Sinugbuanong Binisaya Teacher's Guide Q1-4 PDF

Week 1
I. Objectives
At the end of the week, the pupils are expected to:
1. Introduce oneself, family, friends, and others using naming words and
pronouns in culturally appropriate manner. (Grammar Awareness)
2. Talk about pictures presented using appropriate local terminologies with
ease and confidence; animals, mechanical objects, musical instruments &
environment (Oral Language)
3. Perceive / Comprehend and produce sounds heard (Locally – Animals,
Mechanical Devices, Objects, Musical Instruments, Environment, L1
Alphabet) (Phonological awareness)
4. Use correctly the terms referring to conventions of prints: (book, front and
back cover beginning, ending, title, page, author, and illustrator) (Book
and print knowledge)
5. Write using a comfortable and efficient pencil grip (Handwriting)
6. Develop and use vocabulary by listening to: sounds produce and heard
locally from Animals, Mechanical objects, Musical instrument,
Environment,(Vocabulary)
7. Reading Comprehension:
a. Predict what the story is about based on personal experiences
(Activating and prior knowledge)
b. Recall important details in a) Listening Stories b) Shared reading
stories, c) Experience stories, d. Children’s stories listened to.
(Comprehension of literary text) & (Comprehension of informational
text)
c. Manifest enjoyment in producing the sounds of local Animals,
Mechanical Objects, Musical instruments, & environment (Attitude
toward language, literacy and literature)
II. Subject Matter

A. Topics:
1. Grammar
Introduction of oneself
2. Oral Language/Listening Comprehension

a. Listening attentively to story being read.
b. Ask and answer simple questions based on the story heard.
c. Listening and responding to texts by recalling the important details
in the story.
d. Perceive / Comprehend sounds heard (Locally – Animals,
Mechanical Devices, Objects, Musical Instruments, Environment,
L1 Alphabet, etc.
e. Producing sounds heard locally from Animals, Mechanical
Devices, Objects, Musical Instruments, Environment, L1 Alphabet,
etc.
f. Comprehend the meaning of the sound heard.
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g. Familiarize with L1 Alphabet.
3. Vocabulary
a. Getting the meaning of words presented through illustrations or
demonstrations.
b. Naming of animals, objects, kinds of transportation, musical
instrument, mechanical devices, etc. that produce sounds.
4. Handwriting
a. Using proper eye-hand movement skills in handwriting: Left-right,
top-bottom
b. Tracing/Connecting dots to form lines/figures
B. References
a. K to 12 Curriculum Guide
b. Two-Track Approach to Teaching Children to Read and Write Their
First Language (L1): A Guidebook for Trainers (Susan and Dennis
Malone, 2010)
c. Activities for Early Grades of MTBMLE Program (Susan Malone,
2010)
d. Language Curriculum Guide by SIL International and SIL Philippines
MTBMLE Consultants
C. Materials:
a. “Getting to Know You” Puppets, Realia: guitar, ukulele, cymbals,
trumpet, whistle, spoon, wooden sticks, indigenous musical
instruments, etc.; pictures of transportation, animals, objects, etc. that
make sound; Activity sheets for connecting dots; Manila paper with
figures of objects, animals to be connected by the dots; Film strips,
videos, films, Big Picture or Diorama featuring musical instruments or
sounds in the environment, L1 Alphabet Song.47
b. Listening Story: “Ang mga Hayop sa Umahan”
D. Theme: “My Family and I (likes and dislikes; daily tasks/activities)”
III. Learning Activities
DAY 1
A. Preliminary Activities
Greetings with a song ”Maayong Buntag” (pls. see appendices)
B. Motivation
Question: Do you have any friend here inside the room? (Call 2 or 3
pupils to mention their friends.)
C. Presentation
The teacher will introduce herself with the use of a puppet.
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D. Developmental Activity
a. Form a big circle. Give instruction to the pupils that they must listen
attentively and memorize at least 5 names of their classmates.
b. Give 1 or 2 minutes to every pupil in introducing one’s name, address

and age.
Call some pupils to mention 5 names.Have a short grouping game,
“The Wind Blows”, with background music, “Getting to Know You”.
c. Instruction Example:
When the teacher will say, the wind blows to all pupils wearing
slippers, all pupils wearing slippers will group into one (1). Then have
a 2-3 min. introduction, and so on.
E. Teacher’s Enrichment
The teacher will appreciate the good deeds of the pupils.
F. Evaluation
Call a pupil to mention 10 names of her/his classmates.
G. Assignment
Be ready to name animals or pets in your house.
DAY 2
(Review of greetings using appropriate expressions)
1. Listening Activity
Let the pupils listen to the recorded sounds of animals, mechanical
objects, objects, musical instruments, sound of the environment, or
using realia (e.g. guitar, maracas, traditional musical instruments,
etc.)Teacher asks the children to identify the sounds they heard.
2. Unlocking of Difficult Words (picture/demonstration)
Kapay-kapay hiwid kuyakoy
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tindak ambak
3. Activating Prior Knowledge

a. Teacher shows picture of children going to school (rural or urban
setting) seeing different things, animals, transportation or things
that produce sound. Teacher asks pupils to view and study the
picture. After viewing, pupils will be encouraged to talk about the
meaning and ideas that they can get from the pictures and
illustrations viewed.
b. Ask: Why do you think children are enjoying their walk/travel to

school? Do you have the same experience with the children in the
picture? What have you seen on your way to school? Do these
things produce sounds? What are the sounds you heard on your
way to school?
c. Say: Today, I want you to listen to a story about a child who walks
going school. What do you think are the things he would see and
hear on his way to school?
4. Motive Questions
What are the animals that are mentioned in the story? (Unsa ang mga
hayop nga inyong nadungog sa istorya?) What sound does each
animal produce? (Unsa man ang tingog sa matag usa nila?)
B. Listening Story (Ang Mga Hayop sa Umahan)

Teacher reads a story to the whole class.
a. First Reading: Teacher tells the story in a lively and interesting

manner then he/she stops once in a while to ask pupils
comprehension questions.
Ang Mga Hayop Sa Umahan

ni: Nena V. Miñoza, Ninie Del Rosario
Usa aka adlaw, si Rico nikuyog sa iyang Papa sa umahan.

Sa iyang pag-abot, nisugat kaniya ang iro, “Aw! Aw! Aw!”
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Gitagad niya kini og gihikap hikap ang balhibo.
Nikuyakoy ang ikog sa iro.
Nakit-an niya ang iring ug gitawag, “Ming! Ming! Ming!”

Nanghiwid ang iring ug mitingog, “Miyaw! Miyaw! Miyaw!”
Nagkapay-kapay ang pako ni Bulik ug ni tuktugaok, “Tuktugaok!

Tuktugaok!”
“Pagkadaghan sa mga hayop dinhi sa uma,” singgit ni Rico.
Aduna pay nagtindak - tindak nga nagtingog, “Neeeheee! Neeheee!
Neeheee!”
Nakuratan ang baki nga diha duol sa atabay
Niambak- ambak ug miingon, “Kokak! Kokak! Kokak!
Nahadlok kini sa kabayo.
b. Second Reading: Teacher asks pupils to produce the sounds of

animals, objects or kinds of transportation as she mentioned these
while telling the story.
Examples:
dog “aw-aw-aw;
clock tick-tack;
motorcycle broooom, broooom
5. Engagement Activities
Guessing Game
Divide children into two groups. Group 1 will produce the sound of
animals mentioned in the story, and Group 2 will name it. Children will
do the reverse with each group in the next round. Repeat the process
as many times as possible.
DAY 3
1. Review the sounds heard yesterday

Listening Moment
Teacher again exposes them to the sounds they heard the previous
day and new sounds will be introduced: Sounds that we hear from
animals, mechanical objects, musical instruments, transportation,
environment, etc. Teacher presents objects, pictures of animals, etc.
and demonstrates how each object/animal produces the sounds.
Teacher demonstrates how each sound is produced for several times
and asks the pupils to produce the sounds with him/her.
a. Discuss the meaning of sounds such as roosters crowing, pigs

grunting, horns honking, vendors calling, vehicle sounds, music,
things, children giggling/laughing, etc.
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2. Listening to alphabet song (in L1) based on the letters included in
their orthography) as exposure since pupils will learn the sound of
each letter of their orthography in primer lessons starting Week 3.
a. Pupils sing Alphabet Song in L1 accompanied by the tape recorder.

b. Partner Talk
 Have students close their eyes and listen to what they hear and
then talk in pairs about what they heard, identifying the different
sounds.
 All will tell about the sounds they heard while Bs listen only. The
process will be reversed after two minutes. Teacher will process
the sharing by asking some focused questions.
DAY 4
1. Spot that scene

Teacher presents a big picture featuring the different activities done
by children in the community. Teacher asks the pupils to view and
study the picture first, then teacher asks: Who could point to the part
in the picture that shows a boy feeding the chickens or a girl washing
dishes or children playing hide and seek and others.
2. Dyad
Teacher lets the students talk in pairs about themselves, their family,
likes, dislikes in relation to the picture they have viewed.
Example:
They will talk about their preferences about the sound they heard in
their environment: “Which one they like and which one they don’t like?
Why?”
3. Try It Out Activity

a. Teacher demonstrates first how to write straight line emphasizing
top to bottom, left to right directions for several times. Teacher
asks pupils to try writing straight line on air, on their palms, or
back of their classmates for several times. Now, ask pupils to
trace straight line in the chalkboard or in the prepared practice
sheets (Recycled old calendars maybe used). Then the teacher
continues to demonstrate.
b. Show the following lines: slanting, horizontal, curve, circular lines
one at a time. The pace will depend on the response of the pupils.
4. Tracing/Connecting Dots
Group work:
Teacher presents a figure of an animal or object on the blackboard or
on a Manila paper with the dots. Each pupil will trace/connect two dots
in the figure until it is completed. Pupil identifies what figure has been
formed.
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DAY 5
1. Noisy Neighbor Game

a. Teacher assigns one student to hide behind a screen and make
specific sounds when signalled during the telling of a story.
Teacher begins with: “One early morning, the children were all fast
asleep – (ask children to close their eyes and pretend to sleep) –
when all of a sudden they heard a sound from the house next
door.” At this point the hidden child makes an animal noise from
behind the screen. Teacher says: “Wake up children, what’s that
noise?” Children take turns identifying the sound. Then everyone
says “Noisy neighbor, please be quiet. We are trying to sleep.”
b. Repeat with other students taking turns behind the screen.
2. Show & Tell

a. Students draw a picture of animals or things they like/dislike that
produce sound, describing the picture and why they like/dislike it.
b. Each pupil is given a chance to show to the class what he/she has
drawn and tell something about it. Pupils may also show or
demonstrate how these objects/instruments/animals produce
sounds.
3. Connecting Dots
a. Group work:
Teacher presents a figure of an animal or object on the
blackboard or on a Manila paper with the dots. Each pupil will
connect two dots in the figure until it is completed. Pupil identifies
what figure has been formed.
b. Individual work:
Teacher asks each pupil to connect dots in the worksheet to form
a complete figure of object or animal that produces the sound.
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4. Assessment: Using Rubric
a. Game:
Teacher puts on the floor the pictures of animals that produce
sound. As the pupil hears the sound he steps on the picture that
represents the sound produced or played by the teacher. A point
is given to the first pupil who steps on the correct picture.
b. Relay
Divide the pupils in 4 groups. Teacher prepares set of 5 pictures
(animals, objects, transportation, etc.) arranged in 4 rows. Player
of each group steps on the picture and produce the sound until he
reaches the fifth picture. This goes on until all members of the
group produce the sound of the given picture following the same
process.
c. Individual Work
Teacher asks each pupil to connect dots (slanting, horizontal,
curve, circular lines) in the worksheet to form a complete figure of
object or animal that produces the sound.
5. Enrichment Activity
Film Viewing or Use of pictures
The topic is something about animals in the farm; sounds they hear in
the environment or something related to sounds previously learned.
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WEEK 2
I. Objectives
1. Talk about pictures presented using appropriate local terminologies with
ease and confidence; animals, mechanical objects, musical instruments &
environment (Oral Language.
2. Perceive / Comprehend and produce sounds heard (Locally – Animals,
Mechanical Devices, Objects, Musical Instruments, Environment, L1
Alphabet) (Phonological awareness)
3. Track the text in the correct order: page-by-page, left to right, top to
bottom orientation) (Book and print knowledge.
4. Write using a comfortable and efficient pencil grip (Handwriting)
5. Develop and use vocabulary by listening to: sounds produce and heard
locally from Animals, Mechanical objects, Musical instrument,
Environment, (Vocabulary.
6. Reading Comprehension:
a. Predict what the story is about based on personal experiences
(Activating and prior knowledge)
b. Recall important details in a) Listening Stories b) Shared reading
stories, c) Experience stories, d. Children’s stories listened to.
(Comprehension of literary text) & (Comprehension of informational
text)
c. Manifest enjoyment in producing the sounds of local Animals,
Mechanical Objects, Musical instruments, & environment (Attitude
toward language, literacy and literature)
II. Subject Matter

A. Topics
1. Oral Language/Listening Comprehension
a. Listening attentively to story being read.
b. Asking and answering simple questions based on the story heard.
c. Listening and responding to texts by recalling the important details
in the story.
d. Distinguishing and producing sounds heard (loud and soft; high
and low; fast and slow)
e. Recognizing and producing same/different sounds
2. Book and Print Knowledge

a. Using correct terms referring to conventions of print (front/back
cover, title, beginning/ending page, author and illustrator).
b. Tracking the text in the correct order: page-by-page, left to right,
top to bottom orientation.
3. Vocabulary
a. Geting the meaning of words presented through illustrations or
demonstrations.
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b. Naming animals, objects, kinds of transportation, musical
instruments, mechanical devices, etc. that produce sounds.
4. Handwriting
a. Using beginning writing skills in tracing/connecting dots to form
lines/figures
B. References
Malone, 2010)
2010)
MTBMLE Consultants
C. Materials
Radio/cassette/karaoke and other multi-media materials if available;
“Celendron”, pitch pipe or indigenous materials like coconut/banana
leaves; Whistle, clock; Bottles containing different levels of water; Red
and blue flaglets; Musical instruments/Objects that produce sound (e.g.
stones, wooden stick, cans, iron rod, or any materials available in the
locality; Realia: clock, whistle, ukulele, etc.; Pictures of tricycle, jeep,
airplane etc.
Big Book: “Ang Bag-o Ko nga Paborito”
D. Theme: “My Family and I : Healthy habits”
DAY 1
A. Preliminary Activity
Game: Produce That Sound
a. Teacher shows real objects or picture of objects that produce sounds
one at a time to the whole class. Then pupils produce the appropriate
sound.
Examples:
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Church bell Exploding Alarm clock
ringing firecrackers ringing
Balloon
Thunder
Exploding
b. While examples are given, pupils are asked to identify, if sound

produced is loud, soft, high, and low, fast or slow.
B. Pre-Reading
1. Unlocking of Difficult words
Nanghuyatid (through picture or action/demonstration)

