________________
_________________________________________
_________________________________________
______________________.

Day 5
Evaluation
Objectives
a. Classify things, people, animals, objects, places, etc.
b. Give the correct sequence of events in a selection read.
A. Classify the following words in the basket in their proper
heading.

239

kalamansi kamatis, sibuyas,


bawang
patatas, karabasa, kaimito, ikan,
karne
itlog, manok, bagas, gatas, kape,
asukar, tinapa, asin, patis, bagoong

B.
Make a list of the things that you can see in the market
using the table below.
vegetables

fruits

fish

C. Arrange the following events according to how they happen


in the story.
a. Agkaywara ti lata, plastik ken dadduma pay a basura.
b. Dagitoy ti rason no apay nga aglayus no ada bagyo ken
napaut
a tudtudo.
c. Maysa nga aldaw, dimteng ti napigsa a tudo.
d. Napan dagitoy iti kanal ket naserraan ti dalan ti danum.
e. Nagmalmalem a nagtudtudo.
240

Key to Correction
1. c. Maysa nga aldaw, dimteng ti napigsa a tudo.
2. e. Nagmalmalem a nagtudtudo.
3. a. Agkaywara ti lata, plastik ken dadduma pay a
basura.
4. d. Napan dagitoy iti kanal ket naserraan ti dalan
ti danum.
5. b. Dagitoy ti rason no apay nga aglayus no ada
bagyo ken napaut a tudtudo.

241

TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
THIRD QUARTER-Week 20
Theme
Making the Family Happy
Objectives
1.
2.
3.
4.
5.

Predict possible ending in a story, events, etc.


Give the meaning of the words being read
Read stories, legends, news articles etc. with ease and fluency
Spell content words in the list of vocabulary words
Compose a story, advertisement etc. using appropriate
words and coherent texts
6. Use preposition and prepositional phrases
7. Identify the beginning, middle and end of a literary text
read
8. Answer literal and higher level question
Domains
1. Oral Language
Predicting possible ending of a story, events, etc.
2. Word Recognition
Giving the meaning of the words being read.
3. Fluency
Reading stories, legends, news articles etc. with ease and fluency.
4. Spelling
Spelling content words in the list of vocabulary words.
5. Composing
Composing a story, advertisement etc. using appropriate
words and coherent texts.
6. Grammar Awareness
Using preposition and prepositional phrases.
7. Reading Comprehension (Comprehension of Literary Text)
Identifying the beginning, middle, and end of a literary
text read.
9. Reading Comprehension(Comprehension of Informational
Text)
Answering literal and higher level questions.
Expressing love for stories and other texts by browsing
the books read to them and asking to be read more
242

stories and text.


Value Focus
Obeying Elders
Subject Matter
A. Topic
Preposition & Prepositional Phrase
Predict possible ending in a story, events, etc.
B. Reference
K to 12 Curriculum 2 (Mother Tongue
Competencies)
C. Materials
Story:Ni Tukak ken Ngilaw & Umaykayon Intay Diay
Jolibee, pictures, chart, big book,
Flashcards
D. Procedure
DAY 1
Objectives
a. Read stories with ease and fluency
a. Answer literal and higher level questions
c. Predict possible ending in a story
d. Give the meaning of the words being read
A. Preliminary Activity
Review
Give some ways on how we can protect the
environment.
B. Pre-reading
1. Motivation
Show a picture of an old frog and a fly in a pond.
What do you observe with the picture?
10.

Activating Prior Knowledge


Do you know a story about a frog and a fly?

243

2. Unlocking of Difficulties
Look at the pictures. From the pocket chart,
choose the phrase that best describes each picture.

11.
4. Setting the Purpose for Reading
Show the bigbook to the pupils. Give the author and
the illustrator of the story.
C. During Reading
1. First Reading
a. Read the story Ni Tukak ken Ngilaw.
Ask prediction questions from time
to time like What do you think will happen next?

244

Ni Tukak ken Ngilaw


Agnanaed dagiti agina a da ngilaw ken ti maysa a tukak iti
asideg ti lubnak. Kanayon a bilbilinen ni ngilaw ti anakna a saan nga
umas-asideg ken ni tukak.
"Saankayo a madanagan nanang ta saanak nga umasideg ken
ni tukak, kinuna ti anak a ngilaw.
Kalpasan ti panagsarita dagiti agina a ngilaw, timmayab ti anak.
Nakitana ti dakkel a tukak nga agin-inana iti rabaw ti dakkel a bato.
Anian a kinalukmeg daytoy a tukaken!! Makapakatawa ti langana.
Nalukmeg unay isu a marigatan a makalagto. Siguradoak a saannak a
matiliw ta napardasak a tumayab, kinuna ti anak a ngilaw.
Napan ngarud daytoy ti rabaw ti tukak. Saan a nagkuti ti
tukak. Timmayab manen daytoy ket napan iti ulo ni tukak. Ngem
anian a malasna ta inalistuan ni tukak ti nangirruar iti dilana ket
natiliwna ti anak a ngilaw.
2. Second Reading
Read the story again. Ask questions to check pupils
comprehension.
D. Post Reading
Answering comprehension questions and higher level
questions.
1. Where did the frog and flies live?
2. What warning did the mother to the little fly?
3. What did the little fly say?
4. Did the fly obey Mother Flys advice?
5. What did the little fly do?
6. Why did the little fly fly near the frog?
7. Why did the big frog keep still?
8. What happened to the little fly?
9. If you were the little fly, would you do the same? Why?
Why not?
Infusion of Values
What will happen if you will not obey your elders? Why? does
it make your family happy when you obey them?
E. Evaluation
Have pupils read the last part of the story and have pupils
give the possible ending to the story.
Ngem anian a malasna ta inalistuan metten ni tukak a
nangiruar ti dilana ket natiliwna ti anak a ngilaw.
245

G. Assignment
Copy and read the selection and give the possible ending.
Nasapa a nagriing ni Marta. Inurnosna ti
nagiddaanna. Kalpasanna napan nagdigos. Nagsukat ti
unipormena ken insaganana dagiti usarenna ti eskwela.
Nangan ti pammigat ket kalpasanna naggisigis ti ngipenna.
Innala na ti bagna ket nagpakada kada tatang ken
nanangna.
DAY 2
Objective
a. Identify the beginning, middle and end of a literary text read
A. Preliminary Activity
1.Review
Complete the following sentences taken from the story.
1. Nagay-ayam ti anak a ngilaw ti asideg ti _________
2. Kaay-ayo ni tukak ti mangan ti_________________
3. Nakita ni ngilaw ni tukak nga agin-inana ti rabaw ti
dakkel a ____.
4. Marigatan a lumagto ni tukak agsipud ta
_______________________.
5. Timmayab ni ngilaw ket napan ti rabaw ti _________ ni
tukak.
B. Development of the Lesson
Read the story again. While reading, let the pupils
check whether their answers are correct or not.
Divide the class into two groups. Let them do these activities.
Game ( Ready 1,2,3 )
Give an envelope to each group containing the same set of
pictures. At the count of 3 have the group arrange the
pictures from the beginning, middle, to the end of the
story: The group that will do it accurately will be the
winner.

246

Group Presentation
Have each group present their output.
Process pupils activity.
C. Evaluation
Show the pictures of a life cycle of a butterfly.
Let the pupils arrange the pictures from the beginning, middle
and end.

247

D. Assignment
Read one story and write the beginning, middle and end of the
story.
DAY 3
Objective
a. Use preposition and prepositional phrases
A. Preliminary Activity
1.
Drill
The class reads these phrases:
rabaw ti lamisaan
sirok ti bangsal
baba ti balay
ngato ti kayo
uneg iti kahon
2. Review
Distribute the pictures used in yesterdays lesson. The
pupils will tell something about the pictures.

248

3. Motivation
The pupils match the picture in column A with the correct
phrase in column B.
Column A

Column B

1.

a. uneg iti kahon

2.

b. sirok ti bangsal

3.

c. uneg iti basket

4.

d. sirok ti lamisaan

5.

e. rabaw ti lamisaan

249

B. Development of the Lesson


1. Ask:
Where were the frog, mother fly and little fly live?
Where did the frog rest?
When do we use below, under, above, on and in (baba,
sirok,ngato,rabaw,uneg)
2. Employ CABLA(Communicative Activity Based)
Language Acquisition) object to teach prepositions.
Demonstrate the following actions.
1. Hold a pencil.
2. Put the pencil on the table. She says: The
pencil is on the table. (rabaw)
3. Put the pencil under the table. She says:The
pencil is under the table. (sirok)
4. Put the pencil on the floor below the blackboard.
She says:The pencil is below the blackboard. (baba)
5. Put the pencil inside her bag. She says:The
pencil is in my bag. (uneg)
6. Put the pencil above the blackboard. She
says:The pencil is above the blackboard.
C. Generalization
When do we use the preposition on? (rabaw)
under? (sirok)
below? (baba)
in? (uneg)
D. Evaluation
Read the following questions. Use correct preposition in
your sentence.
1. What are in your school bag?
2. Where do you place your slippers?
3. Where do you usually see an airplane?
4. Where are the birds flying?
5. Where can you see a flower vase?
E. Assignment
Draw the following:

A yoyo in your pocket

A marble on top of the table

A cat under the chair

A bird above the tree

An airplane flying below the clouds


250

DAY 4
Objectives
a. Spell content words in the list of vocabulary words
b. Compose a story, advertisement etc. using appropriate
words and coherent texts.
A. Preliminary Activity
1.Review
Ask: How do you write a paragraph? What are the
things to remember in writing a paragraph?
2. Drill
a. Show picture of a girl going to school. Mother is on
the door.
Ask: What do you think mother is telling her daughter?
Possible pupils responses:
Agannadka iti dalanmo.
Agawidka sigida no malpas ti klasem.
Agdengneg a nasayaat.
b. Guided Spelling
Write the missing letter.
Aramidem daytoy no addaka iti dalan a mapan
agbasa.
(a_an_ad)
Aramidem no malpas ti klase. (_ga_i_)
B. Development of the Lesson
Show picture of a family eating at Jollibee.
Ask questions from the pupils based from the picture in
order to compose an advertisement. (Write pupil responses
on the board.)
1.
2.
3.
4.
5.
6.

Napanan dagiti sangapamilia?


Ania nga aldaw idi napanda sadiay?
Ania ti magusgustuanda a kanen?
Apay nga magustuanda daytoy?
Ania met ti ininumda?
Ania ti inkari da tatang ken nanangda?

251

UMAYKAYO INTAYON IDIAY JOLIBEE !


Magustuan ti sangkapamiliaan ti mapan iti
Jolibee tunggal aldaw ti Sabado! Magustuanda
ngamin ti mangan ti chicken joy a mapabulonan
iti softdrinks. No kayatyo ti mangan ti naimas a
manok umaykayo ditoy Jolibee! Ditoy a
maramananyo ti nasarangsang, naimas ken
nananam a manok!
Umaykayo, intayon diay Jolibee!
C. Evaluation
Check pupils responses using rubrics.
Put a check on the appropriate column if you have followed
the correct steps in writing an advertisement.
Wen
1.
2.
3.
4.

Nausar a husto ti dakkel a letra.


Nausar a husto dagiti punctuation mark.
Nausar dagiti maiyanatop a balikas.
Sangsangkamaysa ti turungen dagiti nausar
a sarita.

D. Assignment
Write an advertisement about a soap, shampoo or toothpaste
using appropriate words and coherent texts.
DAY 5
Evaluation
Objectives
a. Use preposition and prepositional phrases
b. Predict possible ending in a story
A. Have them do the activity in Aramiden 78 on page 122.
Key to Correction
1. diay igid
2. diay ngato
3. diay uneg
252

Saan

4. diay sirok
5. diay uneg
B. Predict the following ending of the following stories.
1. Nagmula ni tatang ti naduma-duma a natnateng.
Binigatna a mapan sibsibugan ken ikkanna ti abuno.
Idi dumadakkeldan, nakaadadu ti bungana.
2. Napan nagpasyar dagiti aggayyem idiay igid ti baybay.
Nadanunda ti nakaad-adu a tattao nga agararibungbong iti lawlaw dagiti simmangpet a napan
nagkalap ti ikan.
3. Agay-ayam da Lisa ken ni Rona idiay sirok ti mangga.
Nakitada nga umul-uli ni Danny iti puon ti mangga.
Pinaritan dagiti dua ni Danny tapno saan nga umululi ngem iti di agbayag nangngegda ti napigsa nga
ikkis ken sangsangit ni Danny.
Key to Correction
B. (Possible Answers)
1. Adu ti maapit ni tatang nga natnateng ken adu pay
mapaglakuanna.
2. Napanda met nakipag-aribungbong ket nakitada ti nakaad-adu
nga ikan.
3. Natinnag ni Danny iti puon ti mangga ket napan inarayat dagiti
dua nga aggayyem.
C. Pick out the correct preposition from the parenthesis to
complete the sentences.
1. Nangala ni Pedro ti badona iti ( ruar, ngato, uneg) ti
kabinet.
2. Nagbatay ni Rolly idiay (tuktok, ruar, uneg) ti galba idi
gaw-atenna diay bunga ti bayabas.
3. Addan dagiti pinggan ken kutsara iti (uneg, sirok, rabaw)
iti lamisaan.
4. Agin-inana ni tatang idiay (ngato, rabaw, sirok) ti puon ti
kayo.

253

5. Napan dagiti agbuya ti contest ti sala idiay (uneg, rabaw,


sirok) ti plasa.
Key to Correction
1.
2.
3.
4.
5.

uneg
tuktok
rabaw
sirok
uneg

254

TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
THIRD QUARTER-Week 21

Theme
Celebrations Local (Fiesta,Tribal gatherings, etc)
Objectives
1. Recall important details in a story etc.
2. Give meaning of words being read
3. Read with automaticity 200 grade two level high frequency
sight words
4. Spell words with consonant clusters and blends
5. Compose a story, advertisement etc. using appropriate words
and coherent texts
6. Use preposition and prepositional phrases
7. Read aloud with some pacing, intonation, and expression of
ones own writing of narrative and expository texts
8. Manifest comprehension of informational texts through
answering literal and higher level questions
Domains
1. Oral Language
Recalling important details in a story etc.
2. Word Recognition
Giving meaning of words being read.
3. Fluency
Reading with automaticity 200 grade two level high
frequency sight words.
4. Spelling
Spelling words with consonant clusters and blends
5. Grammar
Using preposition and prepositional phrases.
6. Composing
Composing a story, advertisement, etc. using
appropriate words and coherent texts.
7. Vocabulary and Concept Development
Reading aloud with some pacing, intonation and
expression of ones own writing of narrative and
expository texts.
9. Reading Comprehension
255

Manifesting comprehension of informational texts


through answering literal and higher level questions.
Value Focus
Being compassionate
Subject Matter
A. Topic
Preposition and Prepositional Phrase
B. Reference
K to 12 Curriculum 2 (Mother Tongue
Competencies)
C. Materials
Story: Aldaw ti Ilocos Sur, Naragsak a
Panangselebrar, Naragsak a Domingo,
Ni: Vilma F. Alcayaga
pictures, chart, big book
D. Procedure
DAY 1
Objectives
a. Give meaning of words being read
b. Manifest comprehension of informational texts
through answering literal and higher level questions
A. Preliminary Activity
Review
Ask: Where did the family go one Saturday morning?
B. Pre Reading
1. Motivation
Show a picture of a parade.
What do you observe with the picture? When do you see
this scene?
Activating Prior Knowledge
Have you experienced watching a parade? Where?

256

2. Unlocking of Difficulties
Say:
I have here some words/phrases written on strips of
paper. As I post them on the board try to think of words
that can be associated to them.
agsaibbek
kapitolyo
aldaw ti Ilocos Sur
3. Setting the Purpose for Reading
Give the title of the story, the author and the illustrator.
C. During Reading
1. First Reading
a. Read the story, Aldaw ti Ilocos Sur without
interruption.
Aldaw ti Ilocos Sur
Napan nagpasiar idiay kapitolio ti pamilia ni Nana Mely. Aldaw
ti Ilocos Sur ita isu nga adu ti mabuya ken pagpasiaran.
Saankayo unay nga umadayo kaniak, kinuna ni Nana Mely
kada Lando ken Tino. Saanda a tinungpal ti bilin ti inada.
Timmarayda ketdi nga immasideg kadagiti paggatangan ti ay-ayam.
Umaykan Lando ta mapanta idiay pagay-ayaman ti ullaw.
Kitaem dagiti ullaw, kasla nagdadakkel a billit, kinuna ni Tino.
Adu ti pagpasiaran diay kapitolio. Adu ti makita sadiay ken adu
pay ti magatang. Adu pay dagiti tattao nga agpaspasiar sadiay.
Naragsak dagitoy agsipud ta adu ti magatang.
Kalpasan ti panagbuyada kadagiti ullaw, napanda diay
paggatangan ti palsiit. Adda nakitada nga agsangsangit nga ubing iti
igid ti poste. Apay ading nga agsangsangitka? sinaludsod ni Tino
Saanko a mabirukan ni nanangko. Itay pay laeng a birbirukek
isuna. Gapu ta agsangsangit ti ubing, saan a naawatan ni Tino ti
ibagbagana.
Saan a nakabiruk ti palsuotda Tino ken Lando. Kinuyogda ti
ubing a napan diay pagipanan ti mapukpukaw nga ubbing. Saan a
nagsardeng ti panagsangit ti ubing numan pay inay-ayo ken kinuyog
ti dua daytoy.
Nalagip ni Tino a napasamak met idi kenkuna daytoy. Kasta
unay met ti sangitna idi. Napasardengda laeng daytoy idi adda
257

intedda a billit nga agduduma ti marisna. Isu nga nagbirukda met iti
billit a ginatangda sada inted.
Napasardengda nga agpayso ti ubing ngem agsasaibbek met a
mangkitkita iti billit nga agduduma iti marisna. Carla! Carla!,
napigsa a pukkaw ti maysa a babai. Kinita ti ubing ti paggapuan ti
pukkaw ket dagus daytoy a timmaray a nangarakup iti babai.
Nanang! Nanang! isu laeng ti naibaga ti ubing sana inarakup
ti inana. Naragsak a nagsublida Lando ken Tino iti lugar a
pagkikitaanda iti inada.
2. Second Reading
Read the story again. Ask questions to check pupils
comprehension.
D. Post Reading
Answering comprehension questions and higher level questions.
1. Have the pupils answer the comprehension questions.
a. Where did the family go?
b. Why did they go to the capitol?
c. What happened when Lando and Tino were about
to buy a slingshot?
d. How did they help the young girl?
e. What do you think would have happened if the two
boys did not help the lost girl?
Infusion of Values
If you were Lando and Tino, would you do the
same? Why? Why not?
E. Evaluation
Idrowing dagiti naduma-duma a nakita ti pamilia ni
Nana Mely idiay capitolio. Iti babana isurat no apay nga
adda dagitoy.
F. Assignment
Make a list of celebrations where you can see a parade.

258

DAY 2
Objectives
a. Recall important details in a story etc.
b. Compose a story, advertisement etc. using appropriate
words and coherent texts
A. Preliminary Activity
a. Review
Here are some dialogs taken from our story yesterday. Tell
me who said these.
1. Umaykan Lando ta mapanta sadiay pagay-ayaman ti
ullaw. Kitaem dagiti ullaw, kasla nagdadakkel a billit.
2. Saanko a mabirukan ni nanangko. Itay pay laeng a
birbirukek isuna. Mapukpukawak.
3. . Carla!, Carla!
4. Saankayo unay nga umadayo.
5. Apay ading nga agsangsangitka?
b. Motivation
Read the story again. While reading, let the pupils check
whether their answers are correct or not.
B. Development of the Lesson
1. Engagement Activities
Divide the class into three groups. (groupings depend on the
number of pupils in a class). Let them do the following
activities:
Group 1
Isurat ti nadumaduma a pasamak ti Aldaw ti Ilocos Sur. Isurat
ti sungbat iti pagsuratan nga adda ti baba.

259

________

________

Aldaw ti
Ilocos
Sur

________

________

Group 2
Mangisurat ti maysa a pakaammo maipapan ti Aldaw ti
Ilocos Sur tapno maamuan dagiti amin nga umili iti maaramid
a Pagraragsakan. Isurat ti sungbat iti blanko tapno
makumpleto ti Pakaammo.

pakaammo
Aldaw ti Ilocos Sur
Kaano:_______________
Sadino:____________
Ania ti Maaramid:

_________________________________________________________
_________________________________________________________
_________________________________________________________
_____________________________________________________

260

Group 3
Pretend that you are a reporter. Make a report regarding
Aldaw ti Ilocos Sur.
Be ready to report in front of your classmates.

C. Enrichment Activity
Group Presentation:
Have each group present its output .
Process the pupils output.
D. Assignment
Look for pictures and articles/news about celebrations in
your community. Cut them and paste in your notebook.
Read your assignment to your classmates tomorrow.
DAY 3
Objective
A. Use preposition and prepositional phrase.
A. Preliminary Activity
1. Review:
Ask some volunteers to present their assignment to the
class.
2. Motivation
Let pupils read this article written on a chart.

261

Naragsak a Panagselebrar
Daytoy nga aldaw ti panagselebrar dagiti tattao ti Aldaw ti
Ilocos Sur. Adu ti naisagana a mabuya. Adu pay ti nadumaduma
a produkto a magatang iti probinsia.
Adu ti naisagana a pagraragsakan dagiti umili agraman
dagiti bisita a naggapu iti nadumaduma a nasion. Adda mabuya
a sala, pasalip iti kanta ken dadduma pay. Adda pay mabuya iti
uneg ti auditorium. Adu ti tattao iti igid ti kalsada ti agbuybuya ti
pasalip ti marching band.
Pudno nga ti amin a pamilia ket nagtitimpuyog a napan
nakiselebrar ti Aldaw ti Ilocos Sur. Adu kadakuada ti nangan
diay Plaza Salcedo. Anian a ragsak ti Aldaw ti Ilocos Sur!

Ask few questions about the article.


B. Development of the Lesson
Have the pupils read the prepositional phrases
taken from the article.
ditoy kapitolio
uneg ti auditorium
igid ti kalsada
ditoy Plasa Salcedo
What do these phrases tell us?
Explain what a prepositional phrase means.
Ask: What are prepositional phrases?
2. Present a picture.
Say: Ania ti makitayo iti ladawan? Mangbukel ti maysa a
pakaammo maipapan iti ladawan.
Write the answers on the board.
Let pupils identify the prepositional phrases used in the
sentences.
C. Evaluation
Post pictures on the board. Ask the pupils to make sentences
about the pictures using prepositional phrases.

262

1. _________________________________________________

2. ______________________________________________

3. _________________________________________________

263

4._________________________________________________

5. _________________________________________________
D. Assignment
Where can you find the following? Write a sentence about
each using a prepositional phrase.
1. your pet dog/cat
2. your clothes
3. school bag
DAY 4
Objectives
a. Read with automaticity 200 grade two level high
frequency sight words
b. Spell words with consonant clusters and blends
A. Preliminary Activity
1. Drill
Have pupils
maysa
agong
berde
kanta

read the following basic sight words.


sakbay
dakkel
itdem
nganga
aklo
immay
pinggan
magna
lakay
baket
bagim
dakami

2. Review
Have pupils spell the following words with consonant
cluster and blends.
264

drowing
pluma
brilyante

granatis
presko
aggrabyado

groseri
planggana
plantsa

3. Motivation
What do you do on Sunday?
B. Development of the lesson
Present the selection and read it to the pupils.
Naragsak a Domingo
ni: Vilma F. Alcayaga
Maysa a bigat ti Domingo, rimuar ti pamilia ni Mang Tony. Umuna
ket napanda nakimisa. Kalpasanna napanda nagmerienda iti maysa a
panganan. Adda plorera iti rabaw ti lamisaan ken napintas dagiti
plato a nausar. Kapadpada ti maris ti blusa ni nanangda dagiti plato.
Idi nalpasda a nagmerienda napanda iti parke. Adu ti tao iti parke.
Nadumaduma a mulmula ti makita ditoy ken iti plasa. Naginanada iti
apagbiit, presko ti angin iti sirok dagiti kaykayo. Naragsakan unay iti
panagay-ayam dagiti agkabsat a da Frances ken Marielle. Naragsak
unay nga aldaw ti Dominggo para iti pamilia ni Mang Tony.
C. Discussion
Ask some questions about the selection.
Napanan ti pamilia ni Mang Tony iti maysa a bigat iti
Domingo?
Ania ti umuna nga inaramidda?
Sadino ti nagmeriendaanda?
Ania ti nakitada iti panganan?
Apay a nakainanada?
Give the words from the selection with consonant
clusters.
plorera
blusa
Frances

plato
plasa
presko

These words are example of words with consonant


clusters. These words have two consonant letters in a
syllable or word that sound as one.
265

Have pupils give other


consonant clusters.

example

of

words

with

D. Enrichment Activities
Activity 1
Lets Go Fishing
(Use an improvised aquarium with cut outs of fish
inside. Words with consonant clusters are written on
the cut outs. Have pupils hook the fish and give the
word formed by combining the different sounds.)
/pl/ /a/ /t/ /o/

/pl/ /a/ /s/ /a/

/pr/ /e/ /s/ /k/ /o/


/kl/ /a/ /s//e/

/pr/ /i/ /t/ /o/

Activity 2
Climb Up the Ladder
Write the word you form by combining the
following sounds. Write it on the flashcard and form it like a
ladder.
1.
2.
3.
4.
5.

/pr/ /e/ /s/ /k/ /o/


/pl/ /e/ /t/ /e/
/bl/ /u/ /s/ /a/
/kl/ /i/ /m/ /a/
/pl/ /a/ /t/ /o/
plato
klima
blusa
plete

presko
266

E. Evaluation
I am going to say all the sounds I hear in a word. Write the
word that you hear when you put these sounds together.
Model: If I say /pr/ /i/ /t/ /o/ the word is . . .
(prito)
1. /pl/ /a/ /s/ /a/
2. /pl/ /e/ /m/ /a/
3. /kl/ /a/ /s/ /e/
4. /bl/ /u/ /s/ /a/
5. /pl/ /e/ /t/ /e/
F. Assignment
Write words with the following consonant clusters.
plblklprDAY 5
Evaluation
Objective
a. Use preposition and prepositional phrase.
A. Read this rebus story. Substitute the pictures with prepositional
phrases. Write the prepositional phrases you used below.
Ni Tata Tomas
Napan naggapas ni Tata Tomas diay
Kalpasanna, inkargana dagiti irik ti

.
. Sangapulo a

sako ti irik ti naani ni Tata Tomas. Inkargana dagitoy iti


maysa a

ngem bigla a nagbuatit ti baka

isu a natinnag dagiti nakasako nga irik iti


Kaasi met ni Tata Tomas. Nasayaat ta dagiti irik ket naikarga iti

267

c. Have the children answer the activity in Aramiden 79 on


page 123.
Key to Correction
1.
2.
3.
4.
5.

diay tambak
nakalugan ti pasagad
diay tengnga ti alug
diay tambak
diay pasagad
d. Have the children answer the activity in Aramiden 80 on
page
124.
Key to Correction

1.
2.
3.
4.
5.

plasa
blusa
agplanplantsa
plastik
grasa

e. Mangisurat iti maysa a pakaammo maipapan ti umadanin


maaramid nga Elementary Day iti pagadalanyo. Isurat ti sungbat
iti blanko tapno makumpleto ti Pakaammo.

pakaammo
Aldaw ti Ilocos Sur
Kaano:_______________
Sadino:____________
Ania ti Maaramid:

___________________________________________________________
________________________________________________________

268

TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
THIRD QUARTER-Week 22

Theme
Panagkaykaysa ti Pamilia iti Komunidad
Objectives
1. Give opinions about the stories, commentaries, news
articles, etc.
2. Give the meaning of words being read
3. Read with automaticity 200 grade two level high frequency
sight words
4. Spell words with consonant clusters
5. Write a short narrative story that includes elements of
setting, characters and events
6. Compose a story using appropriate words and coherent texts
7. Use prepositional phrases
8. Read aloud with some pacing, intonation, and expression of
ones own writing of narrative and expository texts
9. Sequence three events in the stories, narratives, etc. by
telling which happened first, second and third or last;
give a summary of a selection read
Domains
1. Oral Language
Giving opinions about the stories, commentaries, news
articles, etc.
2. Word Recognition
Giving the meaning of words being read.
3. Fluency
Reading with automaticity 200 grade two level high
frequency sight words.
4. Spelling
Spelling words with consonant clusters.
5. Handwriting
Writing a short narrative story that includes elements of
setting, characters and events.
6. Composing
269

Composing a story using appropriate words and coherent


texts.
7. Grammar Awareness
Using prepositional phrases.
8. Vocabulary
Reading aloud with some pacing, intonation, and
expression of ones own writing of narrative and
expository texts.
9. Reading Comprehension
Sequencing three events in the stories, narratives, etc. by
telling which happened first, second and third or last.
Giving a summary of a selection read
Value Focus
Unity and Cooperation
Subject Matter
A. Topic
Prepositional Phrases
B. Reference
K to 12 Curriculum 2 (Mother Tongue
Competencies)
C. Materials
Story: Ti Maysa nga Iit
Naragsak a Pamilia
Diay Taltalon
Ni: Vilma F. Alcayaga
Song: Ay-ayatenmi a Maestra (Tune: Leron-Leron Sinta)
Diay Baybay (adapted), chart, pictures
D. Procedure
DAY 1
Objectives
a. Give opinions about the stories, commentaries, news,
articles etc.
b. Give the meaning of word being used

270

A. Preliminary Activity
1. Have a warm-up activity by singing the song Ay-ayatenmi
a Maestra.
Ay-ayatenmi a Maestra
( Tune: Leron-Leron Sinta)
Naimbag a bigat
Ay-ayatenmi a maestra
Panagyamanmi kenka
Kanayon nga ibagbaga
Pagsayaatanmi
Ipalagipmo latta
Tapno masursuromi
Panagsurat ken panagbasa
B. Pre-reading Activities
1. Motivation/Motive Question
Show a picture of a busy family doing household
chores.
Ask: How do you think does each member of the
family feel about the household chores?

Big Group Sharing


The pupils are encouraged to share his/her family
activities at home.

2. Unlocking of Difficulties
Say: Before I read to you the story, let us go over
the meaning of these words. Guess the word by
using the shapes of the letters and the meaning
given.
1.
a
(agtrabaho)

271

2.
k

t
(problema)
3.

(inummong)
3. Activating Prior Knowledge
Ask: Do you help your parents at home? Have you
experienced sweeping your yard? What do you use in
doing this work?
4. Setting the Purpose for Reading
Introduce the title of the story. Give the author and
the illustrator of the story.
C. During Reading
1. First Reading
Read the story without interruption.
Setting the standards for listening
Reading aloud of the story Ti Maysa nga Iit by the
teacher.
Ti Maysa nga Iit
Adda lima nga annakda Nana Pina ken Tata Tino. Agnaganda iti
Magi, Maku, Masi, Mada ken Marie. Adda trabaho ti tumunggal
maysa kadakuada iti inaldaw.
Ni Nana Pina ken Tata Tino ti para luto ti pammigat manipud
Lunes aginganat Biernes agsipud ta adda klase dagiti lima nga
annakda.
Ni Maku ti para innaw ti plato ken dadduma pay a nanganan.
Ni Magi met ti para luto ti aldaw. Pangrabii met ni Mada. Para dalus
met ni Marie.
Ti aldaw ti Sabado, ni Masi ti para laba ti uniporme a blusa ken
dadduma pay a kawesda. Nagpintas a buyaen dagiti agkakabsat
agsipud ta nasayaat ti panagtitinnulongda.

272

Iti maysa a Sabado, bimmangonda a nasapa gapu ta adda


nangngegda ti kusinada. Simmaruno a naguni ti ruanganda.
Nakitada ni Marie nga agsangsangit nga agtrabtrabaho iti kusina.
Apay anak, ania ti parikotmo, kinuna ni Tata Tino. Awan
Tatang, insungbat ni Marie. Nabannogak laeng a nagdalus ti balay.
Imbag pay dagiti kakabsatko ta agluto ken agdalus laeng ti ubrada,
naibaga ni Marie. Saanmo nga ibagbaga dayta manang ta uray
dakami ket mabanbannogkami met, kinuna ni Magi.
Inummong ni Tata Tino dagiti lima nga annakna. Nakaiggem
daytoy ti maysa nga iit. Impakitana kadakuada. Nangikkat ti maysa
ket kinunana, No maysa laeng ti aramatek nga agsagad, makadalus
kadi? Saan Tatang, insungbat dagiti lima. Kitaenyo daytoy, no
aramatek daytoy maysa a reppet nga iit, makadalus kadi? kinuna ni
Tata Tino. Wen Tatang, insungbat dagiti lima.
Dakayo nga agkakabsat ket kasla maysa a reppet nga iit. No
agsisinakayo, awan ti serbiyo. Ngem no agkaykaysakayo, nadarasyo a
malpas ti amin a trabaho. Napateg ti panagiinnayat, panagsisinnakit
ken panagkaykaysa ti maysa a pamilia tapno kanayon a naurnos ken
naragsak ti timpuyog, palawag ni tatangda.
2. Second Reading
Read the story again. Ask questions to check pupils
comprehension.
D. Post Reading Activity
1. Answering comprehension questions
a. Who are the couple?
b. How many children does the couple have?
c. What does each family member do at home?
d. What happened one day?
e. Why did Marie feel that way?
f. How did father explain to her the importance of each
family members role in doing the household chores?
g. What did he use as an example?
h. In your own opinion do you agree with the
statement of father comparing the family members
to that of a broomsticks?
E. Evaluation
What lesson have you learned from the story?
Creative Response: (Refer to Aramaten Dagiti Agad-adal,
Aramiden 81 on page 125.)
273

Have the pupils answer the If you were question in ten


minutes.
Take ten!
If you were Tata Tino how would you solve the
problem?
If I were Tata Tino I would
_____________________________________________________
_____________________________________________________.
F. Assignment
Bring a picture of your family. Paste it on a cardboard. You
may add designs to it to make it more attractive. Be able
to tell something about what each member of the family
does at home.
DAY 2
Objective
a. Use prepositional phrase
A. Preliminary Activities
Review/ Drill
Conduct a short review on prepositions by asking questions
through a game. While singing the song Diay Baybay a
bouquet will be passed to all pupils. Once the teacher raises
the red flag, pupils will stop singing. The pupil holding the
bouquet will be the one to answer the question. (Teacher
writes pupils responses on the board)
Diay Baybay
(Tune: Diay Baybay)
Maysaak a mangngalap
Agnaedak.igid diay baybay
Kanayonak a mapan
Agkalap ti ikan
Diay baybay a napnuan kinabaknang
274

Bangka innak pagluganan


Rakit pay no maminsan
Tapno madanunkot papanan
Agkalap ti adu nga ikan
Questions:

Segun iti kanta, sadino ti pagnanaedak?


Sadino ngata ti papanan diay mangngalap
Sadino ti pakakitaan kadagiti nadumaduma
nga ikan?
Ania ti pagluganan dagiti mangngalap a
mapan diay baybay?

Expected Response:
Igid ti baybay
Diay baybay
Diay baybay
Diay Bangka/raket
Refer to the pupils responses. What do you call these words?
What do they tell?
B. Development of the Lesson
1. Grammar Focus:
Use the pupils responses in sentences.
Agnaedak idiay igid ti baybay.
Adu ti makalap nga ikan sadiay baybay.
Sadiay baybay ket nabaknang ti nadumaduma nga
ikan.
Ti paglugluganak a mapan idiay baybay ket ti
bangka ken ti raket.
What do the underlined phrases tell? What do we
call them?
Teacher explains to the class what prepositional
phrases are.
2. Generalization
What are prepositional phrases?

275

3. Guided Practice
Pilien ti prepositional phrase a naaramat iti tunggal
sarita.
1.
2.
3.
4.
5.

Nagsibog ni Masi kadagiti mulada idiay igid ti kalsada.


Adu ti billit diay ngato ti kayo.
Indulin ni Rey ti gawgaw diay uneg ti tukador.
Inkabil ni Ana ti libro diay sirok iti tugaw
Nakakitaak ti dakkel a bao diay dakkel nga abot.

C. Evaluation
Isurat ti umno a prepositional phrase iti blanko tapno
makumpleto ti istoria. Pilien ti sungbat iti uneg ti kahon.
diay pasagad
diay tambak
diay alug
diay tengnga ti alug
nakalugan ti pasagad

Napan ni Tata Kulas __________________ a


_____________________________. Nakita dagiti tattao ni Tata
Kulas nga aggapgapas ______________________. Idi
malpasna ti ar-aramidenna, napan ______________________
tapno aginana bassit. Kalpasanna, nagawiden. Nasabatna
ni Tata Sepas a nakalugan _________________ a
nakaikargaan ti irik a nagapasna.
D. Assignment
Agsurat ti lima nga outline maipapan ti ______________.
Agaramat ti prepositional phrase iti tunggal outline.Ugedan
dagitoy.
DAY 3
Objectives
a. Read with automaticity 200 grade two level high
frequency sight words
b. Spell words with consonant clusters
c. Sequence three events in the stories, narratives etc. by
telling which happened first, second and third or last;
give a summary of a selection read

276

A. Preliminary Activity
1. Drill
Have pupils read the following basic sight words.
Bagik
kukuak
dakayo
kukuam
Damag
unay
sardeng
itan
Umay
kubo
uleg
umyan
Rabaw
baro
husto
baet
2. Review
Complete the sentences taken from the story that you
have listened to.
1. Iti maysa a Sabado, ____________________ a nasapa
gapu ta adda nangngegda ti kusinada.
2. Nangngegda nga adda______________ti kusina
3. Napateg ti panagiinnayat, panagsisinnakit ken
_____________ ti maysa a pamilia.
B. Development of the Lesson
1. Motivation
Show picture of a family doing household chores.
What do you noticed with the picture? What are they
doing?
2. Unlocking of difficulties
ganuat (context clues)
trigo (picture clue)
grasa (realia)
sumakdo (action)
krema(picture clue)
3. Motive question
Apay a naragsak ti pamilia?
4. Presentation
Present the selection.