Malikayan (through context)
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Mantikaon (through picture)
2. Activating Prior Knowledge

 Listening to the Radio
 Turn on the radio and let the pupils listen to the news.
 Ask: Do you have radio at home? Do you listen to the
radio? Who among your family members are listening
to the radio? How often do you listen to the radio? Is it
important to have radio at home? Why or why not?
 Say: Today, you will listen to the story about a girl and
her experience with the radio they have at home. Do
you think hearing news over the radio influence the girl
to change her favorite food?
C. During Reading*
1. Interactive Reading
a. Read the title of the story. Introduce the author and the illustrator.
Ang Bag-o Ko nga Paborito

Sinulat ni Dymphna Leizel G. Jocson
Gihubad ni Nena V. Miñoza
Buntag sayo kadto sa Sabado nga na kamata si Ana

tungod sa kakusog sa huni sa radyo.
“Ma, kakusog sa tingog sa radyo, mahimo ba nga
pahinayan kay matulog pa ko?
“Ana, buntag na.Kaligo na aron mamahaw.”
Nanghuyatid si Ana ug nanghipos sa gihigdaan. Pag-adto
niya sa kusina napanimahuan niya ang luto sa iyang mama.
“Hmmmmm, humot. Siguro giluto ni Mama ang paborito
ko nga sud-an.
Pero nahibulong gayud si Ana sa iyang nakita sa lamesa.
“Ma, unsa ang atong sud-an? Gusto ko ang adobong
baboy, adobo puro lang adobo.”
“Ana, dili mayo sa atong lawas ang puro lang adobo o
pinirito. Diba atong nadunggan sa radyo ang gisulti sa
doctor? Malikayan ang mga sakit kon mokaon ta og dili
mantikaon nga pagkaon,sama sa utan ug prutas adlaw-
adlaw. Gani, Ana pahinum-dom nato nga dili lang pirmi
pinirito ang atong sud-anon.”
“O sige Ana kaunon mo ang sinugbang isda ug hiniwa nga
tamatis kay molakaw usa ko sa tindahan. Pagkahuman nimo
og kaon, hugasan mo ang imong gikan-an.”
Wala ni kaon si Ana. Gitakuban niya ang mga pagkaon ug ni
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balik sa kwarto niya. Pagkalapas sa duha ka oras na bati ni
Ana ang tumang ka gutom.
Dali-dali siya nga ni adto sa kusina. Bisan wala siya kauyon
sa sud-an, gikaon niya .
“Ay, lami man diay ang sinugba nga isda ug ang hiniwa nga
tamatis.”
Gikan niadto nisaad na si Ana nga mokaon na siya og mga
sinugba ug utan.
Usa ka buntag, gilutoan siya sa iyang Mama og pinirito nga
baboy nga iyang paborito.
“Ana, bangon na giluto-an ko ikaw sa paborito mo.”
Pagtan-aw ni Ana sa sud-an sa lamesa, mi ingon dayon siya,
“Ma, bag-o na ang paborito ko. Sinugba na, dili na ako sa
pinirito.”
Say: Look at the cover. What do you see? What questions do you
want to ask about the story?
b. Open the book showing the first picture

Ask: What do you see?
Say: Let’s read this page. (Teacher reads the text for that page,
using the pointer smoothly under the text as she reads.)
c. Do the same for each page, asking the pupils what they think will
happen next?
D. Post Reading
1. After reading the story, ask students some questions:
a. What made Ana wake up in the morning?
b. What did her mother ask her to do?
c. Did she obey her mother when she was asked eat her breakfast?
Why?
d. What made Ana change her favorite food?
e. Compare Ana’s old and new favorite foods.
f. If you were Ana, would you change your favorite food? Why?
g. Why do we need to eat nutritious foods like vegetables and fruits?
2. Connecting Dots/Tracing Figures

Divide the pupils into 4 groups. Each group will be given activity sheet
with figures of fruits and vegetables. They have to connect the dots or
trace figures using crayons. Then they have to publish their work and
tell why these foods are important? Teacher will process their
responses.
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DAY 2
1. Review the story

Teacher reads the story without interruption. This is to allow pupils to
move their eyes as the teacher tracks the storyline page by page, left
to right, topto bottom.
2. Introduce the use of correct terms referring to conventions of print.

a. Read yesterday’s story to the class. Every time the teacher reads
a story he/she talks about the title, opening to the first page,
identifying the front and back cover, pointing to the first and last
words, etc. (This is a continuing activity throughout the year
adding other skills about book information).
b. Teacher asks different pairs of students to come up to the front
and point out certain parts of the book. Teacher gives feedback.
c. Teacher passes out books (small books) to children so they will
have opportunity to “read” books. Teacher walks around the room
asking questions about parts of the book.
3. Game: Show me…..

a. Let the pupils work in pairs. Using small book, Partner A says
“Show me the (cover) of the book.” Partner B shows the part of
the book being asked. Pupils will do the reverse with their partners
in the next round. Repeat the process until all terms are mastered
by the pupils.
b. In the story, “Ang Bag-o ko nga Paborito” What kind of sound
awakened Ana?
4. Game: Soft or Loud?

a. Teacher asks the children to form one big group in the middle of
the room.
b. Two posts will be placed at the sides of the room. Post A for Loud
Sound and Post B for Soft sound.
c. A radio will be played with a full volume sound and pupils will be
asked to go to the appropriate Post A. (Pupils who commits error
will be made to sit down.).
d. Next sound from the radio will be adjusted to soft volume. Pupils
will be asked to go to the appropriate Post B. (Pupils who commits
error will be made to sit down.)
e. Step 3 and 4 will be repeated several times alternately or
randomly until two or four pupils are left standing and will be
declared as winners.
5. Partner Talk
A Pupil works with a partner. They will talk about their preferences
about the sound they heard: “Which do you like, soft sound or loud
sound? Why?” Teacher will process the sharing by asking some
focused questions that would relate to the theme.
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6. Tracing/Connecting Dots
a. Using Worksheet pupils connect dots to form objects that produce:
b. Soft and loud sound (e.g. clock, drum)
DAY 3
1. In the story, why did Ana’s mother want her to eat broiled fish, vegetables
and fruits instead of oily foods?
2. Healthy Body from Head to Toe

Sing a song: “Tiil, Tuhod, Abaga, Ulo” (my toes, my knees.....)
3. Teacher introduces high or low sounds.

a. Teacher uses pitch pipe to produce high and low sounds.
b. Game: High and Low Sounds
c. Pupils will raise red flaglets when they hear high sound and white flag-
lets when they hear low sound
Let’s Sing High and Low

a. Pupils sing with the teacher common song in the L1, “Tiil, Tuhod,
Abaga, Ulo”
b. Teacher mimics the sound of common animals or plays a previously
recorded sound with high or low pitch (e.g. goat for high pitch and cow
for low pitch).
4. Teacher introduced fast and slow sounds

Game: Teacher uses drum or maracas. He beats the drum fast then slow
or shakes the maracas fast or slow. Pupils clap their hands when they
hear fast sound and shake their hands when they hear slow sound.
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Let’s Sing Fast and Slow
 Pupils sing with the teacher common song in the L1, “Tudlo, Tuhod,
Abaga, Ulo” in fast and slow pace.
DAY 4
Post Assessment
1. Produce and Identify That Sound
Teacher divides the pupils into two groups. Each group will take turn to
draw out object/picture from the box. They have to produce appropriate
sound while the other group will distinguish whether they hear: loud or
soft; high or low; fast or slow.
Example:
Clock – soft
Bell – loud
2. Move That Body

Pupils listen to the sound played or produced by the teacher. They have
to move their body based on the sound they heard.
Example:
Loud – 1 step to the right
Soft – one step to the left
Fast – clap hands
Slow – shake hands upward
3. Connect Dots/Trace objects that produce loud/soft; high/low; fast / slow

sounds.
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Weeks 3 and 4
I. Objectives:
1. Talk about the pictures presented in relation to personal experiences
2. Listen and respond to others
3. Give pairs of rhyming words found in nursery rhymes, songs, jingles and
chants
4. Give/produce the beginning sounds of letters in a given word
5. Identify differences between letters and differentiate letters from words.
6. Give the letters that begins with the name of the given picture/object
7. Identify specific letter/s in the alphabet, both upper and lower case.
8. Show relationship between sounds and written symbols
9. Match words with pictures and objects.
10. Give the sounds of the specific letter/s in the alphabet
11. Blend specific letters to form syllable/ words
12. Write upper case and lower case letters in print using proper proportion.
13. Write syllables and words using letters Mm/Aa/Tt
14. Use culturally appropriate courteous expressions in different situations.
15. Develop and use vocabulary of words that begin with the target letters.
16. Predict what the story is about based on personal experiences.
17. Confirm predictions after listening to a story.
18. Relate events in the story to personal experiences.
19. Recall important details in:
20. Listening stories
21. Shared reading stories
22. Experience stories
23. Children’s stories listened to.
24. Answer literal level questions to literary text read listened to.
25. Recall important details in:
26. Listening stories
27. Shared reading stories
28. Experience stories
29. Children’s stories listened to.
30. Answer literal level questions related to informational text listened to.
31. Express love for stories by browsing the storybooks read to them and
asking to be read more stories.
I. Subject Matter
A. Topics
1. Oral Language
Listening attentively to story/song heard and talk about pictures.
2. Book and Print knowledge

Tracking the text in the correct order.
3. Alphabet Knowledge
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Familiarizing with L1 alphabet
4. Word Recognition
Identifying or producing the sound of letter names Ma/Aa/Tt
5. Handwriting
a. Writing a comfortable and efficient pencil grip
b. Writing upper and lower case letter Mm/Aa/Tt
6. Grammar Awareness
Identifying names of animals/things
7. Vocabulary Development
Giving the meaning of words presented through pictures or
demonstration.
8. Reading Comprehension
Asking and answering simple questions from the story/song/poem
B. Reference
K-12 Curriculum Guide
C. Materials
picture of a farm with animals, listening story, chart, song, picture poem,
picture puzzle, realia, work trays, letter and syllable cards, riddle
D. Value
Appreciation of the things around
E. Theme: ”My Family and I - Things I enjoy and people I like.”

Example: food, fruits, vegetables, games, toys, friends
II. Procedure
DAY 1
1. Singing the L1 alphabet previously learned

2. Unlocking of Difficulties
napikot
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Unlock the difficult word through picture.
3. Activating prior knowledge

Nakasulay na ba mong napakong?
4. Motive Questions
Ask: Unsay nahitabo nga napikot man ang mata ni Tata?
5. Listening Story
The teacher reads a story to the whole class in a lively and interesting
manner then stops once in a while to ask questions.
Ang Mata ni Tata

Sinulat ni Nena V. Miňoza
Gihan-ay ni Ninie C. Del Rosario
Adunay usa ka bata nga ginganlan og Tata. Nagpuyo siya sa

barangay Taya.
Usa ka buntag sa iyang pagmata, iyang nadunggan ang
kalangas sa iyang silingan. Nidalagan siya padulong sa plasa
nga walay limpyo ang mga mata. “Uy Tata” tawag sa iyang
mama. Milingi si Tata ug napakong sa lamesa. “Ayay, ayay”
siyagit ni Tata. Giduol dayon siya sa iyang Mama. “Naunsa
ka, Tata?” pangutana sa iyang Mama. “Sakit kaayo ang
akong mata,” tubag ni Tata, dungan og trapo sa sinina sa
iyang mata. Gitan-aw ni Mama ang iyang mata. “Hala ka,
napikot naman ang imong mga mata. Sa sunod gani, mag-
amping ka,”pahimangno ni Mama.
After reading the story, the teacher asks the pupils to answer some
questions.
a. Diin nahitabo ang istorya ni Tata?
b. Unsa may nahitabo kang Tata usa ka adlaw niana?
c. Ngano mang napikot ang mata ni Tata?
d. Kon kamo si Tata,unsay angayan nimong buhaton sayo sa buntag?
6. Engagement Activity
Show and tell
a. The teacher places a magic bag containing pictures of things/animals
which name begins with letter Mm.
b. A pupil picks a picture, show it to his/her classmates and ask
somebody to tell its name and talk something about it.
27
DAY 2
1. Singing the L1 Alphabet song (for letter familiarization)

2. Review ( Q and A activity)
a. Recall the story listened to yesterday by asking questions.
b. Have the pupils tell the names of animals/ things mentioned in the
story that begins with the sound of m (/m/).
c. The teacher shows the key picture. She lets pupils identify the picture.
Key picture
mata Key word
ma ta
Syllablebox
3. Teach the letter name and sound of Mm

a. Using the pictures, the teacher says the sound of Mm and the children
follow.
Say: What other names of things begin with letter Mm?
b. Show a chart with word having letter Mm.
Box the letter Mm that you can find in every word.
4. Writing letter Mm
a. Say: This is the big letter M. (Teacher demonstrate how big letter M is
written with counting). Do this three times.
b. Let the pupils do it by writing on air, desk and at the back of their
classmate and palm.
c. Say: This is small letter m. (Teacher demonstrates how small letter m
is written with counting). Do this three times.
d. Let the pupils do it by writing on air, at the back of their classmate and
palm.
5. Writing Exercises
a. Guided Practice
Connecting Dots (as one group in a class)
Connect the dots to form the big and small letter Mm following the
correct stroke with counting. If a teacher has big class size, she can
call 3 pupils at a time and have them do the writing of big and small
letter Mm with counting at the same time.
28
b. Independent Practice
Tracing letter Mm by the pupils
This will be done individually using activity worksheet.
DAY 3
1. Review/Recall
a. Review of the previous story ( Ang Mata ni Tata)
Ask: Where did the story happen?
Where does Tata live?
b. Review of past lesson letter Mm. Show pictures that begin with the
letter Mm and let pupils identify them. Say: In what letter does the
name begin?
c. Produce the sound and write the letter (Mm) on the board.
2. Introducing Letter Aa, /a/

a. Presenting new set of pictures.
atis abokado adlaw
29
apa atsal abaga
b. Teacher names the picture one by one.(Giving emphasis on the

beginning sound of the picture name)
This is a picture of an /aaa/…atis.

This is a picture of an /aaa/… abokado.
….adlaw
….apa
…atsal
…abaga
c. Recognizing the letter sound of /a/.

 What sound do you hear at the beginning of the picture name?
 The teacher produces the /a/ sound as the pupils listen.
 Give the sound /a/ three times.
d. Recognizing Letter name Aa.