277

Naragsak a Pamilia
Sinurat ni: Vilma F. Alcayaga
Maysa nga aldaw ti Sabado, nasapa a nagriing da Mang
Brando ken Nana Brenda. Adda ngamin ganuatda a
sangkapamilia iti daytoy nga aldaw. Riniingda da Drigo ken
Krista nga annakda.
Sika ti agsibog ti mulatayo a tsiko ken trigo, Drigo. Alaem
diay timba ta mapanka sumakdo idiay gripo, kinuna ni Mang
Brando. Ni adingmo a Krista ti mangpunas kadagiti tugaw ditoy
ruar a naikkan ti grasa, kinunana na. Simpaek met dagiti alad
tapno saan a makastrek ti kalding nga agdadael iti mulatayo.
Siak metten ti agurnos iti uneg ti balay, kalpasanna,
agaramidnak iti meriendatayo a naimas. Mangaramidak ti salad.
Nayunak ti krema tapno naim-imas, kinuna ni Nana Brenda.
Yehey, nagimasen ti aramiden ni nanang a meriendami,
indir-i dagiti dua nga ubbing. Naragsak ti pamiliada Mang
Brando ken Nana Brenda.
5. Discussion
1. Ania nga aldaw idi nasapa da Mang Brando ken
Nana Brenda?
2. Sino ti nasapa a nagriing? Apay a nasapada a
nagriing?
3. Ania ti ganuatda iti daytoy nga aldaw?
4. Ania ti inaramid ni Brando?
ni Krista?
5. Ania met ti inaramid ni tatang ken nanang?
6. Ania ti mapasamak no agtitinnulong ti
sangkapamiliaan?
7. Tumultulongkayo kadi iti trabaho ti balay? Apay?
Ipabasa dagiti sumaganad a sarita:
a. Nasapa a nagriing da Mang Brando ken Nana Brenda.
b. Riniingda da Drigo ken Krista nga annakda.
c. Sika ti agsibog ti mula tayo nga tsiko ken trigo.
d. Mapanka sumakdo idiay gripo.
e. Ni Krista ti mangpunas ti tugaw nga adda grasana.
f. Nayunak ti krema ti salad tapno naim-imas.
g. Naragsak ti pamilia nga agtitinnulong iti trabaho.

278

Ask:
What have you noticed with the underlined words?
What do they have in common?
How do they begin?
Say: These words begin with consonant clusters.
Consonant clusters are two consonant letters in a syllable
or word that sound as one.
C. Evaluation
Write words using the following consonant clusters.
gr

tr

ts

tr

Day 4
Objective
A. Write short narrative story that includes elements of
setting, characters and events
B. Compose a story using appropriate words and
coherent texts
A. Preliminary Activities
1. Review
Ania ti immuna nga inaramidyo itay bigat?
maikadua?
maikatlo?
2. Nakapan kayo kadin idiay taltalon?
Ania dagiti naduma-duma a makita ditoy?
B. Development of the Lesson
1. Motivation
(Show picture of a family living in the farm.)
What do you observe with the picture?

279

2. Development of the Lesson


1. Think Pair Share (Have pupils find a pair and share
their experiences in their trip to the farm by answering
the following questions:
a. Kaanoka a napan idiay taltalon?
b. Sino ti kaduam a napan idiay?
c. Ania dagiti banbanag a nakitam idiay?
d. Ania ti inaramidmo idiay?
e. Ania ti mariknam kabayatan ti kaaddam idiay?
Process pupils responses in order for them to come up
with a short narrative story. (Have pupils give a title for
their story)
2. Discuss the elements of setting, characters and events.
Example:
Diay Taltalon
Napankami idi Sabado idiay taltalon.
kaduak da tatang, nanang, Manong Caloy
ken Manang Elsa. Adu ti nalabsanmi a
natnateng ken kaykayo. Adda pay kalding
ken baka nga agar-arab ti ruot iti igid ti tambak.
Napanmi binisita da lolong ken lelang.
Tinulungak ida a nagpakan ti manok ken
baboyda. Maragsakanak ken magustuak unay
ti mapan idiay taltalon ta naulimek ken presko
ti angin.
C. Evaluation
Have pupils read the story that they have written.
Ask the following questions:
1. Where did the story happen?
2. Who are the characters in the story.
3. What are the important events in the story?
D. Assignment
Write a short story about your experience in going to a park.
Remember to include the following elements setting,
characters and events.

280

Day 5
Evaluation
Objectives
a. List down words with consonant clusters
b. Sequence three events in the stories, narratives etc. by
telling which happened first, second and third or last;
give a summary of a selection read
A. Have the pupils answer the activity in Aramaten Dagiti Agad-adal,
Aramiden 82 on page 126.
B. Write the letter of the appropriate word for each given sentence.
1. Nalamiis ti ________ idiay Baguio.
a. klima
b. klema
c. krema
2. Nagluganda Trina ti _______ a napan diay Bicol.
a. traktor
b. transit
c. tren
3. Adu ti mulada Drigo a ______.
a. siko
b. tsiko
c. tribo
4. Agdengdenggeg ni nanang iti ______.
a. drama
b. dram
c. draga
5. Adda dakkel a ______ idiay simbaan.
a. kras
b. krus
c. kris
Key to Correction
B. 1. a. klima
2. b. tren
3. c. tsiko
4. d. drama
5. e. krus
C. Arrange the following pictures and make a story. Be able to give a
title to your story.
(Refer to Aramaten Dagiti Agad-adal, Aramiden 83, p 127.)

281

282

TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
THIRD QUARTER-Week 23

Theme
Unity and cooperation of family and community
Objectives
1.
2.
3.
4.
5.

Predict possible ending in a story


Give the meaning of words being read
Read stories, legends, news articles, etc. with ease and fluency
Spell words with diphthongs, etc.
Write a short narrative story that includes elements of setting,
characters and events
6. Compose advertisements, etc. using appropriate words and
coherent texts
7. Sequence three events in the stories, narratives, etc. by telling
which happened first, second and third or last
8. Read and answer higher order factual comprehension
questions.
9. Give possible endings
Domains
1. Oral Language
Predicting possible ending in a story
2. Word Recognition
Giving the meaning of words being read.
3. Fluency
Reading stories, legends, news articles, etc. with ease
and fluency.
4. Spelling
Spelling of words with diphthongs, etc.
5. Handwriting
Writing a short narrative story that includes elements of
setting, characters and events.
6. Composing
Composing advertisements, etc. using appropriate words
and coherent texts.
7. Reading Comprehension(Activating Schema & Prior
Knowledge)
283

Sequencing three events in the stories by telling which


happened first, second, third or last.
8. Reading Comprehension (Comprehension of Literary
Texts)
Reading and answering higher order factual
comprehension questions.
9. Reading Comprehension(Comprehension of Informational
Texts)
Giving possible endings.
Value Focus
Unity and Cooperation
Subject Matter
A. Topic
Predicting possible ending in a story
B. Reference
K to 12 Curriculum 2 (Mother Tongue
Competencies)
C. Materials
Daniw:
Ti Lakay
Ni Perlita P. Quinto
Istoria:
Dagiti Mangngalap
Kanta:
Igid Diay Baybay (adapted)
D. Procedure
DAY 1
Objectives
a. Give the meaning of words being used
b. Spell words with diphthongs, etc.
A. Preliminary Activities:
1. Sing the song Igid Diay Baybay
2. Motivation
Ask: How do you feel now? Are you happy today? What
makes you happy? What makes you sad?

284

Say: Look at the pictures.


Ask: What can you say about the feelings of each boy and
girl?
3. Unlocking of Difficulties
pannubok
mangsaranget
parikut
kapatadan
mabang-aran
B. Presentation
Read the poem Ti Lakay
Ti Lakay
Ni Perlita P. Quinto
Adda maysa a balay
Diay igid ti bantay
Adda agnaed a maysa a lakay
Nga agnagan iti Kallay
Aso ti lakay, nagmaris ti puraw
Ti lakay kanayon nga agpukkaw
Aglalo no ti asona ket pumanaw
Ta awan metten ti mangted ti ray-aw
Adda pay aywanna a lima a baboy
A pakpakanenna ti bulong ti kahoy
Pudno a mapnek ti taraon dagitoy
Adu pay ti mulana a kamote a naraboy
5. Comprehension Check-up
- Siasino ti agnaed diay igid ti bantay?
- Ania ti naganna daytoy?
- Ania dagiti aywanna nga ayup ?
- Ania nga ayup ti mangted ray-aw kenkuana?
- Mano a baboy ti aywanna?
- No dakayo ti lakay, ania ti mariknayo?
C. Guided Practice
Basaen dagiti sumaganad
lakay

puraw
285

baboy

balay
bantay
Kallay

agpukkaw
pumanaw
ray-aw

kahoy
dagitoy
naraboy

Saludsod:

Ania ti makunayo kadagiti balikas a


nabasayo?
Ania ti dua a maudi a letra iti tunggal
balikas?
Ania ti umno nga awag kadagitoy?

Ibaga:

Dagitoy ket maawagan iti diptonggo


Ibaga kadagiti ubbing no ania ti diptonggo
Basaen ken adalen ti nadumaduma a balikas
a maaw-awagan ti diptonggo
AW
puraw
pukkaw
pumanaw
ray-aw

IW
iliw
agbaliw
agkissiw
ballassiw

OY
baboy
Kaloy
dagitoy
naraboy
buyboy

AY
lakay
Kallay
bantay
balay
baybay

D. Evaluation
Say: Spell the following words. Listen carefully as
I say each word. Then I will use the word in a sentence.

baboy

bantay
puraw
Iliw

Adda lima nga aywan a baboy ni Tata


Kallay.
Agnaed ni Tata Kallay diay igid ti bantay
Puraw ti maris ti aywanna nga aso.
Nakaro ti iliw a marikriknana ken ni
Nanangna nga agub-obra idiay Italy.

E. Assignment
List down 10 words with dipthongs.

286

DAY 2
Objectives
a. Give the meaning of words being used
b. Read and answer higher order factual comprehension
questions.
A. Preliminary Activity
1. Singing of the song Igid Diay Baybay
B. Pre-Reading
1. Motivation
Show pictures of different fishes.
Ask: What are the fishes that you can see
in the picture?
(Let the pupils identify these fishes)
Activating Prior Knowledge
Where can we usually find these fishes?
2. Unlocking of difficulties:
Before reading the story, let us first take a look at the
meaning of these words using context clues.

Nasipnget pay idi nagriing ni Tata Aldong agraman dagiti


kakaduana a mangngalap.
Delikado ti agaramat ti dinamita pare.
Nagkaykaysada a nangiwayat ti iket idiay
ayan ti pangen ti ikan.
3. Setting the Purpose for Reading
Introduce the title of the story. Give the author and
the illustrator of the story.

C. During Reading
1. Setting the standards for reading.
2. Reading of the story Dagiti Mangngalap.

287

Dagiti Mangngalap
Nasipnget pay idi nagriing ni Tata Aldong agraman dagiti
kakaduana a mangngalap. Insaganada amin a kasapulanda a
mapan diay baybay.
Idi
makasangpetda
iti
taaw,
inwayatda
ti
iket.
Nagkaykaysada a nangiwayat ti iket diay ayan ti pangen ti ikan.
Kabayatan nga agsigsigayda, nakangngegda ti napigsa a
kanalbuong a naggapo iti amiananenda. Nakitada nga aramid
daytoy ti sabali a grupo ti mangngalap.
Idi akasenda ti iketda, nakitada nga ad-adu ti nakalapan
dagiti mangngalap a nagaramat iti dinamita. Immapalda. Apay
no agaramattayo met ti dinamita, kinuna ni Tata Aldong.
Delikado ti agaramat ti dinamita pare. Madadael ti baybay ken
dagiti nadumaduma a kinabaknangna. Mairaman pay a matay
dagiti babassit nga ikan, kinuna ni Tata Selo.
No delikado ken maiparit ti agaramat ti dinamita, apay nga
adda latta agaramat iti daytoy, kinuna ni Tata Amboy. Awan
met ngata ti maiparit no padasentayo, kinuna ni Tata Aldong.
Awan ti naaramidan ni Tata Selo. Saanna a kayat nga
aramaten ti dinamita ngem napilitan daytoy. Simmurot gapu ti
isu ta kayat dagiti kakaduana. Iti panagsublida, nagaramatda iti
dinamita. Naragsakanda iti kinaadu ti naalada nga ikan.
Maysa a rabii, bayat iti panagsigayda, saanda a
ninamnama a bimtak ti dinamita sakbay a naipuruakda daytoy iti
baybay. Dakkel a problema iti impaay ti aksidente kadagiti
pamiliada Tata Aldong, Selo ken Amboy. Tallo a bulan a saanda a
nakakalap gapu kadagiti dunorda a naipaay ti panagaramatda iti
dinamita. Imbag laengen ta awan ti natay kadakuada.
Pare Selo, mapantayo agkalap, kinunada Tata Aldong ken
Tata Amboy iti parbangon ti Sabado. Naragsakda a nagkalap
agsipud ta ti inaramatda ket tay iket, saanen a dimanita.
Nagtitinnulongda a nangiwayat iti daytoy.
Nagragsakda a nangbuybuya kadagiti aglalagto a
nadumaduma nga ikan a nasigayanda.

D. Post Reading:
1. Ask the following comprehension questions:
1. Siasino dagiti napan nagsigay?
2. Ania dagiti inaramatda iti panagkalapda?
3. Ania ti nangngegda nga uni idi agkalkalap ?
4. Apay nga immapal ni Tata Aldong a nagaramat ti
dinamita iti panagkalap?
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5. Apay a saan nga immanamong ni Tata Selo ti kayat ni


Tata Aldong maipapan iti wagas ti panagkalap?
6. Ania ti epekto ti panagaramat ti dinamita iti biag dagiti
mangngalap nga agar-aramat iti a kastoy a wagas iti
panagkalap?
7. No sika ni Tata Selo, agaramatka kadi ti dinamita iti
panagkalap? Apay?
2. Infusion of Values:
Ask: What lesson can we get from the story?
E. Evaluation
Let the pupils read the story again by groups.
Ask: Nasayaat kadi a pagwadan ti wagas ti panagkalap ni
Tata Aldong? Apay?
F. Assignment
Make a summary of the story Dagiti Mangngalap. Have
them write it in their notebook.
DAY 3
Objective
A. Predict possible ending in a story
B. Sequence three events in the stories, narratives, etc. by
telling which happened first, second and third or last
A. Preliminary Activity
1. Drill
Reading of words with dipthongs:
sigay
taaw
baybay
apay
daytoy
Amboy

natay

B. Development of the Lesson


Ask the pupils to give at least five important events of the
Story Dagiti Mangngalap.
Ask: What do you think would have happened if Tata Selo
and his friends did not use dynamites in fishing? (Write
pupils responses on the board.

289

3. Skill Focus
Say:
What you have done is predicting outcomes. When you
predict, you give the possible endings to certain situations.
You based your predictions on some previous events that
have taken place.
4. Generalization
Ask: How do we predict outcomes?
5. Guided Practice
Let the pupils act out what is likely to happen in the
following situations (this can be done by small groups):
Karen ate too many chocolates.
Its raining hard. Rico played all day in the rain.
The people in Brgy. Subadi throw their garbage
everywhere.
The clouds are dark and heavy.
Rica went home very late in the evening.
C. Evaluation
Let the pupils match the situation with the picture that tells
what is likely to happen in the story by writing the letter of
the correct answer. (Refer to Aramiden Dagiti Agad-adal,
Aramid 86, page 130.

1. Lito comes from a poor family but he is an intelligent and


diligent boy. He studies his lessons well. What is likely to
happen to him?
2. Carlitos three-year old brother is playing with matches. What
is likely to happen?
3. Ronald climbs in the tall acacia tree to get his kite which
got tangled with the branches. As he climbs the tree, one of
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the branches suddenly breaks.


4. People throw their garbage everywhere including nonbiodegradable wastes. What do you think will happen to their
place during rainy season?
5. Vilma loves to eat candies and chocolates.
DAY 4
Objectives
a. Write a short narrative story that includes elements of
setting, characters and events
b. Compose advertisements using appropriate words and
coherent texts
A. Preliminary Activity
1. Gallery Walk
Let the pupils display/post their assignments on the board. The
class takes a look at the posters/drawings on the board. Then
call on volunteers to show and tell about their drawings.
Ask: If all our communities are like these drawings, what kind
of community will we live in?
B. Development Activity
Divide the class into small groups. Each group makes a poster
that shows how the school looks like if everybody cooperates in
cleaning it.
C. Presentation of Outputs.
Creative Response
Let the pupils summarize the story read by completing
the story map below. She/he tells them to include the
elements of the story- setting, characters and plot. (Refer
to Aramaten Dagiti Agad-adal, Aramiden 85, page 129.)

291

Dagiti Mangngalap
Plot

Characters
Setting

C.

Evaluation
Make an advertisement that encourages the use of
prescribed nets in fishing.

Day 5
Evaluation
Objectives
a. Write words with diphthongs
b. Sequence three events in the stories, narratives,
etc. by telling which happened first, second and
third or last
292

A. Have the pupils do the activity in Aramaten dagiti


Agad_adal, Aramiden 84, page 128.
c. Have the pupils do the activity in Aramaten dagiti
Agad-adal, Aramiden 87, page 131.

293

TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
THIRD QUARTER-Week 24
Theme
Making oneself lovable by being courteous
Objectives
1. Explain or give reasons to events.
2. Read at least 200-300 words appropriate to the grade level.
3. Read stories with ease and fluency
4. Spell content words in the list of vocabulary words
5. Write short narrative story that include element of setting,
characters and events
6. Use courteous expressions in culturally appropriate
situations
7. Make inferences
8. Sequence three events in the story by telling which happened
first, second and third or last.
9. Show love for reading by listening attentively during story
reading and making comments or reactions.
Domains
1. Oral Language
Explaining or giving reasons to events.
2. Word Recognition
Reading at least 200-300 words appropriate to the grade
level.
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 story that include elements of
setting, characters, and events.
6. Grammar Awareness
Using courteous expressions in culturally appropriate
situations e.g. telephone conversations.
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7. Reading Comprehension(Comprehension of Informational


Texts)
Making Inferences
8. Reading Comprehension ( Activating Schema and Prior
Knowledge)
Sequencing three events in the story by telling which
happened first, second and third or last.
9. Reading Comprehension(Attitude Towards Language,
Literacy and Literature)
Showing love for reading by listening attentively during
story reading and making comments or reactions.
Value Focus
Being courteous
Subject Matter
A. Topic
Using courteous expressions in culturally appropriate
B. Reference
K to 12 Curriculum 2 (Mother Tongue
Competencies)
C. Materials
Story: Dagiti Aggagayyem
Ni: Perlita P. Quinto
Poem: Ti Ubing A Nadayaw
Ni: Rowena T. Nefangui
Picture of boys playing basketball, big book, chart
D. Procedure
DAY 1
Objectives
a. Read at least 200-300 words appropriate to the grade level
b. Explain or give reasons to events.
c. Show love for reading by listening attentively during story
reading and making comments or reaction
A. Preliminary Activity
1. Let the pupils read the poem Ti Ubing A Nadayaw

295

Ti Ubing A Nadayaw
Ni: Rowena T. Nefangui
Ti ubing a nadayaw
Saan pulos a mauyaw
Pagpannakkel da tatang ken nanang
Ta isut pagtuladan a naisangsangayan.
No pumanaw balayda
Uray ania ti or-orasna
Mapan latta agpakada
Ta kayatna a maamuandat papananna.
No met mapan makiay-ayam
Kadagiti ub-ubbing a papagayam
Numan adda ti di pagkikinnaawatan
Naisem latta nga dumawat ti pakawan.
2. Talk about the poem. Ask comprehension
questions about the poem.
Who is the pride of mother and father? Why?
What did he do before leaving his parents? Why?
B. Pre-Reading
1. a. Motivation
Show the following pictures:
* Boy (in basketball uniform) waking up his parents
* Playing basketball with friends
* Boy after playing basketball, perspiring , and
talking to his father
b. Activating Prior Knowledge/Motive Question
Ask: Masapul kadi nga agpakada kayo
kada nanang ken tatangyo no adda ti papananyo
wenno obraenyo?
2. a. Unlocking of Difficulties
( through context clues and picture clues )
1. agdardaras
2. makiringringgor
3. madangran
4. nasiglat
5. nagi-innalamano

296

3. Setting the purpose for reading.


Say: In the story we will read today, we
will find out who will win in the basketball game played
by the four friends.
C. During Reading
1. During Reading
Read the short story first. Let the pupils read entire by
group, then by pair, individually.
Dagiti Aggagayyem
Nasapa a nagriing ni Joseph iti maysa a Sabado. Nagdardaras a
namigat. Napan diay kuartoda Nanang ken Tatangna sa nagmano
kadakuada. Naimbag a bigatyo nanang ken tatang, kinunana.
Mabalin kadi nga agay-ayamak ti basketbol nanang ken tatang?
Wen nakkong, insungbat ti inana. Agannadka ken saanka a
makiringringgor, palagip ti amana.
Napan ngarud ni Joseph diay pagay-ayaman ti basketbol. Adda
sadiayen dagiti gagayyemna a da Larry, Sedrik ken Benedik. Agayayamtayo ngaruden, agpilitayo ti kaduatayon, kinuna ni Joseph.
Sino ti kaduak? kinuna ni Joseph. Siakon, kinuna ni Larry. Sige
ngarud, agkaduakami met ken ni Sedric, kinuna ni Benedik.
Naragsak ti panagay-ayamda. Adda oras nga adda madangran
ngem ammoda a paset amin ti panagay-ayam. Kalpasan ti panagayayamda, nagpamerienda da Sedrik ken Benedik agsipud ta
nangabakda. Apaman nga agmermeriendada, husto met nga lumabas
ti ama ni Joseph ket nasaludsodna, Komusta ti panagay-ayamyo ti
basketbol?
Pares-pares ti panagay-ayammi tatang. Nagkaduakami ken ni
Larry. Nagkadua met da Sedrik ken Benedik. Nangabakda ta
nasiglatda a dua, kinuna ni Joseph. Kalpasan ti panagay-ayammi,
naggiinnalamanokami, innayonna pay. Nasayaat no kasta nakkong.
Masapul a maipakita latta ti nasayaat a kababalin ti maysa nga
umaayam. Saankayo a madanagan ta addanto met laeng panawen a
dakayo ti mangabak, kinuna ti amana.
D. Post Reading
Ask the following comprehension questions to the pupils.
Comprehension Questions:
1. Siasinno dagiti aggagayyem?
2. Ania ti ubraenda nga aggagayyem iti aldaw ti Sabado?
3. Ania ti inaramid ni Joseph sakbay nga pimmanaw iti
balayda?
297

4. Siasinno ti nagkadua iti ay-ayamda?


5. Siasinno ti nangabak?
6. No madangran ka no madama ti ay-ayam, makiapa ka
kadi? Ania ti aramidem?
7. Ania ti inaramidda Joseph idi malpas ti ay-ayamda nga
mangipakita nga maawatda pannakaabakda?
8. Ub-ubraenyo kad met nukua daytoy?
9. Ania a klase nga ubing ni Joseph?
10. Ania dagiti nadayaw nga balikas nga nausar iti
istoria? Ar-aramidenyo met la dagitoy?
11. Ania ti mapasamak no madiyo ammo ti mangawat ti
pannakaabakyo?
E. Evaluation
Divide the pupils into 3 groups. Then let each group
select the best part of the story each group likes best and have
them act it out in front.
F. Assignment
What character trait did Joseph manifest? Is it good to be
courteous? Why?
DAY 2
Objectives
a. Sequence three events in the stories by telling which
happened first, second and third or last.
b. Read the story with ease and fluency
A. Preliminary Activity
1. Review
Review the story Dagiti Aggagayyem
a. Review the story by reading the whole text to be done
by the pupils.
Ask: What do you think will happen if the friends did not
show courtesy and sportsmanship?
Ask: Do you have good friends? Do you enjoy being with
them?

298

B. Development Lesson
Let the pupils arrange the sentences as to what had
happened first, second, third and last.
1. Napan ngarud ni Joseph diay pagay-ayaman ti
basketball. Adda idiayen dagiti gagayyemna a da Larry,
Sedrik ken Benedik.
2. Kalpasan ti panagay-ayamda, nagi-innaalamanoda sa
da napan nagmeryenda.
3. Nasapa a nagriing ni Joseph ti agsapa iti Sabado.
Nagdardaras a namigat, idi malpas nagmano ken
tatang ken nanangna sa nagpakada nga mapan makiay-ayam iti basketbol.
5. Naragsak ti panagay-ayamda. Adda ti oras nga adda
madangran ngem ammoda nga paset ti panagay-ayam.
C. Evaluation
Ask some volunteer pupils to narrate the story based
on what had happened first, second, third and last.
E. Assignment
Write the summary of the story.
DAY 3
Objectives
a. Use courteous expressions in culturally appropriate
situations.
a. Write short narrative story that include element of
setting, characters and events
A. Preliminary Activity
1. Review/ Drill
Review the story Dagiti Aggagayyem
a. Present the story again. Call some pupils to read aloud
in the class.
B. Development of the Lesson
1. Presentation
1. Read the dialog and supply the missing words
299

with courteous expressions.


1. Tomas: May I have a glass of milk and bread, please.
Seller: Sure.
Tomas: How much do I have to pay?
Seller: Twenty pesos.
2. Tomas: Oh! I left my money at home.
Seller: it is alright. Come back as soon as you
have your money.
3-5. Danilo: Just get the milk and bread. I will pay for
you first.
Tomas: Thank you very much.
Danilo: You are welcome.
2. Say: Read the underlined words. What do we call the
underlined words. They are called courteous expressions.
2. What are the courteous expressions commonly used in the
following situation?
a. talking to your teachers/ elders
b. telephone conversations
3. Can you give other courteous expressions?
4. What are the courteous expressions commonly used in the
following situations?
a. Talking to your teachers/elders
b. Telephone conversations
2. Guided Practice
Kitaen dagiti dua a ladawan. Pilien ti maysa a
ladawan ken mangaramid ti dialogo maipapan iti daytoy.
Aramaten dagiti nadadayaw a balikas.

300

C. Evaluation
Show a picture of a telephone conversation between two
girls named Alma and Helen. Read the situation and make a
short story that includes characters, setting and event.

Alma is inviting Helen to a birthday party, but Helen is


busy. She is helping her sister in cleaning the house.
Ask: How did Helen tell Alma that she couldnt attend
the birthday party?
D. Assignment
Write one sentence in each situation using appropriate
courteous expressions.
1. Your grandmother visits you one day to give you a basket
of fruits.
2. One of your classmates does not have a pencil and you
have 3 pieces of pencil in your bag.
3. It is time to sleep and before going to your room, you
need to do something to show your respect to your
parents.
DAY 4
Objectives
a. Spell content words in the list of vocabulary words
b. Make inferences
A. Preliminary Activity
1. Drill
Give spelling activity on the board.
301

1. agdardaras
2. makiringringgor
3. madangran
4. nasiglat
5. nagi-innalamano
2. Review
Ask: What courteous expressions we have learned yesterday?
B. Development of the Lesson
Show the picture to the pupils.

Ask: Kitaen ti ladawan, ania ti ar-aramiden dagiti


ubbing? Apay ngata maay-ayatanda?
Give situations for the pupils to make inferences.
C. Evaluation
Show pictures. Have the pupils talk about
the pictures.
Ask: What do you think happened to the child?
Why is she crying?
D. Assignment
Mangisurat ti mabalin a mapasamak kadagiti sumaganad nga
sitwasyon.
1. Nadanunan ni nanang a nakadaldalus ti arubayan ti balay.
2. Adda maysa nga ubing a mangbali-baliktad ti bag na ken
302

kasla madandanagan.
3. Makisalip ni Mimi iti kontes ti kinnantaan. Kanayon isuna
nga agen-ensayo.
DAY 5
Evaluation
Objectives
a. Use courteous expressions in culturally
appropriate situations.
b. Sequence three events in the stories by telling
which happened first, second and third or last.
A. Let the pupils do the Activity in Aramiden 88 on page 132.
B. Write one sentence in each situation using appropriate
courteous expressions.
1. You were about to reach your house from the school
when you saw your friends playing patintero. You wanted
to join them but your mother was sick. Nobody will help
her in cooking the dinner. What would you tell to your
friends?
2. A stranger is looking for your father. How are you going to
tell him that your father is still at the office.
3. You are inside a bus andyou see an old woman standing
because theres no vacant seat anymore. What will you
tell her?

303

TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
THIRD QUARTER-Week 25
Theme
My School Community
Objectives
1. Listen and retell a story heard in their own words citing
characters, setting and important events in a culturally
appropriate manner
2. Read at least 200-300 words appropriate to the grade
level
3. Give the meaning of words being read
4. Read aloud grade two level texts with an accuracy of 95100%
5. Spell content words in the list of vocabulary words
6. Write short narrative story that include elements of
setting, characters and events
7. Use courteous expressions in culturally appropriate
situations e.g. telephone conversations
8. Sequence three events in the stories by telling which
happened first, second and third or last
8. Perceive cause and effect
Domains
1. Oral Language
Listening and retelling a story heard in their own word
citing characters, setting and important events in a
culturally appropriate manner.
2. Word Recognition
Reading at least 200-300 words appropriate to the
grade level.
Giving the meaning of words being read.
3. Fluency
Reading aloud grade two level texts with an accuracy
of 95-100%.

304

4. Spelling
Correctly spell content words in the list of vocabulary
words.
5. Handwriting
Writing short narrative story that include elements of
setting, characters and events.
6. Grammar Awareness
Using courteous expressions in culturally appropriate
situations e.g. telephone conversations.
7. Reading Comprehension Activating Schema & Prior
Sequencing Knowledge
three events in the stories by telling which happened
first, second and third or last.
8. Reading Comprehension- Comprehension of
Informational Texts
Perceiving cause and effect.
Value Focus
Giving ones support and cooperation to the school
Subject Matter
A. Topic
Using courteous expressions in culturally appropriate
situations e.g. telephone conversations.
B. Reference
K to 12 Curriculum 2 (Mother Tongue Competencies)
C. Materials
Story: Ti Pagadalanmi!
Ni: Vilma F. Alcayaga
Poem: Umaykayon Agbasa!
Ni: Rowena T. Nefangui
D. Procedure
DAY 1
Objectives
a. Listen and retell a story heard in their own word citing
characters, setting and important events in a
culturally appropriate manner
305

b. Read aloud grade two level texts with an accuracy


of 95-100%
c. Give the meaning of words being read
A.Preliminary Activity
1. Pre-viewing of the bigbook
Show a picture of children reading books in the
school library. Then let the pupils talk about the
picture. Ask:Do you also like to read books? What
kind of books do you read?
B. Pre-Reading
1. a. Motivation
Ask: Siasino kadakayo ti adda mula na a nateng
idiay balayda? Ania ti maited ti nateng
kadatayo?
b. Activating Prior Knowledge
Ask: Ania dagiti nateng a makita a nakamula ditoy
pagadalantayo?
2. Unlocking of difficulties
Write the vocabulary words in the flashcards.Let the
pupils read each word.Guide them in giving the
meaning of each word through picture clues.
nagpakada
nadumaduma
nakasab-it
nangngeg
gabion
karaykay
3. Setting the Purpose for Reading
Say: Sakbay nga intay basaen ti istorya, ania dagiti
intay rumbeng nga aramiden no intay dumngeg
iti istorya?

306

C. During Reading
1. Follow the Reading Plan.
Ti Pagadalanmi
Ni: Vilma F. Alcayaga
Nasapa a nagriingda Mario ken Alma. Magagaranda a mapan
agbasa. Idi nakasukatda, nagpakadada kada tatang ken nanangda.
Nagragsak nga agpatpatang kabayatan ti pannagnada nga agturong
iti pagadalanda. Malagipda ngamin ti imbaga ti maestrada nga adda
pasalip ti pagnatengan iti amin a pagadalan iti distritoda.
Nagtutulugan ngarud dagiti mangisursuro, nagannak ken ubbing a
papintasenda ti pagnatenganda iti pagadalan.
Idi nalpas ti klaseda iti malem, imbaga ni Mrs. Tolentino a
mapanda amin iti pagnatengan iti likod ti pagadalan. Dagiti babbai
ket nangala ti karaykay a pagdalus iti pagmulaan. Nangitugot met
dagiti lallaki ti gabion a pagkalida.
Kabayatan ti panagmulmulada, immasideg ni Mr. Alcayaga a
prinsipalda ket imbagana a masapul ti kinagaget, kinasalukag ken
panagtitinnulong tapno agbalin a naprogreso ti pagadalanda. Gapu iti
nasao ti prinsipalda, lalo nga ingaed dagiti ubbing ti trabahoda tapno
mapapintas ti pagnatenganda.

D.

Post Reading
1. Check pupils comprehension of the story by letting them
answer the following questions:
1. Who are the characters of the story? Tell something
about them.
2. Describe the setting of the story.
3. What are the important events in the story
4. What do you think will happen to Santa Rita
Elementary School if the teachers, parents and pupils
help one another in maintaining the school garden?
2. Enrichment Activity
Infusion of Values
What value did Mr. Alcayaga mention in his message
during the program? Write the value in bold letters on the
chalkboard.

307

E. Evaluation
Write the following words, phrases and sentences on your
notebook. Tell whether these are the setting, characters or
events in the story.
1.
2.
3.
4.
5.

Nasapa a nagriingda Mario ken Alma.


Ni Mrs. Tolentino ti maestrami
Nagturong dagiti ubbing iti pagnatengan.
Nangitugotda ti karaykay ken gabion.
Nagsarita ti prinsipal ti pagadalan.
Key to Correction
1.
2.
3.
4.
5.

Characters
Character
Setting
Events
character

F. Assignment
Give three example of setting, characters or events in a story.
DAY 2
Objectives
a. Sequence three events in the stories by telling which
happened first, second and third or last
b. Retell a story heard in their own word citing
characters, setting and important events in a culturally
appropriate manner
A. Preliminary Activity
1. Drill
Read the vocabulary words with correct pronunciation.
nagpakada
asikaso
nadumaduma
nakasab-it
nangngeg
gabion
karaykay
bimmaba
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2. Motivation
Check on their assignment by asking the pupils: Do you
have a dream school? Encourage the pupils to say one
sentence about about their dream school then let them
post their drawings on a designated part of the classroom.
B. Development of the Lesson
1. Look at the jumbled pictures below.Arrange them
in correct sequence.

309

Tell a story about the pictures.What title can you give to your
story?
2. Ask: Can Santa Rita Elementary School, the school in our
story yesterday be your dream school too? Why or why
not?
2. Guide the pupils in retelling the story we talked about
yesterday by letting them state the story events. Write
on the chalkboard their responses.
Say: Look at the sentences. Are they in proper order
as they happened in the story?
3. Infusion of Values
What lesson did you learn from the picture story?
C. Evaluation
Write the correct sequence on brushing the teeth.
DAY 3
Objectives
a. Perceive cause and effect
b. Spell content words in the list of vocabulary words

310

A. Preliminary Activity
1. Drill
Have a spelling drill using the vocabulary words:
nagpakada
asikaso
nadumaduma
nakasab-it
nangngeg
gabion
karaykay
bimmaba
2. Checking of assignment
Let the pupils read the correct sequence of brushing their
teeth.
3. Motivation
Let the pupils sing the happy song Naragsakkami Ita
Ask: Are you happy to be in school today?
Encourage them to give their reasons and write their
responses on the chalkboard.
4. Unlocking of Difficulties through picture and picture clues.
amirisen
maiyaw-awan
makaadal
patigmaan
B. Development of the lesson
1. Read the poem aloud for the first time.
Umaykayon Agbasa!
Ni: Rowena T. Nefangui
Umaykayon ditoy eskwela
Ta agur-uray ni mestro ken mestra
Dagiti liblibro, tugtugaw, lamlamisaan nakasagana
Para kadakayo nga ub-ubbing awan labasna.
Ti makaadal anian a pintasna
Agsurat, agbilang, agdrowing ken agbasa
Masursuro pay ti dadduma
Kas ti agkararag, agsala ken agkanta.

311

Ti adal saan a mapukaw uray kaanuman


Uray sadinno a disso ti pakadanunan
Madi tayo pulos maiyaw awan
Ta adda kadatayo ti adal a kangrunaan.
Isu nga ti bilin dagiti nagannak ti denggen
Panagayat ken patigmaanda intay amirisen
Nasayaat nga aramid ti masapul nga ubraen
Tapno nagasat nga agsapa intay ragpaten.
2. Do the second reading of the poem.
1. Let the pupils read the poem. Then let the pupils read the
first stanza. Ask: What are the things that we use in school?
Have them read the second stanza. Ask: What do children
learn in school? Then the last stanza, then ask: how do
parents show their love for their children?
C. Post Reading
Have the pupils read the poem. Let them answer the
following question.
1. Apay a masapul a mapantayo agadal?
2. Apay a tungpalen ti bilin ti nagannak?
3. Apay a masapul nga ubraen dagiti nasayaat nga
aramid?
Encourage the pupils to give their answers in
complete sentences.Write the pupils responses on
the chalkboard using the format below.
Example:
Sumrekkami iti pagadalan
Tungpalen ti bilin dagiti
nagannak
Ubraek dagiti nasayaat nga
aramid

tapno masursuro mi iti


agbasa ken agsurat
tapno maipakitak ti
panagayatko kadakuada
tapno nasayaat iti
pagbanagak

Explain that their responses show cause and effect


relationship.
4. Go back to the pupils responses to the question asked earlier
in the motivation.
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Example: I am happy to be in school today because I will


learn a new poem.
Show the cause and effect in this sentence, do the same with
the other pupils responses.
C. Evaluation
Let the pupils perceive the cause and effect relationship in the
following pictures.

Infusion of values
Why should you go to school everyday?
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D. Assignment
Write your answer to this question.
Apay a naragsak ni maestro a mangpasangbay kadagiti agadal?
Let them underline the cause and encircle the effect.
DAY 4
Objectives
a. Use courteous expressions in culturally appropriate
situations
b. Write short narrative story that include element of
setting, characters and events
A. Preliminary Activity
1. Drill
Say: What other words do you like to include in our list, let us
add ten more words. Let me check if you can write the words
correctly. Cover the lists and dictate the words as spelling
activity.
2. Review
Let the pupils present their answer to the given activity in the
assignment.
Invite the pupils to a gallery walk and look at the pictures of the
dream schools of their classmates.Let them choose a picture and
tell why they like it.Guide the pupils in perceiving the
cause and effect in their responses.
3. Motivation
Ask:
Who is your favorite tv host or radio announcer? Does he or she
say words clearly? Who do you think is the best drama
actor/actress in television? Why is he/she a good actor?
actress?
B. Development of the Lesson
Pretend to be the best tv host or radio announcer by reading
the following words clearly and the correct pronunciation.

314

1. nagpakada
2. nagduduma
3. karaykay
4. bimmaba
5. nangngeg
6. pagadalan
7. agur-uray
8. kabigatan
9. makaadal
10. panagayat
Tell the pupils to recall the story Ti Pagadalanmi and the
poem Umaykayon Agbasa!
Explain to the pupils that reading and spelling difficult
words correctly help them better understand the story or
poem read or listen to.
Ask: Are there courteous expressions that we can use if we
make a dialogue out of the poem?
Say: Let us have a dramatized recitation of the poem
Umaykayon Agbasa! Let the pupils find their partners
and recite the poem with proper facial expressions and
gestures.
Instruct the pupils to choose from the following modes of
presentation.
1. unison
2. each pupil will recite each line one after the other
3. reading the poem by stanza
Did you enjoy dramatizing the poem? Did you enjoy
listening to and watching your classmates as they
dramatize the poem.
C. Enrichment/Reinforcement Activity
Give all pupils strips of paper
Ask: What lesson did you learn in the dramatization of
the poem? Did you enjoy doing this activity with your
partner? Why or Why not?

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D. Evaluation
Write at least three courteous expressions that we can
use in our everyday conversation.
E. Assignment
What are the courteous expressions will you use in the
following situations. Select one from the three situations
below. Then write a short narrative story about the
situation.
1. you meet your teacher in the morning
2. your father give you a new toy
3. you accidentally step on the foot of your brother
Day 5
Evaluation
Objectives
a. Use courteous expressions in culturally appropriate
Situations
b. Sequence three events in the stories by telling which
happened first, second and third or last
A. The following sentences are jumbled. Let the pupils
sequence the sentences by writing the number 1-5.
(Refer to Aramaten ti Agad-adal, Aramiden 88 on page
132.)
A. Aramiden 88, page 132
______Nagpakada dagiti ubbing nga agawiddan.
______Nagyaman ti aestro l kadagiti bisita.
______Binilin ti aestro dagiti ubbing nga
agannadda iti dalanda.
Kalpasan ti makalawas, simmangpet dagiti
donasion a para ti pagadalan.
______Nagsagana dagiti nagannak, ubbing ken
opisiales ti barangay iti isasangpet dagiti
sangaili

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Key to Correction
3 Nagpakada dagiti ubbing nga agawiddan.
2 Nagyaman ti prinsipal kadagiti bisita.
4 Binilin ti maestra dagiti ubbing nga
agannadda iti dalanda.
5 Kalpasan ti makalawas, simmangpet dagiti
donasion a para ti pagadalan.
6 Nagsagana dagiti nagannak, ubbing ken
opisiales ti barangay iti isasangpet dagiti
sangaili
B. Have the pupils do Aramiden 87 on Aramaten ti Agad-adal
on page 131.
1. c
2. d
3. b
4. a
C. Have the pupils do Aramiden 89 on Aramaten ti Agad-adal
on page 133-134.
D. Have the pupils do Aramiden 90 on Aramaten ti Agad-adal on
page 135-136.

317

TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
THIRD QUARTER-Week 26
Theme
The Community I Live
Objectives:
1. Talk about famous people, places, events, etc. using descriptive
words in a culturally appropriate manner
2. Read aloud grade two level texts with an accuracy of 95-100%
3. Spell content words in the list of vocabulary words
4. Use courteous expressions in culturally appropriate situations
e.g. telephone conversations
5. Give the correct sequence of the events
6. Show love for reading by listening attentively during story
reading and making comments or reactions
Domains
1. Oral Language
Talking about famous people, places, events, etc. using
descriptive words in a culturally appropriate manner.
2. Fluency
Reading aloud grade two level texts with an accuracy of 95100%.
3. Spelling
Spelling content words in the list of vocabulary words.
4. Grammar Awareness
Using courteous expressions in culturally appropriate
situations e.g. telephone conversations
5. Reading Comprehension
Comprehension of Informational Texts
Giving the correct sequence of the events

318

6.

Reading Comprehension
Attitude Towards Language, Literary and Literature
Showing love for reading by listening attentively during story
reading and making comments or reactions.

Value Focus
Patriotism, Love of Country
Subject Matter
A. Topic
Descriptive Words
B. Reference
K to 12 Curriculum 2 (Mother Tongue Competencies)
C. Materials
Story: Ti Ubing a Nagpaparut Ngipen
Song: Mangrugin ti Klase
Ayug:Atin Cu Pung Singsing
pictures of famous people, places and events; flashcards,
pocket chart
D. Procedure
DAY 1
Objective
a. Talk about famous people, places, events, etc. using
descriptive words in a culturally appropriate manner
A. Preliminary Activity
Ask: Who is your favorite television or movie personality? Why
do you like him/her? Is your favorite television star popular?
What makes him/her popular?
B. Development Activity
1. Post the pictures of the following people on the
pocket chart: President Aquino, Manny Pacquiao, Jose
Rizal, Charisse, and Ai-Ai delas Alas.

319

Guide the class in talking about the people in the pictures by


describing each of them.
Write the descriptive words used by the pupils.
The first two groups are given pictures of famous places
like beach, malls, church, etc.
The next two groups are given pictures of famous events
like: a birthday party, Christmas Day, All Saints Day,
wedding, etc.
Tell the class that the pictures show famous places and
events.
Have all members of the group look at the pictures with the
leader of the group facilitates the activity.
They will talk about the place and events in the pictures by
using words that describe each place/event.
Using the notecards, the pupils write the descriptive words
for the picture.
Have the pupils read all the descriptive words.
Ask:
Did you enjoy the activity?
Which of the pictures do you like most?
Why? What did you learn about the people, places and
events?
Guide the pupils in coming up with values from this activity.
e.g. positive traits that made the people famous
desired traits and behavior that they should display
while they are in some places and events.
C. Evaluation
Write 2 descriptive words for each of the following:
a. mother
b. New Year
c. Vigan City
d. teacher
e. sister
f. Christmas Day
D. Assignment
Name a person, place or event and talk about him/her/it using
descriptive words.

320

DAY 2
Objectives
a. Read aloud grade two level texts with an accuracy of
95-100%
b. Shows love for reading by listening attentively during
story reading and making comments or reactions
A. Preliminary Activity
Sing the Song Sampung mga Daliri (in Mother Tongue)
Sangapulo a ramay
Saka ken ima
Dua a lapayag
Dua a mata
Agong a napintas
Babassit a ngipen
Usaren a pagngalngal
Maysa a dila
A mangibagbaga
Saan ka nga agul-ulbod.
Ask:
What does the song say about your teeth?
Do you have a good set of teeth? What can you say about
your teeth?
B. Pre-reading Activity
1. a. Motivation
Ask: How many times do we brush our teeth in a
day?
b. Activating Prior Knowledge/Motive Question
Show a picture of a family coming home from a
Vacation. Let pupils share their experience when a
family member or relative comes back home from a
far workplace.
2. Unlocking of difficulty
makasangsangit (through picture clues)
Let the pupils do the action:
pasiente (show a picture of a patient
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consulting a doctor)
plaslayt show picture of a flashlight
3. Setting the purpose for reading.
Say: We are going to read a story today with proper
expression and intonation.
C. During reading (Shared reading)
Read aloud the entire story ( Ti Ubing a Nagpaparut ti Ngipen)
as the pupils read silently in their seats. Then call on some
pupils to take turns in reading the story aloud.
Ti Ubing a Nagpaparut ti Ngipen
Nangan ni Aldrin ti adu a tsokolate. Kalpasanna, mariknana
nga agsakit ti ngipenna. Kasta unay ti sangit ni Aldrin agsipud ta
nasakit ti ngipenna. Nasangpetan ni manangna a Clarita nga
agsangsangit. Nangngeg ni nanangna nga angsangsangit ni
Aldrin. Dinamag ti nanangna no apay nga agsangsangit ti anakna.
Imbaga daytoy nga agsakit ti ngipenna. Inawis ni nanangna a
mapanda iti dentista ngem saanna a kinayat. Sinublian ngarud ni
nanangna dagiti lablabaanna.
Kalpasan ti sumagmamano nga aldaw, mayat met laeng ni
Aldrin a mapanda iti dentista. Napanda Aldrin ken nanangna iti
klinika ni Dra. Valdez. Insagana ti dentista dagiti kasapulanna.
Innala ni Dra. Valdez ti bassit a plaslayt ket kinitana dagiti ngipen
ni Aldrin. Pinarut ni Dra. Valdez ti ngipen ni Aldrin a kanayon nga
agsakit. Nagyamanda Aldrin ken ni nanangna iti dentista.
D. Post Reading
1. Ask comprehension about the story:
1. Siasino ti nagsangsangit?
2. Apay nga nagsangsangit ni Aldrin?
3. Ania ti makagapu iti panagsakit ti ngipenna?
4. Siasino ti nakangngeg iti panagsangit ni Aldrin?
5. Kinayat kadi ni Aldrin ti napan iti dentista? Apay?
6. Napadasanyo kadin ti napan iti dentista?
7. No sika ni Aldrin, ania ti aramidem?
2. Engagement/Reinforcement Activity
Give each pupil the chance to read.

322

E. Evaluation
Apay nga nasken a mapan iti dentista aglalo
kadakayo nga ubbing?
DAY 3
Objective
a. Give the correct sequence of the events
b. Spell content words in the list of vocabulary words
A. Preliminary Activity
1. Drill
Let the pupils spell the following words:
1. timmaliaw
2. agsangsangit
3. plaslayt
4. pasiente
5. kasapulan
Let the pupils use these words in sentences orally.
2. Review the story.
Assign four pupils to read the story through diadization.
(Narrator, Nanay, Aldrin and Dra. Valdez)
B. Development Activity
1. Say:
Read the sentences in the flashcards. These are some of the
events in the story. Arrange them in their correct sequence
by placing them in the pocket chart as illustrated below:
1.

Kayat ni Aldrin ti
mapan iti dentista

Simmangpet ni
manangna a Clarita.

2.

323

Nangngeg ni
nanangna nga
agsangsangit ni Aldrin.

3.

Nagsangit ni Aldrin
gapu ti sakit ti
ngipenna.
4.

Nangan ni Aldrin ti
adu a tsokolate.
5.
Dinamag ni nanang
no apay nga
agsangsangit ni
Aldrin.

6.

Sinublian ni
nanangna dagiti
lablabaanna.

7.

Inawis ni nanangna a
mapanda iti dentista
ngem saanna a
kayat.

8.

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C. Evaluation
Arrange the sentences as they happened in the story.
Number them 1-5.
_____ Pinarut ni Dra. Valdez ti ngipen ni Aldrin.
_____ Nagyamanda Aldrin ken nanangna iti dentista.
_____ Innala ni Dra. Valdez ti bassit a plaslayt ket
kinitana ti ngipen ni Aldrin nga agsaksakit.
_____ Napanda Aldrin ken nanangna iti klinika ni Dra.
Valdez.
_____ Insagana ti dentista dagiti kasapulanna.
D. Assignment
Have the pupils rewrite the sentences ( 1 to 5) in paragraph
form.
Key to Correction
4
5
2
1
3

Pinarut ni Dra. Valdez ti ngipen ni Aldrin.


Nagyamanda Aldrin ken nanangna iti dentista.
Innala ni Dra. Valdez ti bassit a plaslayt ket
kinitana ti ngipen ni Aldrin nga agsaksakit.
Napanda Aldrin ken nanangna iti klinika ni Dra.
Valdez.
Insagana ti dentista dagiti kasapulanna.

DAY 4
Objective
a. Use courteous expressions in culturally appropriate
situations, eg. telephone conversations
A. Preliminary Activity
1. Review the vocabulary words (Day 1 and 3)
2. Sing a song of greeting.
Mangrugin ti Klase
(Ayug: Atin Cu Pung Singsing)
Naimbag a bigatyo amin
Maragsakanmi
Ta kaduami ni maestro
Ipalakpak ti ima
Ipaddek ti saka
Kalpasanna agtugaw
Ta mangrugin ti klase.
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Ask:
What courteous expression was used in the song?
Show pictures to the class then ask: What courteous expression
shall you use in the situation depicted in the pictures?
B. Pre-Reading
1. a. Motivation
Ask: Who among you have telephones at home?
b. Activating Prior Knowledge
Ask: Have you tried answering a telephone call/calling
somebody over the telephone?
How did you feel when it was your first time to talk over the
telephone or cellphone?
2. Unlocking of difficulty
insigida through modeling
agdardaras through synonym
ibaga through synonym
panagbaba modeling
D. During Reading
Read the dialogue while the pupils listen.
Nora: Hello! Naimbag a bigatyo Apo. Mabalin a makasarita ni Mr.
Soriano, ni Nora daytoy.
Mr. Soriano: Hello. Naimbag a bigatmo met Nora. Ni Mr. Soriano
daytoy. Ania kadi ti maitulong ko kenka?
Nora: Sir, kumbidaren kayo koma kenni Mam nga umay ditoy
balay inton bigat ta aldaw panagkasangayko iti oras ti alas
tres iti malem. Sapay koma ta makaumaykayo Sir.
Mr. Soriano: Ala wen Nora. Namnamaem. Agyamanak ti
pinangkumbidarmo kadakami.
Nora: Awan aniamanna Sir. Goodbye!
Mr. Soriano: Goodbye!
D. Post Reading
1. Let the pupils answer the following questions to check
comprehension.
- Why did Nora make a call to Mr. Soriano?
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Was she able to talk to him?


What are the courteous expressions used in their
telephone conversations?
If you were Nora, will you do the same? What good traits
did you learn from Nora? What about Mr. Soriano?

2. Engagement Activity
Discuss with the class the importance of using courteous
expression and when to use them.
3. Guided Practice
- Assign 2 pupils to read the dialog in front.
- Divide the pupils into 2 groups and each group will read
aloud their parts in the dialogue.
4. Independent Practice
Ask: What can you say about how Nora and Mr. Soriano talk
over the phone.
What are the courteous expressions used in the dialog?
E. Evaluation
Draw a happy face
before a courteous expression and a sad face
if not.
______1. Saanka nga agdardaras ket adda ar-aramidek!
______2. Komustakayo amin apo?
______3. Ania ti maitulongko kadakayo apo?
______4. Mapannakon gayyem. Agkita ta man no
bigaten.
______5. Maam, mabalin ti rumuar a mapan diay
kantina?
F. Assignment
List down some courteous expressions used in a telephone
conversation.
Day 5
Evaluation
Objectives:
a. Talk about famous people, places, events, etc.
using descriptive words in a culturally
appropriate manner
b. Use courteous expressions in culturally

327

appropriate situations, eg. telephone


conversations
A.

Use descriptive words to describe the following pictures.

1. pandesal vendor going around the barangay on his bicycle


2. the school doctor and nurse conducting medical check up in
the clinic
B. Make a dialogue using courteous expressions in a telephone
conversation.

328

TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
THIRD QUARTER-Week 27
Theme
Making Oneself Lovable by being helpful
Objectives
1. 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. Read with understanding paragraphs and stories
3. Spell/read words with diphthongs
4. Follow a model to write a friendly letter
5. Use courteous expressions in culturally appropriate situations
6. Recognize some common root words when they are attached to
known vocabulary
7. Read and answer higher order factual and implied
comprehension questions
7. Manifest comprehension of informational text through
dramatization
9. Sequence three events in the story by telling which happened
first, second and third or last.
Domains
1. Oral Language
Participating in and initiating more extensive social
conversations with peers and adults on unfamiliar topics by
asking and answering questions and restating and soliciting
information.
2. Word Recognition
Reading with understanding paragraphs and stories.
3. Spelling
Spelling/reading correctly words with diphthongs.
4. Composing
Following a model to write a friendly letter
5. Grammar Awareness
Using courteous expressions in culturally appropriate
situations.
6. Vocabulary and Concept Development
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Recognizing some common root words when they are


attached to known vocabulary.
7. Reading Comprehension Comprehension of Literary Texts
Reading and answering higher order factual and implied
comprehension questions
Comprehension of Informational Texts
Manifesting comprehension of informational text through
dramatization
Activating Schema & Prior Knowledge
Sequencing three events in the story by telling which
happened first, second and third or last
Value Focus
Ready to lend a hand, Caring for others
Subject Matter
A. Topic
Writing a Friendly Letter
B. Reference
K to 12 Curriculum 2 (Mother Tongue Competencies)
C. Materials
Story: Ti Bassit a Sirena
miniature mermaid (wooden or paper mache),
pictures, charts, graphic organizers, task cards
D. Procedure
DAY 1
Objectives
a. 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.
b. Spell/read words with dipthongs
c. Dramatize with correct expression.

330

A. Preliminary Activity
1. Drill
The pupils read and spell some words with diphthongs:
lakay
puraw
baboy
balay
agpukkaw
kahoy
bantay
pumanaw
dagitoy
Kallay
ray-aw
naraboy
2. Motivation
Show a busy picture of a community. It features people
in different spots like in the church, park, community
hospital, market, school, city hall, etc.
Ask the pupils about what they see in the picture.
Possible answers:
1. The lady in the market is selling vegetables.
2. I can see a policeman in front of the city hall.
3. The children are playing in the park.
4. A family is entering the church.
5. The school children are in uniform.
B. Development of the Lesson
1. Small Group Work (SGW)
Divide the class into five (5) groups. Each group will
choose a particular scene from the picture to describe.
This will be done in a form of a dialogue or a role play.
The task card bears these instructions:
1. Form a group of five members.
2. Choose a spot in the busy picture that you would like
to act out.
3. Write a short script or dialogue.
4. Practice it for ten minutes.
5. Act it out. (guided by rubrics)
2. Whole Class Discussion (WCD)
Guide the pupils in giving their insights
about the role play.
Ask relevant questions to encourage pupils
to share helpful insights.

331

C. Evaluation
Provide some unfinished comic strips. The pupils will be
asked to complete each by giving simple illustration/
cartoon and dialogue.
There is an
approaching jeepney.
An old woman is about
to cross the road. A
boy is looking at the
old woman with this
thought in mind:
Thought Bubble:
Kaya ngata ti baket ti
bumallasiw nga
agsolsolo?

The boy approached the


woman and held her by
the hand.
Speech bubble:
Nana, kuyugenkayon a
bumallasiw.

A girl and a boy are


walking along a
sidewalk.
They saw a wallet full
of money.
Speech Bubble:
Ayna! Napunno ti
kuarta iti daytoy
apitaka. Ania ti
aramidenta?

Both are thinking while


walking.

A family is inside the


church. One of the
kids at the back seat
keeps on talking with a
loud voice.

The same kid laughs so


loudly while the mass is
going on.

Speech Bubble:
Pangitedanta iti daytoy
a pitaka?

Thought Bubble (of


another girl):
Ania ngata ti aramidek
tapno sumardengda?

332

?
?
?

E. Assignment
Ask: Have you seen a mermaid? Do you know of a story about
mermaids? Recall a story you have previously heard and be
ready to share it in class.
DAY 2
Objective
a. Sequence three events in the story by telling which
happened first, second and third or last.
A. Pre-Reading
1. Motivation
Show a picture of a mermaid to the pupils. (It is better if
the teacher can provide for a wooden mermaid or a
mermaid figurine to show the pupils.)
Have them talk about their assignment a story a
mermaid.
Activating Prior Knowledge
Have you heard about a story of a mermaid?
2. Unlocking of Difficulties
The following words used in the story are unlocked
through pictures, demonstration, etc.
sigay
taaw
baybay
apay
3. Setting the Purpose for Reading
Say: In the story we will read today, we
will find out how the mermaid sacrificed her love to a
prince?
A. During Reading
Reading of the Story
The story is entitled, The Little Mermaid
adapted).

333

Ti Bassit a Sirena
Adda maysa a bassit a sirena nga agnaed iti datdatlag a pagarian
iti tukot ti baybay, kaduana ni tatangna nga Ari. Dagiti lima nga ininauna a kakabsatna a babbai ket ay-aywanan ti lolangda. Ni Ariel ti
bassit a sirena ket isu ti buridekda. Umapal kadagiti kakabsatna ta
mabalinda ti aglangoy iti asideg ti takdang maminsan ti makatawen.
Iti tunggal agsublida iti pagarian, maragsakanda unay a
mangipadamag kadagiti banbanag nga inda nakita. Magagaran unay ni
Ariel nga aglangoy iti asideg ti takdang.
Naminsan a naglangoy daytoy a napan iti asideg ti takdang ket
nakitana ti maysa a barko. Iti saan unay nga adayo a disso, nakitana ti
maysa a prinsipe ket nagduyos ti riknana kadaytoy. Dimteng ti napigsa
nga angin ket dimmakkel dagiti dalluyon inggana a napattog ti barko ket
natinnag ti prinsipe iti danum. Dagus a tinulungan ni Ariel ti prinsipe idi
makitana a malmalmes ket inpanna daytoy iti igid ti baybay. Inurayna
inggana nga adda nakakita ken timmulong iti prinsipe. Saan a nakita ti
prinsipe ti sirena ket inpagarupna a ti babai nga adda iti igid ti baybay
ket isu ti nangtulong kaniana.
Manipud idin, kanayon a malaglagip ni Ariel ti prinsipe ngem
inbaga ni tatangna nga Ari a saan a mabalin nga agassawa ti tao ken iti
sirena. Gapu ta agduyos unay ti riknana iti prinsipe insukatna ti boses
na ti maysa a potion iti mangkukulam iti taaw tapno ti ipusna agbalin a
saka. Nagnaed ngarud ni Ariel iti takdang ket nakita isuna ti prinsipe ket
nagduyos met daytoy kenkuana kalaksidan ti pannakaitulagnan a
makikallaysa. Sinursuruan ti prinsipe ni Ariel nga agbalin a normal a tao
kalaksidan ti panagbalinna nga umel.
Nagkasar ti prinsipe ken ti prinsesa ket napalalo unay ti sakit ti
nakem ni Ariel. Napan dagiti kakabsatna ket intedda ti kutsilyo nga inted
ti bruha ti taaw kasukat ti pannakaputed ti buokda. Daytoy ti usaren ni
Ariel a pangpatay iti prinsipe ta no matedtedan ti dara ti sakana agbalin
met laeng a sirena, ngem pinilina nga inbato ti bagina iti baybay ngem ti
mangpatay iti ay-ayatenna unay a prinsipe
Nagbalin isuna nga ispiritu a maibilang nga anak ti angin agsipud
ti kaadda kaniana ti managayat a puso nga isu ti kasukat ti awan
patinggana na kararua a mangitan-ok kaniana iti pagarian ti Apo.

While reading the big book, ask some questions from


time to time to track the pupils comprehension and to
check their interest level.

334

C. Post-Reading Activity
1. Ask the following comprehension questions:
1. Where did the story happen?
2. Who are the characters of the story?
3. What are the important events in the story?
4. What character trait of Ariel do you like best?
Why?
5. Do you believe of the existence of mermaids?
Why? Why not?
2. Engagement Activity
Have the pupils read the story with the
guidance of the teacher.
D. Evaluation
Arrange the events in the story by telling which
happened first, second and third or last . Sentences
are written on flashcards.
________ 1. Agduyos unay ti riknana iti prinsipe insukatna ti
boses na ti maysa a potion iti mangkukulam iti
taaw tapno ti ipusna agbalin a saka.
________ 2. Dimteng ti napigsa nga angin ket dimmakkel
dagiti dalluyon inggana a napattog ti barko ket
natinnag ti prinsipe iti danum.
________ 3.Nagbalin isuna nga ispiritu a maibilang nga anak
ti angin agsipud ti kaadda kaniana ti managayat
a puso nga isu ti kasukat ti awan patinggana na
kararua a mangitan-ok kaniana iti pagarian ti
Apo.
________ 4. Adda maysa a bassit a sirena nga agnaed iti
datdatlag a pagarian iti tukot ti baybay, kaduana
ni tatangna nga Ari.
E. Assignment
Use the following words in sentences.
1. sigay
2. baybay
3. taaw
4. apay
5. agkaraykay

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DAY 3
Objectives
a. Spell/read words with diphthongs
b. Recognize some common root words when they are
attached to known vocabulary.
A. Preliminary Activity
1. Ask:
What time did you wake up this morning? Does somebody
have to wake you up in the morning?
2. Have the class read the quotation adapted from the
English adage Early to bed, early to rise, make a child
healthy, wealthy and wise.
Masapa a maturog
Masapa a makariing
Pagbalinen a nasayaat ti aldaw
Pagsayaatan ket nasalun-at ken kusto ti panunot
Ask:
What happens when you sleep late at night?
How do you feel when you have to wake up early for
school?
B. Presentation
* Read the poem to the pupils.
Ti Nasalibukag Nga Ubing
Ni: Maria Luisa D. Nayal
Sakbay a sumingising ti init
Agriingen tay ubing a nasaririt
Isem nan tay nakasamsam-it
Mangted liwliwa kadagiti naladingit.
Agtugaw bassit diay abay balayda
Ta adu ti kayatna a mabuya
Kas kadagiti tumatayab ti aglawlawda
Sabsabong ruruot ken dagiti dinguenda.
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Apunayen a ragragsak ti rupana


Kadagitoy nga inna makitkita
Mangted inspirasyon ti panagdakkelna
Anian a nagsingpet ti Apo a Namarsua!
C. Oral Practice/Modelling
Have the pupils read the poem by group, by pair and by
individual with correct expression and proper intonation.
Guide the class in studying each pair of words.
e.g. agriingen riing
nakasamsam-it sam-it
agtugaw tugaw
naladingit ladingit
ragragsak ragsak
makitkita kita
panagdakkelna dakkel
nagsingpet - singpet
Ask:
Do you read the short word in the long word?
Discuss with the class that the short word
is called the root word.
D. Guided Practice
Instruct the pupils to identify the root words in each of the
following words.
1.
2.
3.
4.
5.

gimmatang
insimpa
mannangan
napumpunno
napintas

337

E. Independent Practice
Read the paragraph below and write the root word of the
encircled words.
Nasayaat ti agnaed iti komunidadmi. Natalna ken
nadalus iti aglawlaw.Nadayaw dagiti ubbing kadagiti
nataengan. Managayat ken naasikaso met dagiti nataengan
kadagiti ubbing. Makita dagiti pagadalan, barangay hall, ken
health center iti komunidadmi. Nadumaduma iti pagsapulan
dagiti tattao ditoy. Adda maestro, nars, doktor, mannalon,
karpintero, drayber, pulis, abogado, tubero ken dadduma pay.
Naragsak amin nga agnanaed ditoy a komunidad.
F. Evaluation
Give the rootword of the following words:
1. naragsak
2. natalna
3. nasipnget
4. naasikaso
5. pagdayawan
DAY 4
Objectives
a. Spell/read words with dipthongs
b. Follow a model to write a friendly letter
A. Preliminary Activities
1. Drill
Let the pupils read some words with dipthongs:
lakay
puraw
baboy
balay
agpukkaw
kahoy
bantay
pumanaw
dagitoy
2. Review
Recall the details of the story previously read.

338

3. Motivation
Ask:
Do you have a best friend?
What are the things that you enjoy doing together?
What are your best friends good traits?
B. Development of the Lesson
1. The class reads a friendly letter.
Who wrote the letter?
Who received the letter?
What occasion is mentioned in the letter?
Do you have the same experience as the one mentioned in
the letter?
Have you received a similar letter? Tell the class about it.
2. Explain to the class the following:
1. What is a friendly letter?
2. What are the parts of a friendly letter?
3. What are important writing mechanics that have to be
observed?
D. Enrichment Activity
Present a friendly letter whose parts are not in proper order.
Let the pupils arrange them to form a well-written friendly
letter.
C. Evaluation
Let the pupils write the necessary parts of the
letter shown on the board.
____________________
______________,
_____________________________________________
___________________________________________________
___________________________.
_____________________________________________
_________________________________________.
__________________,
___________________
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E. Assignment
Write a friendly letter for one of your classmates. Be sure to
include all the basic parts of a friendly letter.
Day 5
Evaluation
Objectives
a. write a friendly letter
b. Recognize some common root words when
they are attached to known vocabulary.
A. Arrange the following jumbled parts of a friendly letter to
make a good one.
1. Your friend,
2. Bgry. Lioes, Currimao, Ilocos Norte
February 25, 2013
3. Jojo
4. Dear Jelo,
5. Hello! How are you doing? Next Saturday is my
birthday Im expecting you to come and attend, the
party will start at 2:00 P.M. See you.
B. Identify the root word in each of the following words.
1.
2.
3.
4.
5.

nagtaray
nagluto
ngimmato
nagdigos
nagdalus
Key to Correction
1.
2.
3.
4.
5.

Nagtaray - taray
nagluto luto
ngimmato ngato
nagdigos digos
nagdalus - dalus

340

TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
THIRD QUARTER-Week 28
Theme
Making Oneself Lovable by being polite and courteous
Objectives
1.
2.
3.
4.

Read with understanding paragraphs and legends


Read stories, legends, news articles, etc. with ease and fluency
Spell content words in the list of vocabulary words
Compose an advertisement using appropriate words and
coherent texts
5. Follow a model to write an excuse letter.
6. Use culturally appropriate expressions to show locations
7. Recognize some common root words when they are attached to
known vocabulary
8. Read and answer higher factual and implied comprehension
questions
9. Sequence three events in the story by telling which happened
first, second and third or last.
Domains
1. Word Recognition
Reading with understanding paragraphs and legends
2. Fluency
Reading stories, legends, news articles, etc. with ease and
fluency.
3. Spelling
Spelling correctly content words.
4. Composing
Composing an advertisement using appropriate words and
coherent texts.
5. Handwriting
Following a model to write an excuse letter
6. Grammar Awareness
Using culturally appropriate expressions to show locations
7. Vocabulary and Concept Development
Recognizing some common root words when they are
attached to known vocabulary

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8. Reading Comprehension
Comprehension of Literary Texts
Reading and answering higher factual and implied
comprehension questions
Activating Schema and Prior Knowledge
Sequencing three events in the story by telling which
happened first, second and third or last
Value Focus
Being polite and courteous
Subject Matter
A. Topic
Writing an Excuse Letter
Using appropriate expressions to show locations
B. Reference
K to 12 Curriculum 2 (Mother Tongue
Competencies)
C. Materials
Story: Ti Anunsiyo
Ni Lola Naty
Ti Naggapuan Ti Paoay Lake
(Adapted)
pictures, charts, graphic organizers, taskcards
D. Procedure
DAY 1
Objectives
a. Spell content words in the list of vocabulary words
b. Compose an advertisement using appropriate words and
coherent texts
A. Preliminary Activity
1. Review
Show the pictures of the different places in Ilocos
Sur and let the pupils tell what particular place is being
shown. Let them tell something about the place.
B. Pre- Reading
1. Motivation
342

Ask: Nakabuya kayo kadin iti festival? Ania a festival


dagidiay a nabuyayon?
1. Unlocking of Difficulties
(through the use of pictures and context clues)
b. Pasalip
c. Festival
d. Anunsyo
e. Kannawidan a sala
f. Gamet
g. Bagnet
h. Tapey
i. Pamulinawen
j. Dinaklisan
k. buslugan
2. Setting the Purpose for Reading
Say: In the story that we will read today, we will find
out what is the advertisement about.
C. During Reading
1. First reading
Read the story without interruption while the pupils
listen.
Ti Anunsio
Bigat ti Sabado napan nagpasyar ni Nika kenni
Maria idiay parke. Naragsakda nga agpagna-pagna idi
adda makitada a nakapaskil nga anunsyo. Inasitganda
daytoy sa da binasa.
Kadagiti Interesado:
Siasinno: Dagiti agtutubo nga agtawen iti 13-19
Ania: Pasalip iti Kannawidan a Sala
(Mangpili kadagiti sumaganad a festival)
a.Dinaklisan Festival Currimao, Ilocos Norte
b. Bagnet Festival Narvacan, Ilocos Sur
c. Pamulinawen Festival Laoag City
d. Tapey Festival Sudipen, La Union
e. Gamet Festival Burgos, Ilocos Norte
f. Buslugan Festival Luna, La Union
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Kaanu: February 17, 2013


Ayanna: San Fernando Plasa, San Fernando, La Union
Nagkinnita dagiti dua nga aggayyem. Ipadamag ta daytoy
ken dagitay kakaduata ta makisalip tayo kadaytoy. Agensayo
tayo a nalaing tapno mangabaktayo ti kuna ni Maria. Ala wen
gayyem, napintas la unay daytoy nga pakisalipantayo. Sapay
koma ta mangabaktayo. ti insungbat ni Nika.
2. Second Reading Reading of the story again followed by
the pupils.
D. Post Reading
1. Ask the following comprehension questions:
1.
2.
3.
4.
5.
6.
7.
8.

Siasinno dagiti napan nagpasyar diay parke?


Ania ti nakita ken nabasada?
Ania daydiay a pasalip?
Siasinno dagiti makisalip?
Inton kaanu daydiay a pasalip?
Ayanna pakaaramidan diay pasalip?
Makisalip kadi dagiti aggayyem?
Ania ngata ti pagsayaatan a maaramid wenno maited
daytoy nga anunsio?
2. Engagement Activity
Use the following words in sentences. Have pupils write
the correct spelling in their paper.

1. Adda maangay a pasalip iti kannawidan a sala para kadagiti


agtutubo.
2. Naimas ti bagnet nga aggapu iti ili a Narvacan.
3. Pamulinawen Festival ti nagan ti Festival ti Laoag City.
4. Sinakar dagiti aggayyem ti anunsyo a naipaskil idiay pisarra.
5. Naimas ti buslugan a klase ti ikan.
E. Evaluation
1. Match the city/town with its festival.
_____1. Narvacan
a. Dinaklisan Festival
_____2. Laoag City
b. Buslugan Festival
_____3. Sudipen, La Union
c. Gamet Festival
_____4. Currimao, Ilocos Norte d. Pamulinawen Festival
_____5. Burgos, Ilocos Norte
e. Tapey Festival
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_____6. Luna, La Union

f. Bagnet Festival

2. Show an example of an advertisement.


(announcement about a town festival written in mother
tongue)
Divide the class into five groups.
Give details of an advertisement. The
group writes the ad with appropriate designs on a onehalf sheet of cartolina.
F. Assignment
Interview your parents about a town festival they know
about. Create an announcement about it.
Dont fail to include necessary details:
Name of the city/ town and the festival
Activities/ Games/ Contests, etc.
Date/ Time
Place
People involved
Key to Correction
1.
2.
3.
4.
5.

Narvacan Bagnet Festival


Laoag City Pamulinawen Festival
Sudipen, La Union Tapey Festival
Currimao, Ilocos Norte Dinaklisan Festival
Luna, La Union Buslugan Festival

DAY 2
Objectives
a. Use culturally appropriate expressions to show
locations
b. Read and answer higher factual and implied
comprehension questions
A. Preliminary Activities
1. Review
The pupils will read their assignment on advertisement
about a town festival.