 Show a flashcard with letter Aa made of sand paper.
 This is Mama A and Baby a. It gives the sound /a/.
 Produce the sound three times.
DAY 4
1. Review of past lesson letter Mm and /m/ (sound m); Aa and /a/
Writing Letter Aa
a. This is how we write Mama A and Baby a. (Teacher traces the letter in
the flashcard using the forefinger.)
b. Call volunteer pupil/s to trace the sand paper with a finger as he/she
gives its sound.
2. Write Mama A and Baby a on the air, on the palm, on their classmate’s
back, or on the desk. (Encourage pupils to count along with the number of
strokes as they write letter Aa. A has 3 strokes, a has 2 strokes)
Activities
30
a. Letter Box
b. Trace big and small Aa on the given space. (Broken line must be
provided for pupils to trace the letter on.
c. Connect the picture with letter Aa, if it begins with the /a/(sound) (The
pictures in the boxes are the following: adlaw, atis, abokado, mata,
apa, mais
31
d. Look at the set of letters. Circle letter with /a/ (sound)
m a c
a k b
r m a
DAY 5
1. Review on the two letters previously learned. (Mm and Aa)

Primer Track: Using the Big box
m a
a m
mama word breaking and making
mama m
ma ma
m mama
Words and sentences forspelling
Si mama
and handwriting practice
Note: “Si” is a sight word. It must be taught as whole word.
DAY 6
Introducing Letter Tt
1. Review of two learned letters. Ring the beginning letter of the following
pictures. Listen as the teacher says the name of the picture.
32
2. Present new sets of pictures. (Pictures that begins with Tt) Here are some
pictures, can you name them? Can you tell something about the pictures?
tasa talong tudlo
tuhod tawo
33
3. Recognizing the letter name Tt and /t/ (sound)
a. What sound do you hear at the beginning of the picture name?
b. The teacher produces the /t/ sound as the pupils listen.
c. Give the (sound) /t/ three times.
4. Recognizing Letter name Tt.

a. Show flashcards of Big letter T and small letter t made of sand paper.
b. This is Mama T and Baby t. It gives the sound /t/.
c. Produce the sound three times.
5. Writing Letter Tt.

a. This is how we write Mama T and Baby t. (Teacher trace the letter in
the flashcard using the finger.)
b. Call volunteer pupil/s to trace the sand paper with a finger as he/she
gives its sound.
6. Write Mama T and Baby t on the air, on the palm, on their classmate’s
back, or on the desk. (Encourage pupils to count the number of stroke as
they write letter Ii.)
Activities
1. Introducing a song: (create your own tune to suit the lyrics)
a. “Unsay sugod nga tingog ang inyong nadungog?
b. Unsay sugod nga tingog ang inyong nadungog?
c. Nga inyong nadungog sa talong… talong?”
/t/ ang sugod nga tingog ang nadungog.

/t/ ang sugod nga tingog sa
… talong
…tasa
... tuhod
…tudlo
... tiil
Mystery Box
Put letter blocks or letter cards inside the box. (Teacher says the sound
and pupils pick out the letter with the same sound as the teacher
produced.)
DAY 7
1. Teach the primer lesson on “Tt”

Key picture and Key word
34
mata
mata t
ta ta
t mata
a. Teacher says the picture name one at a time by producing the

initial sound of each. Say the word three times.
This is a picture of a /ttt/…talong

This is a picture of a/ttt/…tasa
This is a picture of a/ttt/…tuhod
b. Ask: What sound do you hear at the beginning of each picture?

Teacher produces the letter sound again and again as pupils
follow.
c. Present sets of picture on the board. Which among the pictures

begins with /t/, listen as the teacher says the name of the picture?
Check the picture that begins with ,/t/
d. Present flashcards with letter Tt as a symbol of the sound, /t/. The

letter is made of cartolina. Say,” Class this is the letter sound like”
/ttt/” (Produce the sound 3x)
The letter name is /Tt. This is big T and here is small t.
Can you point where big /T/ and small t is?
e. Tracing Letter: Trace the letter Tt made of and paper on the

flashcard.
f. Can you write Big T and small t?
g. Practice writing on the paper the letter name big T and small t.
35
DAY 8
1. Big Box for word building
m a Mama, Tata, ata, mata,

a t
2. Using the Primer Track
Tata
Sentence making word
m a
a t
Sentence breaking and making

Mama ni Tata. Mama
for spelling and handwriting
Tata Mama ni Tata
practice
3. Practice Writing Tt
DAY 9
1. Review of Learned Letters (m, a, t)
Activities
a. Give the sound of the letter on a letter card. (Teacher shows the card
m,a,t then the pupils give each sound.
b. Writing the letter m, a, t on the board.
c. Let the pupils name the picture and give the beginning sound.
(Pictures begins with m, a, t)
d. Connect the picture with its beginning sound.
Ex.
36
e. Game
Guessing Game/Riddles
f. Work Trays
Teacher prepares several set of trays with letter card of m, a, and t.
Place pictures that begin with the letters learned (at least 3 pictures).
Call pupils to volunteer to work on. Encourage pupils to give the
sound and place the pictures beside the letter card.
Ex.
g. Write Big and small letter (Mm, Aa, Tt)
37
DAY 10
1. Singing the L1 Alphabet song (for letter familiarization)

2. Review Exercises
Pair the Flashcard Game

a. Each of the boys will be given one of the big letters M, A and T.
b. Each of the girls will be given one of the small letters m, a and t.
c. At the count of 10, they will find their pair. ( Big and Small Letter)
d. The teacher asks each pair to name the letter they are holding and to
give the sound.
3. Concept Development
a. Picture Puzzle
 Group the pupils into 5. In 3 minutes form the picture.
 Ask: What is shown in the picture that you formed?
Do you eat this at home?
 The teacher writes the name of” Mata” on the board.
 What are the 3 letters of the word?
b. What’s the Word?

The teacher will show pictures to the pupils. Opposite the picture is its
incomplete name. Give the beginning letter of each picture. Pupils
may choose from letters Mm, Aa, or Tt.
Ask: In what letter does each word begin?

Give the sound of the letter.
38
c. Work Trays
 Teacher prepares several sets of trays with letter card of Mm, Aa
and Tt.
 Say: Pick one realia from the table. Show it to your classmates.
Say the name of the object, the beginning letter and sound. Drop
the picture to the right work tray.
Ex. mata, mais, manok ,garapon, iba, garangan, unlan ,etc.
39
Week 5
Leyyet
I.
Yy
Objectives:
At the end of the week pupils are expected to:
1. Participate actively during story reading activity
2. Ask and answer simple questions based on the story read
3. Give/produce the beginning sound of letter in a given word
4. Identify specific letter in the alphabet both upper and lower cases
6. Write and spell correctly the words learned
7. Blend specific letters to form syllables/words
8. Write upper and lower case letters in print using proper proportion
9. Recognize and appreciate that spoken words are represented by written
letters that are arranged in a specific order
II. Subject Matter

Story: “Si Yaya”
Letter Name and Sound of Yy
A. Reference
K to 12 Curriculum Guide
B. Materials
Teacher made Listening Story, Primer lesson plan for the specific
language, key picture placed on a cardboard, key symbol written on a
letter card, prepared big box with symbols/syllables on it, Big books, (the
stories should be related to the key words that are being learned or in line
with the weekly theme), pad paper (with red and blue lines, spelling
notebook) poster story
C. Value: Respect for other people
III. Procedure
DAY 1
Greeting Song
B. “Maayong Buntag”
(Good Morning)
Maayong buntag (2x) - (Teacher)

Maayong buntag kaninyo
Maayong buntag (2x)
Kumusta kamo?
40
Maayo man, maayo man - (Children)
Maayo man, salamat.
C. Review
1. Call 2 pupils to dramatize some courteous expressions.
2. Review of the letters learned in the previous days.
D. Unlocking of difficulties through context clue

- Yaya
- Buotan
- Nindot
- Silingan
- kinaiya
E. Motivation
Ask: Do you like to hear a story? I will read to you a story about a woman
who helps in taking good care of a child.
F. Motive Question
1. Kinsa kaninyo dinhi ang adunay yaya? Ipataas ang tuong kamot.(Who
among you here have nanny? Raise your right hand.)
2. Unsay iyang ginabuhat nimo? (What does she do?)
G. Reading of the story (Teacher follows the reading plan in reading a

story)
1. The Reading Plan will be used in this activity
2. The teacher reads:
a. to the pupils – (using predictive questions, to make reading
interactive)
b. together with all the pupils
c. together with individual pupils one at a time to encourage the
pupils to talk together with all pupils.
3. Teacher reads the story, “Si Yaya”.
Si Yaya
ni: Nena V. Miñoza, Ninie Del Rosario
Sa barangay Yakal adunay managhigala nga sila si Yana og

Yoly. Usa ka buntag , si Yana niadto sa ilang Yoly. “Maayo, maayo,”
matud pa ni Yana. Nigawas ang yaya ni Yoly nga si Yesa og
miingon, “Kinsay imong gipangita?” Mitubag si Yana, “Maayong
buntag,ako si Yana, makigkita ko ni Yoly. Naa ba siya?”“Oo, dia dali
dayon,” tubag sa yaya ni Yoly.
Misulod si Yana og nagkakita sila ni Yoly. Gihatagan sila og
makaon nga yema sa yaya ni Yoly.
“Buotan kayo ang imong yaya Yoly,” mi-ingon si Yana. “Oo
41
Yana, buotan ang akong yaya, pinangga usab ko niya. Nindot kaayo
kon ang tanang yaya pareha niya,” matud pa ni Yana. “Bitaw Yana,
maayo unta kon ang mga yaya pareha kaniya.”
a. Comprehension check
b. Teacher asks questions to ensure that the pupils understand the
story.
 Kinsa ang gihisgotan sa istorya?
 Kinsa ang niadto sa ilang silingan?
 Unsay gihatag sa yaya ni Yoly kanila ni Yana?
 Nagustohan ba nimo siya? Ngano man?
 Isulti ang imong kasinatian sa imong yaya.
 Unsa man ang imong kinaiya ngadto sa imong yaya?
H. Second reading of the story by the teacher.
DAY 2
1. Drill: Contest
a. Divide the class into 4 groups.
b. Each group will fall in line.
c. Teacher picks a card from the box and pupils on the first line will read
the word.
d. The pupil who reads first will be given a point for the group. Do this
with succeeding pupils in the line until the last child in the line has
taken his/her turn.
2. Review of the previous lesson, the story about “Si Yaya”
3. Introduce key picture to the learners using puzzle.

a. Using the same groupings, each group will assemble the pieces of
paper to find out what object is in the puzzle.
b. Give an award or incentive to the group which is able to form the
puzzle correctly and who did it first.
c. Ask: What object did you form?
4. Primer Track: Letter Yy

a. Show the key picture.( picture of a yaya) Let pupils identify the key
picture
b. Teacher reads the key word with the pupils 2-3 times
 Yaya
c. Perform the steps in the syllable box. Read the syllable by pointing it
distinctly. Read the syllable again, clap once for each syllable. Do this
again and have the pupils clap with you.
d. Perform the steps in the word breaking
42
 Write the key word on the left side under the syllable box.
 Teacher read the key word to the pupils and then with the pupils.
 Write the part of the key word directly under the new letter above.
Read the new letter to the pupils and then with the pupils.
 Write the new letter directly under the new letter above. Teacher
reads the new letter to the pupils, then with the pupils.
 Read the whole word -breaking column with the pupils.
e. Perform the steps in the word making:

 Start with the new letter and make the word whole again.
 Write the new letter to the right of the word- breaking column and
read the new letter with the pupils.
 Write the part of the word under the new letter so the new letters
are in the straight column. Teacher, reads the part of the word
with the pupils
 Write the entire word so the new letters are in the straight column
and read the word with the pupils.
yaya y
ya ya
y yaya
 Ask: What words in the story that starts with letter y?

 Expected answers: Yana, Yaya, Yoly
 What other words do you know that start with letter y?
 Teacher shows pictures of the following:
yoyo yawe yema yaya
DAY 3
1. Drill on the words learned in the previous days.

2. Write the new letter and the new word in the air, on the palm and on the
back of their classmate.
3. Pupils trace the letter Y on the sand paper pre-assembled as letter Y y by
the teacher.
4. Practice :
a. Pupils write the upper and lower case of Y y on the piece of grade 1
paper with proper proportion.
b. Connect the syllables to form new words
ya ya = ____________
ye ma= ____________
ma ya = ____________
ta ya = ____________
ma ta = ____________
43
DAY 4
1. Teacher reads the printed rhyme that is placed on the board using the
reading plan.
“Pinulongan”
Sugaton sa dakong pagmaya,

Ang atong pinulongang binisaya.
Gamiton ug palambuon,
Aron dili malimtan sa dayon.
Ask: Unsay mga pulong nga makit-an sa tumoy sa hugpulong (sentence)

nga pareho og tingog?
2. Group game
“The Boat Is Sinking”
a. Group the pupils into 4.
b. Give word cards to each group; let them arrange the words to form
phrases using a model.
Ex. si yaya
+ =
si yaya si yaya
c. Let them post the arranged phrases on the chalkboard.

d. Teacher with the pupils will read the phrases.
3. Primer Track with Big Box

Use the big box from the primer track on Yy.
a. Choose a sentence making word“may”
44
Ya ma ta
Ta ya tay
b. Sentence making and breaking word
May yaya si Tata May

May yaya May yaya
May May yaya si Tata
c. Teacher dictates the sentence slowly and let the pupils write. She will
supervise the pupils closely while writing.
DAY 5
A. Handwriting and Spelling

a. Let the pupils get a piece of paper and guide them to number their
paper from 1-6.
b. Dictate 4 key words from the beginning to the last lesson slowly.
c. Dictate 2 sentences slowly too.
d. Pupils write each dictated key word and sentences.
e. Teacher mills around the room to guide the pupils.
f. Call volunteer pupils to write the words on the board. Pupils will check
their answers.
g. Teacher will also inspect the answers of the pupils.
Agreement
1. Practice writing the letter in your notebook.
2. Ask your mother about the word “saya”.
45
Week 6
Letter Ss
I. Objectives
1. Participate actively during story reading
2. Express love for reading by listening attentively
3. Ask and answer simple questions based on the story read
4. Give/produce the beginning sound of letter in a given word
5. Identify specific letter in the alphabet both upper and lower cases
9. Write upper and lower case letters in print using proper proportion
10. Develop and use vocabulary of words that begin with the target letter
11. Identify names of person and place
II. Subject Matter

Story: “Saya”
Letter name and soundof Ss
A. Reference
B. Materials
Teacher made Listening Story, Primer lesson plan for the specific
language, key picture written on a cardboard, key symbol written on a
letter card, prepared big box with symbol on it, Big books, (the stories
should be related to the key words that are being learned or in line
with the weekly theme), pad paper (with red and blue lines, spelling
notebook) poster story
C. Value
a. Respect , cleanliness
I. Procedure
DAY 1
Action Song - Introduce the song:
“Duha Akong Kamot”

(I Have Two Hands)
46
Duha akong kamot,
Wala ug tuo.
Ipataas limpyo kayo.
Pakpakon ta usa, duha, tulo,
Limpyong kamot, nindot kayo.
B. Review
Review of the letters learned in the previous days.
C. Unlocking of Difficulties Through Context Clues

 gihigugma
 pagkasulondon
D. Motivation
Teacher shows a picture of Mama wearing saya (skirt) Asks: Who is
in the picture? Listen attentively, as I read to you a poem.
E. Motive Question
Mahigugmaon ba ang imong Mama? Kinsa ang mag-andam nimo og
pamahaw?
F. Reading of the Poem

a. The Reading Plan for use with this activity
b. The teacher reads:
 to the pupils – (using predictive questions, to make reading
interactive)
 together with all the pupils
 together with individual pupils one at a time to encourage the
pupils to talk
 together with all pupils.
 Teacher reads the story, “Saya”.
“Saya”
ni: Nena V. Miñoza
Si Sana adunay saya nga pula. Naibog si Sisa. “Magpatahi

usab ko og ingon niana ka nindot nga saya,” miingon siya.
Apan, wala diay siya’y kwarta. Busa naghimo siya og alkansiya
nga lata. Nagtigom siya og kwarta kada adlaw. Natuman
gayod ni Sisa ang iyang pangandoy og nakapatahi siya og
nindot nga saya. Nalipay og nagpasalamat ang iyang mama
kay si Sisa nakahibalo na sa pagdaginot.
 Comprehension Check: Teacher asks questions to ensure

that the pupils understand the poem.
a. Kinsa ang gihisgotan sa istorya?
47
c. Kinsay adunay saya?
d. Nganong magpatahi usab si Sisa?
e. Unsa ang gihimo ni Sisa aron makapatahi siya og saya?
f. Kon ikaw si Sisa, unsa usab ang imong buhaton? Ngano man?
 Second reading of the poem by the teacher.
DAY 2
1. Drill: Contest
a. Divide the class into 4 groups.
b. Each group will fall in line.
c. Teacher picks a card from the box and pupils on the first line will
read the word.
d. The pupil who reads first will be given a point for the group. Do
this with succeeding pupils in the line until the last child in the line
has taken his/her turn.
2. Review of the previous lesson, the poem about “ Saya”

3. Introduce key picture to the learners using puzzle.
a. Using the same groupings, each group will assemble the pieces of
paper to find out what object is in the puzzle.
b. Give a yes clap to the group which is able to form the puzzle
correctly and who did it first.
c. Ask: What object did you form?
4. Primer Track: Letter Ss
a. Show the key picture.( picture of a saya) Let pupils identify the key
picture
b. Teacher reads the key word with the pupils 2-3 times
- Saya
c. Perform the steps in the syllable box. Read the syllable by

pointing it distinctly. Read the syllable again, clap once for each
syllable. Do this again and have the pupils clap with you.
d. Perform the steps in the word breaking
 Write the key word on the left side under the syllable box.
48
 Teacher read the key word to the pupils and then with the
pupils.
 Write the part of the key word directly under the new letter
above. Read the new letter to the pupils and then with the
pupils.
 Write the new letter directly under the new letter above.
Teacher reads the new letter to the pupils, then with the pupils.
 Read the whole word -breaking column with the pupils.
Perform the steps in the word making:

 Start with the new letter and make the word whole again.
 Write the new letter to the right of the word- breaking column
and read the new letter with the pupils.
 Write the part of the word under the new letter so the new
letters are in the straight column. Teacher, reads the part of
the word with the pupils
 Write the entire word so the new letters are in the straight
column and read the word with the pupils.
saya y
ya ya
y saya
 Ask: What words in the poem that starts with letter S?

Expected answers: Saya, Sana
 What other words do you know that start with letter S?


Sayaw Sabaw Sabon
DAY 3
1. Drill on the words learned in the previous days.

2. Write the new letter and the new word in the air, on the palm and on
the back of their classmate.
49
3. Pupils trace the letter Y on the sand paper pre-assembled as letter S
s by the teacher.
4. Practice :
a. Pupils write the upper and lower case of S s on the piece of grade
1 paper with proper proportion.
b. Connect the syllables to form new words
sa ya = __________
sa yaw= __________
sa bon = __________
DAY 4
1. Review of the rhyme. Teacher reads the printed rhyme that is placed
on the board using the reading plan.
“Pinulongan”
Sugaton sa dakong pagmaya

Ang atong pinulongang binisaya
Gamiton ug palambuon
Aron dili malimtan sa dayon.
a. Ask: Unsay mga pulong sa tumoy sa panultion (sentence) nga

parehas og tingog?
2. Group game
a. “Open the Basket”
 Group the pupils into 3s.

 Give word cards to each group; let them arrange the words to
form phrases using a model.
Ex. Ang saya
+ =
ang saya Ang saya
f
 Let them post the arranged phrases on the chalkboard.
 Teacher with the pupils will read the phrases.
b. Primer Track with Big Box
 Use the big box from the primer track on big letter Y and small
y.
 Choose a sentence making word
50
“may”
sa may si
Ya ya na
 Sentence making and breaking word
May saya si Yana May

May saya May saya
May May saya si Yana
 Teacher dictates the sentence slowly and let the pupils write. She
will supervise the pupils closely while writing.
DAY 5
1. Handwriting and Spelling

a. Let the pupils get a piece of paper and guide them to number their
paper from 1-10.
b. Dictate 5 key words from the beginning to the last lesson slowly.
c. Dictate 2 sentences slowly.
d. Dictate 3 spelling words slowly too.( Ex. Saya, sayaw)
e. Pupils write each dictated key word and sentences.
f. Teacher mills around the room to guide the pupils.
g. Check the answers of the pupils.
h. Place their pieces of paper on the bulletin board.
2. Assignment:
Practice writing the letters you learned in your notebook.
51
Week 7
Letter Kk
I. Objectives
1. Note details in a story listened to
2. React to what the characters did in a story listened to
3. Predict what the story is about
4. Confirm predictions after listening to a story
5. Respond to the story through the different engagement activities
a. acting out portion of the story
b. Draw the spider
c. completing a character list
d. Tell the ending of the story
6. Identify specific letter in the alphabet both upper and lower case of letter
Kk
7. Pronounce the words that start with letter Kk clearly
8. Identify pictures with initial sound Kk
10. Make one-to-one correspondence between written and spoken words
11. Match words with pictures
II. Subject Matter

Story: “Kaka”
Letter Name and Sound of Kk
A. Reference
MTB-MLE Indicators, K to 12 Curriculum Guide
B. Materials
pictures, charts
C. Value
Caring for an animal.
III. Procedure
DAY 1
A. Unlocking of Difficult Words

Teacher will unlock the difficult words found in the story through picture
and context clue.
52
- Kaka (spider)
- Kisame (ceiling)
B. Motivation
1. Show the picture of a spider to the pupils. Let the pupils describe what
they have seen.
2. Motive Question:
Nganong nawala ang kaka?
C. Reading the Story

Teacher reads the story using the big book while pupils listen.
“Ang Kaka”
Gea Catalan Alonso
Dunay usa ka kaka sa kama ni Karla.

Dako ug itom ang kolor sa kaka.
Nakurat si Karla dihang nakit-an niya ang dakong kaka sa kama.

Iyang gibugaw ang kaka apan wala kini nipahawa.
Gitawag niya ang iyang mama.

Pagtan-aw nila nahimong duha ang kaka.
Gitawag nila ang iyang papa.

Pagtan-aw nila nahimong tulo ang kaka
Gitawag nila ang ilang iro.

Pagtan-aw nila nahimong upat ang kaka.
Gitawag nila ang ilang iring.

Pagtan-aw nila nahimong lima ang kaka.
Gitawag nila ang mga tiki sa kisame.

Pagtan-aw nila wala na ang mga kaka sa kama.
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D. Post Reading Activity:
1. Kinsa ang gihisgotan sa istorya?
2. Unsay nakit-an ni Karla?
3. Nakakita ba usab kamo og kaka?
4. Unsay imong gibuhat, gipasagdan ba lang nimo kini? Ngano man?
5. Kinsay gipanawag ni Karla?
6. Nganong nawala ang mga kaka?
E. Guided Activity
Grouping: “Light, Camera, action!” Teacher grouped pupils into 4
groups. Give each group a scenario from the story and let pupils to act it
out.
Group 1- Acting out portion of the story
Group 2- Draw the spider
Group 3- Graphic organizer-make a character list
Group 4- Tell the ending of the story
F. Post Activity
“Time to Share” - Teacher will give question related to the story. Let
pupils share their answer to the class.
1. How will you take good care of the animals found in your place?
2. How can you help in keeping your place clean and beautiful?
DAY 2
A. Drill
B. Review of the story about “Kaka”
C. Introduce key picture to the learners using puzzle.
1. Using the same groupings, each group will assemble the pieces of
paper to find out what animal is in the puzzle.
2. Give an award or incentive to the group which is able to form the
puzzle correctly and who did it first.
3. Ask: What animal did you form?
D. Primer Track: Letter Kk

1. Show the key picture.( picture of a kaka) Let pupils identify the key
picture
2. Teacher reads the key word with the pupils 2-3 times
Kaka
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3. Perform the steps in the syllable box. Read the syllable by pointing it
distinctly. Read the syllable again, clap once for each syllable. Do this
again and have the pupils clap with you.
4. Perform the steps in the word breaking

a. Write the key word on the left side under the syllable box.
b. Teacher read the key word to the pupils and then with the pupils.
c. Write the part of the key word directly under the new letter above.
Read the new letter to the pupils and then with the pupils.
d. Write the new letter directly under the new letter above. Teacher
reads the new letter to the pupils, then with the pupils.
e. Read the whole word -breaking column with the pupils.
5. Perform the steps in the word making:

a. Start with the new letter and make the word whole again.
b. Write the new letter to the right of the word- breaking column and
read the new letter with the pupils.
c. Write the part of the word under the new letter so the new letters
are in the straight column. Teacher, reads the part of the word
with the pupils
d. Write the entire word so the new letters are in the straight column
and read the word with the pupils.
kaka k
ka ka
k kaka
Ask: What words in the story that starts with letter k?

Expected answers: kaka, Karla, kama, kisame
 What other words do you know that start with letter k?
Kahoy, kamot, kanding, karsones, kabayo, kandila, kutsara,

kutsilyo, kabaw, kalayo, kalbasa, kariton,kamunggay
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Kahoy Kamot Kanding
Karsones Kabayo kandila
Kutsara Kutsilyo Kabaw
Kalayo Kalbasa
Kariton
Kamunggay
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DAY 3
A. Greeting Song
B. Drill
1. “Mystery Box”: Get a box and put pictures of persons, things and
place that begin with letter k.
2. A volunteer pupil picks one and identifies the name. As the pupil
name the picture, teacher will post it on the board and put a name
below it.
3. Teacher says the picture name again. Ask: What is in the picture?
C. Modelling
1. Teacher says the picture name one at a time by producing the initial
sound of each. Say the word three times.
This is a picture of a /kkk/…kaka
This is a picture of a /kkk/…kama
This is a picture of /kkk/…Karla
2. Write the new letter and the new word in the air, on the palm and on
the back of their classmate. Let them trace it using there right foot on
the ground.
3. Pupils trace the letter k on the sand paper pre-assembled as letter Kk
by the teacher.
D. Practice :
a. Pupils write the upper and lower case of Kk on the piece of grade 1
paper with proper proportion.
b. Present the primer tract “big box”. In group, connect the syllables to
form new words. Post on the wall.
ka ya = ___________
ya ka = ___________
ka ma = ___________
ka ka = ___________
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DAY 4
1. Sing an action song, “Ti-il, Tuhod, Abaga, Ulo”

2. Drill:
a. Read the new formed words posted on the wall.
b. Auditory Bingo. (Group Game)
 Make several bingo cards with letter in the squares. Call out a
list of words by which children identify the beginning letter by
its sound. If the children have letter on their cards, they place a
marker on it.
 The illustration:
Words: Kama, mata, tata, taya, maya, saya, tasa ata, ama
k t m
m a t
y k y
3. Show pictures
a. Ask: What sound do you hear at the beginning of each picture?
b. Teacher produces the letter sound again and again and let the pupils
follow.
c. Presenting sets of pictures on the board. Which among the pictures
begin with /k/?
d. Listen as the teacher says the name of the picture. Check the picture
that begins with /k/.
4. Group game
a. “Pik, Pak, Bong”
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 Group the pupils into 3.
 Give word cards to each group; let them arrange the words to
form phrases using a model.
Ex. sa kama
+ =
sa kama sa kama
 Let them post the arranged phrases on the chalkboard.

 Teacher with the pupils will read the phrases.
b. Primer Track with Big Box

1. Use the big box from the primer track on Kk.
2. Choose a sentence making word
“kaka”
c. Sentence making and breaking word
May kaka sa kama ni Tata. kaka

may kaka May kaka
kaka May kaka sa
kama ni Tata.
DAY 5
Writing Activities
A. Review
“Total Physical Response-Body”.
Present a chart with letters. Teacher will point to each letter and ask.
Ex.Is this letter k? If the answer is YES pupils will clap their hands 3x. If
the answer is No, pupils will stump their foot 3x.
K d t a M L
m A ks n g
Yn e y pH N m m
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B. Presentation
Teacher will show letter cards with K and k. Produce the sound of Kk as
/kkk…/
C. Modelling
“Say it Again “Teacher will show letter cards with letter Kk and give its
sound. Pupils will repeat after the teacher. Encourage pupils to produce
the /k/ sound one by one.
D. Guided Practice
“Trace me” Trace broken lines to form picture of object that begins with
Kk.
Let pupils say something about the picture.
E. Independent Practice
1. Can you write Big and small Kk? Write it using your finger on the air,
on your palm, and at the back of your classmate.
2. Tracing big and small letter Kk.
3. Writing big and small letter Kk following the proper hand stroke.
4. Teacher supervises the pupils.
5. Teacher dictates the sentence slowly and let the pupils write. She will
supervise the pupils closely while writing.
F. Display
a. Mount the finished work of the pupils on the bulletin board.
b. Gallery walk:
 Group the pupils into 5 groups. Let them stand in one corner and
give 1 minute of each group to look at the finished work.
G. Agreement:
Bring pictures of :
a. animals which start with letter K
b. of your mother or grandmother
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Week 8
Letter Nn
I. Objectives
1. Give the meaning of the new words through the use of illustrations,
context clues, synonyms
2. Answer wh-questions
3. Recall details in the story
4. Tell setting, character and event in the story
5. Identify speech sound heard.
 Consonant N
6. Identify and produce speech sound heard
 Consonant N
7. Give the beginning sound of spoken words.
8. Identify the letter Nn.
9. Write upper Case N and lower case n correctly
II. Subject Matter:

Story: “Ang Nilugaw ni Nita“
Letter Name & Sound of Nn
A. Reference
B. Materials
Teacher- made Listening Story, Primer lesson plan of the specific
letter card,prepared big box with syllables on it,Big Books (The stories
should be related to the key words that are being learned or in line with
the weekly theme), Pad paper (with red and blue lines, spelling
notebook), poster story, sand paper.
C. Theme
Care for a friend (including likes and dislikes,health habits,daily
tasks/activities)
D. Value
Caring
III. Procedure
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DAY 1
Introduce finger play, “Kini ang Eskuylahan” This Is The School
Kini Ang Eskuylahan - (palms in pyramid position)

Kini ang kampanaryo - (pointer fingers pointing upward)
Ablihi ang pultahan - (open the palms)
Walay mga bata - (head turning left and right)
Kini ang eskuylahan
Kini ang kampanaryo
Ding , dong, ding, dong - (hands as if ringing the bell)
Ablihi ang pultahan
Dia ra ang mga bata - (open the inter lapping each other)
B. Lesson Proper :
C. Pre- reading
Unlocking of difficult words using context clue and pictures.
nilugaw naglubog
nagtutok – context clue
D. Motivation:
Teacher asks: Kon dunay magsakit sa inyong pamilya unsay inyong
buhaton? Unsay inyong ikatabang? She shows the front cover of the big
book to the class and ask them,” Do you want to hear a story about a
snake?” Teacher reads the story” Ang Nilugaw ni Nita” using the reading
plan.
E. Motive Question: Unsay buhaton ni Nita sa iyang nanay nga nagsakit?