345

B. Pre-Reading
1. Motivation
Ask: Ayanna ti nakaiyanakam? Ayan
na ngarud ti pagnanaedam ita?
2. Unlocking of Difficulties
(through the use of pictures and context clues)
1. Agputputed
2. Simmarungkar
3. Inpasungad
4. Pamigat
3. Setting the Purpose for Reading
Say: In the story that we will read today, we will
find out where can we usually see the members of the
family when they are at home.
C. During Reading
1. First reading
Read the story without interruption while the pupils
listen.
Ti Lola Naty
Maysa a bigat ti Domingo, napan simmarungkar ni
Lola Naty idiay balay da Rodel. Naimbag a bigat mo
Lola, ti inpasungad ni Rodel kenni lolana. Kasta met
kenka barok, ayanna ni tatang mo? ti dinamag ni lola
Naty. Adda ni Tatang idiay likod ti balay lola, agputputed
iti kayo, insungbat ni Rodel. Ni ngarud Nanangmo? ti
insaludsod manen ni Lola Naty. Adda idiay kusina ni
nanang Lola, aglutluto iti pamigat, ti kunani Rodel. Da
ngarud manang ken manongmo ayannada? sinaludsod
manen ni lola. Ni Manang Cely ket adda idiay banyo Lola,
agdigdigos, ni manong ket agsibsibog iti mula dita sango,
madim kadi nakita isuna dita sango? Saan barok,
insungbat ti baket. Sumrekka ngarud lola ta innak
ayaban ni nanang.
2. Second Reading Reading of the story again followed by
the pupils.

346

D. Post Reading
1. Ask the following questions to the pupils.
a. Ayanna ni tatang? (Idiay likod ti balay)
b. Ayanna ni nanang? (idiay kusina)
c. Ayanna ni manang? (idiay banyo)
d. Ayanna ni manong? (idiay sango)
(Idiay likod ti balay, idiay kusina, idiay banyo, idiay sango
ket balikas nga mangibagbaga iti lugar)
2. Ugedan dagiti balikas a mangibagbaga iti ayanna.
1. Adda dagiti ubbing idiay uneg ti klase.
2. Magmagnakami a mapan idiay simbaan iti aldaw ti
Domingo.
3. Napan nakitienda ni nanang idiay tiendaan ti Laoag.
4. Mapankami agay-ayam idiay parke iti kada malem ti
Sabado.
5. Nagdigos kami idiay baybay idi kalman.
E. Evaluation
Ugedan ti umno a balikas a mangibagbaga iti ayanna.
1. Agsibsibug ti mula ni manongko idiay (salas, arubayan).
2. Ip-ipan ko dagiti librok idiay (rabaw ti lamisaan,
pagiddaak.)
3. Maturogkami idiay ( kuwarto, banyo.)
4. Mapmapan ni tatang nga innaldaw idiay (taltalon, parlor.)
5. Aglutluto ni nanang idiay (kusina, salas.)
Key to Correction
1.
2.
3.
4.
5.

arubayan
rabaw ti lamisaan
kuwarto
taltalon
kusina

F. Assignment
Write 10 words that tell location and use them in sentences.

347

DAY 3
Objectives
a. Read with understanding paragraphs and legends
b. Read stories and legends with ease and fluency
c. Sequence three events in the story by telling which
happened first, second and third or last.
d. Recognize some common root words when they are
attached to known vocabulary
A. Preliminary Activity
1. Review
Ask the pupils to read and check their assignment on
words that tell where.
B. Development Activity
1. Motivation
Say: Who among you have heard the famous
town of Paoay in Ilocos Norte? You can find there the
historic church and the Paoay Lake.
Divide the class into two groups.
Each group will be given a set of five pictures that tell
about a certain legend.
The two groups will race to arrange the pictures in the
order they think will complete the story.
2. Unlocking of Difficulties
(through the use of pictures and context clues)
a. Kinaprogreso
b. Salisal
c. Agraem
d. Gurruod
e. Alikamen
f. Pasdek
g. Anniniwan
8. Developing a Purpose for Reading
Say: Have you read about a legend?
Today we will read about the Legend of the Paoay Lake.
Lets find out what happened to the people and the place.

348

C. During Reading
1. First reading
Read the story without interruption while the pupils
listen.
Ti Naggapuan ti Paoay Lake
(Adapted)
Idi un-unana a tiempo, adda maysa a lugar iti ili ti Paoay
a dagiti agnaed a tattao ket naasi, managparabur ken adda
panagbutengda iti Dios. Makita unay ti kinaprogreso ti lugar
babaen ti kinapintas dagiti balbalay, kinangina dagiti kawes ken
sileng ti alahasda.
Iti panaglabas ti panawen, dimteng ti nakaro a salisal iti
panagpaado iti kinabaknang. Nalipatandan iti agkararag ken
agraem iti Dios a Namarsua, malaksid iti agasawa a ni Juan
kenni Maria a nagtalinaed a nasimple latta iti panagbiagda ken
saanda a nakalipat nga agdayaw iti Dios.
Maysa a rabii, natagtagainepda a malayus ti barioda no
saan nga agbalbaliw dagiti tattao. Inpadamagda daytoy kadagiti
kaarrubada ngem saanda a namati, no di ket kinatkatawaanda
ida.
Maysa a bigat, adda nangngeg dagiti tattao a boses a
mangibagbaga a panawanda dayta a lugar no mangngegda ti
napigsa a gurruod ken saanda nukuan nga agsubsubli ta no
aramidenda daytoy adda dakes a mapasamak kadakuada.
Tinungpal dagiti agasawa ti inbaga daydiay nangngegda a
boses. Nangalada iti sangkabassit nga alikamenda ket inbatida
iti turod, ngem dagiti dadduma sinubliananda dagiti gamitda ket
naabutanda iti napigsa a gin-gined ken insurot ida ti dadakkel a
dalluyon. Nagikkis ken agsasangitda nga agpatulong ngem awan
makangngeg kadakuada.
Nagsubli ni Maria iti lugarda numan pay igawgawid
daytoy ti asawana ngem nagpilit latta isu nga inalun-on isuna ti
agalikuno a danum. Ginuyud ti asawana ngem saannan a
naisalakan. Daytoy ti rason ti naggapuan ti lugar a
Nangguyudan nga pakasarakan Paoay Lake. Dagitoy dagiti dua
a bato a makitkita iti Bantay Pugaro. Iti ngatona ket nagtubo ti
maysa a bangar a kasla payong. Iti panaglabas iti tiempo,
limned daytoy a lugar ket timpaw iti nalatak a Paoay Lake.
Maibagbaga nga no makita ti adalem a parte ti Paoay Lake ket
makita dagiti anniniwan dagiti nagkakadakkel a paspasdek ken
balbalay idi naprogreso pay laeng idi daytoy a lugar. Kuna pay
dagiti mangngalap nga adda tiempona a ti makalapanda nga ik349

ikan/sidsida ket naarkusanda ti al-alahas. Patienda daytoy nga


dagiti tattao idi dagitoy nga agnaed iti lugar.
2. Second Reading Reading of the story again followed by
the pupils.
D. Post Reading
A. Ask the following questions to the pupils:
1. Iladawan dagiti tattao nga agnaed idi iti ili ti Paoay Lake.
2. Siasinno dagiti dua nga agasawa?
3. Ania ti tagtagainep dagiti agasawa?
4. Ania ti napasamak kadagiti tattao?
5. Naisalakan kadi ni Maria kenni Juan?
6. Ania ti naimbag nga sursuro ti maadaw daytoy a leyende?
E.
1.
2.
3.
4.
5.

Enrichment Activity
The pupils will underline the words with affixes.
Kasapulan nga uminom iti gatas dagiti ubbing.
Makapadakkel iti gatas.
Napattog ti gatas diay lamisaan.
Ngimmina ti gatas diay tiendaan.
Gimmatang ni nanang iti gatas.

F. Evaluation

The pictures previously arranged will be revisited to see


which group posed the correct sequence.
Some words with affixes from the legend will be drawn
out. The class first identifies the root words and the
affixes.
1. naasi ( na + asi)
2. kinapintas ( kina + pintas)
3. managparabor ( manag + parabor)
4. kinangina ( ki + nangina)
5. nalayus ( na + layus)
6. agkararag ( ag + kararag)
7. nasimple ( na + simple)
8. panawan ( panaw + an)
9. nagtubo ( nag+ tubo)
10. agbalbaliw ( agbal + baliw)

G. Assignment
List down five words with affixes.
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DAY 4
Objective
a. Follow a model to write an excuse letter.
A. Preliminary Activity
1. Drill
Ask the pupils to read the following words with affixes:
1. naasi
2. kinapintas
3. managparabor
4. kinangina
5. nalayus
6. agkararag
7. nasimple
8. panawan
9. nagtubo
10. agbalbaliw
2. Review
The pupils will read their assignment on rootwords with
affixes.
B. Development of the lesson
The class reads an excuse letter.

Brgy. Lioes,
Currimao, Ilocos Norte
February 22, 2013
Dear Miss Cacayorin,
Please excuse me for being absent today because our family
was chosen to represent our barangay to the street dancing
activity. This is in line with the Dinaklisan Festival in our town
which will be held on April 29, 2013.
I promise to come to school tomorrow after our practice.
Thank you very much for your consideration.
Your pupil,
Jaira Kate B. Tabag
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Ask:
Who wrote the letter?
Why is she absent from her class?
Who is the receiver of the letter?
When is the Dinaklisan Festival?
Why is it necessary to write an excuse letter?
C. Generalization
Ask the following to the pupils:
What is an excuse letter?
What are the parts of an excuse letter?
What is found in each part?
C. Evaluation
Arrange the following jumbled parts of an excuse letter.
a. Your pupil,
b. Dear Maam,
c. Please excuse me for being absent today because I am
suffering from colds and cough. I hope I can come to school
tomorrow.
d. Rowena
e. February 22, 2013
Sta. Rita, Paoay, Ilocos Norte
D. Assignment
Write an excuse letter for not attending your class because you
are suffering from stomachache.
Day 5
Evaluation
Objectives
a. Write an excuse letter
b. Identify the root words and the affixes
A. Write an excuse letter for not attending your class because
you are not feeling well.
B. Identify the root word and the affixes of the following:
1. aglagto
2. nagbasa
3. napintas
352

4. magmagna
5. agdigos
6. nagtiliw
7. nasayaat
8. naluto
9. immuli
10. nabasa

353

MTBMLE (ILOKANO)
(GRADE 2 TEACHERS GUIDE)
FOURTH QUARTER

354

TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
FOURTH QUARTER-Week 29
Theme
Our Community Resources
Our Local Products
Objectives
1. Read with automaticity 200-300 grade two level high
frequency sight words
2. Read short stories with ease and fluency
3. Read aloud grade two levels text with an accuracy of 95100%
4. Write short narrative story that include elements of
setting, characters and events.
5. Use decoding knowledge and skills in academic and social
vocabulary to begin independent reading.
6. Make inference on what is likely to happen next based on
the events in the stories, legends, etc.
7. Read and answer higher order factual and implied
comprehension questions
8. Express love for stories and other texts by browsing the
books read to them and asking to be read more stories
and text
9. Manifest comprehension of informational texts through
answering literal and higher level questions
Domains
1. Fluency
Read short stories with ease and fluency.
Read with automaticity 200-300 grade two level high
frequency sight words
Read aloud grade two levels text with an accuracy of
95-100%
2. Composing
Write short narrative story that include elements of
setting, characters and events.
3. Vocabulary and Concept Development
Use decoding knowledge and skills in academic and
social vocabulary to begin independent reading.
355

4. Activating Schema and Prior Knowledge


Make inference on what is likely to happen next based
on the events in the stories, legends, etc
Read and answer higher order factual and implied
comprehension questions.
5. Comprehension of Informational Text
Manifest comprehension of informational texts
through answering literal and higher level questions.
6. Attitude Towards Language, Literacy and Literature:
Express love for stories and other texts by browsing
the books read to them and asking to be read more
stories and text.
Value Focus:
Patronize your own product
Subject Matter
A.Topic
Reading short stories/Independent Reading
B. References
K to 12 Curriculum 2 (Mother Tongue Competencies)
C.Materials
Story: The Legend of the Mango Fruit
( Adapted and translated to mother tongue)
pictures of local products, chart, sequence map
D.Procedure
DAY 1
Objectives:
a. Read with automaticity 200-300 grade two level
high frequency sight words
b. Read short stories/articles with ease and fluency
c. Use decoding knowledge and skill in academic and
social vocabulary to begin independent reading
d. Read aloud grade two levels text with an accuracy
of 95%-100%

356

A.Preliminary Activities
1.Song: Let the pupils sing the song Bahay Kubo.
Ask:
What are the different vegetables in the song?
Do you have them in your community?
Do you like to eat these vegetables?
2. Show pictures of local products in the community
Say:
We have here another products in our places.
Look at them and tell something about these products.
A. Pre-Reading
1. Motivation
Song: Let the pupils sing the song Bahay Kubo.
Ask:
What are the different vegetables in the song?
Do you have them in your community?
Do you like to eat these vegetables?
2.Unlocking of Difficulties will be done.
Say:
I have here some sentences written on a manila
paper. Let us read them.
Ask:
What do you notice about the words in each sentence?
Say:
Read the underline words in the sentences.
Give the meaning of the underline words.
Products
Bagnet and longganisa are some of the products in
our community.
Community
There are still a lot of products that we can be
proud of in our community.
Materials
Most of the materials used in these products came
357

from our community.


3.Setting the Purpose for Reading
What must you do when reading?
B.During Reading
Kannawidan Ylocos Festival

Inangay ti Ilocos Sur ti Kannawidan Ylocos Festival.


Naipakita ditoy ti pannakalukat ti Partuat ken Patanor Trade
And Agri Fair a nakaipakitaan dagiti nadumaduma a produkto ti
probinsia manipud makan, mainum, dekorasion ken masapsapul
iti balay, mulmula ken masetas ken dagiti naggapu kadagiti
sabsabali a probinsia iti Amianan.
Naipabuya pay ditoy dagiti naidumduma ti kinadakkelna
nga apit dagiti mannalon ken mangngalap. Adda dagiti atiddog a
bunga ti paria, marunggay, kabatiti,dadakkel ken agkakadagsen a
kamas, langka, kamatis, lasona, bawang, mais, repolio,
cauliflower, tabungaw, kamoting kahoy ken dadduma pay a
produkto iti talon.
Sabali laaeng dagiti naiparang a dingo nga addaan kadagiti
naidumduma a talugading kas kadagiti nagpaidumat dagsenna a
manok, lima ti annakna a kalding, saan a gagangay ti kadakkelna
a baka, nuang ken dadduma pay a dingo.
-adapted-

C.Post Reading
1.Answering Comprehension Questions
Ask:
What is the article about?
What was celebrated?
Why do people join the festival?
What were the products shown in the festival?
Do you have these products in your own community?
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2.Engagement Activities
Our province produces enough vegetables and fruits, what must
you do to patronize our products?
Lets Do This!

Name of local
Product

List the materials


used in this
product?
Do you like this
product? Why?

How do we
use this
product?
3.Skills Focus
1. Say: Read the article again with ease and fluency
2. Guided Practice
Say:
I will describe a product in our locality.Tell me what
product is I am referring to.
a. Maysaak a produkto ti Kailokuan. Mausarak a
paglutuan ti makan. Idi umuna a panawen, siak pay
ti pag-urnungan ti danum a mainom.Ania ti naganko
( banga wenno burnay)
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b.Maysaak a gusgutuen a kanen. Nasam-it


ken napigketak no ngalngalen.Ania ti naganko
( kalamay)
2. Independent Practice
Say:
You will make a riddle just like what we have done.Be
ready to read it in front during the presentation
4. Infusion of Value
Say:
If you were to buy your snacks at the canteen, what will
you buy - malagkit and buko juice or softdrinks and
cheese curls? Why?
5.Evaluation
Say:
Inside the basket are products found in our community.
Read carefully and encircle the products found in your
place.
Dagiti Produkto ti Kailokuan

bibingka
bawang

perlas bagnet kalamay


balitok pagay lasona

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F. Assignment
List down 5 products of your community and put them on the
freedom wall.
Key to Corrrection
Bibingka perlas bagnet kalamay bawang pagay lasona
DAY 2
Objectives
a. Write short story that include elements of setting,
characters and events
b. Manifest comprehension of information texts
through answering literal and higher level
questions.
c. Read and answer higher order factual and implied
comprehension questions
A. Preliminary Activities
1. Review
Let the pupils read again the article written
on a manila paper- Kannawidan Ylocos Festival
The teacher says:
Think of the products we have in our
barangay/town that were not mentioned in the
article.
B. Motivation
Give the pupils the activity sheet LM# 91 on page138
The teacher says: Fill in the chart with the necessary
data. Follow the sequence map.
Name of
the
product

Picture of
the
product

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Heres
How To Do
It

Heres
How We
Use It

C. Presentation
Today we will read articles and answer questions about
products in our locality
D. Development of the Lesson
1. Group I- This Is Yours!
Say:
You are going to write a paragraph based on the questions
below. Follow the correct way of writing.
Ask:
What are the famous products in your community?
Do you know where this products came from or how
they are formed?
How do you feel knowing that there are a lot of products
in your community that you can be proud of?
How can you help in promoting these products of your
community?
2. Group II- Tell Me
Ask:
What can you say about the following? Write your answer
on the blank.
__________________________
__________________________

__________________________
__________________________

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3. Group III-Reality or Fantasy?


The teacher instructs the children to identify the
following sentences whether they are reality or fantasy.
Tell them to support their answer.

Coconut is called Tree of Life.


Bagnet can become mermaids.
Mango Trees are once fruitless.
Coconut meat can be made into different delicacies.
There lived a giant on a big narra tree.

4. Presentation and processing of outputs.


Teacher writes pupils answer on chart.
Group

Activities

Skills Learned

I
II
III
IV
E. Evaluation
Write a short paragraph about how a product in your locality
is made.
F. Cut out pictures of products and make a booklet. Put a
caption below the picture of the product.
DAY 3
Objectives
a. Read short stories/articles with ease and fluency
b. Respond to the story/legend/article through
illustrations and dramatization
A. Preliminary Activities
1. The teachers says: We are going to match the products
written in a strip of paper to the province/town they are
being produced.
kalamay

Vigan city

longganisa

Dagupan city

363

bangus

Candon City

bawang

Badoc

B. Motivation
The teacher passes basket with pictures of different
products in the community. As music stops pupil holding
the basket picks picture and will tell something about it.
C. Presentation
Today we are going to read articles and answer questions
about it.
D. Development of the Lesson
1. Say:
Who wants to read our article Kannawidan Ylocos
Festival? See to it that you read the article fluently.
2.Engagement Activity:
Say:
Read the advertisement with ease and fluency.
Ti Longanisa ti Vigan
Kayatyo kadi a ramanan
Paborito ti kaaduan
Napnuan imas ken nanam
Longganisa nga aramid ti Vigan
Maipagpanakkel a produkto
Ditoy kailokuan
The teacher groups the pupils into smaller groups and
asks them to create advertisement using the
advertisement the teacher reads as model.
Do activity in the LM # 92 on page 139

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3.Presentation of Outputs
Each group will present the advertisement they created
with correct rate, accuracy and prosody (phrasing,
pausing and emphasis).
E. Assessment
Say:
Use the rubrics below to rate your classmates during
the presentation of their advertisement.
Aytem
1
2
3
4
5

Detalye
Nakasao ti nalawag/diretso maipanggep iti
anunsio nga inaramid
Maawatan ken mangngeg ti panagsao.
Nairaman dagiti produkto ti binasa nga artikulo iti
inaramid a anunsio.
Nausar dagiti makaallukoy a sao iti inaramid nga
anunsyo.
Maipakita ti panangipanakkel kadagiti produkto iti
naaramid nga anunsio

Legend:
No
No
No
No
No

naaramid ti amin ( 1-5) 5 points- Excellent


uppat laeng ti naaramid -4 points- Very Good
tallo laeng ti naaramid - 3 points- Good
dua laeng ti naaramid2 points- Fair
maysa laeng ti naaramid- 1 point- Poor

F.Assignment
Cut an advertisement in a magazine or newspaper.Practice
reading it and be ready to read it tomorrow in class.
DAY 4
Objectives
a. Citing the characters, setting and important events
b. Write short narrative story/poem that include
elements of setting, characters and events
c. Make inferences on what is likely to happen next
based on the events in the stories, legends, etc.

365

d. Express love for stories and other texts by browsing


the books read to them and asking to be read more
stories and texts.
A. Preliminary Activities
1.Song: In tune of Leron-Leron Sin
Idiay arubayanmi
Ket adu ti bungbunga
Adda Santol, Bayabas
Mangga, Tsiko ken Anonas
Amin dagitoy ket nasam-it naimas
Napnot bitamina, mangted pigsa ken salun-at
Composed by:
Elvira M. Alvarez

A.Pre-Reading
1.Motivation
The teacher shows a picture of a mango fruit.
Say: What is this fruit?
Do you like to eat mango?
What do you know about this fruit?
2. Unlocking of Difficulties
Say:
Give the meaning of the words through picture, action
and through context clues
immannamong
inpudno
gangannaet
nataer
Teacher shows the cover of the book and tell the
title,writer, illustrator and the translator of the adapted
story.
3.Setting the Purpose of Reading
Say:
Today we are going to read a legend of Mango.Do you
want read the story?
What do you do when you read orally

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B.During Reading
Ti Nagtaudan ti Mangga
Dagiti Ari ken Reyna ti Pagarian ti Narusnub ket agpadada nga
naliday. Awan ti anakda. Kanayon nga makitkita ni Ari Ebdan ni Reyna
Adena nga agsangsangit.
Ikkankayo ti anak ngem iti maysa a kondision, alaek ti anakyo
inton agtawenen ti sangapulo ket walo,kinuna ti ganganaet.
Immannamong ti Ari ken Reyna ti kondision ti ganganaet.
Ni Prinsesa Marga ti nagbalin nga anak da Ari Ebdan ken Reyna
Adena. Ay-ayatenda unay ti anakda.
Naglabas dagiti panawen, nalipatan ti ari ken reyna ti
gangannaet. Idi dandanin agsangapulo ket walo ti edad ti prinsesa
simmangpet ti gangannaet ti pagarian.Maasika, saanmo nga alaen ti
anakko,insangit ti reyna. Tulag ket tulag, insungbat ti gangannaet.
Napanunot ti ari ken reyna nga ibaga iti agpayso iti anakda.
Inpudnoda ti prinsesa a nakitulag da ti maysa a gangannaet. Inton
alas dose ti tengnga ti rabii alaennakan ti gangannaet ngem saanka nga
ited, kinuna ti ari.Ngem iti dayta a rabii, saan a nagpakita ti
gangannaet.Agingga a nalipatan ti ari ken reyna iti maipapan ti
gangannaet.
Maysa nga aldaw nga agpaspasyar ni Prinsesa Marga idiay
katalkalunan, nakitana ti maysa a nataer ken nasingpet a baro. Isu ni
Kunio nga taga kabangibang a pagarian.
Naggayyem da Prinsesa Marga ken Kunio.Inarem ni Kunio ni
Prinsesa Marga agingga a naginnayan-ayatda ket nagtulagda nga
agkallaysa ti kabiitan a panawen.
Bisperas ti kasar da Prisesa Marga ken Kunio, simmangpet ti
gangannaet ket pinilitna nga alaen ti prinsesa. Saanak a sumurot
kenka, kuna ti prinsesa. Nangala iti kutsilio ket inbagsolna iti pusona.
Natay ti prinsesa ket inkali ni Kunio ti bangkay ti prinsesa.
Napalabas ti sumagmamano nga lawas, adda timmubo mula ti
nakaikalian ti prinsesa. Nagbunga daytoy iti sinanpuso. Isu daytoy ti
mangipakita ti napudno a panagayat ni Benita ken Kunio.
Pinanagananna ti kayo iti Marga. Naglabas ti panawen, daydi dati a
Prinsesa diay Marga ket nagbalin a Mangga.
B. Post Reading
1.Comprehenstion Questions
Ask the following comprehension questions:
Who were the king and queen?
Why were they lonely?
367

Who gave them a child?


What was the condition of the stranger?
Who will marry the princess?
What happened on the night before the wedding?
What grew in the grave of Marga?
What did they call the tree?
Who were the characters in the story?
Where did the story happen?
2.Engagement Activities
a. Read the statements. Identify if it refers to character,
setting or event. Write your answer in the blank
provided.
________1. Naliday ti ari ken reyna gapu ta saanda
nga naparaburan ti anak.
________2. Simmangpet ti maysa a ganganaet it
pagarian.
________3. Iti adayo a lugar ti Pagarian ti Narusnub
ada agasawa nga awan anakda.
________4. Natay ni Marga ket intabon ni Kunio.
Adda nagtubo a mula iti tanemna.
________5. Ni Kunio ket maysa a nataer ken
nasingpet a baro a naggapu iti kabangibang a
pagarian.
1. Skill Focus
a. Say:
Fill in the spider web to complete the needed
information.
Tell Me
Mango fruit is......

Mango
Fruit

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b.Guided Practice
Do activity in LM # 93 on page 140
c. Independent Practice:
Draw a picture that will show the entire story.
Make sure to show the setting, characters and
important events happened in the story.
d.Value Infusion
Ask:
What part of the story inspires you a lot? Why?
E. Evaluation
Fill in the information in the semantic web
Ti Nagtaudan ti Mangga
Setting

Characters

Events

1.

1.

1.

2.

2.

2.

F. Assignment
Make an album of the different products found in your
community. Select one of the products and research for its
legend. Write also the story of the legend.

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DAY 5
Evaluation
1. Read with automaticity 200-300 grade two level high
frequency sight words
2. Read short stories with ease and fluency
3. Read aloud grade two levels text with an accuracy of 95100%
4. Write short narrative story that include elements of
setting, characters and events.
5. Use decoding knowledge and skills in academic and social
vocabulary to begin independent reading.
6. Make inference on what is likely to happen next based on
the events in the stories, legends, etc.
7. Read and answer higher order factual and implied
comprehension questions
8. Express love for stories and other texts by browsing the
books read to them and asking to be read more stories
and text
9. Manifest comprehension of informational texts through
answering literal and higher level questions

370

I.Read the story of Banana and answer the following questions.


Ti Nagtaudan ti Saba
(Adopted)
Idi un unana nga aldaw iti adayo nga pagarian, adda
napalalo ti pintas na nga prinsesa a managan Maria Maganda.
Naragsak ken naayat nga agpaspasyar iti minuyungan. Iti daayta
nga oras adda ganganaet a prinsepe a nakakita kanyana.Nagam
ammoda nga dua.Naragsakda a nagsarsaritada ket naggayyemda a
dua. Saanda a napuotan nga agtengnganan iti rabii ket masapul
nga agsubli ti prinsepe idiay pagarianda.Idi nagpakada daytoy,
nagtulagda nga agkita da iti sumaruno nga rabii. Napasamak garud
nga kasta ket naragsakda.Idi agpakadan ti prinsepe,nagineggem da
nga dua ti ima ket kasla saandan a kayat ti agsina. Pinetpetan a
nalaeng ti prinsesa ti ima ti prinsepe idi pagammuan ta nagpukaw
lattan ti imatangna.Nabati ti ima ti prinsepe. Ket gapu ta mabuteng
unay, inkali ni Maria Maganda dayta nga ima. Nalaus unay ti liday
ni Maria Maganda ta manipud idi saandan a nagkita iti
Prinsepe.Maysa nga aldaw a nagpasiar ni Maria Maganda iti
minuyungan adda nagtubo a mula iti disso a nangikalian na dyay
ina ti Prinsepe ket adda sabong na.Inaldaw a binisbisita ni Maria
Maganda inggana a nagbunga daytoy iti kasla ima nga adda ramay
na. Daytoy ti umuna a saba ditoy lubong.
1. Ania ti nagapuan ti immuna a saba?
a. Ima ti Prinsepe
c. Ulo ti Prinsepe
b. Kallugong ti Prinsepe
d. Ima ni Maria Maganda
2. No sika ni Prinsepe panawam kadi ni Maria Maganda?Apay?
a. Wen, tapno makapanak idiay pagarian mi.
b. Wen, tapno
c. Saan,gapu iti ayat ko ken Maria Maganda.
d. Saan, tapno makalibasak iti pagarian mi.
3. Ania ngata ti napasamak no saan nga nagpukaw ti
Prinsepe?
a. Saan a naliday Maria Maganda
b. Saan nga pimmintas ni Maria Maganda.
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c. Saan nga nasam-it ti saba.


d.Awan kuma ti ruot iti talon
4.Iti panagpaspasyar ni Maria Maganda iti kabakiran. Adda nakitan
nagdakkel a lion. Ania ngata ti aramidenna?
a. Sabatenna ti Lion
b. Aglemmeng iti kakaykayuan.
c. Ayabanna dyay tigre.
d. Aglaaw ta mangngeg ni tatangna.
5. Nakita ni Maria Maganda nga adun ti naluom nga bunga ti
saba,ania ti aramidenna?
a. Buyaenna daytoy.
b. Urayenna a matnag dagiti bunga tis aba.
c. Pukanenna tapnu maalana dagiti bungana
d. Saanna nga pansinin dagita naluom a bungana

II.Basaen dagiti produkto nga naisurat iti uneg ti kahon.Pilien dagiti


produkto nga aggapu iti saba.
Chips

Tinapay

katsup

Papel

vetsin

lupot

Bababa cue

soy sauce

candy

a. _________________________________________
b. _________________________________________
c. _________________________________________
d. _________________________________________
III.Piliin ti letra ti umno nga sungbat
1.Iti istoria a Nagtaudan ti Umuna a Saba, sino dagiti
nagpaset/nagtakem?
a. Maria Maganda ken Maria Makiling
b. Maria Maganda ken Prinsepe
c. Maria Makiling ken Prinsepe
d. Maria Martha ken Prinsepe
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2. Sadinno ti nakapasamakan ti istorya?


a. Adayo a Pagarian.
b. Pagarian ni Ari Saba
c. Pagarian ti Prinsepe
d. Idiay kabakiran
3. Ania ti inaramid ni Maria Maganda iti ima ti Prinsepe?
a. Inbellengna iti adayo a lugar
b. Inkalina iti minuyongan
c. Inbitinna iti kayo.
d. Inkalina idiay bantay.
4. No sika ni Maria Maganda, kayatmo met kadi/naragsak ka kadi
iti minuyungan? Apay? Pumili ti dua a kusto nga sungbat
a. Naragsakak ta adu ti napipintas a sabsabong sadiay
b. Naragsakak ta presko ti angin idiay.
c. Naragsakak ta adu ti tattao idiay.
d. Naragsakak ta adu ti ubbing idiay.

373

TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
FOURTH QUARTER-Week 30
Theme
Community Livelihood/Occupation
Objectives
1. Predict possible ending in a story, event etc
2. Read with automaticity 200-300 grade two level high
frequency sight words
3. Read aloud grade two levels text with an accuracy of 95100%
4. Read short stories with ease and fluency
5. Spell words with consonant clusters and blends
6. Write short narrative story that include elements of
setting, characters and events
7. Use decoding knowledge and skills in academic and social
vocabulary to begin independent reading
8. make inference on what is likely to happen next based on
the events in the stories, legends, etc.
9. read and answer higher order factual and implied
comprehension questions
10. express love for stories and other texts by browsing the
books read to them and asking to be read more stories
and text
11. manifest comprehension of informational texts through
answering literal and higher level questions
Domains
1. Oral Language
Predicting possible ending in a story, event etc.
2. Fluency
Reading with automaticity 200-300 grade two level high
frequency sight words.
Reading aloud grade two levels text with an accuracy of 95100%.
Reading short stories with ease and fluency.

374

3. Composing
Writing short narrative story that include elements of setting,
characters and events.
4. Vocabulary and Concept Development
Using decoding knowledge and skills in academic and
social vocabulary to begin independent reading.
5. Activating Schema and Prior Knowledge
Making inference on what is likely to happen next based on
the events in the stories, legends, etc.
Reading and answer higher order factual and implied
comprehension questions.
6. Comprehension of Informational Text
Manifesting comprehension of informational texts through
answering literal and higher level questions.
7. Attitude Towards Language, Literacy and Literature:
Expressing love for stories and other texts by browsing
the books read to them and asking to be read more
stories and text.
8.Spelling
Spelling words with consonant Clusters and blends
Value Focus
Industry/Unity/Resourcefulness
Subject Matter
B. Topics
Predicting Possible Ending, Making Inferences
C. Reference
K to 12 Curriculum 2 (Mother Tongue Competencies)
C. Materials
Stories, pictures, chart, big book

375

D.Procedure
DAY 1
Objectives
a. Predict possible ending in a story, event etc.
b. Read with automaticity 200-300 grade two level
high frequency sight
c. Read aloud grade two levels text with an accuracy
of 95-100%
d. Use decoding knowledge and skills in academic and
social vocabulary to begin independent reading.
e. Manifest comprehension of information texts
through answering literal and higher level
questions
f. Spell words with consonant clusters and blends.
A. Preliminary Activities
1. Previewing of the big book
Show the cover of the book
Ask:
Can you still remember the title of the legend we
read last week? Look at this book, what is the title
of this big book. What can you say about it? Have
you gone to this place?
B.Pre-Reading
1.Motivation
Say:
Look at this picture ( picture of a farm, rice fields)
Ask:
Who worked in this place?
Do you like to visit/stay in the farm? Why?
2. Unlocking of Difficulties
Game:
The class will be divided into smaller groups.
Say:
I have here envelopes. Each group will be given one.
But wait for my signal for you to open it. Read
carefully the instructions for you to know what to
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do. (Each envelope contains a picture and letters.


Children are ask to combine the letters to form the
name of the picture).
agaruyot,
ibain,

napaliiw,
maanawa

lapdan,

3.Setting the Purpose for Reading


Today we will read a story about Tata Carlos. Be ready
to answer the questions about it.
C. During Reading
Ni Tata Carlos
Napudot iti tiempo. Saan a malapdan ti ling-et nga agaruyot
iti rupa ni Tata Carlos. Ti kallugongna iti inaramatna a
pinagpaypay iti bagina. Maysa a nagaget a mannalon ni
Tata Carlos. Saanna nga ibain ti trabahona.
Lakay, umaykan ta mangantayon, impukkaw ni Nana
Felisa. Idi mapanen ni Tata Carlos iti ayan ni Nana Felisa,
nakitada nga agkinkinnamat dagiti dua nga annakda a da
Fidel ken Cora. Saanna a maanawa ida. Nakadanunda
payen ti tambak gapu ti panagkinkinnamatda. Naikaglis ni
Fidel gapu iti kinasukirna. Narugit ti bagina ta pitakpitak ti
badona. Nagsardeng met laeng dagiti agkabsat nga agininnangaw. Naginnunada a napan ken ni Tata Carlos.
Nagsardeng ni Tata Carlos ta ur-urayenna dagiti annakna
ngem awan ti simmangpet kadagiti dua. Adda laeng gayam
iti panunotna dagidiay a napasamak iti napalabas. Naliday
ti rupa ni Tata Carlos ta mailiw kadigiti dua nga annakna.
Iti panagpagnapagnana, napaliiwna nga adda dua a kadua
ni Nana Felisa a mangsimsimpa ti taraonda.
Tatang, kasla kanta ti nangngegna a balikas. Nakitana a
maysa a balasang ken maysa a baro ti kadua ni Nana
Felisa. Naragsakan ni Tata Carlos. Ni gayam Fidel a maysan
nga inhiniero ken Cora a maysan a maestra ti bimmisita
kadakuada.
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C.Post Reading
1. The teacher asks the comprehension questions:
Who is Tata Carlos?
What is his work?
How do you find his job? Why?
What can you say about the work of Tata Carlos?
Is Tata Carlos a good father? Why? Why not?
Who has a father like Tata Carlos? Are you proud
of your father?
2.Engagement Activities
Pretend that you are a reporter, make a report about the life of
Tata Carlos by answering the guide questions provided.
a.
Who is Tata Carlos?
b.
What is his work?
c.
What kind of person/father is Tata Carlos?
d.
What does he feel when he was in the farm one
day?
e.
What did he think of? What are they doing?
f.
What surprised him that day?
g.
What kind of family does Tata Carlos have?
3.Skill Focus
Say:
Look at the following words from the story we have read.
What are the underlined words?
trabaho
innangaw
nangngeg
What do we call these words? ( consonant clusters)
What are consonant clusters?
(A consonant cluster (sometimes known as a consonant

blend) is a group of consonants that appear together in a


word without any vowels between them. When reading
clusters, each letter within the cluster is pronounced
individually.)
4. Infusion of Values
If you were one of the sons/daughters of Tata Carlos,
what will you tell him? Why will you tell that?

378

5.Evaluation
1. _____ dagiti agkabsat a nagawid manipud idiay eskwelaan
tapno agay-ayamda.
a.
b.
c.
d.