F. Reading the story; (Teacher reads the author and the illustrator of the
story. Then reading will be done next, following the reading the story)
The reading Plan for use with this activity

The teacher reads
1. To the pupils( uninterrupted while she/he asks questions such
as prediction questions)
62
2. Together with all the pupils
3. Together with individual or two pupils at a time to encourage
the pupils to talk.
Together with all of the pupils. This means that hear a goods “ model” at
the end of the reading session.
G. Comprehension Check:
1. Nagustohan ba nimo ang istorya?
2. Kinsa ang gihisgotan sa istorya?
3. Unsay nahitabo sa Mama ni Nita?
4. Unsay gibuhat ni Nita aron makatabang sa iyang Mama?
5. Naulian ba ang Mama ni Nita?
6. Pinangga ba ni Nita ang iyang Mama? Ngano man?
H. Retelling
Ask a volunteer t retell the story heard.
I. Let’s do cooking!
Pilia ang mga lamas sa lugaw? Lingini Kini.
bugas, lapis, libro, tubig, itlog, sibuyas, ahos, isda, manok, papel,
J. Infusion of values: Helpfulness/Sharing
Ang Nilugaw ni Nita

ni: Gea Catalan Alonso
Gihilantan ang Nanay ni Nita. Sakit iyang ulo ug kalawasan. Dili siya
katindog aron magluto. Gigutom pa gyod siya.
Niabot si Nita gikan sa tunghaan. Nakit-an niya ang iyang Nanay
nga naglubog sa kama.
Iya kining gipangutana. Apan nagtutok ra iyang mata.
Nahinumdoman ni Nita ang gitudlo sa iyang Nanay nga kinahanglan
ang init sa tiyan aron makamatngon.
Naglugaw si Nita ug gipakaon kini sa iyang Nanay.
Naulian si bNanay sa nilugaw ni Nita.
Ug nibalik ang kabaskog ni Nanay.
DAY 2
A. Review the finger play

B. Drill: Matching Type
Color the small letter to match to its big letter.
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C. Review: Teacher asks volunteer pupils to retell the story
(“Ang Nilugaw ni Nita”)
D. Primer Track:
1. Key Picture, Key Symbol and Key Word
1.1. Present the picture of a snake. Teacher asks: What is the
name of the objects in the picture.
Nanay
1.2. Teacher points to the key words (nanay) and say, “this is the
name of the picture. Teacher and pupils say the words “nanay”
2-3 more times together.
1.3. Teacher points to the key symbol/N/and say, “This is the

beginning letter of the word “nanay” teacher models the /n/
(sound)
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2. Introducing Letter Nn:
a. What’s in the picture? Here are some pictures. Can you name
them? Teacher shows the picture that begins with letter Nn, one at
a time.
nilugaw nigo
nawong nangka
b. Teacher says the picture name one at a time by producing the

This is a picture of a /nnn/…nilugaw

This is a picture of a/nnn/…nigo
This is a picture of a/nnn/…nawong
This is a picture of a/nnn/…nangka
c. Ask: What sound do you hear at the beginning of each picture?

follow.
d. Presenting sets of picture on the board. Which among the pictures

begins with /n/ listen as the teacher says the name of the picture.
Check the picture that begins with ,/n/
e. Present flashcards with letter Nn as a symbol of the sound ,/n/.

The letters are made of cartolina. Say,”
Class this is the letter sound like”/nnn/” (Produce the sound 3x )

The letter name is /Nn/. This is big N and here is small n.
Can you point where is Big /N/ and small n?
65
f. Tracing Letter: Trace the letter Nn made of sand paper on the
flashcard.
g. Can you write Big N and small n? Write it using your finger on the
air on your palm, at the back of your classmate, on your desk.
h. Practice writing on the paper the letter name big N and small n.
DAY 3
A. Review: Letter name and sound of /n/ and the words previously
learned.
m = n w m
mata = wala wata mata
n = m n a
B. Syllable Box
1. Teacher points to the key word (nanay) and reads it in a normal

speed.
2. Teacher points to each syllable as she reads each syllable distinctly
(na-nay)
3. Teacher reads each syllable again, clapping once for each syllable.
na=(one clap) nay=(one clap)
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4. Word- breaking and making:
nanay n
na na
n nanay
5. Form as many words that you can from the syllables in the big box.
nay ya tay
sa at man
ma a yan
na an ta
DAY 4
1. Review the words formed by the pupils on day 3. Teach the sight
words “ang” ,”ni“, ”sa”
2. Teach pupils how to form phrases.

Ex . Mata ni nanay
3. Practice: Spelling and writing phrases with proper proportion and

distance of words.
4. Sentence breaking and making:
Nanay (sentence making word)
Natulog si nanay nanay

si nanay si nanay
nanay Natulog si nanany.
5. Practice: Writing sentence with proper proportion and distance of

words.
67
DAY 5
A. Assessment:
Sentence Making:
Direction: Arrange the words cards to form a sentence. Copy the
sentence on your paper.(Teacher should teach pupils writing with proper
proportion and distance of words.
nakamata nanay si
Answer key: Nakamata si Nanay.
B. Evaluation( Spelling and Dictation)

Direction: Color the nut that end with /n/.
1. Teacher reads a rhyme once, and then the pupils will follow.
“Si Nanay”
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ni: Analina Rama
Pinangga nako si Nanay,

Ug kauban nako siya kanunay,
Kon anaa siya, malipayon ako sa kanunay.
C. Assignment:
1. Ask your mother how to cook “nilugaw.”
2. In a 1 whole sheet of grade 1 paper, write all the letters that you have
learned.
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Week 9
Letter Ll
I. Objectives:
1. Predict what the story is about on what one knows about character,
setting and events.
3. Recall important details in a story read
4. Tell their own stories related to the picture with ease and confidence.
5. Give/produce the beginning sound of letter/s in a given word.
6. Orally segment a two to three-syllable word into syllabic parts.
7. Make one-to-one correspondence between written and spoken words.
8. Point out that spoken words are represented in written language by
specific sequence of letters.
9. Give the letter that begins with the name of a given picture/objects.
10. Identify specific letters in the alphabet, both upper and lower case.
Show relationship between sounds and written symbols.
12. Give the sounds of the specific letter/s in the alphabet.
13. Blend specific letters to form syllables/words.
14. Spell and write words using phonemic awareness and letter knowledge
16. Write syllables and words and phrases correctly.
17. Use names of person, places, and things appropriately in sentences.
II. Subject Matter

Story: “Ang Lata” ni Gea C. Alonso
Letter Name and Sound of Ll
A. References
Malone, 2010)
2010)
MTBMLE Consultants
B. Materials
a. Realia or pictures of objects/things, animals or places with their
names that begin with /l/, “Lata” (can).
b. Big Book: “ Ang Lata”
c. Poem/Rhyme:
70
C. Theme
My Family and Our Roles - helping the family, family rules.
1. Tongue Twister:
Let the pupils say the lines in slow, moderate or fast pace.
Examples:
Si Liloy ug si Lilay nangaligo sa lonoy, nalunod si Lilay
gilangoy ni Liloy.
2. Game: Magic Box

Teacher prepares a “magic box”. Pupils draw a picture from the magic
box and describe it using a phrase.
Examples: labaha
lima ka lata
liso sa lansones
B. Pre-Reading
alkansiya (through picture or realia)
tayaon (through context)
2. Motivation/Activating Prior Knowledge

 Using Realia: Teacher shows cans of different sizes.
 Ask: If you will be given one of these cans, what would you
do? Why?
C. During Reading
Interactive Reading
 Read the title of the story. Introduce the author and the illustrator.
 Open the book showing the first picture
Say: Let’s read this page.
(Teacher reads the text for that page, using the pointer smoothly
under the text as she reads.)
 Do the same for each page, asking the pupils what they think will
happen next.
D. Post Reading
1. Comprehension check
 Unsa ang ulohan sa istorya?
 Kinsa man ang duha ka bata sa istorya?
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 Unsa man ang ilang nakit-an?
 Asa nila gidala ang lata ?
 Unsay sulod sa lata?
 Unsay gibati ni Lola Lala?
 Ngano kahang tayaon na ang maong lata?
2. Group Activity
Group 1: Draw the character of the story you like best and talk
about him/her.
Group 2: Act out part of the story they like best.
Group 3: Retell the story.
3. Emergent Writing: “Nindot ang Limpyo nga Palibot”
Let the pupils draw the practices observed to make their
surroundings clean. Let them tell about what they have drawn.
DAY 2
A. Read the story: “Ang Lata” using the Reading Plan.

Ask: What is inside the can?
B. Presentation
Ang Lata
ni: Gea C. Alonso
Adunay duha ka batang babaye nga gihinganlan og Leah ug Lara.

Nagdula sila sa luyo sa balay ni Lola Lala. Nakakita si Leah og lata.
Gitawag niya si Lara ug gipakita ang lata. Bug-at ug tayaon ang lata.
Natingala si Leah ug Lara unsay sulod sa lata.
Busa nisulod sila sa balay ug gipakita kang Lola Lala.
Pagkakita ni Lola Lala sa lata, nalipay kaayo siya.
Kay ang maong lata, lata diay nga alkansiya sa iyang apo nga si
Lora.
Nagpasalamat si Lola Lala nila ni Leah ug ni Lara
Tungod kay dugay na diay niyang gipangita ang alkansiya nga lata.
1. Naming pictures/realia beginning with /l/.

2. Introduce the key picture and the key word.
lata
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a. Ask: What is this picture?
b. Say: This is a picture of lata.
c. Point to the word and say: This is how we write lata.
d. Read the key word 2-3 times WITH the pupils.
3. Syllable Box
a. Point to the key word and read it at normal speed.
b. Point to each syllable as you read each syllable distinctly.
la ta
c. Read each syllable again, clapping once for each syllable. Do this
again and have the pupils clap for each syllable with you.
4. Break-The-Word
a. Write the key word on the left side under the syllable box. Read it
to and then with the students.
b. Continue writing each smaller part of the word and reading it to
and with the students.
c. Write the new letter directly under the new letter above. Read the
new letter to and then with the students.
d. Read the whole Break-the-word column with the students.
Break-the-word Make-the-word
lata l
la la
l lata
5. Make-The-Word
a. Write the new letter to the right of the Break the Word column and
read the new letter with the students. (See illustration above)
b. Write the part of the word with the new letter so the new letters are
in a straight column. Then read that part of the word with the
pupils.
c. Finally, write the entire word so the new letters are in a straight
column and read the word with the students.
d. Pupils read the Key word, Syllable Box, Break the Word and
Make the Word together; volunteers; read alone.
6. Big Box
a. Pupils read letters / syllables as you point to them.
 First move the pointer across each row of the Big Box as they
read.
 Then move the pointer down each column as they read.
 Then point to different letters or syllables randomly.
 Volunteers read each letter or syllable as you point to it.
Correct any mistakes.
73
la sa ya tay
ga ay say lan
a ka ma sa
kay tay na may
b. Pupils find the new key word in the Big Box.

 A pupil points to letters or syllables that make the new
keyword. Read the word with the pupil.
 Ask, “Is the word correct?” If yes, write the key word on the
chalkboard and read it with the pupils. If it is not correct, let
another pupil point to the parts of the key word.
c. Pupils find the new key word in the Big Box.

A pupil points to letters or syllables that make the new keyword.
Read the word with the pupil. (lata)
DAY 3
1. Review the Big Box.

2. Pupils find other words in the Big Box. These can be words they
already learned or, even better, words they had not learned
previously. (lata, laya, kanal,lana, lasa,lala)
 Read the words with the pupils as they identify them.
 Teacher writes each new word on the chalkboard.
 Pupils read all the words in the word list together.
 Teacher may use Game: Forming Words

Teacher prepares syllable cards (syllables are taken from
the syllable box.) She may prepare 3 or more cards for
each syllable to be used by pupils in forming words.
3. Introduce sight words (ang, sa, ,may, kon, kay, nga, si, ni) to pupils.
Pupils may form phrases with the help of the teacher. Teacher writes
it on the chalkboard and let the pupils read the phrases with her then
ask some volunteers to read:
ang lata
may lamas
kon lala
sa sala
nga lata
4. Break-The-Sentence
a. Write the Sentence Making Word (lata) Point to it and read it with
the pupils. Tell them you will use this word to make a sentence.
b. Write the whole sentence under the Big Box towards the left side.
c. Move the pointer smoothly under the sentence as you read it with
the pupils.
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Break-the-Sentence Make-the sentence
Adunay alkansiya nga lata si Lola Lara. lata

alkansiya nga lata nga lata
nga lata alkansiya nga lata
lata Adunay alkansiya nga lata si Lola
Lara.
5. Make-The-Sentence
a. Tell the pupils, “Now we will make the sentence again.”
b. Write the sentence making word under the Big Box but on the
right side. (See illustration above)
c. Point to the word as you read it with the pupils.
6. Handwriting
a. Pupils practice writing the new letter
Say: I want you to write the new letter. This is big letter L. The
name of the letter is L. The sound of the letter is /l/.
(With your back to the pupils, tell them) Watch my finger as I write”
the new letter in the air. (Make sure you make the letter very large
so they can see how you make. Follow the standard in writing
letter L with the correct counting then say the sound /l/).
 Ask them to copy your movements and practice writing the
letter in the air 3-4 times.
 Hold one hand in the air and show them how to write the letter
on the palm of one hand using the finger of their other hand.
Have them do this with you 3-4 times.
 Write the new letter on the chalkboard. Write slowly and make
the letter large so everyone can see it. Write it 3 times like
that.
 Pupils practice writing the letter in their notebooks or activity
sheets 10 times.
 Follow the same procedure in writing small letter l
75
b. Pupils practice writing the new keyword (lata).
 Write the new key word in large letters on the chalkboard.
Write it 3-4 times so everyone can see clearly how you write it.
 Pupils write the new key word 10 times in their notebooks.
 Walk around the room to see how they are doing. Help anyone
that is having trouble.
c. What words mentioned in the story that begins with L or l? (Lata,

Leah, Lora, Lara, Lola, Lala).
 Can you give other words that begin with Lor l?
d. Name the picture. Write the missing letter.