Agkinkinnamat
Agsangsangit
Agsasao
Agdidigos

2. Piliin manipud kadagiti sao ti mangipakpakita ti


consonant cluster
Plano

kusto

sao

talon

3. Basaen ti ababa nga istoria. Ited ti posible a gibusna.


Nagaget ni Alma nga agbasa ti leksionna.
Kanayon nga agaramid ti assignment na. Nangato ti
maal-alana iti eksaminda. Idi madanon ti
panagserra iti klase, ni Alma ket _____________.
D. Assignment
Bring to class picture of your father/grandfather and be
able to tell something about him. Cite some of his
characteristics.
Key to Correction
1. A

2. Plano

3. Napadayawan (answer may vary)

DAY 2
Objectives
a. Predict possible ending in a story, event etc.
b. Read short stories with ease and fluency
c. Write short narrative story that include elements of
setting, character and events

379

A. Preliminary Activities
1. Review
The teacher reads the story again. As she reads, she stops
and let the pupils continue the lines to check if pupils
still remember the story.
2. Unlocking of Difficulties
The teacher presents to class the words unlocked the
other day.
Say:
Read the difficult words in our story yesterday. Can
you use these words in your own sentences?
I will call each one of you to use one of the words in
your own sentence.
agaruyot,
ibain,

napaliiw,
maanawa

lapdan,

B. Motivation
The teacher shows pictures of professionals e.g. nurse,
teacher, engineer, doctor
Ask:
Who wants to be like them? Why?
Who wants to be a farmer like Tata Carlos? Why?
Why not?
What must you do to achieve your ambition?
C.

Presentation
Today we are going to read a story with ease and fluency.

D. Development of the Lesson


1. The teacher lets the class read the story orally with
ease
and fluency.The teacher checks the error of the pupils
right away.
The teacher uses the popcorn method in calling pupils
to read.
2. The teacher reads the comprehension questions:
Is the family of Tata Carlos a model family? Why?
380

If Tata Carlos did not work hard in the farm, do you


think he can send his children to school?
If his children should have not studied hard, do you
think they will graduate and become professionals?
What do you think would Tata Carlos feel when his
children were not in the farm that day?
3. Engagement Activities
The teacher divides the class into three groups. (grouping
depends on the number of pupils in a class). The teachers
let each group does one of these activities:
Activity 1: Who is he?
Describe Tata Carlos. Complete the semantic web.

________

________

Tata
Carlos

________

381

________

Activity 2: Lets Write!


Pretend that you are the writer of the story. How will you end
your story. Write it below.
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________.
Activity 3: I can be a poet!
Compose a poem about the story heard.
4. Group Presentation
The teacher instructs each group to present the output
E. Evaluation
Identify if the statement tells about the character, events or
setting.
1. Naikaglis ni Fidel gapu ti kinasukirna.
2. Naliday ti rupa ni Tata Carlos ta mailiw kadagiti dua nga
annakna.
3. Nakadanunda payen ti tambak gapu ti
panagkinkinnamatda.
4. Napno ti mulmula nga agduduma ti talon ni Tata Carlos.
5. Saan nga pinakan ni Tata Berto dyay nuang na iti 2 nga
aldaw. Ania ti possible nga mapasamak iti taraken na?
a. Sumalun at.
b. Umalisto nga agarado.
c. Agsakit ket saan nga makatrabaho.
d. Sumayaat ti bagbagi na.
F. Assignment
Bring to class your family picture. Prepare a short story
about your family. Be ready to share your story to your
classmates.
Key to Correction
1.event

2. Character

4. Setting

3. Event
5.c.

382

DAY 3
Objectives
a. Read with automaticity 200-300 grade two level high
frequency sight words
b. Make inferences on what is likely to happen next
based on the events in the stories, legends, etc.
A. Preliminary Activities
1. Review
Ask:
Who can retell the story about Ni Tata Carlos
What do you think will the family do after eating lunch?
2. Unlocking of Difficulties
Say: Read the following words from the situation. Unlock
the words through CABLA, synonyms, picture
nalulem
pul-oy
intugot
B. Motivation
1.Ask:
No makitam a nalulem ti tangatang ket adda papanam,
ania ti rumbeng nga itugotmo?
C. Presentation
Today I will let you read and I will observe how fast and how
good you read an article.
D. Developmental Activities
1. Say:
Read the situation written on a manila paper. The teacher
lets the pupils read it with automaticity. Then ask pupils
what will likely to happen.
Maysa nga aldaw ti Hulio napan binisita ni Tata Carlos ti
rinaepanna. Nalulem ti aglawlaw, nalamiis ti pul-oy ti
angin ken napaspas dagiti ulep nga agpadaya. Awan ti
intugot ni Tata Carlos nga panglinongna. Iti saan a
mabayag, nagtudo ti napigsa.

383

2. Ania ti mabalin a mapasamak ken Tata Carlos?Apay nga


nakunam dayta. Irasonam ti sungbat mo.
3. Generalization
How do you give your inferences on what will likely to
happen in the situation
4. Guided Practice
The teacher posts pictures. She/he asks the pupils to
choose what will likely to happen next.
5. Do Activity in LM # 94 page 141
E. Evaluation
Read the following sentences. Write on the blank what is
likely to happen next.
1. Lito climbs the guava tree.
_________________________________________________________
2. Crumpled papers are scattered in Grade 2 room.
_______________________________________________________
3. People in Barangay Turod help one another in cleaning
their barangay.
_______________________________________________________
4. Terry doesnt like to eat vegetables and fruits.
_______________________________________________________
5. Evelyn studies her lessons every day.
______________________________________________________
F. Assignment
Think of one of the best/worst incidents in your life. Prepare
a journal and tell a story on how you cope up with it.
Include also the outcome of your action.
DAY 4
Objectives
a. Read short stories/articles with ease and fluency
b. Make inferences on what will likely to happen next
based on the events in the stories, legends etc.
c. Write short narrative story that include elements of
setting, characters, and events

384

A. Preliminary Activities
Lead the pupils in singing the song Dagiti Ayup to the tune of
Baa Baa Black Sheep
Dagiti Ayup
Ni: Jodeline L. Sarmiento
Nadumaduma nga ayup
A taraken ni tatangko
Pakpakanenna ti ruot
Ken iwaywayna diay alug
Adda nuang, baka ken kalding
Nga taraken met ni ading
Binigatna a pakanen
Iwayway ken painumen.
B. Motivation:
Show pictures of carabao and cow.
Ask:
What are these animals?
Have you seen one? Where?
Are they helpful? To whom?

385

Show a picture of hand tractor.


Ask:
What is this?
Where do farmers use this?
What good does it do?
Which do you thick is better, carabao or hand tractor?
Why?

C. Presentation
Today we will read an article about a machine that is very
important to farmers to make their work easier.
D. Developmental Activities
1.Say:
Let us read an article about a farm equipment that help
farmers.
386

Maysa kadagiti aramaten dagiti mannalon tapno


mapadaras a malpas dagiti aramidda ket ti
panagaramat iti traktor. Daytoy ket maysa a kabaruan
a makina nga ar-aramaten iti panagarado. Uray
kasano kalawa ti kataltalunan, apagbiit laeng daytoy a
maarado.

Ask:
What are the advantages of these farm equipment to
farmers
2. Engagement Activities
Post a news article written on a manila paper.
Read first the article then asks pupils to
read with her.
Ask volunteer to read a current news article
about some latest technology that help in making our
work easier nowadays.
Ask:
What do you think will happen to us if we do not use
these advance technology in our daily lives?
Do activity in LM # 95 on page 142-143
E. Evaluation
1.Write what will likely to happen without them.

387

2.

Read the following sentences. Write on the blank what is


likely to happen next.
a. Kanayon nga mangan ni Jerry ti chi chiria no oras
ti merienda.
_______________________________________________
b.

Kanayon nga aramiden ni Evelyn dagiti


assignmentna.
____________________________________________
c. Makisalip ni Rose ti kinnantaan idiay
eskwelada.Kanayon na nga agpraktis daytoy.
____________________________________________
F. Assignment
Think and write 5 modern products of technology that
help us in our lives. Write a short sentence about the
importance of these technology. Tell what will happen to
us if the technology was not invented.
DAY 5
Evaluation
Objectives
1.Predict possible ending in a story, event etc
5. Spell words with consonant clusters and blends
6. Write short narrative story that include elements of
setting, characters and events
7. Use decoding knowledge and skills in academic and social
vocabulary to begin independent reading
8. Make inference on what is likely to happen next based on
the events in the stories, legends, etc.
9. Read and answer higher order factual and implied
comprehension questions
10. Express love for stories and other texts by browsing the
books read to them and asking to be read more stories
and text
11. Manifest comprehension of informational texts through
answering literal and higher level questions

388

1. Kitaen dagiti ladawan isurat ti maaramid no dagitoy ket


awan.

a.

b.

2. Naisurat ditoy dagiti produkto ti teknolohiya.Isurat ti


maitulong da iti panagbiag tayo.
a. Flat iron
________________________________________________
b. refrigerator
________________________________________________
c. rice cooker
________________________________________________
d. electric fan
________________________________________________
e. computer
________________________________________________
3. Isurat ti kusto a pagleppasan ti istoria.
Adda taraken ni Tata Berto baka. Kanayon na a pakanen
iti nalangto a ruot ken painumen. No napudoten ti tiempo
igalot nan iti sirok ti kayo tapno aginana daytoy.
Ti baka ni Tata Berto ket_______________________________

389

4. Urnosen dagiti letra tapno nabukel ti sarita


a. rotopduk _______________________
b. batroha________________________
c. lopna__________________________
d. troktar________________________
5. Basaen dagiti sumaganad a sarita. Urnusen dagitoy tapno
makabukel ti istorya. Isurat ti papel ti sungbat mo.
a.Umuna nga ipastor na ti bakana santo mapan agpakan
ti baboy
b.Maysa a mannalon ni Tata Oscar.
c.No malpas na dagitoy mapanen agpayar iti pinagayan
na.
d.Kanayon a masapa a mapan idiay talonna.
agpakan ti baboy a tarakenna.
e.Nalaglag-an ti panag pamula na iti napalabas ta ket
nakagatang kadagiti mausar na kas iti traktora.
Key to Correction
1.
2.
3.
4.
5.

Answer may vary


Answer may vary.
Ti baka ni Tata Berto ket nasalun-at ken napigsa.
a. produkto b.trabaho c.plano
d.traktor
bd a c e

390

TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
FOURTH QUARTER-Week 31
Theme
Save for the Future
Objectives
1. Predict possible ending in a story, event, etc.
2. Give the meaning of words being read
3. Read with automacity 200 grade two level high frequency
sight words
4. Spell word:
a. consonant clusters and blends
b. dipthongs
5. Write short narrative story that include elements of
setting, character and events
6. Use imperatives to give simple three to six step directions
in a culturally appropriate manner
7. Use decoding knowledge and skills in academic and social
vocabulary to begin independent reading
8. Make inference on what is likely to happen next based on
the evens in the stories, legends, etc.
9. Answer literal and high level questions
10. Show love of reading by listening attentively during story
reading and making comments or reactions.
11. Expressing love for stories and other texts by
browsing the books read to them and asking to
be read more stores and texts.
Domains
1. Oral Language
Predicting possible ending in a story, events, etc.
2. Word Recognition
Giving the meaning of words being read.
3. Fluency
Reading with automacity 200 grade to level high
frequency sight words.

391

4. Spelling
Spelling words with
a. consonant clusters and blends
b. diphthongs
5. Composing
Writing short narrative story that include elements
of setting, characters and events.
6. Grammar Awareness
Using imperatives to give simple three to six step
directions in a culturally appropriate manner
7.Vocabulary and Concept Development
Using decoding knowledge and skills in academic
and social vocabulary to begin independent
reading.
8.Reading Comprehension
a.Making inference on what is likely to happen
next based in the events in the stories, legends,
etc.
b. Answering literal and higher level questions.
c. Expressing love for stories and other texts by
browsing the books read to them and asking to
be read more stores and texts.
d.Show love of reading by listening attentively during
story reading and making comments or reactions.
Value Focus
Thrifty
Subject Matter
A. Topics
Possible ending,consonant cluster
B. Reference
K to 12 Curriculum 2 (Mother Tongue Competencies)
C. Materials
Story: Ni Pusa ken Billit pictures of cat, bird, big
book, flashcards

392

D. Procedure
DAY 1
Objectives
a. Read aloud grade two levels text with an
accuracy of 95-100%
b. Read short stories with ease and fluency
c. Use decoding knowledge and skills in
academic and social vocabulary to begin
independent reading
d. Read and answer higher order factual and
implied comprehension questions.
A. Preliminary Activities
1.Song: Animal Song
Birdie, birdie tweet
Birdie, birdie tweet
Birdie, birdie tweet, tweet, tweet ( repeat)
Kitty, kitty meow
Puppy, puppy aw
2.Review
Ask:
Can you recall the story of the Leon and the Mouse?
Who helped the leon?
B. Motivation
1.Ask:
Have you ever tried to save money?
Where do you keep it?
What will happen if you save some of your money?
Show a picture of a cat and a bird.
Ask:
Have you seen these animals? What can you say
about them?
2. Unlocking of Difficulties
1. agur-urnong iti taraon (gathering food)
2. panagtutudo (rainy day)
3. napintas nga aldaw (beautiful day)
393

4. napinget nga agtrabaho (work very hard)


C.Presentation
Today we will readthe story of the Ni Pusa ken
Billit.Do you want to read the story?
D.Developmental Activities
1. Read the story Ni Pusa ken Billit.
Read the story to the pupils in a lively and
interesting way.
Read. Stop 2 to 3 times to ask the pupils.
> What do you think happen next?
> What is the possible ending of the story?
Ni Pusa ken Billit
Tayab dita..tayab ditoy. Kasta ti aramid ni billit. Kasta met
ti kinaalisto ni pusa nga agur-urnong ti taraonna. Ammo ngamin
ni pusa nga umanadanin ti panagtutudo.
Gayyemko a pusa, apay a banbannugem ti bagim?
Isardengmo pay ta ar-aramidem. Umayka ta agay-ayamta, kinuna
ni billit. Sika latta ti agay-ayamen gayyem. Masapulko ngamin
nga agurnongak iti taraonmi. Asideg man ngaminen ti
panagtutudo, insungbat ni pusa.
Saan nga immapal ni pusa ti ar-aramiden ni billit.
Intultuloyna ti nagurnong ti taraon. Tumayabtayab latta ni billit.
Awan ti planona nga agurnong ti taraonna.
Iti maysa nga aldaw, immay iti panagtutudo. Nabayag a di
nagsardeng ti tudo. Mabisinen ni billit. Napan ngarud daytoy ken
ni pusa tapno dumawat iti taraon. Gayyemko a pusa, dumawatak
man iti taraon, mabisinakon, kinuna ni billit. Saanka a maikkan
gayyemko ta husto laeng ti naurnongko a kanenmi inganat
malpas iti panagtutudo.
2. Ask the comprehension questions.
1. Why does the Billit have nothing to eat?
2. Did the pusa give the billit some food?
3. Did the pusa do right in saving food for the rainy
days?
4. How about you? Are you going to save food for
the rainy days? Why?
394

5. Should you save other things like pencil and


paper? How?
3.Infusion of Values: Why is it good/ proper to save for the
future?
E. Evaluation
Say: I will group you into 3, pick a paragraph in our story
and practice for 5 minutes. You will be having a choral
reading and you will be graded.
Use this rubrics in assessing pupils performance.
Ikkan ti tsek (/) ti batog ti
Ikkan ti tsek ( / ) ti batog ni

no naaramidmo ti detalye
no di naaramid ti detalye

Detalye
1. Nabasa ti istoria a nalawag.
Napigsa ken saan nga agbeddal ti
panagbasa
Naited ti husto nga emosion ti nagakem.
Nasurot ti umiso nga dynamiks.
Adda panagtutunos ti boses ti pagbasa
2. Uppat laeng kadagiti sumagannad ti
naaramid ti grupo
3. Tallo laeng kadagiti sumagannad ti
naaramid ti grupo
4. Dua laeng kadagiti sumagannad ti
naaramid ti grupo
5. Maysa laeng kadagiti sumagannad ti
naaramid ti grupo
F. Assignment
Practice your favourite line/dialog in the story and you will
recite it in class tomorrow.

395

DAY 2
Objectives
a. Correctly spell words with consonant clusters and
blends
b. Give the correct sequence of events in a selection
read
c. Manifest comprehension of informational texts
through answering literal and higher level
questions
A. Preliminary Activities
1. Review
Ask:
Who were the characters in our story?
What happened one day?
Who asked for food? Why do you think he doesnt
have food to eat?
2. Unlocking of Difficulties
Say: Use the following words in your own sentence. I will
call each one to recite.
- agurnong
- panagtutudo
- napintas nga aldaw
- napinget
B. Motivation
Say:
I have here strips of paper where the
characteristics of the characters in the story Ni Pusa
ken Billit were written. Paste them to the picture where
they belong.

396

Nasadut

Naayam

Nagaget

Napinget

Naragsaka
y

Nainut

C. Presentation
Say:
Let us go back to the story we read yesterday.
Understand the story and be able to answer the questions
about it.
D. Developmental Activities
1. Ask the comprehension questions:
Why do you think Pusa did not give food to Billit?
If you were Pusa are you going to do the same?
Why?
2. Engagement Activity
Group Activity
a. Game (Step by Step)
Form into 3 groups. Give an envelope containing
flashcards to each group. At the count of three, let the
group arrange the sentences in sequence.
The teacher says: Here are the things that happened in
the story.
Urnosen dagiti sumaganad a sarita maibasar iti istoria
a.Nagtudo ti napigsa.
b.Awan a pulos ti makan ni Billit.
c.Agur urnong ni Pusa ti makan.
d.Inawis ni Billit ni Pusa ta agay ayamda.
e.Agtayabtayab ni Billit ken nalaus ti ragsakna.
Key to Correction
d c eab

397

b. Writing word through dictation on the board.


1. billit
2. ngamin
3. plano
4. aginggana
5. gayyem
Say: Now that you have spelled the words correctly. Read
the letters that I have underlined.
Ask:
What are they? What have you noticed as we pronounce
them? How are they written? (consonant cluster/blends)
c. Writing phrases through dictation on the board by pair.
1. banbanogem ta bagim
2. agurnongka itan
3. napan ti aggayyem
4. simmangpet ti tudo
5. tumayabtayab latta
E. Evaluation
Read the events happened in the story. Arrange
them by numbering them 1-5.
_____ a. Simmangbay ti napigsa a tudo ti
sumagmamano nga aldaw.
_____ b. Tayab a tayab ni billit. Naragsak nga
agtayabtayab.
_____ c. Saan nga innikan ni pusa ni billit ti makan
ta apag isu la nga kanenda ingana malpas
ti tudo.
_____ d. Inawis ni billit ni pusa tapno agay-ayamda.
_____ e. Saan metten nga agsardeng ti tudo.
Mabisinen ni billit.
F. Assignment
Draw an animal and write at least 3 sentences to describe
it. Use consonant cluster/blend in your sentences.

398

DAY 3
Objectives
a. Write short narrative story that include elements of
setting, character and events.
b. Express love for stories and other texts by browsing
the books read to them and asking to be read more
stories and text.
c. Use imperatives to give simple three to six step
directions in a culturally appropriate manner
d.Predict possible ending in a story, event etc.
A. Preliminary Activity
1. Song: Bassit a Billit
Adda bassit a billit nga adda iti kulungan
Gapu ta maasiannak, innak pinalubusan
Nagtayab, nagpangato, nagpababa
Nagdisso idiay dakkel a kayo
Iti malem nagsubli tiy billit
Idiay bassit a ballayna
Ku-kurokkok kurokkok kurokkok
kurokkok kurokkok kokkok.
2. Review
Ask:
What was our story yesterday?
What happened to Billit and Pusa?
B. Motivation
1.Ask:
What pet do you have at home?
What food do you give to your pet cat?
What do you do together with you pets?
2.If you have a chance to choose a pet, which do you
prefer, a bird or a cat?
C. Presentation
Today we will identify the setting, character and events of the
story that we have read.

399

D. Development of the Lesson


1.Say:
Ni Billit ket kanayon nga agaslimetmet.Ibirukanna dagiti
annakna ti makanda. Maysa nga aldaw nagsakit ni Billit
ania ti mapasamak dagiti annakda________________________
( Give another example of predicting outcomes)
2.From the sentences raised by the pupils the teacher is
expected to choose some sentences with imperatives and
write it on the board.
- Umayka ta agay-ayamta.
- Agurnongka ti taraon.
- Umadayoka ta agtrabahoak.
- Agawidkan awan maitedko kenka.
3.Asks:
Read the following sentences?
What do we call these sentences?
What do they tell us?
Generalization
What are imperative sentences? Give examples of
imperative sentences?
4.Based on the story we have read, what are the good
characteristcs of Pusa? Compare yourself to Pusa,
what do you have in common?
5.Go back to the imperative sentences, arrange these
sentences to be able to write a paragragh consisting of the
characters, events and setting
6. Enrichment Activity
Ask a pupil to go to the board and let him do what
the teacher says.
1.
2.
3.
4.
5.

Write your full name on the board.


Go in front and tell your name.
Stand up. Raise your left hand.
Raise your two hands.
Run around the classroom.
400

Ask:
What did you do? Did you follow directions/
commands correctly? Why is it proper to follow
directions/ commands correctly?
E. Evaluation
1. How do you wash dishes? Write the steps in washing
dishes on the blank.
1.
2.
3.
4.
5.
6.

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

2. Kopyaren ti istoria,isurat ti umno a sao manipud iti


kahon.
Ada taraken ni _________________nga aso nga
agnagan ti_________.______________ daytoy nga kaay
ayamna no sumangpet nga agapu___________.Kanayon
nga agang angawda.Maysa nga aldaw nagsakit ni
Blakie. ________
ti Carol ta awanen ti kaay-ayamna.
Naragsak, Blakie,balay
Carol, naliday,eskwela, danum
3. No sika ni Carol, ania ti aramidem iti tarakenmo?
______________________________________________________

E. Assignment
How do you take a bath? Write 5 steps on how you do it using
imperatives.

401

DAY 4
Objectives
a. Make inference on what is likely to happen next
based on the evens in the stories, legends, etc.
b. Show love of reading by listening attentively during
story reading and making comments or reactions
A. Preliminary Activities
1.Review
Go back to the story Ni Pusa Ken Billit
Ask:
What will happen if cat went to play with the bird?
B. Motivation
1. Asks:
Who among you have read another story about
animals?
Have you heard the story of the The Lion and The
Mouse?
Do you want to listen to it?
2. Unlocking of Difficulties
Unlock some difficult words in the story through
pictures, context clues and action.
C. Presentation
Today we wil read the story of the Lion and the Mouse be
attentive and be ready to answer questions about it.
D. Development of the Lesson
1. Say:
I am going to read to you the story of The Lion and
the Mouse. Listen attentively for you to be able to
answer the questions after reading.
2. Ask the comprehension questions
What happened to the Leon?
Who came to his rescue?
What is the moral of the story?
3. Ask:
What do you think will happen to the lion if the mouse
did not help him?

402

If you were the mouse are you going to help the leon?
Why?
What do you think the hunters feel about the escape of
the lion?
(The pupils will give their inferences orally)
4. Engagement Activities
Group the class into 3.They will do the differentiated activities
prepared by the teacher
Group 1- Draw one favorite setting in the story.
Group 2- Select your favorite part of the story and
dramatize it. See to it that the
characters,events and setting are shown
Group 3- Write a summary of the story. See to it that the
elements of setting, characters and events are shown
E. Evaluation
1. Read the passage below and write your comment or
reaction about it.
I am the King of the Jungle, no one can harm me while
I am in my kingdom, said the Lion.
_______________________________________________
_______________________________________________
_______________________________________________
_____________________________________________
2. What do you think will happen if the wild pig and the
Lion will meet in the forest?
a. The Lion will run away.
b. The wild pig will be eaten by the Lion
c. The wild pig will eat the Lion.
d. They will both run away from each other.
F. Assignment
Bring to class your favorite fable tomorrow. Be ready to tell
the story to the class.

403

DAY 5
Evaluation
Objectives
1. Predict possible ending in a story, event, etc.
2. Give the meaning of words being read
3. Read with automacity 200 grade two level high frequency
sight words
4. Spell word:
a. consonant clusters and blends
b. dipthongs
5. Write short narrative story that include elements of
setting, character and events
6. Use imperatives to give simple three to six step directions
in a culturally appropriate manner
7. Use decoding knowledge and skills in academic and social
vocabulary to begin independent reading
8. Make inference on what is likely to happen next based on
the evens in the stories, legends, etc.
9. Answer literal and high level questions
10. Show love of reading by listening attentively during story
reading and making comments or reactions.
11. Expressing love for stories and other texts by
browsing the books read to them and asking to
be read more stores and texts.
I. Isurat ti sungbat dagiti sumagannad
1.Ti Tata Luis nga mannnalon ket napinget nga agtrabaho idiay
taltalon para ti pagbiag ti pamilyana.Ania ti kayat na sawen
ti nalinyaan a sao?
a. nasadut
c. naliday
b. nagaget
d. naulimek
2.Ni kuton ket saan a nagsardeng a nagbirbiruk iti taraon na
para iti umay a panagtutudo. Idi tiempo ti panagtutudo
_____________________________________________________________
3.Ni __ _i_ __ __ __ ket tayab a tayab, saan na nga inkaskaso ti
agbiruk ti kanenna para iti umay a panagtutudo.

404

4.Piliin ti sao a mangipakpakita ti consonant cluster


a. tao
b. trabaho
c. tangke
d. tuso
5.Urnusen dagiti sumaganad a mangipakpakita ti umiso nga
aramiden no sumangpet nga aggapu idiay pagadalan.
___________1. Aramiden dagiti inted ni maestra nga aramiden iti
balay.
___________2. Agsukat iti bado a para balay.
___________3.Apan agay ayam idiay arubayan.
___________4. Agdayaw kada Tatang ken Nanang.
a.
b.
c.
d.

1,2,3,4
2, 1, 3, 4
4, 2, 1, 3
4, 2, 3, 1

6.Ikkan ti tsek dagiti sarita a mangipakpakita ti imperative


______Agdalus iti uneg iti pagadalan no sumangpet iti
bigat.
______ Aggurnong ti taraon para iti panagtutudo.
______ Ania ti kayat mo a gatangen idiay kantina?
______ Napintas dagiti sabsabong iti hardin.
7.Ni Dudon ket kanayon a naragsak,tayab a tayab ken
agsala sala nga agmalmalem. Nasadut nga agbirbiruk
iti taraon na para iti panagtutudo.
Ania ti mapasamak kanyana no umayen ti napigsa a
tudtudo?
_________________________________________________________
8.Sakaren ti istorya.Ikabil ti umno a sao iti blanko
manipud iti kahon tapno makompleto daytoy.
Iti kabakiran, ti_________ ti ari iti amin nga
______________. Napigsa, _________ken narungsot
daytoy.Awan ti sabali nga animal a ______________
kanyana. ___________________amin dagiti babbabassit nga
animal sadiay.
Kabutbuteng Lion Nasirib Makaabak Animal
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TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
FOURTH QUARTER-Week 32
Theme
Waste Management and Recycling
Objectives:
1.Use culturally appropriate expressions to explain or give
reasons on certain school and community issues, situations and
events
2. Give opinions about the stories, commentaries, news articles,
etc.
3. Give the meaning of words being read
4. Read stories, legends, news articles, etc. with ease and fluency
5. Spell words with consonant clusters
6. Use imperatives to give simple three to six steps directions in a
culturally appropriate manner
7.Use decoding knowledge and skills in academic and social
vocabulary to begin independent reading use the text (such as
ideas, illustrations and titles) to draw inferences and conclusions
and make generalization
8. Give the correct sequence of events in a literary selection read
9. Answer literal and higher level questions
10. Express love for stories by reading more literary and
informational texts
Domains
1. Oral Language
Using culturally appropriate expressions to explain or
give reasons on certain school and community issues,
situations and events.
Giving opinions about the stories, commentaries, news
articles, etc.
2. Word Recognition
Giving the meaning of words being read.
3. Fluency
Reading stories, legends, news articles, etc. with ease
and fluency.
4. Spelling
Spelling words with consonant clusters.
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5. Composing
Writing short, clear announcement, notices, etc. (e.g.
cleanliness drive, drug information campaign, health
program.
6. Grammar Awareness
Using imperatives to give simple three to six steps
directions in a culturally appropriate manner.
7. Vocabulary and Concept Development
Using decoding knowledge and skills in academic and
social vocabulary to begin independent reading.
8. Reading Comprehension
Using the text (such as ideas, illustrations and titles)
to draw inferences and conclusions and make
generalization.
Giving the correct sequence of events in a literary
selection read.
Answering literal and higher level questions.
Expressing love for stories by reading more literary
and informational texts.
Value Focus
Keeping our community clean
Subject Matter
A. Topics
Word meaning, consonant clusters, drawing
generalization
B. References
C. Materials
Story: Arubayak, Dalusak
pictures, chart, Learners Materials
D. Procedure
DAY 1
Objectives
a. Use culturally appropriate expressions to explain or give
reasons on certain school and community issues,
situations and events
407

b. Read stories, legends, news articles, etc. with ease and


fluency
c. Write short, clear announcement, notices, etc ( e.g.
cleanliness drive, drug information campaign, health
program)
d. Express love for stories by reading more literary and
informational texts
A. Pre- Reading
1. Motivation
Show a picture that depicts dirty surroundings.
Ask:
What can you say about this place?
Will it be safe to live in this environment?
Would you like to live in this place? Why not?
2. Unlocking of Difficulties
Play Spill and Spell.
Call on ten volunteers. Group them into two. Provide each
group with Spill and Spell Boards and scrambled cut-out
letters placed in small envelopes (letters for each word
should be placed in separate envelopes). Have each group
listen carefully to the clues/meaning given by the teacher
for them to spell the words correctly in their Spill and
Spell boards.
1.Maysa a problema wenno parikut
2.Sakit a nagramaram iti komunidad
3.Mangted daytoy iti sakit
4.Nangbukel wenno nangaramid
5. Naaramat iti sabali a pakausaran
3.Presentation
Today we are going to read a story about how people solve
the garbage problem.
What must you do when reading orally?
B. During Reading: The pupils read aloud the story Arubayak,
Dalusak (Use the sectional approach wherein teacher stops
after reading a paragraph or two and ask questions.

408

Arubayak, Dalusak
Aldaw iti Sabado, adu ti tattao a napan diay Brgy. Turod Hall gapu
ta adda maangay a meeting dagiti bumaranggay. Napabutnganda
kapitan ken dagiti opisiales ti barangay agsipud ti maysa nga
epidemia a nagramaram diay lugarda. Daytoy ti sakit a dengue nga
agtaud iti kagat ti lamok.
Agyamanak iti iyuumayyo pannakitabuno iti daytoy a meeting.
Masapultayo a pagsasaritaan ti dakkel a problematayo maipapan
iti agraraira nga epidemia. Ania ti masapultayo nga aramiden
tapno masolbartayo daytoy a parikut? kinuna ti kapitan.
Nasayaat Kapitan no agkaykaysatayo a mangdalus iti
arubayantayo tapno maliklikan ti panagramaram iti dengue ditoy
lugartayo, insingasing ni Tata Ruben.
Kapitan, mabalintayo kadi a mangbuangay ti maysa a proyekto?
Posible ngata a ti tumunggal maysa ket agdalus ken agurnos ti
aglawlawna? Kinuna no Nana Petra.
Napintas man dayta nga insingasingmo Nana Petra, kinuna ni
kapitan. Panaganantayo ngarud daytoy a proyekto iti Arubayak,
Dalusak, kinuna ni Kagawad Gloria.
Nasayaat dayta a kapanunotam kagawad. No agtitinnulongtayo a
mangdalus iti arubayantayo, manamnama a maiyadayo ti
pamiliatayo iti aniaman a sakit, kinuna ni kapitan.
Nagtutulag ngarud dagiti bumarangay.

1st Stopping Point:


Sadinno ken kaano a napasamak ti istoria?
Sino dagiti naalarma iti agdinamag nga epidemia?
Sino dagiti nagdardaras a napan idiay barangay hall?
Apay a nagdardaras da a napan idiay barangay hall?
Ania ngata ti napasamak idiay miting?
2nd Stopping Point:
Ania ti insingasing dagiti tattao nga proyekto?

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Ania ti makunayo, napintas ngata daytoy a


napanunutanda? Apay nga nakunam dayta?
3rd Stopping Point:
Ania ti inaramid dagiti tattao tapno masolbarda ti
problema?
Ania dagiti naduma duma nga stratehiya nga inarmidda?
4th Stopping Point:
Ania ti resulta ti inaramid dagiti tattao?
C. Post Reading
1. Comprehension Questions
Ask the comprehension questions.
How did the people of Barangay Turod
participated in the project?
What was awarded to their barangay for the
Arubayak, Dalusak Project?
2.Skill Focus
Make an announcement about the meeting
for the project Arubayak, Dalusak.

Announcement
What: ______________________________________
When:
_____________________________________
Where: _____________________________________
Who: _______________________________________

Asks:
What are the different important details in making
announcements?
How should you write announcements?
Do activity in LM # 99 on page 149
410

3.Evaluation
Write a clear announcement using the details below.
Arrange them to come up to a clear and simple
announcement.

Pakaammo
Who: ___________________________________________________
What: ___________________________________________________
Where: __________________________________________________
When: __________________________________________________
Sabado, iti oras ti alas dos ti malem,Abril 20, 2012
San Francisco Sur Barangay Hall
Miting ti amin a bumarangay tapno maipakaammo
ti proyekto panagdaldalus ti arubayan
Amin a bumarangay

D. Assignment
Read articles from magazines and newpapers about waste segregation
and recycling. Compile them and make an album.
Day 2
Objectives
a. Give the meaning of words being read
b. Use text ( such as ideas, illustrations and titles)
to draw inferences and conclusions and make
generalization
A. Preliminary Activity
1. Review:
a. Re-reading of the story by the pupils to be done
through a popcorn method with emphasis on
fluency.
B.Motivation
Game: Treasure Hunt

411

Look around the classroom the different treasures that


were distributed to different places. If you find one, hold it
for presentation. (Pupils will go around the classroom to
look for the materials)
What are these? Where do we see them? Are they
important? Can we convert them into something using
useful? How? (recycling them)
C.Presentation
Today you are going to read to a story and make sure you
can make inferences and generalization
D.Developmental Activities
1. Picture study:
Show a picture of people rushing to the Brgy. Hall.
Ask: Why do you think are they rushing to the Brgy.
Hall?
2.The pupils will read again the story Arubayak,
Dalusak
What do you think will happen if all the barangays
will follow what they have done?
What are the problems that could be solved if
everbody will help in cleaning the surroundings?
3.Give the meaning of the following words from the story
through context clues
epidemia
opisyales
agraira
4. Engagement Activities:
The teacher divides the class into four groups
(number depends on the number of pupils in the
class). The materials for the different activities are
pre-assigned.
Group IYes! We Can Do it.
Recycle used bottled water.
Group II-

The place we want to live in.


412

Make a poster/slogan of that shows proper waste


segregation
Group III- We Can Feel It!
Draw your emotions when you see proper waste
segregation in a barangay.
Group IV- Lets do it!
Act out the proper way of garbage disposal.
5. Group Presentation
Presentation of the outputs by group
6. Infusion of Values
The teacher asks:
What do you think made Brgy. Turod won the
Cleanest Barangay Award?
E. Evaluation
1.Isurat dagiti possible a maaramid no dagiti sumaganad
ket surutentayo.
Ikabil dagiti basura tayo iti umiso a
pagibellengan
____________________________________________
Tapat Ko, Linis Ko
___________________________________________
Recycle, reuse, reduce
___________________________________________
2.Piliiin ti umiso a sao manipud iti kahon.
Masapul a makigammulo iti ania man a proyekto
tapno nasayaat ti kasasaadtayo.
Basaen dagiti anunsio a nakapaskil iti arubayan ti
eskuelaan.
Proyekto, pakaammo,dram,trak

F. Assignment
Write 5 words with consonant clusters.

413

DAY 3
Objectives
a. Use imperatives to give simple three to six steps
directions in a culturally appropriate manner
b. Give the correct sequence of events in a literary selection
read
c. Answer literal and higher level questions
A. Preliminary Activities
1. Review:
Recall some of the details in the selection read yesterday
through a pass the ball game. The class sings Bahay
Kubo while passing the ball to one another. When the
song ends, the one holding the ball will draw one question
from the question box and answer it. The same process
will be done until all the questions are answered.
B. Motivation
1.Ask:
Ania ti aramidem tapno agtalinaed a nadalus ti
arubayam?
C. Presentation
Today we are going to read article about a project which is
helpful in iliminating the garbage problem
D. Developmental Activities
1.Present the following sentences that tell about
some of the events in the story read.
Dalusan ti lugaryo.
Mangbukelka iti komite
Kagawad Teban, agaramidka iti pakaammo
Rumuarkayo ta makipartisipar ti proyekto
Ikkanyo ti gunguna dagiti mangabak
Ask:
What do these sentences tell?
What kind of sentences are they?

414

Say:
These are imperative sentences. Imperatives tell
what one should do or command someone to do
something.
Ask:
Going back to the statements we have raised, which
of this happened first? Second, next and last?
E. Generalization
Give example of imperative sentences?
How do we arrange events in the story?
F. Fixing Skills
Study the picture. Write three imperatives that one
should do in the given situation in each picture.
Do activity in LM # 100 on page 150-151
1.

a. _______________________________.
b. _______________________________.
c. _______________________________.

2. Arrange the events that happened in the story.


Number them 1 5
_____Dalusan ti lugaryo.
_____Mangbukelka iti komite
_____Kagawad Teban, agaramidka iti pakaammo
_____Rumuarkayo ta makipartisipar ti proyekto
_____Ikkanyo ti gungguna dagiti mangabak

415

3.Do activity in LM #96 page 144-145


E. Evaluation
1. Write 3 imperatives shown in the picture.

a. _________________________.
b. _________________________.
c. _________________________.