Examples:
DAY 4
1. Review the standard in writing in writing letter uppercase L and

lowercase l.
2. SPELLING
a. Say the key word from today’s lesson. Pupils write it.
(lata)
b. Say the key word from the last lesson. Pupils write it.
(tasa)
c. Say 2 to 5 other key words. Pupils write each one.
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(yaya, kaka)
d. Write the spelling words correctly on the chalk board. Pupils check
their work and correct any mistakes.
3. Exercises
a. Match pictures with words by connecting a line.
b. Divide the words into syllables. How many syllables in each word?
4. Forming Words
a. What word is formed when the beginning syllable is changed
with sa
pala = _________
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b. What word is formed when kat is added at the end of the word
lasa = _________
c. What word is formed when the beginning syllable is removed

from the word
galaga = _________
5. Read Sentences
a. Write the reading sentences/short story on the chalkboard.
Sentences:
May kaka sa kahoy.
May lata nga tayaon si Tata.
Lami ang lugaw ni Lara.
b. Move the pointer smoothly under the sentences as you read them
with the pupils.
c. Pupils read the sentences together and then individual pupils read
them along.
d. Pupils answer simple comprehension questions:
Asa ang kaka?

Kinsa ang adunay tayaon nga lata?
Kinsang lugaw ang lami?
DAY 5
A. Assessment
1. Write the missing syllable. Choose the correct answer from the
box.
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2. Write the correct phrases that describe the pictures.
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3. Read the sentences and circle the correct answer
B. Agreement
Arts and Crafts: Use your creativity to recycle a tin can. Bring your
output and show to the class. Tell something about it.
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Week 10
Letter Pp
I. Objectives
1. Listen and respond to texts by recalling the important details in the story
2. Get the meaning of words presented through illustrations
4. Identify and produce speech sound heard.
6. Identify the letter Pp.
7. Write upper Case P and lower case p letters using proper proportion
9. Count the number of syllables in a given word
10. Give the beginning consonant sounds of given words
II. Subject Matter

Story: “Ang Pana ug ang Unang Pilipino”
Letter Name & Sound of Pp
A. Reference
B. Materials
letter card, prepared big box with syllables on it, Big Books (The stories
C. Theme
Care for a friend (including likes and dislikes, health habits, daily
tasks/activities)
D. Value
Friendliness/Carefulness
III. Procedure:
DAY 1
Singing of the song, “ Kon Kita Maga Kauban” to the tune of The More
We Get Together”
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Kon kita maga kauban, kauban, kauban
Kon kita maga kauban, maglipay kita
Ang imong higala, ako mang higala
Kon kita maga kauban maglipay kita.
B. Lesson Proper :
C. Pre- reading
pana mangayam
langob ihalas
D. Motivation:
The teacher will show a picture of cupid. She asks: What have you seen
in the picture? Introduce the song “This Is Now Our Story Time to the
tune of Mary Had A Little Lamb.
E. Motive Question: Giunsa sa atong unang mga Pilipino pagkuha sa ilang

pagkaon?
F. Reading the story; (Teacher reads the author and the illustrator of the
story. Then reading will be done next, following the reading the story)
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The teacher reads
1. To the pupils (uninterrupted while she/he asks questions
such as prediction questions)
the pupils to talk.
4. Together with all of the pupils. This means that pupils hear a
good “ model” at the end of the reading session
1. Unsay gihisgotan sa istorya?
2. Unsang galamiton ang gigamit sa mga unang Pilipino sa pagkuha sa
mga bangis nga hayop aron may pagkaon sila?
3. Nagpuyo pa ba sa mga langob ang mga tawo karon?
4. Unsay angayan nga buhaton aron adunay makaon?
H. Create a farm scene. Draw a farm where farmers are seen and a cave
showing a person bringing arrow (pana)
I. Retelling. Ask a volunteer to retell the story heard.

J. Infusion of values: Resourcefulness/Industry
Ang Pana ug Ang Mga Unang Pilipino

ni: Tita Francisca Amarillo
Adunay gamay nga bata nga ginganlan og Pablo. Nagpuyo ang

ilang pamilya sa langob sa dugay na nga katuigan. Aduna silay
gamiton sa panimalay nga pana binuhat gikan sa puthaw. Matag
panimalay sa unang panahon adunay pana.
Usa ka adlaw, ang Papa ni Pablo nagdala sa iyang pana para

mangayam
og pagkaon. Nikuyog si Pablo sa pagpangayam og mga bangis
nga hayop.
Sa ilang paglakaw sa bungtod nakakita si Pablo og dako nga

ihalas.
“Papa, papa,” matod ni Pablo. “Tan-awa ang akong nakit-an.”

Gigamit dayon sa iyang Papa ang pana ug giigo ang ihalas nga
hayop. Gihiktan nila og pisi aron ilang madala sa balay. Pag-abot
nila sa balay, giihaw dayon ug giluto sa iyang mama nga si
Pamela.Nabusog silang tanan. Pagkahuman og kaon,
nangatulog na sila.
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DAY 2
A. Review singing of the song, Kon Kita Maga Kauban

B. Drill: Matching Type
Draw a line to connect the name letters in column A with that of column B
C. Review: Teacher asks volunteer pupils to retell the story

(“Ang Pana ug Ang mga Unang Pilipino”)
D. Primer Track

a. Present the picture of an arrow. Teacher asks, What is the name
of the objects in the picture.
Pana
b. Teacher points to the key words (pana) and say, “this is the name
of the picture. Teacher and pupils say the words “pana” 2-3 more
times together.
c. Teacher points to the key symbol/P/and say” This is the
beginning letter of word /pana/” teacher models the p (sound)
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2. Introducing Letter Pp:
Papel Payi Pisi
Pala Palad Piso
Paypay
a. Here are some pictures. Can you name them? Teacher shows
the pictures that begins with letter Pp, one at a time.
This is a picture of a /ppp/…papel
This is a picture of a/ppp/…pala
This is a picture of a/ppp/…pise
This is a picture of a/ppp/. . .paypay
This is a one /ppp/…piso

follow.
d. Presenting sets of picture on the board. This among the pictures
begins with /P/, Listen as the teacher says the name of the
picture. Check the picture that begins with ,/P/
e. Present flashcards with letter Pp as a symbol of the sound ,/p/.
The letter is made of cartolina. Say,” Class this is the letter sound
like” /ppp/” (Produce the sound 3x)
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The letter name is /Pp. This is big P and here is small p.
Can you point where is Big /P/ and small p?
 Tracing Letter: Trace the letter Pp made of cartolina on the
flashcard.
 Can you write Big P and small p?
 Practice writing on the paper the letter name big P and small p
DAY 3
1. Review: Letter name and sound of Pp and the words previously

learned.
p = b p d
pana = pala pasa pana
paypay = payong paypay pisi
2. Syllable Box
1. Teacher points to the key word (pana) and read it in a normal

speed.
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2. Teacher points to each syllable as she reads each syllable
distinctly
(pa-na,)
a. Word- breaking and making:

pana p
pa pa
p pana
b. Form as many words that you can from the syllables in the big
box.
pa ya ay ga
sa ta ma ta
ta a ka lan
nay ba la las
DAY 4
words “ang”, “si”, “sa”
Ex . ang pana
si Papa
pana (sentence making word)
Naa sa lantay ang pana ni Tatay. pana

ang pana ni Tatay ang pana
ang pana ang pana ni Tatay
pana Naa sa lantay ang pana ni Tatay.

distance of words.
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1. Practice: Writing sentence with proper proportion and distance of words.
DAY 5
A. Assessment
1. Sentence Making:
Direction: Arrange the word cards to form a sentence. Copy the

sentence on your paper.(Teacher should teach pupils writing with
proper proportion and distance of words.)
pana Gidala papa ang ni
Answer key: Gidala ni papa ang pana.
B. Evaluation( Spelling and Dictation)
Direction: Write the correct spelling of the word the teacher dictates for
each blank.( This paragraph should be written in a chart. Instruct the
pupils to number their papers with (1-5)
1. pasas
2. pana
3. pala
4. papel
5. papa
C. Agreement:
Practice writing the letters you have learned in a sheet of paper.
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Week 11
Letter Bb
I. Objectives:
1. Predict what the story is about on what one knows about character,
setting and events.
3. Modify prior knowledge based on new knowledge from the story.
4. Recall important details in a story read.
5. Show love for reading by listening attentively during story reading and
making questions
6. Tell their own stories related to the picture with ease and confidence.
7. Give/produce the beginning sound of letter/s in a given word.
8. Orally segment a two to three-syllable word into syllabic parts.
9. Make one-to-one correspondence between written and spoken words.
10. Point out that spoken words are represented in written language by
specific sequence of letters.
11. Give the letter that begins with the name of a given picture/objects.
12. Identify specific letters in the alphabet, both upper and lower case.
13. Show relationship between sounds and written symbols.
15. Give the sounds of the specific letter/s in the alphabet.
16. Blend specific letters to form syllables/words.
17. Spell and write words using phonemic awareness and letter knowledge
19. Write syllables and words and phrases correctly.
20. Use names of person, places, animals, and things appropriately in
sentences.
II. Subject Matter

Story “Ang Baka ni Elmer”
Letter Name and Sound Bb
A. References
1. K to 12Curriculum Guide
2. Two-Track Approach to Teaching Children to Read and Write Their
Malone, 2010)
3. Activities for Early Grades of MTBMLE Program (Susan Malone,
2010)
4. Language Curriculum Guide by SIL International and SIL Philippines
MTBMLE Consultants
B. Materials
1. Pictures of objects/things, animals or places with their names that
begin with /b/, “Ang Baka ni Elmer ”
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2. Listening Story: “ Ang Baka ni Elmer”
C. Theme
Value: Patience/Understanding
DAY 1
1. Singing of the song, “Dali Na”
2. Game: Magic Box

Teacher prepares a “magic box”. Pupils draw a picture from the magic
box and describe it using a phrase.
Examples: baki
duha ka baki
baki sa uma
B. Pre-Reading
basakan (through picture) balili (through picture)

gipasibsib (through context clue)
2. Motivation/Activating Prior Knowledge

 Using Picture: Teacher shows pictures.
 Ask: Aduna ba kamoy binuhing hayop? Inyo ba kining giatiman?
3. Motivation Question: Gi-unsa sa pagpauli ni Elmer kuyog sa iyang

baka?
C. During Reading
Interactive Reading
1. Read the title of the story. Introduce the author and the illustrator.
2. Open the book showing the first picture

Say: Let’s read this page.
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(Teacher reads the text for that page, using the pointer smoothly
under the text as she reads.)
3. Do the same for each page, asking the pupils what they think will
happen next, using the Reading Plan.
D. Post Reading
1. Comprehension check
 Unsay imong gibati samtang naminaw ka sa istorya?
 Unsay gibuhat ni Elmer matag hapon?
 Hinganli ang mga hayop nga gihisgotan sa istorya?
 Unsay gibuhat ni buyog kang Baka?
 Nagustohan ba ninyo ang iyang gibuhat?
 Kon ikaw si buyog, buhaton ba usab nimo kini?
2. Group Activity
Group 1: Draw the character of the story you like best and talk about
him/her.
Group 2: Act out part of the story they like best.
Group 3: Retell the story.
DAY 2
A. Read the story: “Ang Baka ni Elmer” using the Reading Plan.
Ask: Unsay gibuhat sa buyog?
Ang Baka ni Elmer

ni: Tita Francisca Amarillo
Si Elmer usa ka batang lalaki nga mahigugmaon sa mga

hayop.Aduna siyay binuhi nga baka. Matag hapon magsakaysakay siya
sa buko-buko para iya kining pasibsibon og lunhaw nga balili sa
basakan ni Manoy Batang. Usa niana ka hapon giguyod ni Elmer ang
iyang baka padulong pauli sa ilang balay. Wala kini
mosunod.Nagmagahi kini sa pagsunod kaniya. Nihilak si Elmer. Giduol
siya ni Baki ug gipangutana ngano nga naghilak siya.Dili mosunod
kaniya sa pagpauli bisan gi-unsa niya pagbira, matud pa ni
Elmer.Giguroy ni Baki ang baka apan wala kini mosunod. Giguyod pag-
usab ni Baki ang baka apan wala gihapon kini mosunod.Nag-atubang og
hilak si Elmer ug si Baki. Giduol sila ni Baboy. Nangutana si Baboy
ngano nga naghilak silang duha. Gitabangan sila ni Baboy. Giguyod ni
Baboy ang baka apan wala kini mosunod. Giguyod pag usab ni Baboy
ang baka apan wala kini mosunod. Nihilak Elmer, si Baki ug si Baboy.
Ug kalit nga miabot si Buyog. Nangutana kanila ngano nga naghilak sila.
Ilang giasoy Ni Buyog ang ilang problema.
Nikalit si Buyog pag- ingon”Higalang Elmer, Baki ug Baboy ayaw
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kamo kabalaka. Akoy papauli sa imong baka” Nakuratan si Elmer, si
Baki ug si Baboy sa ilang nadungog. Ilang gipangutana si Buyog nga sa
iyang ka gamay unsay iyang mahimo nga dili nila mahimo.
Giduol ni Buyog ang baka ug iya kini nga gi- ikotan. Mikaratil
pagdagan ang baka pauli sa balay. Nagsunod si Elmer, si Baki, si
Baboy ug si Buyog nga malipayon.
B. Presentation
1. Naming pictures beginning with /B/.
2. Introduce the key picture and the key word.
Baka
a. Ask: What is this picture?

b. Say: This is a picture of baka (a cow).
c. Point to the word and say: This is how we write baka.
d. Read the key word 2-3 times WITH the pupils.
C. Syllable Box
a. Point to the key word and read it at normal speed.
b. Point to each syllable as you read each syllable distinctly.
ba ka
c. Read each syllable again, clapping once for each syllable. Do this
again and have the pupils clap for each syllable with you.
D. Break-The-Word
a. Write the key word on the left side under the syllable box. Read it to
and then with the students.
b. Continue writing each smaller part of the word and reading it to and
with the students.
c. Write the new letter directly under the new letter above. Read the new
letter to and then with the students.
d. Read the whole Break-the-word column with the students.
Break-the-word Make-the-word
baka b
ba ka
b baka
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E. Make-The-Word
a. Write the new letter to the right of the Break the Word column and
read the new letter with the students. (See illustration above)
b. Write the part of the word with the new letter so the new letters are in
a straight column. Then read that part of the word with the pupils.
c. Finally, write the entire word so the new letters are in a straight
column and read the word with the students.
d. Pupils read the Key word, Syllable Box, Break the Word and Make
the Word together; volunteers; read alone.
F. Big Box
a. Pupils read letters / syllables as you point to them.
 First move the pointer across each row of the Big Box as they
read.
 Then move the pointer down each column as they read.
 Then point to different letters or syllables randomly.
 Volunteers read each letter or syllable as you point to it. Correct
any mistakes.
la sa ya tay
ga ay say lan
a ka ma ta
ba lay na da
b. Pupils find the new key word in the Big Box.