Write three-step to six-step directions that tell one on what


to do upon waking up.
What to Do Upon Waking Up
1
2
3
4
5
6
F.Assignment
What should you do after playing with your toys? Write three
to six-step directions about it.

416

DAY 4
Objectives
a. Spell correctly words with consonant clusters
b. Use decoding knowledge and skills in academic and
social vocabulary to begin independent reading
c. Give opinions about stories, commentaries, news
articles, etc
A. Preliminary Activities
1. Drill
The teacher lets the pupils read some vocabulary words
from the story read for emphasis.
arubayak
dalusak
komite
proyekto
basura
compost pit
B. Motivation
The teacher shows a picture of ditry surroundings.
Look at the picture class, what can you see here?
(picture of dirty surrounding)
Do you like to live in this place? What will happen to
people living in this kind of surrounding?
C. Presentation
Today we are going to read an announcement on how
people unite to solve a problem
D.Developmental Activities
1. Read the announcement made by the Brgy. Secretary
about the meeting on Arubayak, Dalusak project.

417

PAKAAMMO
What: 1. Meeting maipapan iti proyekto nga
Arubayak, Dalusak
2. Panagprepara dagiti bumaranggay
maipapan iti panagkolekta iti basura
When:Nobiembre 10, 2012
Where: Barangay Hall
Who: Amin a bumaranggay

1. Read the underlined words


proyekto

panagprepara

Ania ti kayat na a sawen dagitoy nga sao?


2. What is the effect of the cooperation of the
people to the program of the Barangay?
Let the pupils give their opinion to the
question raised.
(Give other situations for the pupils to raise
their comments)
3. Ask: What are the underlined words in the
announcement.
What do these words have in common?
What are the consonants that are side by
side?
4. Say:
These words are called consonant clusters.
Consonant clusters are made up of two
consonants that come one after the other and
their sounds are sounded distinctly like pr, dr,
kl, tr, br, etc.
418

6 .Generalization
What are consonant clusters?
Consonant clusters are made up of two consonants
that come one after the other and their sounds are
sounded distinctly like pr, dr, kl, tr, br, etc.
1. Guided Practice
a. Look at the jumbled letters rearrange them to
form the word with consonant cluster.
salek ______________________
orkisile _____________________
belmapor ___________________
lonap ______________________
yokrorpe ___________________
magaropr ___________________
a. Fill in the blanks with the correct consonant
cluster. Choose your answer from the words you
have formed above ( spelling lesson)
1. Aglalaok dagiti ___ ti basuraan a makita
iti arubayan.
2. Nagyaman ni Kapitan Inggo idi nagsarita
iti naangay a __________.
3. Nagsaludsosak maipapan iti
___________________ ti barangay tapno
maliklikan iti ________________.
4. Masapul nga ____________ dagiti basura
a mabalin pay a mausar.
E. Independent Practice
Complete the rebus by writing words with consonant
clusters in place of the pictures.
1. Ti

ni Rosa ket nalabbaga.

2. Pinunno ni Pedro na danum diay dakkel a

419

3. Simmangpet diay baro a


iti

nga agkolekta

4. basura diay barangay

5. Impakni ni Abel diay


inusarna daytoy.

kalpasan nga

6. Do activity in LM # 104 on page 150


F. Evaluation
Fill in the blank with the appropriate word with consonant
clusters to complete each sentence. Select your anser inside the
box.
1.
2.
3.
4.
5.

Awan ti ____ no napigsa ti bagyo.


Nangan ni Ara ti adu a _____.
Nadadael diay _____ ni inang.
Natinnag diay ____ diay rabaw ti lamisaan.
Napan nagsakdo ni Brando diay _____.
plantsa

plato

gripo

klase

tsiko

G. Assignment
Write 5 word with consonant clusters
DAY 5
Evaluation
Objectives
1.Write short, clear announcement, notices, etc ( e.g.
cleanliness drive, drug information campaign, health
program)
420

2. Give the meaning of words being read


3. Correctly spell words with consonant clusters
4. Use imperatives to give simple three to six steps directions in
a culturally appropriate manner
5.Give the correct sequence of events in a literary selection read
6.Give opinions about stories, commentaries, news articles, etc.
I.Piliin ti letra ti umiso a sungbat
1. Napunno dagiti __________ iti danum a pagsibog ti mula
a. drum b. dramm c. dram
d. drame
2. Nagkarga ti basura dagidiay _______ nga limmabas.
a. truck b. trac
c. trak
d. truk
3. Ti barangay San Francisco ko ket adda epidemia ti
tuko.Ania ti kayat na a sawen ti maugedan a sao?
a. Sakit nga saan a maagasan.
b. Sakit nga maapektaran ti kaaduan.
c. Kasasaad ti aglawlaw
d. Kasasaad nga saan nga kayat ti amin.
II. Urnusen dagiti sumagan nga mangipakpakita ti panagluto ti prito
nga itlog.Isurat ti 1-4
_______Ikkan ti bassit nga asin.
_______Bittaken ti itlog ti mallokong.
_______Batilin a naimbag ti itlog.
_______Ipisok ti itlog iti napudot a paryok nga adda
mantika na.
III. Agsurat ti maysa a pakammo maipanggep ti maangay a GTPA
miting. Usaren dagiti detalye a naisurat iti kahon

San Jose Elementary School


Kadagiti amin a Nagannak
March 4,2013
Maipakaamo ti panagkali dagiti nagannak
iti abot nga pagikabilan ti basura.
9:00 ti bigat
Jose L. Ramos

421

IV.In the story Arubayak, Dalusak, you have seen how the people of
Brgy. Turod managed to segregate their wastes and make their
place the cleanest barangay.
If you were the Brgy. Captain, how would you motivate
the people to make your barangay the cleanest in town? Write a
short message on how you could motivate your people to
cooperate.

V. Urnusen ti sumaganad ta makaaramid ti istoria.


Naprogreso ti barangay San Francisco.
Nagkaykaysa dagiti bumarangay nga nagdalus iti arubayanda
Nagmiting dagiti bumarangay ta nagplanoda ti aramidenda.
Maysa maysa nagsao ket nagibaga ti umiso nga aramidenda

422

TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
FOURTH QUARTER-Week 33
Theme
Conservation of energy resources
Objectives
1.Give the meaning of words being read through matching
them with pictures, doing the action or giving its
synonyms
2. Read stories, legends, news articles, etc. with ease and
fluency
3. Use imperatives to give simple three to six steps directions in
a culturally appropriate manner
4. Infer the character's feelings based on their actions or on
what they say
5. Give the correct sequence of events in a literary selection read
6. Show love for reading by listening attentively during story
reading and making comments and answering higher order
thinking questions
Domain
1. Word Recognition
Giving the meaning of words being read by matching
them with pictures, doing the action or giving its
synonyms.
2. Fluency
Reading stories, legends, news articles, etc. with ease
and fluency
3.Grammar Awareness
Using imperatives to give simple three to six steps
directions in a culturally appropriate manner
7. Vocabulary and Concept Development
Creating a simple dictionary of words frequently use in
the lesson
8. Reading Comprehension
Inferring the character's feelings based on their
actions or on what they say.
423

Giving the correct sequence of events in a literary


selection read
Showing love for reading by listening attentively
during story reading and making comments and
answering higher order thinking questions.
Value Focus
Conserving water, energy and electricity
Subject Matter
A. Topics
Imperatives, infer characters feeling
B. Reference
K to 12 Curriculum 2 (Mother Tongue Competencies)
C. Materials
Story: Ti Ginittaan, song Kastoy ti Aramiden
Tune: Adapted from This is the way I wash my face
D. Procedure
DAY 1
Objectives
a. Give meaning of words being read through matching
them with pictures, doing action or giving its
synonyms
b. Listen and retell a story heard in their own words
citing the characters, setting and important events
c. Show love for reading by listening attentively during
story reading and making comments and answering
higher order thinking questions.
A. Pre-Reading
1.Motivation
Show a CABLA picture that depicts native
delicacies like bibingka, suman, puto, ginittaan,
sinambong, etc.
Ask:
Have you tasted these foods? Do you know how these
424

foods are cooked?


2.Unlocking of Difficulties
Post the words written on strips of paper on
the board and have the pupils read them.
pespesen

igaden

ikiwar

Show the pictures and ask: Which of the words on the board
matches the picture? (Explain the meaning of each word)
3.Setting of Purpose
What must you do when reading a story?
B. During Reading

Ti Ginittaan
Madanun manen iti piesta dagiti natay. Nagsasangpet dagiti
bakasyunista ditoy probinsia. Maysa kadagiti simmangpet ket ni Susan a
kaduana ti anankna a ni Ana nga agtawen iti sangapulo.
Idi simmangpetda diay balayda Nana Lina, madama daytoy nga
agig-igad iti niog. Gapu ta damu laeng ni Ana ti makakita ti agig-igad iti
niog, nagsaludsod daytoy kenni Nana Lina, Ania ti ub-ubraem Apong
Lina? Ig-igadek nakkong daytoy niog tapno agaramidak ti ginittaan,
insungbat ni Nana Lina. Naimas kadi ti ginittaan Apong? Kasanoyo nga
aramiden dayta? saludsod ni Ana. Umayka nakkong ta bantayannak
nga agluto tapno makitam no kasanok nga lutuen ti ginittaan, kinuna ni
Nana Lina.
Dagitoy ti rekado ti panagaramid ti ginittaan: maysa a kilo a diket
(masapul a naipagiling daytoy), maysa a kilo nga asukar, dua a bukel a
niog, dippig, sago, ken anis. Masapul a naisagana amin dagiti rekado
tapno saan a nagastar ti pagtungo a kayo, inlawlawag ni Nana Lina.
Ammom kadi ti mangtimbulel ti diket Ana? saludsod ni Nana
Lina. Saanko nga ammo Apong ngem no isuronak, mabalinko nga
adalen, insungbat ni Ana. Insuro ngarud ni Nana Lina no kasano ti
mangtimbukel iti diket a maysa a rekado iti ginittaan.
Denggem nga nalaing Ana ta isuroka. Basaem ti diket iti danum
saka mangala iti pagtimbukelem, kinuna ni Nana Lina. Inkabilna nga
agsisina dagiti natimbukelna iti bigao tapno saan nga agpipigket.
Pinespesna ti naigad a niog sa ikargana iti kaserola ti gittana.

425

Pinagburekna sana inkarga dagiti dippig, sago, anis ken amin a


rekado a kayatna nga inkarga a kas ti langka wenno nalukneng a niog.
Kiniwarna sana inkabil ti asukar ken dagiti natimbukel a niog. Idi
naikabilna aminen a rekado, Kiniwarna daytoy sana pinagpalet. Idi
makitana daytoy a naluto aminen a rekado, inadawnan ti ginittaan.
Nalaka gayam ti agluto ti ginittan, Apong Lina, kinuna ni Ana.
Isuratko dagiti rekado ken dagiti wagas iti panagluto tapno ammokton ti
agaramid, kinunana pay daytoy.
Nangikarga ngarud ni Nana Lina ti ginittaan iti maysa a mallokong
sada nagmerienda. Ayna! Nagimbag gayam ti ginittan Apong Lina,
nasao ni Ana. Saan laeng a naimbag nakkong, nasustansia pay, kinuna
ni Nana Lina.

C. Post Reading
1.

Ask the

comprehension questions
Where and when did the story happen?
Who were the main characters in the story?
What is the story all about?
What made Ana happy? Why?
How did Nana Lina explain the procedures of
cooking ginittaan?
If you were Ana, would you enjoy cooking
ginittaan? Why or Why not?

2. Point out the elements of the story like the plot,


setting, characters
3.Skill Focus
1.Here are some of the words that we have read from the
story. Study them carefully and give their meaning
according to how they were used in the sentence, through
pictures and gestures
Bakasyunista
damu
rekado
adalen
pinagpalet

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2. Infusion of Values
Why did Nana Lina advise Ana to prepare all the
materials and ingredients first before cooking?
3.Creative Response
Do activity in LM # 105 on page 157
3.Evaluation
Match the word in column A with its meaning in
column B.
1.
2.
3.
4.
5.

A
rekado
kiniwar
napalet
nagburek
inkarga

B
a.inkabil
b.ramramen
c. napudot unay
d. pinaglaok
e.napigket

D. What is your favorite food? Ask your mother how to cook it.
Write it in your notebook
DAY 2
Objectives
a. Retell a story heard in their own words citing the
characters, setting and important events
b. Retell story heard with ease and fluency
c. Write short, clear announcement, notices, etc ( e.g.
cleanliness drive, drug information campaign,
health program
A. Preliminary Activity
Ask for volunteers to retell the story citing the characters,
setting and plot.
Do the retelling through a Connect the Dot game wherein
one pupil starts retelling the story then another continues
until it reaches the end observing the correct sequence of
events.
Encourage the pupils to retell it in their own words with
fluency.
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B. Motivation
Say: We are going to play the Ginittaan Game, we have
here a big bowl with rolled papers. I will call pupils to
come and get a roll of paper and read what is written in it.
If it is one of the ingredients of Ginittaan say, YUMMY. If
it is not say, HMMP.
( Write in the rolled papers the following:
diket,asukar,niog,dippig,sago,anis,asin,suka,bawang)
C. Presentation
Today you will listen to a story and be able to retell the
story in class
D. Developmental Activities
1. Pupils will retell the story.
Call pupils to retell. Use the popcorn method.
Ask: Were you able to tell the important events in the
story
2. Engagement Activities
Divide the class into four groups. Let
each group do the following activities:
Group 1-

The Chefs!
Pretend that you are chefs in a restaurant.
You are going to prepare an advertisement.
Draw your specialty food present it in a way
that costumers will be attracted to come and
visit your place

Group 2Lets Conserve Energy


Write some ways on how you can conserve energy
when cooking or doing household chores.

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Group 3-

Make a poster that tells about proper way of


conserving water.

3. Presentation of Outputs
Presentation by group
E. Evaluation
Write an advertisement for people to come and join the opening
of your snack house. Make ginittaan your specialty food. Write
that first 10 persons will be free.
Pakaammo
Maawiskayo amin nga umay iti panaglukat ti
_____________________________________________________.
Agrugi daytoy intono ______________________________
_____________________________________________________.
Adu ti agkakaimas a makmakam a kas iti____________
_____________________________________________________
Libre ti ______________________________________________
______________________________________________________
Nalinis ti aglawlaw.Garantisado ti serbisio ken nalaka
pay.
_____________________________________________________

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Ikabil ti tsek (/) iti batog ti umiso nga sungbat.

1.
2.
3.
4.
5.

Detalye
Nasurot dagiti direksion
Nalinis ken napintas ti inaramid
Maawatan ti sinurat
Kompleto ti detalye ti anunsyo
Makaawis kadagiti kostumer ti
anunsio

Wen

Saan

F. Assignment
Cut an advertisement of restaurant from magazines or
newpapers.Bring to class tomorrow.
DAY 3
Objectives
a. Use imperative to give simple three to six steps directions
in a culturally appropriate manner
b. Infer characters feelings based on their actions or on
what they say
c. Give the correct sequence of events in a literary selection
read
A. Preliminary Activities
1. Review
Write the scrambled procedures of cooking ginittaan on
strips of paper. Post them on the board. Call on some
pupils (number of pupils depends on the number of
strips). Have them arrange the strips of papers according
to the correct order of steps.
B. Motivation
Game: Throw a ball to a pupil. Anybody who catches the
ball will act out the given situation

430

You
You
You
You

have eaten a delicious ginittaan


tasted a sweet banana.
ate a sour mango.
tasted a bitter ampalaya.

C.Presentation
Today we will read a part of the story Ti Ginittaan and
be sure you could infer feelings of the characters.
D.Developmental Activities
1.Read the paragraphs taken from our story Ti
Ginittaan
Nalaka gayam ti agluto ti ginittan, Apong
Lina, kinuna ni Ana. Isuratko dagiti rekado ken dagiti
wagas iti panagluto tapno ammokton ti agaramid,
kinunana pay daytoy.
Nangikarga ngarud ni Nana Lina ti ginittaan iti
maysa a mallokong sada nagmerienda. Ayna! Nagimbag
gayam ti ginittan Apong Lina, nasao ni Ana. Saan laeng
a naimbag nakkong, nasustansia pay, kinuna ni Nana
Lina.
2. Comprehension Questions
a. Who were talking in our story?
b. What do you think did Ana feel?
c. Why did you say that she is happy? Read the
sentence that proves your answer.
3. Read the following sentences.
Isurat mo dagiti rekado iti papel.
Ikargam iti mallokong ta ginittaan ta manganka.
Kanem amin a kargana ta mallokong.
What have you observe with the sentences?
What do they tell us?
Which do you think happened first?
Which is the last?
431

4.Engagement Activities
a. Write the emotions shown by the characters.
Hu hu hu I lost my money for recess.
Huray! We won the game.
I cannot do this I am not ready.
My grades are high and I am glad.
happy, sad, excited, afraid, lonely
b. Let the pupils read the correct order of the steps
in making tambo-tambong.
Then ask : What kind of sentences are these? What
do we call them?
Ask the pupils to give directions in cleaning the
house or other chores that they are familiar with.
3.Generalization
What are imperatives?
(Explain that imperatives are often used in giving
directions such as in cooking or in doing some things like
chores at home.)
Do activity in LM # 107 on page 159
What are the different emotions shown by characters?
How can we tell the correct emotions shown by them?
4. Guided Practice
Look at the road map. Give three-step directions in going
to your house from school.
Do activity in LM #106 page 158

432

E. Evaluation
1.Write six-step directions in washing the dishes.
How to wash the Dishes
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
1. Write the correct emotions shown by the characters.
Choose from the letters below.
a.We will go to the beach tomorrow.
_________________
b.My pet died yesterday. ___________________
c.I received a gift from my friend. ___________
d.I should have won the contest. ___________
a. upset
b. excited
c. sad
d. happy
F. Assignment
Ask your mother or father about how to cook/prepare your
favorite dish. Write the procedure on a piece of paper and be
able to share it to the class.
DAY 4
Objectives
a. Use culturally appropriate expressions to
explain or give reasons on certain school and
community issues, situations and events
b. Create a simple dictionary of words frequently
use in the lesson.
A. Preliminary Activities
1. Drill: Read the following words
-umay
- buyaen
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- igaden
- ikiwar
- adalen
2. Review
Let the pupils post the procedures in cooking/preparing
your favorite dish on the board. Then call on volunteers to
share their assignment to the class.
Of the dishes you have heard, which of them would you
like to try eating? Why?
B. Motivation
Show pictures of the different fastfood chains in town
( Jollibee, Mc Donalds, KFC, Greenwich, Pizza Hut )
What food do you prefer to eat in this fast food chains?
Compare the food prepared by your mother at home, do
they have the same food nutrients?
C. Presentation
Today we will read a short story.
D. Developmental Activities
1.Read the short story.
Ti Kasangay ni Anton.
Maysa a malem ti Marso 26, oras ti alas tres iti balay da
Anton, naangay ti selebrasion ti kasangay na. Inawis na dagiti
gagayyem na nga agtutubo. Adu ti makan nga insagana ni
mamana. Ada pansin, puto, salad, ice cream, lumpia ken
cake.Nagkakanta ken nagigitara dagiti agtutubo. Naragsak ti
kasangay ni Anton. Adda maysa a kadua da a saan a naragsak
gapu ta saan na mabalin kanen dagiti naisagana gapu iti salun at
na. Inanusan na lattan ti nangan ti linengta a saba tapno napedped
ti bisinna.

434

Ania dagiti makan a naisagana iti kasangay ni


Anton?
Apay nga adda saan nga naragsak?
Ania ti rason apay nga bawal nga mangan kadagiti
naisagana?
Kayat mo kadi ti kastoy a mapasamak kenka?
Ania dagiti sakit nga tumanor ita a tiempo nga
mainaig ti taraon nga ipapaunegtayo?
2. Creative Interaction
If you were to cook an unusual food, what would it be and
would it taste? Why do you prefer such food? ( let pupils
give their reasons)
Draw your unusual food. Then write at least three
sentences to describe how it tastes and why have you
thought of it. Give a name to your recipe.
3. Group Sharing
Call on some volunteers to share their work to the class.
4. Say:
Go to your group and assign a leader and secretary.
Recall all the word that we have enlocked and use.
List all you could remember
Let the leader of each group read the words they have
written. After all the groups have reported, let them
compare their work and find out which of the words from
the other group have they missed.
Let the pupils do activity LM #109 0n page 161
E. Evaluation
Give your comment to the situation presented below

435

Iti kantina ti elementaria iti lugar mi saan nga


aglako ti chichiria, kendi ken dadduma pay a saan a
nasustansia a makan. Inpaunay unay ti nars ti pagadalan ti
kinadalus sakbay ken malpas a mangan.Pinaalis dagiti
nagannak dagiti aglaklako ti street foods ( fishball, kikiam ken
kwek kwek) iti asideg ti ruangan ti pagadalan.Daytoy ket bilin
nga inpaulog ti PTA ( Parents Teachers Association) tapno
masalakniban ti salun-at dagiti agad adal.
Ania ti makunam iti daytoy?Umannamong ka? Apay?
Saan ka umannamong? Apay?
______________________________________________________________
______________________________________________________________
______________________________________________________________
F.Assignment:
Out of the presented words, let each pupil make his own words
list. Remind them to arrange the words in alphabetical order. If
they wish to add more words they may do so.
DAY 5
Evaluation
Objectives
a.Give the meaning of words being read through matching
them with pictures, doing the action or giving its synonyms
b.Use imperatives to give simple three to six steps directions in
a culturally appropriate manner
c. Infer the character's feelings based on their actions or on
what they say
d.Give the correct sequence of events in a literary selection
read

436

I.Pagparisen dagiti agpada ti kaipapananna. Isurat ti letra ti husto


nga sungbat.
_____1.
rekado
a.inkabil
_____2.
kiniwar
b.ramramen
_____3.
napalet
c. napudot unay
_____4.
nagburek
d. pinaglaok
_____5.
inkarga
e.napigket
II. Isurat ti rikna dagiti agakem iti sumaganad a pasamak
1.
2.
3.
4.
5.

Hu hu hu napukaw ti asok.
Yehey.nangabak kami ti ay ayam.
Saanko kaya daytoy nga aramiden,mabutengak.
Nanang!nagngangato ti gradok.
Hala,nagdakkel nga uleg!

III.Urnusen dagiti sumaganad tapno mabukel ti istoria.


____ Nagbayag a nagnagna ti Maria a mangbirbiruk ti asona.
____ Idi agay ayam ni Maria ken ti asona iti arubayanda adda
kinabuteng ti aso ket intero ti tarayna.
____ Adda inregalo ni Nana Ason nga aso ken Maria idi
kasangayna.
____ Napalalo ti ragsak ni Maria iti naawatna a regalo.
____ Nakita na ti asona iti maysa a suli ti balayda.

437

TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
FOURTH QUARTER-Week 34
Theme
Good Character Traits
Objectives
1. Express agreement/disagreement on story,event,issue etc.
2. Explain or give reasons to issues,events,news articles etc.
3. Talk about famous people,places,events, etc. using descriptive
words in a culturally appropriate manner
4. Read at least 200-300 words appropriate to the grade level
5. Read with understanding
paragraphs, stories, legends, etc.
consisting of words being studied
6. Read aloud grade two level text with an accuracy of 95-100%
7. Spell content words in the list of vocabulary words
8. Follow a model to write a friendly,excuse etc. letters
9. Use expanded vocabulary in oral and written responses to simple
and complex text
10. Infer the characters feelings based on their actions or on what
they say
Domains
1.Oral Language
Expressing agreement/disagreement on story,event,issue
etc.
Talking about famous people, places, events,etc using
descriptive wordsin a culturally appropriate manner
2.Word Recognition
Reading at least 200-300 words appropriate to the grade
level
Reading with understanding paragraphs,stories,legends
etc. consisting of words being studied.
3. Fluency
Reading aloud grade two level text with an accuracy of
95-100%.
4.Spelling
Spelling content words in the list of vocabulary words.
5.Handwriting
Follow a model to write a friendly,excuse etc. letters.
438

6.Composing
Writing letters observing the correct format.
7.Vocabulary and Concept Development
Using expanded vocabulary in oral and written
responses to simple and complex texts.
8.Reading Comprehension
Inferring the characters feeling based on their actions or
on what they say
Value Focus
Being Obedient and Industrious
Subject Matter
A.

Topics
Describing Words

B.

Reference
K to 12 Curriculum 2 (Mother Tongue Competencies)

C.

D.

Materials
Story: Dagiti Agayyem, pictures of famous, people, places,
events, etc. chart, sample Iloko letter
Procedure

DAY 1
Objectives
a. Express agreement/disagreement on story, event,
issue etc
b. Read with understanding paragraphs, stories,
legends, etc. consisting of words being studied.
c. Infer the characters feelings based on their actions
or on what they say
A. Pre-Reading
1. Song: In tune of I want to be your Friend
Kayatka a Gayyem
Kayatka a gayyem nga agnanayon
Kayatka a gayyem nga agnanayon
Kayatka a gayyem nga agnanayon
Wen kayatka, wen kayatka
Iti agnanayon
439

2. Unlocking of Difficulties
Use the following words in your own sentences
1. karayan
2. balay
3. naay-ayo
4. aggayyem
B. Motivation
Show a picture of Dagiti Aggayyem
Ask: What can you say about this picture?
Who among you have friends? What is his or her
name?
C. Presentation
Today we will read a story and be able to express your ideas
regarding the different situations.
D. Developmental Activities
1.Read the story Dagiti Aggayyem
While reading, the teacher may ask inferring questions
like What is the feeling of Ricky and Larry while taking a
bath in the river?
Dagiti Aggayyem
Maysa nga aldaw ti Sabado, awan klase dagiti aggayyem nga
da Larry ken Ricky.Agay ayam ni Larry iti arubayanda idi rumuar ni
nanangna a mapan idiay tiendaan. Binilinna ni Larry, anak saanka
pumanpanaw ditoy balay, agbantayka biit ta mapanak makitienda.
Wen nanang, agay-ayamak laeng ditoy arubayan,insungbat ti Ricky.
Iti di mabayag sumungad ni Ricky manipud ti amianan.
Naimbag a bigatmo gayyem, kinunana. Umayka koma ayaban ta
mapanta aglangoy dita karayan. Naglinis ken naglammiis ti
danum.Makaay-ayo unay.Mapantan, kuna ni Ricky. Nagpanunot ni
Larry no ania ti aramidenna. Awan pay met la ngarud ni Tatangna ta
agpakada koma. Panpanunutenna ti panawanna a balayda. Intuloy
ni Ricky, Umaykan gayyem ta di pay umaldaw. Immunan dagiti
dadduma a gayyemtan, kinuna ni Ricky.
Gapu iti dayta a sinao ni Ricky,nagdardaras ni Larry a napan
nangirekep ti balayda.Naragsak ni Ricky ta naayabanna ni Larry a
gayyemna.Nagkuyogen dagiti aggayyem a nagpalaud ti karayan.Idi
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makasangpetda idiay adu dagiti kapatadada nga agkakatawa,


agaayam ken aglalangoy. Larry nagganas ti aglangoy,naglamiis ti
danum, kinunana ni Ricky. Saandan a napupuotan ti oras.
Nakigtot ni Larry idi tumaliaw iti igid ti karayan ta nakitana
metten ni Nanangna a mangpaypayapay kenkuana. Kasta unay ti
butengna. Ricky, agawidtan adda ni nanang. Ay-ayabandakon,
kinunana ti gayyemna.
Awan tagtagari ni Larry ken Ricky bayat ti pannagnada a
nagawid. Dinardarasda ti nagna.
Idi sumangpet ti balayda nakasangon da tatang,nanang ken dua a
manangna iti panganan.Ur urayendan a sumango.Awan tagtagarina
nga immasideg iti panganan. Nakadumog. Nagsao ni Tatangna.
Larry nasayaat kadi ti inaramidmo, anak? Saan tatang , diakto ululiten. Dimmawat ni Larry ti pammakawan iti inaramidna. Ala
husto daytan. Ta maminsan, agpakadaka nga umuna saka mapan
iti papanam tapno saankami a madandanagan ken agbirbiruk
kenka. Mangantayon, kinuna ni nanangna. Indauluan ni Larry ti
kararag iti pannangan.

2. Answering Comprehension Questions:


a. Who invited Larry to go with him to take a bath in the river?
b.What did mother tell Larry before she go to the market?
c. Who among you have experienced taking a bath in the river?
Did you ask permission from your parents?
3. Infusion of Values
If you were Larry, whom are you going to follow, Ricky or
your mother? Why?
Do you agree on what Ricky and Larry did? Why?
4.Engagement Activities
Do you think Larry is happy of what he did? Why?
(Teacher ask pupils to give their own opinion)
Read the following conversations from the story read. Tell
what the characters feeling when he said them.
Ricky agawidtan adda ni nanang ayayabandakon.
Larry nagmayat ti aglangoy,naglammiis ti danum.
Larry nasayaat kadi ti inaramid mo tatta?

441

What are the feelings of characters that were shown in


our story?
E. Evaluation
Read carefully the statements below and tell what is the
appropriate feeling.
1. Apay a dika nagpakada sakbay a rimmuarka ditoy
balay!
2. Umaykan gayyem nagadu ti maala a bunga ti
lomboy.
3. Pakawanendak nanang diakton ulitenen.
4. Hala, napukaw ti relok nga indissok ditoy yan ti
bato.
5. Ala naguneg met gayam idiay a parte ti karayan.
F. Assignment
Read the statement below. Write 3-5 sentences to express
your opinion wheter you agree or not.
Pupils should not watch television during class
days.
DAY 2
Objectives
a. Talk about famous people, places, events, etc. using
descriptive words in a culturally appropriate manner
b. Express agreements/disagreements on story, events,
issue etc.
A. Preliminary Activities
1. Review
-What is the title of the story that we read yesterday?
-Who are the characters in the story?
-What moral lesson did we learn from the story?
2.Unlocking of Difficulties
Unlock the following word through context clues/pictures
nalamiis
nalinis
naragsak
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makaay-ayo
B. Motivation
Let the pupils to get a picture from the box then she/he
will ask the pupil to tell something about them.
__________________ Karayan
___________________ Nuang
___________________ Luneta Park
___________________ Mayon Volcano
___________________ Christmas
C.Presentation
Today we are going to use descriptive word to tell
something about people
D. Developmental Activities
1. Comprehension Questions
Ania a klase nga ubing wenno anak ni Larry? Ricky?
Rumbeng kadi ti inaramid da?
Ania a klase dagiti nagannak kadakuada da?
Saanda kadi a dusaen daytoy?
2. Discussion
What are the words we used to describe Larry and
Ricky?
How about the parents of Larry?
( mannakaawat, nasukir, napakumbaba)
The teacher will explain to the pupils what are
descriptive words? Give more examples on the
blackboard.
Basol ni Ricky no apay nga nagsukir ni Larry iti bilin
dagiti nagannakna.
What can you say about sentence?
Do you agree or not?
Prove your answer.
3. Engagement Activities
Divide the class into two groups. Each group will
write a descriptive word before the name of person,
places, and events written on the chart.

443

1.____________________ Mayor
2.____________________ Jose Rizal
3.____________________ Lapu-lapu
4.____________________ Edsa Revolution
5.____________________Chocolate Hills
4. Group Presentation
Each group will present its output.
5.Do activity in LM # 112 on page 164
E. Evaluation
Match the words in column A to their meaning in column
B.
A
Karayan
Angel Locsin
Cory Aquino
Tagaytay
Dophy

B
a. Naragsak
b.nauneg
c.napintas
d. nalammin
e.mannakaawat

1.
2.
3.
4.
5.
6.
F. Assignment
Look for a picture of a famous place in the Philippines. Paste
it in a cartolina and write 3-5 sentences about it.Use
descriptive words.
DAY 3
Objectives
a. Read at least 200-300 words appropriate to the grade
level
b. Spell correctly content words in the list of vocabulary
words
c. Use expanded vocabulary in oral and written responses to
simple and complex text.
A. Preliminary Activities
1. Review
1. Write a descriptive word to the following based on the
story Dagiti Aggayyem
_______________________Ricky
_______________ balay
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_______________________Larry
_______________________karayan

_______________ nanang

2. Unlocking of Difficulties
nadalimanek
naanus
nadalus
B. Motivation
1.Show a picture to pupils.What can you say about it?
Write all the descriptive words the pupils raised
1. First Reading of the Poem by the Teacher
Listen carefully as I read the poem
2. What is the title of the poem?
What are the poem all about?
Did you like the poem?
3. Second Reading of the Poem
The teacher will read first and the pupils will follow.
Ti Eskuela Elementaria
Napintas ti eskuela elementaria iti ili
Nagadu dagiti ubbing nga agbasbasa sadiay
A katawenan ken kadakdakkelmi
Nagpipintas pay dagiti bagda
Bassit ti eskuelami ditoy barangay
Ta bassitkami met nga agkakaadalan
Ngem nadalimanek, nadalus pay
Naanus, nalaing pay dagiti mamaestrami
A mangisuro kadakami
5.Comprehension Questions
What can you say about the Eskwela Elementaria?
How was the school describes?
Read the descriptive words from the story.
6. Tell a descriptive word for each person, place and events.
a.Boracay ________________________________
b.Manila Cathedral _______________________
c.Ninoy Aquino___________________________

445

7. Generalization
What are descriptive words?
8.Spelling
a. Teach spelling using the Horn Medthod
1.Pronounce the word ones for the first time
2.Use the word in sentence.
3.Say the word again for the last time
4. After teacher pronounce the word, the pupils will
write the word
1.aggayyem
2.karayan
3.agdigos
4.agpakada
5. ulbod
9.Enrichment activities
a.Write the correct spelling by arranging the jumble
letters.
_______________ layba
(balay)
_______________ dawir
(ridaw)
________________kraanay (karayan)
_______________ adamel (adalem)
E.Evaluation
Spell the words correctly. Arrange the jumbled letters and
write them on the blank provided.
1. Nisimamal ( ___________ ti danum ti karayan)
2. Sigodga
( ___________ dagiti ubbing idiay karayan a)
Write the descriptive words for the following.
3. Eskwela elementaria ( dakkel, bassit, napintas,
narugit)
4. Dagiti eskwela ti elementaria ( napipintas, nalabid,
nauyong)
5. Mamaestra ti elementaria ( naanus, nauyong, naunget)
F.Assignment
Read the story again at home.Tomorrow you will answer
comprehension questions.

446

Day 4
Objectives
a. Explain or give reasons to issues, events, news
articles etc.
b. Follow a model to write a friendly, excuse etc.
letters
A. Preliminary Activities
1.Review: What are descriptive words used in the story we
have read yesterday? Which of these do you possess?
2.Unlocking of Difficulties
Use the following words in your sentence
inbalakad
namnamaen
ipakada
panakaawat
B. Motivation
Who among you knows how to write a text message?
To whom are you sending it?
Who among you have tried to receive a letter from a
friend?
Have you tried writing a letter?
C. Presentation
Today we are going to learn the parts of a letter and we will
write an excuse letter.
D. Developmental Activities
1.Show sample of an excuse letter?

447

Let us read the letter


Marso 26,2013
Patgen a Mannursuro,
Naimbag a bigatmo maestra. Kayatmi kuma nga
ipakada daytoy anakmi ni Eric ta nagkaro ti uyek ken
gurigur na manipud pay idi naminsan nga aldaw. Saan
nga makaumay ti dua nga aldaw ta isu ti inbalakad ti
doktorna nga aginana.Namnamaenmi ti naan anay a
panakaawatyo.
Agyaman kami unay maestra,
Toy nagsurat,
Nagannak ni Erik
2. Comprehension Questions
Who wrote the letter?
To whom was the letter addressed?
Why is it that Eric cannot attend class that day?
What was the advise of his doctor?
c. Discuss the correct format on how to write an
excuse letter.
What are the parts of an excuse letter?
d. Which do you prefer writing a letter or sending a
text message? Why or why not?
5.Do activity in LM # 111 on page 163
E. Evaluation
Write an excure letter using the details below.

Toy sidadayaw,
Patgek nga mestro,
Marso 12,2013
Saanak a makastrek tatta nga aldaw ta mapankami
idiay hospital. Bisitaenmi ni manangko nga agsakit.
Joy

F.Assignment
Write your own excuse letter to your teacher.

448

DAY 5
Objectives
1.
2.
4.
5.

Express agreement/disagreement on story,event,issue etc.


Explain or give reasons to issues,events,news articles etc.
Read at least 200-300 words appropriate to the grade level
Read with understanding
paragraphs, stories, legends, etc.
consisting of words being studied
7. Spell content words in the list of vocabulary words
8. Follow a model to write a friendly,excuse etc. letters
10. infer the characters feelings based on their actions or on what
they say
I.Basaen ti sumaganad a situasion. Isurat no umanamong ka iti
kapanunutan/saan nga umanamong ken apay?