 A pupil points to letters or syllables that make the new keyword.
Read the word with the pupil.
 Ask, “Is the word correct?” If yes, write the key word on the
chalkboard and read it with the pupils. If it is not correct, call
another pupil to point the parts of the key word.
c. Pupils find the new key word in the Big Box.

 A pupil points to letters or syllables that make the new keyword.
Read the word with the pupil. (baka)
DAY 3
1. Review the Big Box.

2. Pupils find other words in the Big Box. These can be words they
already learned or, even better, words they had not learned
previously. (saya, halas, kaka,gatas, lata,baka, bata, baboy)
 Read the words with the pupils as they identify them.
 Teacher writes each new word on the chalkboard.
 Pupils read all the words in the word list together.
Teacher may use Game: Forming Words
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Teacher prepares syllable cards (syllables are taken from the
syllable box.) She may prepare 3 or more cards for each
syllable to be used by pupils in forming words.
3. Introduce sight words (ang, sa, may, kung, kay, nga, si, ni) to pupils.
Pupils may form phrases with the help of the teacher. Teacher writes
it on the chalkboard and let the pupils read the phrases with her then
ask some volunteers to read:
ang baka
may bag
kon wala
sa sala
nga baka
4. Break-The-Sentence
a. Write the Sentence Making Word (baka) Point to it and read it with
the pupils. Tell them you will use this word to make a sentence.
b. Write the whole sentence under the Big Box towards the left side.
c. Move the pointer smoothly under the sentence as you read it with
the pupils.
Sentence breaking Sentence making

May baka si Elmer. baka
baka si Elmer baka si Elmer
baka May baka si Elmer.
5. Make-The-Sentence
a. Tell the pupils, “Now we will make the sentence again.”
b. Write the sentence making word under the Big Box but on the
right side. (See illustration above)
c. Point to the word as you read it with the pupils.
6. Handwriting
a. Pupils practice writing the new letter
Say: I want you to write the new letter. This is big letter B. The
name of the letter is B. The sound of the letter is /B/.
(With your back to the pupils, tell them) Watch my finger as I write”
the new letter in the air. (Make sure you make the letter very large
so they can see how you make. Follow the standard in writing
letter B with the correct counting then say the sound /B/).
 Ask them to copy your movements and practice writing the
letter in the air 3-4 times.
 Hold one hand in the air and show them how to write the letter
on the palm of one hand using the finger of their other hand.
Have them do this with you 3-4 times.
 Write the new letter on the chalkboard. Write slowly and make
the letter large so everyone can see it. Write it 3 times like
that.
 Pupils practice writing the letter in their notebooks or activity
sheets 10 times.
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 Follow the same procedure in writing small letter b
b. Pupils practice writing the new keyword (baka).

 Write the new key word in large letters on the chalkboard.
Write it 3-4 times so everyone can see clearly how you write it.
 Pupils write the new key word 10 times in their notebooks.
 Walk around the room to see how they are doing. Help anyone
that is having trouble.
c. What words mentioned in the story that begins with B or b? (baka,

batang, baki, baboy, buyog).
 Can you give other words that begin with B or b?
d. Name the picture. Write the missing letter.
DAY 4
A. Review the standard in writing in writing letter uppercase B and

lowercase b.
B. Spelling
a. Say the key word from today’s lesson. Pupils write it.
(baka)
b. Say the key word from the last lesson. Pupils write it.
(pana)
c. Say 2 to 5 other key words. Pupils write each one.

(yaya, kaka, mata, gatas, dalan)
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d. Write the spelling words correctly on the chalk board. Pupils check
their work and correct any mistakes.
C. Exercises
1. Match pictures with words by connecting a line.
2. Divide the words into syllables. How many syllables in each word?
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3. Forming Words
D. Read Sentences
a. Write the reading sentences/short story on the chalkboard.
Sentences:
May baka si Elmer.
May baki sa basakan.
Gialirongan sa buyog ang baka.
b. Move the pointer smoothly under the sentences as you read them
with the pupils.
c. Pupils read the sentences together and then individual pupils read
them along.
d. Pupils answer simple comprehension questions:
Naunsa ang baka?

Nganong nihilak si Elmer?
Unsay gibuhat sa buyog?
DAY 5
A. Assessment
1. Write the missing syllable. Choose the correct answer from the box.
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2. Write the correct phrases that describe the pictures.
B. Agreement
Arts and Crafts: Draw a cow in your notebook.
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Week 12
Letter Gg
I. Objectives
1. Participate actively during story reading
2. Predict outcomes
3. Interpret feeling of the character
4. Respond to the story through the following activities
a. draw the foods he wants
b. effects of the foods he wants to his health
c. List down the rights foods for kids
d. Write a letter of advice to the kid

6. Give the beginning sound of spoken words. (Speaking)
7. Identify the letter Gg.
8. Write upper Case G and lower case g in proper proportion
9. Write and spell correctly the words learned.( Writing )
letters that are arranged in a specific order (Viewing)
II. Subject Matter

Story: “Ang Gatas” ni Eugene F. Calingacion
Letter Name & sound of Gg
A. Reference
B. Materials
the weekly theme), pad paper (with red and blue lines, spelling notebook),
poster story
C. Theme
Me and My family ( including likes and dislikes, health habits, daily
tasks/activities
I. Procedure
DAY 1
1. Sing a a song, “ Hustong mga Pagkaon” tune of Sampung mga Daliri
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Hustong mga pagkaon
Masustansiya kaayo
Makapahimsog sa atong lawas
Layo ra sa mga sakit.
2. Review of the letters learned in the previous days.
B. Lesson Proper
gatas sitserya
masustansiya (Through context clues)
C. Motivation:
Unsay pagkaon nga makapabaskog sa kalawasan? Unsay mahitabo sa
bata nga dili mokaon og masustansiyang pagkaon? Show the front cover
of the book. Introduce the title and the author of the book.
D. Motive Question:
Teacher asks: Unsay nahitabo sa bata sa istorya nga gisunod ang iya
rang gusto?
E. Reading the Story; (Teacher reads the author and the illustrator of the
story.
Then reading will be done next, following the reading the story)
The Reading Plan for use with this activity

The teacher reads
1. To the pupils( uninterrupted while she/he asks question such as
prediction questions)
2. Together with all the students
3. Together with individual or two pupils at a time to encourage the
pupils to talk.
4. Together with all of the pupils. This means that the pupils hear a
good “ model” at the end of the reading session.
F. Comprehension Check:
 Unsa ang ulohan sa istorya?
 Kinsa ang importante nga tawo sa istorya?
 Unsa ang gikaon sa bata sa unang bahin sa istorya?
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 Unsay nahitabo sa bata?
 Unsay gikaon sa bata sa ulahing bahin sa istorya?
 Maayo ba nga ang imo rang gusto ang imong kan-on ug dili ang mga
kinahanglanon sa imong lawas?
G. Engagement activities
Group 1 - Idibuho ang mga pagkaon nga gusto sa bata sa unang bahin
sa istorya.
Pagkaon nga Gusto sa Bata
Group 2 - Act out the part where the child experiences the effects of food
he eats to his health.
Group 3 - Character web. The foods he eat in the later part of the story
bata
Group 4 - Write a letter of advice to the kid.
Dear____,
Gusto ko nga mokaon ka sa mga pagkaon nga _________, sama

sa: ______, _____, _____. Likayan na nimo ang pagkaon sa nga
______________sa lawas.
Ako ang imong konsensiya,
______________
H. Infusion of values: Eat a well balance diet.
Ang Gatas
ni: Eugene F. Calingacion
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Walay lami alang kang Miko ang lasa sa gatas.
Sitsirya ug softdrinks ang paborito niyang pagkaon.
Usa ka adlaw niana, nisakit ang iyang tiyan.
Nisakit kini pag-ayo ug nisuka pa gayod siya.
Gidala si Miko sa doctor nga nitambag kaniya nga ang gatas
maayong pagkaon sa lawas.
Sukad niadto, gatas na ang paborito ni Miko.
Nahimsog ug nigwapo na si Miko.
Sa ilang eskuylahan, maalamon pa gayud siya.
DAY 2
A. Drill: Matching Type

Draw a line to connect the same letters in column A with that of column B
Match A B
l b
b d
g l
d p
p g
B. Review: Teacher asks volunteer pupils to retell the story “Ang Gatas”
C. Primer Track:
Key Picture, Key Symbol and Key Word
1. Present the picture of gatas. Teacher asks, ” What is the name of the
object in the picture?
Gatas
2. Teacher points to the key words (gatas) and say, “this is the name of
the picture. Teacher and pupils say the word” gatas” 2-3 more times
together.
3. Teacher points to the key symbol G and say” This is the beginning
letter of word gatas” Teacher says the name …g… teacher models
the /g/ (sound)
D. Introducing Letter Gg:
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1. What’s in the picture? Here are some pictures. Can you name them?
Teacher shows the picture that begins with letter Gg, one at a time.
gatas gabi gabas
gunting guna garapon
2. Teacher says the picture name one at a time by producing the initial
sound of each. Say the word three times.
This is a picture of a /ggg/… gatas

This is a picture of a /ggg/…. gabi
This is a picture of a /ggg/….gabas
This is a picture of a /ggg/….gunting
This is a picture of a /ggg/….guna
This is a picture of a /ggg/….garapon
3. Ask: What sound do you hear at the beginning of each picture?

Teacher produces the letter sound again and again as pupils follow.
4. Presenting sets of picture on the board. Which among the pictures

begins with /g/ listen as the teacher says the name of the picture.
Check the picture that begins with /g/.
5. Present flashcards with letter Gg as a symbol of the sound /g/. Say,”

Class this is the letter sound like /ggg/”( Produce the sound 3x).The
letter name is Gg. This is big /G/ and here is small /g/. Can you point
where is Big /G/ and small /g/?
6. Tracing Letter: Trace the letter /Gg/. Trace the letter Gg made of
cartolina on the flashcard.
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7. Can you write Big /G / and small /g /? Write it using your finger on the
A. Practice writing on the paper the letter name Big /G/
and small /g/
DAY 3
A. Review: Letter name and sound of /g/ and the words previously learned.
a = g d a
gabas = aga gabas daga
gatas = gunting guna gatas
B. Syllable Box
1. Teacher points to the key word (gatas) and read it in a normal speed
2. Teacher points to each syllable as she reads each syllable distinctly.
( ga -)
a. Teacher read each syllable again, clapping once for each syllable.
(ga=(one clap) tas=(one clap)
b. Word- breaking and making:
gatas
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ga tas
gatas g
ga ga
g gatas
ga ya bas tay
sa ak ma ta
la a ka lan
na ba pa may
DAY 4
words “ang” , “ni”, “ sa”.
Ex . ang gatas
sa lamesa
ni Golda

distance of words.
4. Sentence breaking and making
(Sentence making word)

Gabas niya naa sa dalan. gabas
Gabas niya Gabas niya
Gabas Gabas niya naa sa dalan.
5. Practice: Writing sentence with proper proportion and distance of
words.
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DAY 5
A. Assessment:
1. Sentence Making:
Direction: Arrange the word cards to form a sentence
Copy the sentence on your paper.
(Teacher should teach pupils writing with proper proportion and
distance of words)
a.
sa gabas dalan ang naa
Answer key: Naa sa dalan ang gabas.
b. Golda dala ni ang gatas
Answer key: Dala ni Golda ang gatas.
2. Evaluation (Spelling and Dictation)

Direction: Write the correct spelling of the word the teacher dictates
for each blank.(This paragraph should be written in a chart. Instruct
the pupils to number their papers with (1-6)
Usa ka adlaw niana, wala mahipos ni Golda ang ( 1 ). Paka-ugma

niadto siya sa ( 2 ). Sa ( 3 ) nasangit ang iyang tiil. Niagas ang ( 4 )
.Nakita niya ang gabas nga wala niya ( 5 ) maoy nakasamad kaniya.
Nakaamgo si ( 6 ) sa iyang sayop.
Answer key:
1. gabas
2. dagat
3. dalan
4. dugo
5. mahipos
6. Golda
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Week 13
Letter Dd
I. Objectives:
1. Express love for reading by listening attentively during story reading
2. Recall important details in story read
3. Act out portion of the story
4. Sequence event as they happened in the story
7. Identify specific letter in the alphabet, both upper and lower case
8. Write upper Case D and lower case d in print using proper proportion
12. Identify names of persons, places, animals and things
II. Subject Matter:

Story: “Ang Dalan” ni Gea C. Alonso
Letter Name & Sound of Dd
A. Reference
B. Materials
C. Theme
tasks/activities)
D. Value
Friendliness
III. Procedure:
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DAY 1
Singing of an action song, “DALI NA” (to the tune of SWAY)
Ni; Analina Rma
Ang ulo iyango-yango ta.

Ang kamot ipak-pak ta.
Ang hawak ikiay-kiay ta.
Ug ang ti-il itindak ta.
Dali na ug manayaw kita.

Maglipay ug magkat-on kita.
Sa pagbasa ug pagsulat sa atong pinulongan.
(Repeat first stanza)
B. Lesson Proper :
Review of the letters learned in the previous days with the use of an
envelope. The teacher will prepare 5 envelopes with questions inside.
Call volunteers to pick an envelope. Let him/her read the question aloud
with the answer. Appreciate the pupils answering the question through
giving different kinds of clap.
C. Pre- reading
dalan katingalahan
gibati (context clues)
D. Motivation:
Teacher asks: Have you experienced getting lost along the way? What
did you do? She shows the front cover of the big book to the class and
read the title of the story and the illustrator. Teacher reads the story “Ang
Dalan” using the reading plan.
E. Motive Question:
Nakaabot ba si Dante sa balay nilang Dadan?
F. Reading the story; Active Reading

a. First reading
Open the book and read the story showing each page the illustrations
to the pupils.
108
b. Second reading
Give the pupils a chance to interact with the text. After reading a page
or several pages, ask questions to help pupils predict and monitor
their comprehension.
Dalan
ni: Gea C. Alonso
Adunay gamay ug suok nga dalan.