Inawis ni pusa ni aso nga mapanda agpasyar idiay plasa.Bigla


nga bimmallasiw ni aso ket naatalan daytoy iti bisikleta.
Nasakit nga maipagna tis aka ni aso.
Basol ni pusa ti napasamak ken aso.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Binilin ni Nana Rosa ni Lani nga agsibog ti mula da. No


sumangpet nga aggapu idiay eskwela dagus a mapan agay
ayam.Nalaylay dagiti mula ni Nanang na.
Basol ni Lani no apay nga nalaylay ti mula ni Nanangna.
_______________________________________________________
II.a. Isurat no ania a parte ti surat dagiti sumaganad
________________1. Patgenmi a Maestra,
________________2. Marso 14,2013
________________ 3.Sidadayaw,
________________ 4.Ana
________________5. Kayat ko ipakaammo a saan a
makastrek toy anak mi ita nga aldaw ta
agsakit ti ulona
b.Urnusin dagiti parte ti surat tapno agbalin a kompleto nga
excuse letter. Usaren ti modelo nga adda iti baba
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_______________________________
_______________________________
_______________________,
________________________________________________________
______________________________________________________________
__________________________________.
_______________________________
______________________________
III. Isurat ti umiso nga spelling dagiti sao.
a. Amnmaan= ___________________
b. Daabkal= _____________________
c. Awtanam= ____________________
d. Satikag= ______________________
IV. 1. Yeheynangabakak iti salip ti kinantaan! Ania ti rikna ti
nagsao iti daytoy nga balikas?
a. Nagsak

b. naliday

c. nauyong d. makaunget

2.Natayen ti taraken ko nga aso, awanen ti kaay ayam ko, kuna


ni Rosa.
a.Nagsak b. naliday c. nauyong d. makaunget

450

TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
FOURTH QUARTER-Week 35
Theme
My Family and I
Objectives
1. Compare and contrast different authors use of literary elements
2. Read at least 200-300 words appropriate to the grade level
3 .Make inferences
4. Perceive cause and effect
5. Give the correct sequence of the events
6. Discuss,illustrate songs,dramatization and art
7. Show love for reading by listening attentively during story
reading and making comments or reactions
Domains
1. Reading Comprehension
2. Comparing and contrasting different authors use of
literary elements.
3. Making inferences.
4.Perceiving cause and effect.
5.Giving the correct sequence of the events.
6. Discussing, illustrating songs,dramatization and art.
7.Showing love for reading.
Value Focus
Appreciation, Gratefulness and Industry
Subject Matter
A.Topics
Cause and Effect
B.Refernces
K to 12 Curriculum 2 (Mother Tongue Competencies)

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C.Materials
Stories: Ni Mario, Ti Baro a Kawes ni Mina,
pictures,
Bigbook
D.Procedure
DAY 1
Objectives
a. Read at least 200-300 words appropriate to the grade
level
b. Give the correct sequence of the events
A. Preliminary Activities
6. Drill: Spell the words orally
danum
karayan
naliknaw
nakadumog
nagsukir
2.Review
What part of the letter tells about the one who
made the letter?
It tells about the message you want to tell the
reader
It tells when the letter was prepared
3.Unlocking of difficulties
Unlock the words through context clues.
agbilbilang
agmano
banga
nakaragragsak
B. Motivation
1.Shows a picture of a boy helping his
father and mother.

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Ask.
What can you say about the picture? Do you also
help your parents do household chores?What are
the things you can do?
2.Read the story Ni Mario guided by the teacher.
Ni Mario
Iti maysa a malem iti Lunes, agawiden ni Mario nga
aggapu iti eskuelada. Apaman a simmangpet daytoy iti
balayda, nakitana ti amana nga agbagbagkat iti
pagtungo. Indissona a dagus ti bagna sa napan nagsukat
iti para balay. Immasideg daytoy iti amana tapno agmano
ken tumulong nga agbabkat kadagiti pagtungo.
Naragsakan ti amana gapu ti inaramid ti anakna.
Kalpasan
a
binagkatda
dagiti
pagsungrod,
nagsakdo ti danum a pagluto ni nanangna. Pinunnona ti
danum ti dakkel a banga a pagkarkargaanda iti danum.
Naragsakan ti inana gapu ti inaramidna.
Inaldaw a tumultulong ni Mario kadagiti nagannak
kenkuana. Amin a maubra iti uneg ti pagtaenganda adda
latta isuna a tumultulong.
2.Second Reading of the Story
Have the pupils read the story orally.Have the
pupils read it with fluency and ease.
3. Comprehension Questions:
a.Who is the industrious boy in the story?
b.What does he do after coming to school in the
afternoon?
c.What is the first thing Mario did before helping his
father?
d.What is the next thing Mario did after helping his
father?
e.What is the last thing that happened in the story?
4. Infusion of Values
Are you like Mario? Would you do the same? Why?

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5.Engagement Activities
Tell:
From the story we have read, Ni Mario, arrange
the events happened in the story by writing number
1-3 on the blank provided.
_____ Pinunnona ti dakkel a banga a
iti danum.
_____ Indisso ni Mario ti bagna sa napan
nagsukat iti para balay.
_____ Binagkatna dagiti pagtungo.
Which of the events happened first? Second? Last?
E. Evaluation
Arrange the events to form the story.
______ Insimpana ti nagturugan na.
______ Nakariing ni Jean ti dayta a bigat, nagkararag
sakbay a bimmangon.
______ Nagpakada kadagiti nagannak kenkuana sa
rimmuar iti balayda.
______ Nagdigos, nagsukat ken nangan ni Jean.
______ Nagdaydayaw kadagiti
mamaestrana/mamaestrona iti pagadalan.
______ Nagna a napan nagbasa
F. Assignment
Write 3 character traits of Mario that you want to follow.
DAY 2
Objectives
a. Give the correct sequence of events
b. Discuss, illustrate, songs, dramatization and art
A. Preliminary Activities
1.Review
Ask what are the characteristics of Mario that you
like?
Are you doing it at home?

454

2.Unlocking of Difficulties
Use pictures, context clues and actions to unlock
the words.
agbilbilang
agmano
banga
nakaragragsak
B. Motivation
Choose from the box the character traits of Mario.
Which of these are you practicing?
Nagaget, natulnog, managtulong,nadayaw,
nalinis, nauyong, nanakem
C. Presentation
Today we will read the story orally with fluency.
D. Developmental Activities
1. Oral Reading of the Story
Ni Mario
2. From the story that you have read,arrange the events
in
correct order. Number it 1-5.
_____Inaldaw a tumultulong ni Mario kadagiti
nagannak kenkuana.
_____ Pinunno ni Mario ti dakkel a banga iti danum.
_____ Tinulunganna ni Tatangna a nagawit ti pagtungo.
_____ Nagsukat ni Mario iti para balay.
_____ Nagmano ni Mario kenni tatangna idi sumangpet
daytoy iti balayda.
3.Read the story again. As she reads, let the pupils check
whether their answers are correct or not.
4.Engagement Activities
Divide the class into three groups. Let them do the
following activities.
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Group I
Dramatize the story Ni Mario. Somebody will act
as Mario, father and mother.
Group II
Illustrate or draw the household chores Mario are
doing in
helping his father and mother after coming to
school.
Group III
Narrate the story in the correct sequence of events.
5.Group Discussion
Each group will present there output by group.
E. Evaluation
Rate the performance of the group through the rubrics
F. Assignment
Select a favorite event from the story and draw it.
DAY 3
Objectives
a. Make inferences.
b. Compare and contrast different authors use of literary
elements
A. Preliminary Activities
1. Review
What did Mario do at home.
What did he do to make his mother happy?
2.Unlocking of Difficulties
Act out the following words.
mangbirok/mangbuya
mangpilpili
agkanta

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B. Motivation
Show a picture of a girl wearing new dress.
What can you say to this picture?
C.Presentation
Today we will read the story about the dress of Mina. Do
you want to read the story?
D.Developmental Activities
1.Raising of Motive Question
What do want to know about the story?
2.Raising of Standard of Silent Readding
What do you do when you read silently
3.Reading of the Story
Ti Baro a Kawes ni Mina
Iti maysa a Domingo, gimmatang da ni Mina iti bado
ken ti inana iti tiendaan. Napanda gimmatang iti baro a
kawes nga aramatenna iti programa iti eskuelada. Napili
daytoy nga agkanta iti panagselebrar iti Bulan ti Pagsasao.
Nanang, mabalin a siak ti mangpili iti badok?
kinuna ni Mina. Wen nakkong, mangpilika ti kayatmo a
kawes.
Nangpili ni Mina iti kawesna. Nana, mabalin a
kitaen dayta nalabbaga a bestida?
Wen, mabalin,
insungbat ti aglaklako. Idi Makita ni Mina ti bestida,
imbagana iti inana nga isu ti kayatna.Dagus a binayadan
daytoy iti inana.
Kasta unay ti ragsak ni Mina gapu iti ginatangda a
bado nga aramatenna iti programada. Insigidana daytoy nga
inagep ken inarakup ti inana a kas senyal ti panagayat ken
panagyamanna.
5.Comprehension questions
1.Who went to the market with her mother?
2.Why did Mina go to the market together with her
mother?
3.Was she able to buy a new dress? What is the
color?
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4.What is the reaction of Mina when her mother


bought the dress?
5. Who were the characters in the story?
6. Where did the story happen?
7. What are the events happened in the story?
6. Infusion of Values
What did Mina do when her mother bougt the
dress?Do you do the same? Why ? Why not?
7.Engagement Activities
What do you think will happen if Mina did not go
with her mother to buy clothes?
8. Do activity in LM # 114 page 166-167
E. Evaluation
Write what will happen based on the given situation
1. The Dress of Mina is too small.
________________________________________________
2. If Mina doesnt like the color of the dress.
________________________________________________
3. If their money is not enough to buy the dress.
________________________________________________
4. If the program will be postponed.
________________________________________________
5. If mother doesnt like to buy a dress for Mina?
________________________________________________
G. Assignment
Draw your favourite dress. Color is the way it is
supposed to be.
DAY 4
Objectives
a. Show love of reading by listening attentively during
story reading and making comments or reaction.
b. Perceive cause and effect
A. Preliminary Activities
1.Review
Do you have a favorite dress? How does it look?
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Pupils show their assignment to class


2. Unlocking of Difficulties
Ask pupils to use the vocabulary
mangbirok/mangbuya
mangpili
agkanta
B. Motivation
Say, I will give you money for shopping. You are going
to buy 3 items with 500.00. Choose from the items
below which will you buy. Tell why did you choose the
items.
Dress- 200.00
Sandals- 180.00
Shorts- 150.00

pants- 320.00
t shirt- 150.00
shoes- 420.00

hat- 120.00
slippers- 140.00

C. Presentation
Read the story Ti Baro a Kawes ni Mina orally
D. Developmental Activities
1. Reading the story orally
Ti Kawes ni Mina
2. Comprehension Questions:
a. What can you say to Mina?
b. Does your mother buy you a dress when you have
participaion in the school program? Why?
c. What can you say about the story?
d. What is the feeling of Minas mother when she
hugged and kissed her?
3.What are your comments to these statements
Ti ayat ti maysa nga ina ket awan patinggana.
Ti salun-at ti kapatgan a sagut

459

4. Isurat iti kahon dagiti rason ken epekto nga adda


kadagiti sumaganad.
a.Naragsak ni Alberto gapu ta nangabak iti sipa.
b.Nagunget ti maestra gapu ta naariwawa dagiti
agad-adal.
c.Napitak iti dalan idi kalkalpas ti tudo
d.Natuang dagiti kaykayo gapu iti bagyo.
Cause

Effect

a.
b.
c.
d.
4.Generalization
What is the difference of cause and effect.
5.Do activity in LM # 115 page 168
E. Evaluation
Write your comment to the statement.
1. Ti makaturog agmukat, ti nasalukag agbiag
_____________________________________________
_____________________________________________
_____________________________________________
2. Mangan ti nasustansia, tapno ti bagi ket nasalun-at.
___________________________________________________
___________________________________________________
___________________________________________________
3-5. Match the cause in column A to the effect in column
A
B
3. Adda nagpigsa a bagyo a timmama Nagbalin a nalatak
a ti probinsia.
kumakanta.
4. Nauram ti adu a balbalay ti laud ti Nagsakit ti nakaro
tiendaan ti ili.
5. Saan nga inikkan ti Nana Benita ti Nayanod dagiti
kanen dyay taraken da nga aso.
Dinguenda

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F.Assignment
Look for a short story. Read it and be able to identify the
elements of the story.
Compare the literary elemets of the story Ti Baro a
Kawes ni Mina.
DAY 5
Evaluation
Objectives
1. Compare and contrast different authors use of literary elements
2. Read at least 200-300 words appropriate to the grade level
3 .Make inferences
4. Perceive cause and effect
5. Give the correct sequence of the events
6. Discuss,illustrate songs,dramatization and art
7. Show love for reading by listening attentively during story
reading and making comments or reactions
I.Ania ti makunam iti daytoy a pagsasao.Isurat ti papel
1. Gatangem laeng dagiti kasapulam
Tapno no bumassit ti paggastusam
_________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
II.Read a news article about a flooded place.
Adu a didigra ti napasaran ti lugartayo iti daytoy a
tawen. Ti Brgy Surcoc adu a sanikua ti napirdi ken biag a
napukaw. Iti agrikultura ken imprastractura ti kadakkelan
a naapektaran ti nasao a bagyo. Dagiti tattao nga aggendeg
iti lugar nga asideg ti nargaay a bambantay, nagaburan
amin a mulmula,dinguen ken pagtaengan da.
Ti gobierno lokal ipakitana ti suporta na kadagiti
tattao.Adu ti relief goods, agas,ules nga iwarwaras da
kadagiti tattao nga adda kadagiti lugar a pagbakuitan.
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d. Ania ti napasamak iti Brgy. Surcoc?


Ania dagiti epekto dagitoy ti biag ken masakbayan ti
tattao?
1. __________________________________________
2. __________________________________________
3._________________________________________
III. Isurat iti kahon dagiti rason ken epekto nga adda
kadagiti sumaganad.
a.Naragsak ni Alberto gapu ta nakita na ti gayyemna.
b.Nagunget ti maestra gapu ta narugit ti aglawlaw.
c. Nagalis ti dalan idi kalkalpas ti tudo.
d.Naanod dagiti kaykayo gapu iti bagyo.
Cause

Effect

a.
b.
c.
d.
IV. Urnusen dagiti sumaganad tapno mabuo ti istoria.Isurat ti 1-5 iti
blanko.
_______________1. Napanen nagtrabaho iti pagdaetan a
sumsumrikanna.
_______________2. Nasapa ni Nana Eva a bimmangon iti dayta
nga agsapa.
_______________3. Idi napakana dagiti annakna nagdardaras a
nagsukat.
_______________4. Riniingna dagiti annakna a mapan agiskwela
ta manganda.
_______________5. Nagluto ti pamigat dagiti annakna.

462

TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
FOURTH QUARTER-Week 36
Theme
Celebration/ Occasions
Objectives
1. Participate in and initiate more extensive social
conversations with peers and adults on familiar topics by
asking and answering questions and restating and soliciting
information
2. Read news articles with ease and fluency
3. Read with understanding paragraphs consisting of words
being studied
4. Correctly spell content words in the list of vocabulary words
5. Follow a model to write an invitation letter
6. Write letter observing the correct format- letter of invitation/
thank you letter
7. Read and answer higher order factual and implied
comprehension questions
Domains
1. Oral Language
Participating in and initiating more extensive social
conversations with peers and adults on familiar topics by
asking and answering questions and restating and soliciting
information.
2. Fluency
Reading news articles with ease and fluency
3. Word Recognition
Reading with understanding paragraphs consisting of
words being studied.
4. Spelling
Spelling content words in the list of vocabulary words
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5. Handwriting
Following a model to write an invitation letter.
6. Composing
Writing letters observing the correct format- letter of
invitation
7. Reading Comprehension
Reading and answer higher order factual and implied
comprehension questions.
Values Focus
Love of Family
Subject Matter
A. Topics
Spell words, writing invitation/thank you letter
B. References
K to 12 Curriculum 12 ( Mother Tongue Competencies)
C. Materials
pictures, poster with sayings,
D. Procedure
DAY 1
Objectives
a. Read news articles with ease and fluency
b. Read with understanding paragraphs consisting of
words being studied
c. Answer literal and higher level questions
A. reliminary Activity
1. The teacher shows picture to the pupils

464

Ask: What can you see in the picture? Have you


been to the farm? What did you do there?
(Allow pupils to say something about the picture.
Let them share their experiences during their family
outings)
2.Say: Let us sing the song
The Farmer and the Dell
Elvira M. Alvarez
Nuang, kabalio, baka
Diay away makita
Manok, ganso,pato aduda
Gayyem umaykan inta.

Did you like the song? What is the song about?


465

3.Unlocking of Difficulties
Say:
Read the underline words. Let us give the meaning
of the different words in our news article.
poultry farm (picture clue)
wooden bridge( Use CABLA)
tour (use context clues)
The owner brings the pupils around to show them the
different animals in the farm.
fowls (real object)
variety( use context clues)
There are different kinds of birds in the farm.
B. Motivation
Show a newspaper to the pupils. Distribute a copy and
let them scan.
Ask: What did you read in the newspaper? Have you
seen pictures? What word or words attracted you
most? What do we read in the newspaper?
C. Presentation
Today we will read a story about a class who went to a field
trip.Do you like to know what they have seen there?
D. Developmental Activities
1. First Reading by the teacher
Say:
Class I have here a news article written in a
newspaper. Listen carefully as I read the news article
(The teacher reads aloud the article)

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Panagbiyahe diay Away


Ti Green Hedge Poultry Farm ket binisita dagiti agadal ti
San Jose Elementary School idi Desiembre 15, 2012. Dagiti
agadal ken mangisursuroda ket naragsakan iti nakitada.
Nagustuanda pay ti nagballasiw iti rangtay a kayo. Inpasiar ida
iti away ti makinbagi ti pagtaraknan a ni Mr. Ramos. Naikkanda
ti gundaway a nangkita kadagiti tarakenda a ganso, pabo,
manok ken pato. Saan a mailimed ti ragsakda a nakaimatang ti
iruruar ti itlog ti maysa a pato. Inkari ni Mr. Ramos a
payawidanna dagiti agadal ti presko nga itlog.
Daytoy a panagpasiar dagiti ubbing ket nangted ti adal a
napnuan ti kaipapanan.
2. Second Reading of the news article by the pupils
Say:
I will let you read the article. Understand what you
read and be able to answer questions about it.
-

The whole class reads the article. (After the class,


let the pupils read it by row and individually)

3.Say:
Now that you have read the news article, you will
answer the questions I will ask about it.
-

Who went to an educational tour?


What school are they from?
Who owned the farm? How did the owner make the
pupils happy?
What did the pupils enjoy?
Have been to a farm like this?
Do you want to have an educational tour? Why?
What places do you want to go? Why?

467

4.Infusion of Values
Ask: What must we do to the animals in the farm?
Say: Let the pupils relate their experiences about
taking good care of animals in the farm.
E.Evaluation
Answer the following questions.Write your answers in a your
paper.
1. Have you been to a field trip? What are the lessons you
have learned in that trip?
2. If you will be given a chance to choose place to visit,
which of these place would be your priority and why?

Luneta Park
Science Centrum
Baluarte
Botanical
Burnham

F.Assignment
Cut an article in magazine/newspaper about animals in the
farm and tell something about them
Day 2
Objectives
a. Read and answer higher order factual and implied
comprehension questions
b. Cite problems and the most likely solution to
commentaries read
c. Spell correctly words in the list of vocabulary words
A. Preliminary Activity
1.Checking of assignment
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Say:
Bring out the news article that you cut from a magazine
about animals in the farm. Call pupils to read what they
brought to the class.
Write on the blackboard the animals that the pupils read
from the article they brought to class.
Example.
- chicken
cow
- turkey
goat
- horse
pig
- carabao
duck
B. Motivation
1.Ask:
Have you seen these animals? Where can you find them?
Ask the pupils to sing the song in the tune of the Animal
song
Billit, billit tweet
Billit, billit tweet
Billit, billit tweet, tweet, tweet ( doblien )
baboy- oink
pato- kwak
kalding- meeee
C.Presentation
Read a short story about different animals
In the farm.
D.Developmental Activities
1. The teacher divides the class into four groups. Give
each group the following activities.
Group 1- Draw a picture of animal found in the poultry
farm
Group 2- Choose five animal found in the farm and
describe it using 3-5 sentences.
Group 3- Role play the movement of the animals seen in
the poultry farm and imitate the sound they
produce

469

Group 4- Select 3 animals in the poultry farm and


write their characteristics. Write the
benefit they give us.
2.Say:
Let us show your group output in class.
Let each group take turns in presenting.
3.Instruct the pupils to look at the
pictures. Study them carefully. Identify the picture
by filling in the missing letter/s. Write the correct
spelling in your paper.
Let the pupils do the activity in the Learners Manual #
116 on page 169-170.
4.Asks: What are the different words you have
written? Tell the pupils to read the words.
(Let the pupils do the activities in the Learners Material
page _____ )
5.Lets the pupils read again the news article
written on a manila paper.
6.Ask the following questions:
o Why did the pupils visit the poultry farm?
o How did they feel when they see animals in the poultry
farm.
o What did they see that made them happy?
o What was given to them when they went home?
o What good do fresh eggs give to our body?
o Is it advisable for pupils to eat fresh products? Why?
o What can you say about the trip of the Grade II class to
the poultry farm?
o Is it safe for the pupils to visit a poultry farm? Why?

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6.Let us look into the following statements. Draw


you agree with the idea and
if you do not agree.

if

1.Dagiti ayup ti ayaw ket mangted kadatayo ti


presko a gatas ken itlog.
2.Ti panagbisita iti away ken pagtaraknan
kadagiti ayup ket makaited iti sakit.
3.Makatulong ti panagadal dagiti ubbing ti
panagbisitada kadagiti agduduma a lugar a
pakapidutan ti sursuro
4.Ti parte ti pagiwarnak nga binasa ket
mangted ti kapanunutan ken napintas a
sursuro kadagiti agadal
5.Mangan ti presko a nateng, itlog ken ikan
tapno nasalun-at ti bagi
E . Evaluation
Reads the news article from one of the newspapers
and answer the following questions below.

Adda lima nga agadal iti maikadua a grado ti


Pagadalan ti San Jose ti naitaray iti hospital. Maysa
kadakuada ti kritikal ti kondisionna. Dagiti uppat ket agtakki
ken agsarua. Mabalin nga ti gapuanan ti panagsakit dagiti
ubbing ket ti igagatangda ken pananganda iti fish ball a
ginatangda iti igid ti kalsada nga asideg iti pagadalan.
1. Street food vendors should not be allowed near
schools.
Agree/disagree:
____________________________________________
Why:
______________________________________________________
2. Pupils should be taught of the ailments caused by
eating street foods.
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Agree/disagree:
______________________________________________________
Why:_________________________________________________
3. Fresh foods are best for pupils and young people.
Agree/disagree:
______________________________________________________
Why:
______________________________________________________
4. Street foods can be eaten in minimal amount.
Agree/Disagree:______________________________________
Why?________________________________________________
F. Assignment
Look for an article in the newspaper about food poisoning.
Write 3 bad effects it can give to the pupils.
DAY 3
Objectives
a. Participate in and initiate more extensive social
conversations with peers and adults on familiar
topics by asking and answering questions and
restating and soliciting information
b. Read with understanding conversations consisting
words being studied
c. Answer literal and higher level questions
A. Preliminary Activities
1.Review
The teacher asks about the pupils experiences in
the farm and and the things the animals can give
to them.
B. Presentation
Today we are going to read a dialogue between
friends talking about their happy moments with their
family.

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C.Motivation
1. What are the other places that you have visited
aside from the farm?
Show the following pictures to the pupils. Have you
been to these places? Do you want to visit these
places someday?

D.Developmental Activities
1. Say: Today we are going to read a dialogue. I will
call some of you to read the dialogue.
Erik: Hi Erick, how are you? How was your family outing?
Anton: It was fun. We had happy moments with my family .We
have been to the farm and we enjoyed watching how
different animals move.
Erik: Good for you my friend. Ijust hope that we will also have
time with my family this summer vacation. My family is
planning to visit Baluarte.
Anton: Yes, I wish that you could go and visit places with your
family. I am sure it will be fun.
Erik: Thank You friend.
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Ask the following questions:


What is the conversation about?
Where did the family go?
Why did they enjoy their visit in the farm?
What did Anton wish for his friend?
2. Let the pupils take turn in reading the conversation
3. Post Reading Activities
Divide the class into four. Let the groups talk about
the outing they have gone with their family.
Follow this format in preparing the conversation.
Pupil 1: Good ___________________ friends
Pupil 2: Where did you go last weekend with
your family?
Pupil 3: Weve been to _____________________.
Pupil 1: Good for you friend, how did you find
________________.
Pupil 2: We went also to ___________________.
Pupil 3: Did you also enjoy? What did you see
there?
Pupil 2: Yes, we____________________________.
Pupil 1: We also visited ____________________
and we saw _______________________.
4. Infusion of Values
Ask: What did you feel when you are with your
family?
Show the pupils a picture of a family praying
together.
Say: Let us formulate a popular saying about a
family praying together. Fill in the blanks with
letters T and A
__HE F__MILY __H__ __ PR__YS __OGE__HER
S__ __YS __OGE__HER
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E. Evaluation
Cite a situation for the pupils to have social
conversation.
F. Assigment
Dramatize the dialogue we learned today.
DAY 4
Objectives
a. Spell content words in the list of vocabulary words
b. Follow a model to write an invitation letter
c. Write letters observing the correct format- invitation
letter
A. Preliminary Activity
1. Show a the poster to the class. Let them read the saying.

Ask: What is the saying all about? What makes your


family happy? What are the occasions you have in your
family? Do you celebrate birthdays of members of your
family?
B. Motivation
Ask:
Who among you will celebrate their birthdays this March?
How are you celebrating your birthdays?
Let the pupils sing the song Nagasat a Kasangaym
475

Nagasat a Kasangaymo
Tune: The More We Get Together
Nagasat a kasangaymo
A kasangaymo, a
kasangaymo
Nagasat a kasangaymo
Agragsaktayo
Gayyemmo, gayyemko
Gayyem ko, gayyemmo
Nagasat a kasangaymo
Agragsaktayo
C.Presentation
We are going to read an invitation letter. We will leartn
the different parts
D. Developmental Activities
1.Read the invitation letter of a girl on her birthday. Let
the pupils answer the questions about the letter.
March 2, 2013
Dear Elvie,
December
Naimbag nga aldawmo.Kumusta
ka itatta12,2
nga
aldaw?Adda isagsagana ni Nanangko a maysa nga padaya
para iti kasangayko intonMarso 18,2013 iti oras ti 2:00 iti
malem ditoy balaymi, San Francisco Sur, Sta. Cruz, Laoag
City. Maragsakanak no makaumayka ken dagiti kakabsatmo.
Umay dagiti gagayyemta.Urayen kayo iti daytoy nga aldaw.
Agyamanak.
Your friend,
Dolly
2. Ask the following questions:
Who wrote the letter?
When did she write the letter?
To whom is the letter?
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What will be the celebration?


When will they celebrate it?
If you were Elvie, are you going to join? Why?
What kind of letter is this?

3. Spelling ( Use Horn Method)


Spelling words
1. attend
2. celebrate
3. prepare
4. important
5. expect
Read the details of in an invitation letter. Let them
arrange the details to follow the format of an invitation
letter.
4.Practice
Write an invitation letter using the details beloe
o Your friend,
o March 20, 2013
o Dear Ana,
o I am inviting you to please attend
the birthday party of my sister on
March 25, 2012 at 10:00 in the
morning in our house. I hope you
could come.
o Thank you and see you friend.
o Dina
5. Infusion of Values
What do you feel when your friend cannot come on your
birthday?

477

G. Evaluation
Fill in the data needed in the invitation letter.

______________________
Dear __________,
Good day friend. I am inviting you to attend
my birthday party on _____________________________
at ___________________________________________. I
hope you could come and join me on my special day.
__________________,
Mary

F.Assignment
Write your own invitation letter. Follow the format in
writing an invitation letter.
DAY 5
Evaluation
Objectives
1. Correctly spell content words in the list of vocabulary words
2. Follow a model to write an invitation letter
3. Write letter observing the correct format- letter of invitation/
thank you letter
4. Read and answer higher order factual and implied
comprehension questions
I.Isurat iti blanko ti kusto nga ispeling dagiti sumagannad
1. Nangted ti ________________ni Dolly para iti kasangayna.
a. Invitasion b. embitasion
c. imbitasion
2. Adu ti insaganada nga ______ ( raaton) iti dayta nga aldaw.
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3. Masapul ti panagyaman iti _______________ a naawat ti


makatawen.

II. The sister of Luisa will be graduating on March 29, 2013 as Grade
Six first honors. The family will be having a thanksgiving
celebration
on March 30, 2013 at 10:00 the morning.
What is the celebration that they are going to have?
________________________________________________________
Why do they have a thanksgiving celebration?
________________________________________________________
If you were a member of Luisas family, will you be
happy?

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III.The pupils write their own invitation letter using the situation
below.

__________________________
________________,
___________________________________________________
_________________________________________________________
__________________________________________.
_____________,
_______________

Your sister passed the board examination for teachers. Your


family will be having a thanksgiving celebration on Sunday,
September 22, 2013 at your residence at 10:00 in the
morning. Invite your best friend to come and join your
family in the celebration.
E. Assignment
Write 3 occasions wherein you invite friends / relatives /
classmates using an invitation letter.

480

TEACHING GUIDE FOR GRADE TWO


MOTHER TONGUE
FOURTH QUARTER-Week 37

Theme
Love
Objectives
1. Read with understanding legends consisting of words being
studied
2. Read legend with ease and fluency
3. Spell content words in the list of vocabulary word
4. Identify the beginning, middle and end of a literary text read
5. Participate in and initiate more extensive social conversations
with peers and adults on familiar topics by asking and
answering questions and restating and soliciting information
6. Use courteous expressions in culturally appropriate
situation-telephone conversation.
7. Explaining common synonym and antonyms
8. Follow a model to write a thank you letter
9. Write letter observing the correct format of a thank you letter.
Domains
1. Word Recognition
Reading with understanding legends consisting of words
being studied.
1. Oral Fluency
Reading legends with ease and fluency
2. Spelling
Spelling content words in the list of vocabulary word
3. Reading Comprehension
Identifying the beginning, middle and end of a literary text
read
4. Oral Language
Participating in and initiate more extensive social
conversations with peers and adults on familiar topics by
asking and answering questions and restating and soliciting
information

481

5. Grammar
Using courteous expressions in culturally appropriate
situation-telephone conversation.
7. Vocabulary and Content Development:
Explaining common synonym and antonyms.
8. Handwriting
Following a model to write a thank you letter.
9. Composing
Writing a letter observing the correct format of a thank you
letter.
Values Focus:
Use courteous expression expressions in daily conversation
Subject Matter
A. Topic
Thank You Letter, Courteous Exprressions, Synonyms
And Antonyms
B.Reference
K to 12 Curriculum 2 (Mother Tongue Competencies)
C.Materials
pictures, stories, charts
D.Procedure
DAY 1
Objectives
a. Read legends with ease and fluency
b. Read with understanding legends consisting of
words being studied

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A. Pre- Reading
1.Motivation
Show a picture of a giant.

Ask:
Have you seen a real giant?
Do you believe in them?
Look at the picture of a giant. What do you think are the
characteristics of a giant?
2.Unlocking of Difficulties
(Through pictures, synonyms and context clues)
higante
binirok
kimat
nagparintumeng
napasnek
pinilit
3.Setting the Purpose for Reading
Say:
We are going to read the Legend Of the Left Foot Print
of Angalo in Kinmadillian Falls.

483

Ask:
What do you think is the story all about? Do you want
to read the story?
B. During Reading
Call pupils to read the story. The teacher may
usethe pop-corn method for maximum participation of
pupils.

Idi un-unana a panawen, iti adayo nga lugar, adda


maysa a higante nga agnagan iti Angalo.
Ni Angalo ket nasingpet, nagaget ken managayat ti
ayup. Adda iti kaayan-ayatna nga higante a balasang nga
agnagan ti Aran.
Ni Aran ket napintas ken managayat kadagiti ubbing.
Isursurona dagitoy kadagiti nasayaat nga aramid ken
kababalin.
Iti maysa nga aldaw nga tultulungan ni Angalo dagiti
tattao, ni Aran ket tiniliw ken inpanaw dagiti tallo a
managdakdakes a higante. Idi naammuan ni Angalo ti
napasamak ken ni Aran, binirokna ti balasang. Intugotna ti
aso na ket nagdaliasatda tapnu birukenda daytoy.
Bayat ti panagin-inana ni Angalo ti panagbirbirokna,
nagkimat ti napigsa. Tiniliwna ti kimat gapu ta patien dagiti
tattao a mapatayna ti maladaga iti uneg ti tian ti ina.
Pinugsatpugsatna sana inpurwak. Bigla a rimuar ken nagayos
ti danum ti daga a nagdissuan dagiti kimat.
Sakbay nga intuloy ni Angalo ti panagbirbirukna ken ni
Aran, nagparintumeng ket nagkararag ti napasnek. Nagayos ti
ling-et ti rupana. Inpunasna dagiti imana kadagiti ling-etna
sana inwarsi. Naabut-abutan dagiti batbato a nagdisuan
dagiti ling-etna.
Timmakder ni Angalo ket immaddang. Bigla a kinagat
iti anggagama ti sakana isu nga inyaddangna a dagus ti
maysa a sakana. Ti kannigid a dapan na ket nagmarka iti
rabaw ti bato. Saan nga nagsardeng ni Angalo a nangbirbirok
ti babai nga ay-ayatenna.

484

C. Post Reading
1.Ask:
Who was the giant?
Who was the beautiful lady giant?
What happened to Aran?
Why did Angalo tear the lightning into pieces?
Where did the left footprint on the stone come from?
2. Engagement Activities
Say:
Read the santazas from the story aloud.Let us give
the meaning of the word below it.
Ni Angalo ket nasingpet, nagaget ken managayat ti
ayup. Adda iti kaayan-ayatna nga higante a
balasang nga agnagan ti Aran.
managayat iti ayup
Iti maysa nga aldaw nga tultulungan ni Angalo
dagiti tattao, ni Aran ket tiniliw ken inpanaw dagiti
tallo a managdakdakes a higante. Idi naammuan ni
Angalo ti napasamak ken ni Aran, binirokna ti
balasang. Intugotna ti aso na ket nagdaliasatda
tapnu birukenda daytoy.
nagdaliasatda
Timmakder ni Angalo ket immaddang. Bigla a
kinagat iti anggagama ti sakana isu nga
inyaddangna a dagus ti maysa a sakana. Ti
kannigid a dapan na ket nagmarka iti rabaw ti
bato. Saan nga nagsardeng ni Angalo a
nangbirbirok ti babai nga ay-ayatenna.
Immaddang

485

3.Skill Focus
1. Look for the word that tells about Angalo
N

Words may appear vertical, horizontal, slanting


Do LM # 118 page 173
2.Guided Practice
From the words that you have seen in the chart, let us give the
meaning of these words using context clues
_________naayat
_________ nasingpet
_________ matalek
_________ napigsa
_________ alisto
3.Independent Practice
Say:
Use the following words in your own sentences.
naayat
nasingpet
matalek
napigsa
alisto
D. Evaluation
Answer the following questions about the legend.
1. Who was the giant in the story?
_________________________________
2. What kind of giant was he?
_____________________________________
3. What happened to Aran?_____________________________
486

4. What did Angalo feel when Aran was


lost?_____________________
5. Do you think Angalo stopped looking for
Aran?_________ Why? ______________________________
E. Assignment
Draw a giant and write 3 characteristics about the giant in
the legend you read.
DAY 2
Objectives
1. Use courteous expressions in culturally appropriate
situation
2. Identify beginning, middle, and end of a literary text read
A. Preliminary Activity
1. Review
Who took Aran away?
What kind of giant was Angalo?
2.Unlocking of Difficulties
The teacher unlocks the words through pictures. Match
the pictures to their meaning.
nagbirbiruk
a.

487

b.

immaddang

nagparintumeng
c.

B. Motivation
Show the picture to the pupils.What can you see here?
Based on the picture, what can you say about Angalo?

488

Are you praying also? When do you pray?


C. Presentation
Today we will read a legend of a giant named Angalo.
Do you want to read the story?
D. Developmental Activities
1. Raising of Motive Questions
What do you want to know about the story?
2. Raising the Standard of Oral Reading
What will you do when reading orally?
3.The pupils will read the story aloud.
The Legend of the Left Foot Print of Angalo
4. Answering of the Motive Questions
5.Post Reading
a.The teacher divides the class into four groups. Give each
group the following activities:
Group 1- Draw a giant and write his name below.
Group 2- Act out how the three giant took Aran by
force
Group 3- Draw the pets of the giant you read.
Group 4- Pantomime how the giant prayed fervently
and how he was bitten by a scorpion

489

Each group are guided by the following questions:


1. Who was the giant?
Group 1 will answer the question by showing their
work in class
2. What did the three giant do to Aran?
Group 2 will present their dramatization.
3. What kind of giant is Angalo? What are his pets?
Group 3 will show their drawing to answer the
question.
4. How did the left footprint create?
Group 4 will show their presentation.
b.Which part happened first? which happened at the
middle? Which part happened last?
1. Say:
Going back to the story that we have read, what are the
polite expressions used?
Aran: Pangaasiyo apo saandak a bannugen.
Ask:
What is the underlined word? What do we call this
expression? What other courteous expressions do we use
everyday?
Naimbag a bigatyo, rabii, aldaw
Agyamanak apo.
When do we use courteous expressions?
Do we need to use them in our daily conversation?
Do activity in LM #119 page 174-175
E. Evaluation
Read the dialogue carefully. Choose the courteous
expressions. Write them on your paper.
Ana: Naimbag a bigatmo gayyem
Rose: Naimbag a bigatmo met gayyem.
Natuloykayo a nagpasiar diay Kinmadillian
Falls
Ana: Wen gayyem, nagpintas idiay! Nagpipintas pay
dagiti batbato.
490

Rose: Despensarem gayyem ta saanak nakaumay.


Ana: Awan aniamanna gayyem, agyamanak ti
panangimbitarmo kadakami.
Rose: Awan aniamanna gayyem.
1.
2.
3.
4.

_________________________________
_________________________________
_________________________________
Intuloy ni Angalo a sinapul ni Aran kalpasan ti
panaginana na. Kaano a napasamak daytoy iti
istoriatayo?
a. Tingnga
b. Umuna
c. Maudi

5. Napintas a higante a babai ni Aran. Managayat


iti sabsabong ken ubbing.Maysa nga aldaw,
innala ti 3 a burangen a higante ni Aran. Ania a
paset ti istoria ti pannakapasamak na daytoy?
a. Maudi
b. Umuna
c. Tingnga
F. Assignment
Write 5 courteous expressions your family is using at home.
DAY 3
Objectives
a. Spell content words in the list of vocabulary correctly
b. Explain common synonyms and antonyms
c. Identify beginning, middle, and end of a literary text read
A. Preliminary Activity
1. Review
What are the polite expressions that we use in class?
( Good morning, Good day, Good night)
What are the antonyms of these courteous expressions?
B. Motivation
Show pictures of Angalo and Aran. Ask the pupils to
choose the characteristics of Angalo and Aran and match
them to the pictures.

491

napintas

nasingpet

manakitulong

managayat ti
ayup

managayat ti
mulmula

napigsa

What are the characteristics of Angalo? Ara?


Who among you have the same characteristics like them?
C. Presentation
Today let us look into the different character traits of these
giants.
D.Developmental Activities
1.Reads the events from the story The Left Print of Angalo.
Identify which of these are found in the first, middle and last
part of the story.
Naginana ni Angalo ti ayan ti adu nga dadakkel a
batbato.
Tinulungan ni Angalo dagiti tattao a mapanda
agala ti asin idiay ballasiw ti baybay.
Inwayat ni Angalo ti iket na ket adu nga sida ti
naalana.
492

Nagparintumeng ni Angalo ket nagkararag ti


napasnek.
Intaray ti tallo nga higante ni Aran bayat ti inna
panangay-aywan kadagiti mula idiay hardin.

2.Generalization
When do we say the story is the first, middle and last?
Where can we find these events in the story?
3.Let the pupils identify the words that describe Angalo and
Aran.
industrious= hardworking
beautiful= lovely
Ask:
What can you say about the meaning of these words?
Are they the same?
What do we call these words if they have the same
meaning? ( synonyms)
Look at the other set of words:
industrious= lazy
beautiful= ugly
Ask:
What can you say about the meaning of these words?
Are they different?
What do we call these words if they have different
meaning? (antonyms)
4.What are synonyms? Antonyms?
5.Study carefully the set of words. Identify if they
Have the same meaning or not. If the same, write
synonym. If different, write antonym.
small-tiny _________________________________
big- huge__________________________________
dirty-clean ________________________________
Let the pupils do other activities in the Learners Manual#
120 on page176

493

6.Look at the jumbled words. Arrange the letters to


make the spelling correct.
ehnigat- ____________________________( higante)
tiniip- ______________________________ ( pinilit)
nati- _______________________________ ( tian)
lagamada- _________________________ ( maladaga)
timka- ____________________________ ( kimat)
D. Evaluation
The instructs the pupils to study the picture showing
events in the story read. Write if the story happens at the
first, middle or last part of the story.

1.
______________________________

2.

____________________________

494

3.

___________________________

4. Study carefully the pair of words, write if they are


antonym or synonym
Dirty-clean __________________________________
5. Study the picture carefully. Arrange the jumbled
letters. Write the correct word on the blank provided.

sunaan ____________ ( naanus)

E.

Assignment
Write 2 antonyms and 2 synonyms found in the legend
read.

DAY 4
Objectives
a. Use courteous expressions in culturally appropriate
situation-telephone conversation
b. Participate in and initiate more extensive social
conversations with peers and adults on unfamiliar
495

topics by asking and answering questions and


restating and soliciting information.
c. Write letter observing the correct format of a thank
you letter
A. Preliminary Activity
Ask:
How do we describe the lady giant in our story? Who can
give the same meaning with that of beautiful? What do we
call these words? ( synonym)
B.

Motivation
Ask:
Who among you have a member of the family who is
working abroad?
What do you do to keep in touch with them?
What do you do if you want to talk to them?
Who among you have a cellular phone?
Ask:
Have you tried talking with your friends in the telephone?
How did you start the conversation?

C.Presentation
Today we read a conversation over the telephone.
D.Developmental Activities
1.Say:
Let us read the telephone conversation of the girls. Point
to each girl as the teacher reads their lines.

496

The phone is ringing. ring


Rica: Hello this is Rica, may I please speak with Nora?
Nora: This is Nora speaking.
Rica: Nora, please tell Miss Cruz I cannot go to school
today. I have a headache.
Nora: Alright, I will tell her.
Rica: Thank you very much.
Nora: You are welcome.

Divides the class into two groups, one to say Noras line
and the other Ricas line.
2.Post Reading
1. What did Rica asks Nora to do? Why did Rica not able
to go to school that day? What did Nora say? What did
Nora answer?
3. Engagement Activity
Say:
Get a partner. Practice a telephone conversation. Use
your own names. Think of another reasons why you ask
for an excuse for not being able to go to school.
4.Have the pupils show the conversation they have made in
class.
Have the pupils must see to it that they use courteous
expressions in their conversation.
5.Ask:
What are the courteous expressions used in the
conversation?
How are you going to start a telephone conversation?
How will you end it?
What must you do while talking in the phone?
6. Let the pupils read the Thank You letter.
Observe how it is written and take note with the
courteous expressions used.

497

San Jose, Sta. Cruz


Ilocos Sur
January 17, 2012
Dear Rosa,
Thank you for inviting me to your birthday party. I have
asked my mothers permission to attend. She said I can come. I
will be very happy to come to your birthday party on Saturday.
See you then.
Your friend,
Dina
Let the pupils read the letter by whole class,
by row/group and individually
7.Ask the following questions:
1.Does Dinas letter contain all the parts of a letter?
What is the heading?_______________________
What is the greeting? ______________________
How did Dina start the letter?
What are the words that begin with a capital letter?
What punctuation marks are used?
When do we use comma?
How do we begin the body of the letter?
2. Let the pupils do the activity in the LM #121 on
Page 177.
3. Ask: What are the parts of a Thank You
letter? How do we write each part?
E. Evaluation
1.Say:
Act out a telephone conversation with your partner. Use the
situation below. Rate your partner using the rubrics
provided.
Call up your cousin and invite her/him to go with you to
visit your grandmother.

498

Ikkan ti tsek (/) ti batog ti umno nga iskor mo


Detalye
1.Nairugi ti panagsarita a nagaramat ti
nadayaw a pagsasao.
2. Naited ti amin a detalye ti
impormasion a kayat nga ibaga.
3. Nadayaw ti panangileppas ti
panagsao.
4.Naileppas ti panakisarita a nadayaw.

2.Write a Thank You letter.


Use the situation stated below following the correct
format of writing.
(You invited your friends to your birthday party. After the
party, you write a thank you letter to those who attended your
party.)
________________________
________________________
________________________
__________________________,
_______________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________.
___________________,
_____________________
F. Assignment
Write three courteous expressions you are using at home.

499

DAY 5
Evaluation
Objectives
1. Read with understanding legends consisting of words being
studied
3. Spell content words in the list of vocabulary word
4. Identify the beginning, middle and end of a literary text read
6. Use courteous expressions in culturally appropriate
situation-telephone conversation.
7. Explaining common synonym and antonyms
8. Follow a model to write a thank you letter
9. Write letter observing the correct format of a thank you letter
I.Choose the letter of correct answer
1.What did Angalo feel when Aran was lost?_____________________
a.happy

b. glad

c. sad

d. pleasant

2. Which of the following traits describes Aran?


a.lazy
b. industrious
c. lonely
d. sad
3-4.Kitaen ti litrato, ania ti ipakpakitana daytoy.Piliin ti umiso iti
uneg ti kahon.

bimmalasiw, nagdaliasat,
Agin-inana, agkarkararag

500

bimmalasiw, nagdaliasat,
Agin-inana, agkarkararag

5.Idi nalpas a nagkararag ni Angalo, pinunas na ti leng-et na ket


inwarsi na,nagabut-abot dagiti bato a ganidusan ((nagdisuan) ti
lIng-etna.
Isurat ti kusto nga ispiling ti sao nga naugedan.
6.Pangaasiyo apo ta saandak nga an-anuen, situtured nga inbaga in
Aran kadagiti tallo nga managdakdakes a higante.
Sakaren ti mangipakpakita ti courteous expression.
(Pangaasiyo apo ta saandak nga an-anuen)
7.Piliin kadagiti sumaganad ti courteous expression iti panakisao iti
telepono.
a. Agyamanak ti isasangbaymo
b.Sige, bye agyamanak ti tawag mo
c. Pangaasim kuma mestra ta palubusam toy anakko.
d. Agyamanak apo ti subalitmo iti suratko.
8.Sungbatan dagiti sumagannad a saludsod manipud ti istoria
Angalo. Isurat no daytoy ket Makita iti umuna, tennga wenno
maudi a paset ti istoria.

Nagdaliasat ni Angalo iti adayo a lugar tapno


sapulin na ti babae nga ay ayaten na.
501

Naayat ni Aran kadagiti mula, pagay-ayo na ti


agpaspasiar iti minuyongan.
Idi ituloy ni Angalo ti mangsapul ken Aran,
kinagat ti alinggagama ti mukod na.
Idi tultulongan ti Angalo dagiti tattao, intaray ti 3
a managdakdakes nga higante ni Aran.

9.Isurat no synonym wenno antonym dagiti sao a


sumagannad.
nalibnus-napintas ( synonym, antonym)
nagaget-nasadut ( synonym, antonym)
napaspas-napardas ( synonym, antonym)
nataer-naalas ( synonym, antonym)
10.Write a Thank You letter. Use the situation stated below
following the correct format of writing.
(You invited your friends to your birthday party. After the
party, you write a thank you letter to those who attended your
party.)
________________________
________________________
________________________
__________________________,
_______________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________.
___________________,
_____________________

502

APPENDICES
DAGITI SUNGBAT
(Key to Correction)
UMUNA A TALLO A BULAN TI TAWEN
Aramiden 1, page 2
(Answers may vary)
aso-baso

Aramiden 2, page 3
ili-sili
makan-ikan
mapa-apa
lata-mata

Aramiden 3, page 4
bassit, nangisit
agdigos, nadalus
tulang, Lelang,
gayyem, isem
Aramiden 4, pages 5-6
nanang
tatang
manong
manang
Aramiden 5, page 7
(Answers may vary)
Aramiden 6, page 8
tatang
tiendaan
lapis
Vigan
nanang
aso
503

Aramiden 7, page 9
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Aramiden 8, page 10
(Refer to pupils output)
Aramiden 9, page 11
Dr., Inhin., Kap., Ark., Atty., Sen., Ptr., Pres., Ins., Dip.
Aramiden 10, pages 12-14
(Answers may vary)
Aramiden 11, pages 15-17
1. pangpormal
6. pangturog
2. pangturog
7. pangkasual
3. pangkasual
8. pangturog
4. pangpormal
9. pangkasual
5. pangkasual
10. Pangpormal
Aramiden 12, pages 18-19
1. nalabaga
6. amarilio
2. berde
7. nalabaga
3. amarilio
8. berde
4. nalabaga
9. nalabaga
5. amarilio
10.nalabaga
Aramiden 13, pages 20-23
1. dagitoy
6. dagitoy
2. dagidiay
7. dagidiay
3. dagidiay
8. dagitoy
4. dagitoy
9. dagitoy
5. dagitoy
10.dagidiay

504

Aramiden 14, pages 24-25


1. asom
6. lapisko
2. hardinmo
7. dingwenda
3. gayyemmo
8. bayyabasko
4. nanangmo
9. librona
5. tatangko
10. balaymo
Aramiden 15, pages 26-29
1. naganko
2. asom
3. bagna
4. pagadalanmi
5. balonko

6. aywanko
7. kabsatko
8. nanangko
9. librok
10.lupotko

Aramiden 16, pages 30-31


makita-mata; marisda-pintasda; aglawlaw-makapukaw;
uwaw-dumar-aw; aglaw-law-uwaw; makapukaw-dumar-aw;
aglawlaw- dumar-aw; makapukaw-uwaw; pintasnan-hardinnan;
Perlan-umaykan; pintasnan-Perlan; umaykan-kardinnan
Aramiden 17, pages 32-33
(Answers may vary)
Aramiden 18, pages 34-36
1. Isuna
6. Isuda
2. Siak
7. Isuda
3. Siak
8. Isuna
4. Siak
9. datayo
5. Isuna
10.Isuda
Aramiden 19, pages 37
Siak, isuna, isuna, Isuna, __kami
Aramiden 20, page 38
1. Lunes
2. Domingo
3. Martes
4. Sabado
5. Huebes
6. Mierkoles
7. Biernes
Aramiden 21, page 39
(Refer to Learners Material)
505

Aramiden 22, page 40


(Answers vary)
Aramiden 23, page 41
(Refer to pupils output)
Aramiden 24, page 42
(Answers may vary)
Aramiden 25, page 43-44
1. agsagsagad
2. agmulmula
3. agbasbasa
4. aglutluto
5. agkarkarayam
Aramiden 26, page 45
1. aglutluto
2. agdadait
3. agar-arado
4. agdaldalus
5. agarado
Aramiden 27, page 46
Kadagiti Amin a Bumarrangay,
Maawiskayo amin a tumabuno iti maangay a taripnong inton
Domingo, oras ti alas dos iti malem idiay Barangay Hall.
Pagsasaritaantayo no kasanotayo nga ipatungpal ti Greening
Program ti gobiernotayo.
Manamnama ti kaaddatayo amin,
P.B. Ernesto Cruz
Aramiden 28, page 47
tattao
Panagmula ti kayo
bambantay
kabakiran
madadael
506

layus
panagreggaay ti dagdaga
biag
sanikua
kaykayo
lubong
Aramiden 29, pages 48-49
1. b. apoy
2. a. baboy
3. e. kalapaw
4. d. lugaw
5. c. balay
Aramiden 30, pages 50-51
1. aglablaba
2. agsursurat
3. agtaktakder
4. agsalsala
5. agdigdigos
Aramiden 31, page 52

B
A
L
L
A
S
I
W
S

A
P
O
Y
S
A
W
A
A

W
A
Y
W
A
Y
L
L
G

A
G
I
W
L
A
U
A
A

Y
K
A
H
O
Y
G
A
Y

Aramiden 31, pages 53-54


Tatang
Nanang
Manong
Manang

507

B
A
B
O
Y
B
A
G
S

B
A
L
A
Y
A
W
I
A

K
A
L
A
P
A
W
W
Y

Aramiden 32, page 55


1. agmulmula
2. aglutluto
3. tumulong idiay taltalon
4. agaw-awir
Aramiden 34, page 56
1.
2.
3.
4.
5.
Aramiden 35, page 57
(Answers may vary)
Aramiden 36, page 58-59
A. nagkali, nagsibog, nagdalus, nagruot, nagsakdo, nagburas
B. 1. Nagaarado
2. Naglaba
3. Nagay-ayam
4. Nagpasiar
5. Imminom
Aramiden 37, page 60
(Refer to pupils output)
Aramiden 38, pages 61-62
A. traktor, transistor, grupo, klasrum, trabaho, agklase, agsao
B. (Answers may vary)
MAIKADUA A TALLO A BULAN TI TAWEN
Aramiden 39, page 63-64
1. prutas
2. blusa
3. plato
4. plantsa
508

5. gripo
Aramiden 40, page 66
A. 1. napnapno
2. nadaldalus
3. napuspuskol
4. napimpintas
5. nadagdagsen

6. nalalaing
7. naluklukmeg
8. nakutkuttong
9. nasirsirib
10.napatpateg

B. 1. kapudotan
2. kalakaan
3. katuredan
4. kagagetan
5. kaimutan

6. kapigsaan
7. kalawagan
8. kaadaywan
9. kaalistuan
10.kasingpetan

Aramiden 41, page 67


1. napigpigsa, kapigsaan
2. natibker, natibtibkker
3. dakkel, kadakkelan
4. naranraniag, karaniagan
5. adayo, naad-adayo
6. nadalus, nadaldalus
7. basbassit, kabassitan
8. nasamsam-it, kasam-itan
9. baro, kabaruan
10.simple, kasisimplian
Aramiden 42, pages 68-69
(Answers may vary)
Aramiden 43, pages 70-71
1. Siak
2. kalding, nuang ken kabalio
3. kabalio
4. kalding
5. taltalon ni lolong diay probinsia
Aramiden 44, page 72
1. Dakkel ti manok.
2. Dakdakkel ti kalding ngem ti manok.
3. Kadakkelan ti kabalio kadagiti tallo a dinguen.
4. Bassit ti kabalio.
5. Basbassit ti kalding ngem ti kabalio.
6. Kabassitan ti manok kadagiti tallo a dinguen.
509

Aramiden 45, page 73


1. S
6. C
2. S
7. P
3. P
8. S
4. P
9. P
5. C
10.P
Aramiden 46, page 74
1. gripo-grupo
2. plantsa-plete
3. tsokolate-tsinelas
4. ngipen-ngiwat
5. trapo-trianggulo

6. prito-prutas
7. ngilaw-nganga
8. plaka-platito
9. Planggana-plasa
10.krayon-krema

Aramiden 47, page 75


Prutas
kaimito
saba
sandia
bayabas

Nateng
paria
tabungao
kamatis

Aramiden 48, page 76


1. radio
2. panga
3. nanang
4. pinya
5. unas

Karne/Ikan
karne ti manok
tilapia
karne ti baboy

6. ugsa
7. danum
8. makan
9. napudaw
10.atep

Aramiden 49, 77-79


1. Natayag
Ni Rey ket natayag.
Ni Lito ket nataytayag ngem ni Rey.
Ni Nilo ti katayagan kaniada a tallo.
2. Dakkel
Ti balay da Rose ket dakkel.
Ti balay da Rina ket dakdakkel ngem ti balay da Rose.
Ti balay da Roda ti kadakkelan a balay kadagiti tallo.
3. Napuskol
Ti komiks ket napuskol
Ti libro ket napuspuskol ngem ti komiks.
510

Ti diksionario ti kapuskulan kadakuada.


4. Bassit
Ti pusa ket bassit.
Ti koneho ket basbassit ngem ti pusa.
Ti bao ti kabassitan kadakuada.
5. Nangina
Nangina ti lapis.
Nanginngina ti bolpen.
Kanginaan ti pentel pen
Aramiden 50, page 80
A. 1. napimpintas
2. kasapaan
3. naim-imas
4. nalablabbaga
5. kaaduan
B.
No Maysa ti
Sarsaritaen
1.
2.
3.
4.
5.

atiddog
nalamuyot
nagaget
nataray
nalamiis

No Dua ti
Pagdiligen
naat-atiddog
nalamlamuyot
nagaggaget
natartaray
nalamlamiis

Aramiden 51, page 81


1. agkarkaramot
6. mangilutluto
2. agbuybuya
7. aglaglagto
3. agsagsagaysay
8. agsagsagad
4. agdigdigos
9. agdandaniw
5. agbasbasa
10.nagdadael
Aramiden 52, pages 82-83
1. magmagna
6. mangmangan
2. aggelgelgel
7. agbisbisikleta
3. agkopkopia
8. agkarkarayam
4. agsarsarita
9. aggus-gusugos
5. agtartaray
10.aggatgatas

511

No Tallo Wenno
Ad-adu ti
Pagdiligen
kaatiddogan
kalamuyotan
Kagagetan
Katarayan
kalamiisan

Aramiden 53, page 83


1. agsursurat
6. mangisursuro
2. naggapas
7. nagsibog
3. nagluto
8. nangan
4. nagay-ayam
9. nagbagkat
5. aglablaba
10.agpunpunas
Aramiden 54, page 84
Madama a
maar-aramid a tignay
1. agkankanta
2. agsalsala
3. magmagna
4. agug-ugas
5. umin-inom
6. matmaturog
7. agsipsipilio
8. agdig-digos
9. agburburas
10. agsibsibog

Nalpasen a tignay
nagkanta
nagsala
nagna
nagugas
imminom
naturog
nagsipilio
nagdigos
nagburas
nagsibog

Aramiden 55, page 85


1. kalapaw
2. Tata Ambo
3. agdalan iti dan-aw ken rangtay
4. Kawitan
5. kalapaw-dan-aw; bantay-rangtay; kawitan-kapitan; ray-awinaldaw; kumablaaw-aglawlaw
Aramiden 56, pages 86-87
1. Kathleen, Ana ken Ivy
2. nagnagna
3. nagpasiar
4. tulungan a mangkita kadagiti kakaduana ken ikkan ti taraonna
5. naasi, mannakitulong, managayat
6. Wen, agsipud ta napntas a kabanbalin ti inda impakita iti ubing
nga agkasapulan iti tulong
7. Tuladen ti inaramidda Kathleen, Ana ken Ivy
8. Agsipud ta nakatulongda ti maysa nga ubing nga agkasapulan iti
tulong
9. Dagiti Tallo nga Aggagayyem/Dagiti Mannakitulong nga
Aggagayyem
10. naasi, mannakitulong, managayat
512

Aramiden 57, pages 88-89


A. (Refer to pupils output)
B. 1. wen
2. wen
3. wen
4. wen
5. wen
Aramiden 58, pages 90-91
1. piek
2. kalding
3. pato
4. manga
5. pato
Aramiden 59, page 92
Kolor
puraw
nalabbaga
nangisit

Sukog
kasla bituen
trianggulo

Klase

Aramiden 60, page 93


A. 1. naimas
2. baro
3. nabanglo, napintas
4. nasingpet, natulnog
5. nalabbaga, naluom
B. 1. berde
2. tsokolate
3. nalinak
4. nasingpet
5. bassit ken nalukmeg
Aramiden 61, page 94
1. nasingpet
6. nalamiis
2. nalaing
7. naulimek
3. nalukmeg
8. Napipintas
4. nadalus
9. alisto
5. natulnog
10.Naparpardas
Aramiden 62, pages 95-96
(Answers may vary)
513

Tekstura
nalamuyot
nakirsang

Aramiden 63, pages 97-98


1. iti
2. ti
3. ti
4. ti
5. ti
Aramiden 64, pages 99-101
1. ti rabaw ti lamisaan
2. iti uneg ti frame
3. abay ti manongna
4. sirok ti kayo
5. rabaw ti lamisaan
Aramiden 65, pages 102-103
1. B
2. B
3. B
Aramiden 66, page 104
(Answers vary)
Aramiden 67, pages 105-106
EYRAN
Aramiden 68, page 107
1. agdigdigos
2. agsursurat
3. matmaturog
4. agsalsala
5. agtaktakder
Aramiden 69, page 108
1. sirok
6. ruar/uneg
2. uneg
7. uneg
3. uneg
8. rabaw
4. rabaw
9. uneg
5. sirok
10.sirok
Aramiden 70, pages 109-110
1. a
2. a
3. a
4. c
514

5. a
Aramiden 71, page 111
1. agen-ensayo
6. agsursuro
2. agtartaray
7. agur-uray
3. agpunpunas
8. agsagsagad
4. agbirbirok
9. agpakpakan
5. agdurduron
10. agkiwkiwar
Aramiden 72, pages 112-113
(Answers may vary)
1. Agsibsibog ti mula ni manang.
2. Agbalballasiw ti Nana Maria diay kalsada.
3. Agsagsagad ti dua nga ubbing.
4. Agay-ayam ti dua nga lallaki nga ubbing ti sipa.
5. Agbasbasa ti pagiuarnak ni tatang.
Aramiden 73, page 114
1. kasangsangpet
6. agdengdengdeng
2. agtartaray
7. agtaytayab
3. agay-aywan
8. agkankanta
4. agis-isem
9. agin-inum
5. agidasdasar
10.agul-uli
Aramiden 74, pages 115-116
1. b
2. b
3. a
4. b
5. a
Aramiden 75, page 117
1. saanna a kabaelan
2. kabaelanna
3. saanna a kabaelan
4. saanna a kabaelan
5. saanna a kabaelan

6. kabaelan
7. saanna a kabaelan
8. kabaelan
9. kabaelan
10.kabaelan

Aramiden 76, page 118


1. saan
2. wen
3. saan
4. wen
5. saan

6. wen
7. saan
8. wen
9. wen
10.wen
515

Aramiden 77, page 119-120


(Answers may vary)
MAIKATLO A TALLO A BULAN TI TAWEN
Aramiden 78, page 121
1. igid ti kalsada
2. ngato ti kayo
3. uneg ti tukador
4. sirok iti tugaw
5. uneg ti abot
Aramiden 79, page 122
Napan ni Tata Kulas diay alug a nakalugan ti pasagad. Nakita dagiti
tattao ni Tata Kulas nga aggapgapas diay tengnga ti alug. Idi
malpasna daytoy ti ar-aramidenna, napan diay tambak tapno aginana
bassit. Kalpasanna, nagawiden daytoy. Nasabatna ni Tata Sepas a
nakalugan diay pasagad a nakaikargaan ti irik a nagapasna.
Aramiden 80, page 123
1. plasa
2. blusa
3. agplanplantsaak
4. plastic
5. grasa
Aramiden 81, page 124
(Answers may vary)
Aramiden 82, page 125
pl
plato
platito
planggana

bl
bloke
blusa
Blessie

Aramiden 83, page 126


(Answers may vary)
Aramiden 84, page 127
(Please refer to pupils work)
Aramiden 85, page 128
(Answers may vary)
516

gr
gripo
grotto
grado

Aramiden 86, page 129


1. B
2. C
3. D
4. E
5. A
Aramiden 87, page 130
1,2,4
Aramiden 88, page 131
4
Nagpakada dagiti ubbing nga agawiddan diay pagtaengada.
3
Nagyaman ti prinsipal kadagiti bisita.
5
Binilin ti maestro dagiti ubbing nga agannadda iti dalanda.
2
Kalpasan iti makalawas, simmangpet dagiti bisita a mapan
mangted ti donasion a para iti pagadalan.
1
Nagsagana dagiti nagannak, PTA, ub-ubbing ken opisiales iti
barangay para iti isasangbay dagiti sangaili.
Aramiden 89, page 132-133
d, b, a, c
Aramiden 90, page 134
(Answers may vary)
MAIKAPAT A KUARTER
Aramiden 91, page 137
(Answers may vary)
Aramiden 92, page 138
(Answers may vary)
Aramiden 93, page 139
(Answers may vary)
Aramiden 94, page 140
(Refer to pupils output)
Aramiden 95, page 141-142
(Answers may vary)
Aramiden 96, pages 143-144
Maiparit ti agpuros iti sabong
517

Iddepen ti silaw no saan nga us-usaren


Sumrek ti husto nga oras
Agulimek a sumrek iti kuarto a pagadalan
Aramiden 97, pages 145-146
1. a
2. b
3. a
4. a
5. a
Aramiden 98, page 147
4 Nagtudo iti napigsa.
1 Agbirbirok iti taraon ni pusa tapno adda nakasagana a kanenda
iti panawen ti panagtutudo.
5 Awanen ti mabalin a kanen ni billit.
2 Agay-ayam laeng ti aramid ni billit idi panawen iti kalgaw.
3 Inawis ni billit ni pusa nga agay-ayam.
Aramiden 99, page 148
(Answers may vary)
Aramiden 100, pages 149-150
(Answers may vary)
Aramiden 101, pages 151-152
1. Agyaman ken ni Apo Dios babaen iti kararag gapu ti maysa manen
a nasayaat aldaw
2. Simpaen dagiti nagiddaan
3. Agmulumog
4. Agsukat ti kawes a mapan iti pagadalan
5. Sagaysayen ti buok
6. Mamigat tapno adda pigsa a mapan iti pagadalan
Aramiden 102, page 153
1. naprito
2. plato
3. Agtrabtrabaho
4. klase
5. Plinantsa
Aramiden 103, page 154
1. blusa
518

2.
3.
4.
5.

plasa
drum
gripo
tsiko

Aramiden 104, page 155


(Answers may vary)
Aramiden 105, page 156
(Answers may vary)
Aramiden 106, page 157
(Answers may vary)
Aramiden 107, page 158
(Answers may vary)
Aramiden 108, page 159
(Answers may vary)
Aramiden 109, page 160
(Answers may vary)
Aramiden 110, page 161
1. balay
6. natan-ok
2. ridaw
7. banuar
3. karayan
8. adal
4. adalem
9. tulong
5. sabado
10.talento
Aramiden 111, page 162
(Answers may vary)
Aramiden 112, page 163
(Answers may vary)
Aramiden 113, page 164
1. 2 Nagdigos ni Loida.
1 Nasapa a nagriing ni Loida.
3 Nangan ti pammigat.
4 Napan ti eskwela.
2. 1
2

Nagbatir iti itlog ni nanang.


Ninayunanna ti arina diay nabatir nga itlog.
519

3 Inikkanna ti gatas ken butter.


4 Nilutona diay hotcake diay pariok.
3. 2
1
3
4

Sinabunanna dagiti bado a labaan.


Inurnongna dagiti mureng a lalabaan.
Binalnasanna ti namintaalo ti nilabaanna.
Insalapayna dagiti nilabaanna.

Aramiden 114, pages 165-166


A. Kinnan dagiti manok dagiti naluom a bunga ti kamatis
B. a
C. a
D. b
E. b
Aramiden 115, page 167
(Answers may vary)
Aramiden 116, page 168-169
1. rangtay
2. pupukan
3. buybuyaen
4. itlog
5. pabo
Aramiden 117, page 170-171
Angalo, Aran
Aramiden 118, page 172
1.higante
2.biniruk
3.kimat
4.nagparintumeng
5.napasnek
6.pinilit
Aramiden 119, page 173-174
A.1.tengnga
2.umuna
3.tengnga
4.maudi
5.tengnga
B.1.Naimbag a bigat
2. Komusta
3. despensarem
520

4. agyamanak
5. Awan aniaman na
Aramiden 120, page 175
A. 1.bassit-ababa
2.nauyong-naranggas
3.naragsak-narambak
4.nalawag-nasilnag
5.nakipet-nailet
B. 1.c
2.e
3.d
4.a
5.b
C. 1.higante
2. managdakdakes
3.hardin
4.maladaga
5. kararag
Aramiden 121, page 176
(Please refer to pupils output)

521

GLOSSARY
A
agkakaingas /agkakaingas/adj. agkakarupa
agkaykaysa /agkaykaysa/adj. agdidinnanggay
agar-arab / agararab/v. mangan ti ruot
agaw-awir /agawawir/v. agay-ayam
aglawlaw /aglaw law/ n. arubayan
aglaylayag /aglaylayag/v. nakaluganti Bangka ngaaddalayagna
aglulumba /aglulumba/agtitinnaray
agobra/agobra/v. agtrabaho
agnaed /agnaed/ n. aggian
anniniwan /anniniwan/n. shadow
agparbeng/agparbeng/ agtalna
agreggaay /agreggaay/v. agrugnay
agsangsangit/agsangsangit/v. agibibit
agsapa/agsapa/adj. bigbigat
agtubtubong ti kwarta /agtubtubong/v. agur-urnong ti kuarta
alug/alug/n. parte ti talon nga adda danumna
arapaap/arapaap/n. tarigagay, ambisyon
B
baggak /baggak/ n. bituentiagsapangamakitaitidaya
baknang /baknang/adj. taongaadutisanikuana,
nasaliwanwantibiagna
bagnet/bagnet/n. lechon kawali
balikas/balikas/n. sao
benneg /benneg/n. parte
C
CABLA Communjcative Activity Based Language Acquisition
D
Dinguen /dinguen/n. taraken
dinayaw /dinayaw/v. respect
dumar-aw/dumaraw/v. kumita, bumisita
G
gameng /gameng/ n. sanikua, kinabaknang
gungunaan /gungunaan/v. ikkantipremyo,ikkantipammadayaw

522

H
HOTS

Higher Order Thinking Skills

I
Idauluan/idauluan/v. ipanguluan
Impuruak /impuruak/v. inbakal, inbato
inauna /inauna/ adj. natataeng, immuna a naiyanak
insakibut /insakibut/ v. inkabil ti maysa a banag iti uneg ti bado
ipatpateg/ipatpateg/v. ay-ayaten
isla /isla/ n. maysa a pormatidaga a danumtiaglawlawna
K
Kannawidan/kannawidan/n. nakairuaman
Kabangibang/kabangibang/n. kaarruba a lugar
Kawes/kawes/n. bado
Kinasirib/kinasirib/n. kinalaing
Komunidad/komunidad/n. gimong
Kueba/kueba/n. gukayab, rukib
L
Lelang /lelang/n. apong a baket
M
Makitabuno/makatabuno/v. makidar-ay
maliklikan /maliklikan/v.malappedan, avoid, prevent
mangngalap/mangngalap/n. aggal-ala ti ikan, fisherman
maprotektaran/maprotektaran/v. masalakniban
mapukaw /mapukaw/v. maawan, saan a mabirokan
N
Nadayaw/nadayaw/adj. naraem
nakabirok /nakabirok/v. nasapulan, nabirokan
nakurapay /nakurapay/adj. awantisanikuana, narigattipanagbiagna
nagdappat/nagdappat/v. dinalusan ti maysa a lugar inggana a
mabalin a pagyanan
nagannak /nagannak/n. nagtaudan wenno naggapuan kasla kada
tatang ken nanang
naginnalamano/naginnalamano/v. naginnabrasa
nagduyos/nagduyos/v. nagrayo
nagtaudan/nagtaudan/n. naggapuan, origin
naisangsangayan/naisangsangayan/adj. naidumduma, unusual
nakurapay/nakurapay/adj. napanglaw
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nangpalatak/nangpalatak/n. nangpabigbig, famous


napalanguad/napalanguad/adj. napangas, nalastog, boastful
narimat /narimat/adj. nalawag
nasamek/nasamek/adj. naraboy, napuskol ti mulmulana, robust
nasikkil/nasikkil/adj. natibker, stiff
nasin-aw/nasinaw/adj. natarnaw, naliknaw, clear
nasipnget /nasipnget/adj. awantilawag
nasirib /nasirib/adj. nalaing, alerto
P
Pagadalan/pagadalan/n. eskuelaan, school
Pagpannakkel/pagpannakkel/adj. pagtuladan. Someone to be proud
of
Pagtaengan/pagtaengan/n. balay, residence
Pangkasual/pangkasual/n.kawes no mapan agpasiar
Pangpormal/pangpormal/n. isuot a mapan simbaan
Pangturog/pangturog/n. kawes nga usaren ti rabii
Parupo paragraph
plano /plano/v. ganuat, panpanunutenngaaramiden
piraso /piraso/adj. puted, iwawennogerret
R
Ray-aw/rayaw/adj. mangted ragsak, make fun
ragsak/ragsak/adj. make fun
rimat /rimat/adj. lawag, sumilap-silap, twinkle
ruot/ruot/n. grass
S
Saguday/saguday/adj. ugali, talugading
Sarita/sarita/n. sentence
Sinakmasl /sinakmal/v. inalon-on, kinagat
T
Tantan-awan/tantanawan/v. kitkitaen
Taraon/taraon/n. pagbiag, food
Tarigagay/tarigagay/v. kalikagom, kayat a mapasamak
Tignay/tignay/v. balikas a mangipakita ti garaw, verb
tuangen v. /tuangen/ paiddaen, itumba
tumabuno v. /tumabuno/ nakipartisipar, dumar-ay
TPR
Total Physical Responce

524

U
Umyan/umyan/v. maturog iti sabali a lugar, sleep in another place
ulila /ulila/n. nataytitatangwennonanangna
uliteg /uliteg/n. kabsat a lalakinitatangwennonanang

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BIBLIOGRAPHY
Malone, Denniset. al., 2010.K to 12 Curriculum (Mother Tongue
Competencies)Two-Track Approach to Teaching Children
to Read andWrite Their First Language ( L1): A
Handbook for Trainers
Villaneza, Rose, et. al., K to 12 Curriculum on Mother Tongue
Developing Comprehension in Young Readers (Lesson Plans
from RAP Conventions-Vol. 1)
http://planetmagazine.com/pm3/the bell.htm
http://planetmagazine.com/pm3/thebell.htm
http://www.longlongtime ago.com/llta_fable_ant
grasshopper.html
http://www.imdb.com/title/tt0097757/
http://saluyot.wordpress.com/2009/06/02/da-angalo-kenaran/
http://www.ilocandia treasures.com/2011/02/ilocos-surcelebrates-kannawidan.html
http://leftysalute.wordpress.com/2012/05/03/the-legend-ofthe-mango-tree/
http://wiki.answers.com/Q/Author_of_the_story_Luis_yangco

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