Dalan nga padulong sa balay ni Dandan.
Walay gusto nga moagi niini nga dalan.
Tungod sa naandan nga adunay katingalahan.
Katingalahan nga gikahadlokan sa tanan.
Gusto ni Dante nga moadto sa ilang Dandan.
Apan wala siyay kapaingnan gawas sa pag-agi sa gamay nga
dalan.
Nakuyawan si Dante samtang naglakaw sa gamay nga dalan.
Tingalig makakita siya’g katingalahan.
Apan sa walay kalisdanan ug katingalahan
nakaabot gayod si Dante sa ilang Dandan.
1. Unsay imong gibati samtang naminaw ka sa istorya? Ngano man?
2. Kinsay mga tawo nga naa sa istorya?
3. Ihulagway ang gibati ni Dante samtang naglakaw siya sa dalan.
4. Unsa kaha ang katingalahan sa dalan padulong sa ilang Dandan?
5. Gusto ba nimo si Dante? Ngano man?
H. Acting It Out:
1. Call pupils to act out through Pantomime.
2. Provide picture puzzle of the story.
3. Let the pupils arrange the pictures according to the sequence of the
story
.
I. Infusion of values: Courageous/Self-confidence
DAY 2

Match the big letter to its small letter
Match 1. N m n b
2. L l i n
3. P p n g
4. B n d b
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5. G t s g
B. Review: Teacher asks volunteer pupils to retell the story

(“Dalan”)
C. Primer Track:
1. Key Picture, Key Symbol and Key word
a. Present the picture of a narrow way. Teacher asks, “What object
have you seen in the picture?”
Dalan
b. Teacher points to the key words (dalan) and say, “this is the name
of the picture. Teacher and pupils say the words “dalan”2-3 more
times together.
c. Teacher points to the key symbol/ D/, and say” This is the
beginning letter of word /dalan/” Teacher says the name …d…
teacher models the /d/ (sound)
2. Introducing Letter Dd:
dagat dahon
dalan dalaga
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them? Teacher shows the picture that begins with letter Dd one at
a time.

This is a picture of a /ddd/…dalan

This is a picture of a /ddd/…dagat
This is a picture of a /ddd/…dahon
This is a picture of a /ddd/…dalaga

follow.

begins with /d/ listen as the teacher says the name of the picture.
Check the picture that begins with /d/. Present flashcards with
letter D has a symbol of the sound /d/, The letters are made of
cartolina. Say,” Class this is the letter sound like /ddd/(Produce
the sound 3x ). The letter name is Dd. This is big D and here is
small d. Can you point where is Big /D/ and small d?
e. Tracing Letter: Trace the letter Dd made of cartolina on the

flashcard.
f. Can you write Big D and small d? Write it using your finger on the
g. Practice writing on the paper the letter name big D and small d
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DAY 3
A. Review: Letter name and sound of /d/ and the words previously
learned.
d = d l a p
dalan = dagat dahon dalaga dalan
B. Syllable Box
1. Teacher points to the key word (dalan) and read it in a normal speed.
2. Teacher reads each syllable again , clapping once for each syllable.
(ha=(one clap) las=(one clap)
a. Word- breaking and making:
dalan d
da da
d dalan
b. Generate as many words that pupils can, from the syllables in the
big box.
da ya bas ga
sa ak ma ta
la a ka lan
gat pa may las
c. Read the words generated and post on the wall.
3. Color the big letter D small letter d with your favorite color.
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DAY 4
1. Review the words formed by the pupils on day 3. Let them read it again.
2. Match the big letter D to its small letter d.
d h m
h D n
r m d
3. Teach the sight words “ ang” ,”ka “, ”sa”

Ex .Ang dalan sa padulong ka Dadan
5. Practice: Spelling and writing phrases with proper proportion and distance
of words.
dalan (sentence making word)
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Ang dalan padulong kang Dadan. dalan
dalan padulong kang Dadan dalan padulong
dalan padulong dalan padulong kang Dadan
dalan Ang dalan padulong kang Dadan.
DAY 5
A. Assessment:
1. Sentence Making:
Direction: Arrange the word cards to form a sentence.

Copy the sentence on your paper.(Teacher should teach pupils writing
with proper proportion and distance of words.
kang ang dalan padulong Dandan

a.
Answer key: Ang dalan padulong kang Dadan.
for each blank. (This paragraph should be written in a chart. Instruct
the pupils to number their paper with (1-3)
Ang ______padulong sa ______ni_________gamay.

Katingalahan nga________sa tanan. Gusto ni _______nga moadto
sa ilang __________. Nakaabot si __________ sa ilang ________ sa
walay kalisdanan.
Answer: dalan balay Dandan

gikahadlokan Dante
Dandan Dante
Dandan
3. Assignment:
Mangita og retrato sa halas ug hagdan.
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Week 14
Letter Hh
I. Objectives:
1. Answer wh-questions in the story listened to
2. Predict outcomes
3. Act out portion of the story
4. Sequence event as they happened in the story
7. Identify the letter Hh.
8. Write upper Case H and lower case h correctly
9. Give the meaning of the new words through pictures, action and realia
II. Subject Matter

Story “Ang Halas” ni Nice Padesio
Letter Name & Sound of Hh
A. Reference
B. Materials
C. Theme
tasks/activities)
D. Value
Friendly/Giving
III. Procedure:
DAY 1
Singing of an action song, “DALI NA” to the tune of SWAY
“Ang ulo iyango-yango ta
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Ang kamot ipak-pak ta
Ang hawak ikiay-kiay ta
Ug ang ti-il itindak ta
Dali na ug manayaw kita

Maglipay ug magkat-on kita
Sa pagbasa ug pagsulat sa atong pinulongan.”
(Repeat first stanza)
B. Lesson Proper
Review of the letters learned in the previous days through the use of a
box. The teacher will prepare 5 boxes with questions inside. Call
volunteers to form a circle. The box will be passed around with a
background music. Once the music stops, the pupil who received the
box will get a question. The pupil who can give the correct answer will be
given something like: paper.
C. Pre- Reading
hapag halas hagdanan
D. Motivation:
Teacher asks: Have you ever experienced being hungry and you have
nothing to eat?(Nakasulay nabakamo og tumang kagutom ug walay
makaon?) What did you do? (Unsa man ang inyon gibuhat?) She shows
the front cover of the big book to the class and ask them,” Have you seen
a snake? Are you afraid of it? ”Teacher reads the story” Ang Halas” using
the reading plan.
E. Motive Question
If you were the snake, what will you do?
F. Reading the story; Active Reading

1. First reading
Open the book and read the story showing each page the illustrations
to the pupils.
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2. Second reading
Give the pupils a chance to interact with the text. After reading a
page or several pages, ask questions to help pupils predict and
monitor their comprehension.
1. How did you feel while listening to the story? Why?
2. Who is the important character in the story?
3. What did the snake do to be able to have a food to eat?
4. How did the snake realize that he was wrong? Explain your choice.
5. If you were the snake, would you do the same?
H. Acting It Out:
1. Act out portion of the story you like best.
2. Provide picture of the story.
3. Let the pupils arrange the picture according to the sequence of the
story.
I. Infusion of values: Helpfulness/Sharing
Ang Halas
ni: Nice Padesio
Usa ka adlaw natulog ang halas sa hapag sa balay duol sa

hagdanan. Niagi si wati ug miingon siya, “Halas bangon dinha kay
mangita ta og pagkaon kay hapit na moabot ang adlaw nga ting-
ulan.” Pero wala naminaw ang halas. Nagpadayon siya og katulog.
Unya ang wati nagpadayon sa iyang panaw. Sa iyang pagpangita
og pagkaon nakakita siya og wak-wak nga nagdala og wasay. Pero
wala niya kini panungbalinga. Nagpadayon siya og lakaw sa
pagpangita og pagkaon. Panahon na sa ting-ulan og walay makaon
ang halas, nagkurog siya sa kagutom. Nakahuna-huna siya ni wati,
busa iyang gi-adto si wati aron mangayo siya og pagkaon. Sukad
niadto nag-andam na si halas og pagkaon para kon moabot na ang
panahon sa ting-ulan, anaa na siya’y makaon.
DAY 2

Draw a line to connect the name letters in column A with that of
column B
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(“Ang Halas”)
C. Primer Track:
a. Present the picture of a snake. Teacher asks,” What is the

name of the object in the picture.
Halas
b. Teacher points to the key words (halas) and say, “this is the
name of the picture. Teacher and pupils say the words “halas”
2-3 more times together.
c. Teacher points to the key symbol/ H/, and say, “This is the
beginning letter of word /halas/” Teacher says the name …h…
teacher models the h (sound)
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2. Introducing Letter Hh:
hapag halas
halas hatag
them? Teacher shows the picture that begins with letter Hh one at
a time.

This is a picture of a /hhh/…hapag

This is a picture of a /hhh/…hagdanan
This is a picture of a /hhh/…halas
This is a picture of a /hhh/…hatag

follow.

begins with /h/ listen as the teacher says the name of the picture.
Check the picture that begins with /h/,
e. Present flashcards with letter H has a symbol of the sound /h/.

The letters are made of cartolina. Say,” Class this is the letter
sound like /hhh/(Produce the sound 3x )
The letter name is Hh. This is big H and here is small h.
Can you point where is Big /H/ and small h?
f. Tracing Letter: Trace the letter Hh made of cartolina on the

flashcard.
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g. Can you write Big H and small h?
h. Practice writing on the paper the letter name big H and small h
DAY 3
A. Review: Letter name and sound of /h/ and the words previously learned.
a = h w a
halas = hapag halas hagdanan
B. Syllable Box
1. Teacher points to the key word (halas) and read it in a normal speed.
2. Teacher reads each syllable again, clapping once for each syllable.
(ha=(one clap) las=(one clap)
a. Word breaking and making:
halas h
ha ha
h halas
b. Generate as many words that pupils can, from the syllables in the
big box.
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ha ya tas ga
sa da ma ta
la a ka lan
na ba pa las
c. Read the words generated and post on the wall.
C. Color the big letter H small letter h with your favorite color.
DAY 4
1. Review the words formed by the pupils on day 3. Let them read it again.
2. Match the big letter H to its small letter h.
m h m
h n
r m h
3. Teach the sight words “ ang” ,”ni “, ”sa”

Ex. Ang halas sa hagdanan ni Hana
121
of words.
hagdanan (sentence making word)
Naa sa hagdanan ang halas hagdanan

Naa sa hagdanan sa hagdanan
sa hagdanan naa sa hagdanan
hagdanan Naa sa hagdanan ang halas.
DAY 5
A. Assessment:
1. Sentence Making:
Direction: Arrange the words cards to form a sentence.

Copy the sentence on your paper.(Teacher should teach pupils writing
with proper proportion and distance of words.
sa ang hagdanan Natulog halas

a.
Answer key: Natulog sa hagdanan ang halas.
for each blank.
122
(This paragraph should be written in a chart. Instruct the pupils to
number their papers with (1-3)
Si ______gidani ni wati sa pagpangita og pagkaon. Apan si

halas wala mokuyog kang wati. ________na panahon ang nilabay
niulan og kusog. _____kaayo si halas ug wala pa gyod siyay pagkaon.
Nangayo siya kang wati og pagkaon.
3. Assignment:
Mangita og retrato sa wasay ug wati.
123
Week 15
Letter Ww
I. Objectives
1. Give the meaning of the new words through the use of illustrations,
context clues, synonyms
2. Recall details in the story
3. Tell the setting, character and event in the story
7. Identify the letter Ww.
8. Write upper Case W and lower case w correctly
11. Use names of persons, places and insects/animals appropriately in
sentences
II. Subject Matter

Story “Walo ka Wati“
Letter Name & Sound of Ww
A. Reference
B. Materials
C. Theme
tasks/activities)
D. Value
Friendly/Giving
III. Procedure:
124
DAY 1
Singing of the “ Greeting Song, Maayong Buntag”
B. Lesson Proper :
C. Pre- Reading
wati umahan gitambag

an
D. Motivation:
Teacher asks: Nakasulay ba kamo nga wala mipatuo sa imong mama ug
nagtuman ka sa imong gusto? Unsay nahitabo? She shows the front
cover of the big book to the class and ask them,” Have you heard about
an earthworm ?” Teacher reads the story” Ang Walo ka Wati” using the
reading plan.
E. Motive Question
Pangitaon kaha ang usa ka wati nga nawala?
F. Reading the Story

(Teacher reads the author and the illustrator of the story. Then reading
will be done next, following the reading the story)

The teacher reads
1. To the pupils( uninterrupted while she/he asks questions such as
pupils to talk.
4. Together with all of the pupils. This means that pupils hear a good “
model” at the end of the reading session
125
1. Unsay ulohan sa istorya?
2. Kinsay gihisgotan sa istorya?
3. Asa paingon ang walo ka wati? Unsay ilang gibuhat didto?
4. Unsay nahitabo sa usa ka wati? Ngano man kaha?
5. Gipangita ba siya sa iyang mama ug mga igsuon?
6. Pinangga ba nila ang usag-usa? Nganong nakasulti ka man niini?
H. Create a farm scene

Draw earthworms and other things found in the farm like chicken, cow,
goat, plants, weeds etc.
I. Retelling
Ask a volunteer to retell the story heard.
J. Values
Helpfulness/Sharing
Walo ka Wati
ni: Gea C. Alonso
Adunay walo ka wati.

Managsuon silang walo.
Gitugon sila sa ilang mama nga dili magbulag-bulag.

Usa ka adlaw, nanuroy ang walo ka wati sa umahan.
Nagdula sila. Apan ang usa ka wati dili gusto nga magdula kay gusto
siyang magsuroy-suroy.
Nabulag siya sa iyang mga igsuon sa iyang pagsuroysuroy.
Pagpauli nila sa balay. Gitawag sila sa ilang mama aron mangaon.

Nakurat ilang mama tungod kay kulangan na sila og usa.
Busa gibalikan nila ang ilang igsuon kauban ang ilang mama diin sila
nagdula.
Ila kining gipangita, gipangita, ug gipangita.
Nakit-an ra gayud nila ang ilang igsuon nga naghilak ilalom sa kahoy.
Ila kining gipangutana nganong nabulag siya.
Sa iya diay nga pagsuroy nakakita diay siya og manok. Nitago siya,
pagbalik niya wala na iyang mga igsuon ug dili na siya makatultol sa
pagpauli.
126
DAY 2

Draw a line to connect the name letters in column A with that of column B

( “Ang Walo ka Wati”)
C. Primer Track:
a. Present the picture of an earthworm. Teacher asks, What is

the name of the objects in the picture.
Wasay
b. Teacher points to the key words (wasay) and say, “this is the
name of the picture. Teacher and pupils say the words
“wasay” 2-3 more times together.
c. Teacher points to the key symbol/W/and say” This is the
beginning letter of word /wasay/” teacher models the w
(sound)
127
2. Introducing Letter Ww:
them? Teacher shows the picture that begins with letter Ww,one
at a time.
wak-wak wala
wati wasay

This is a picture of a /www/…wati

This is a picture of a/www/…wasay
This is a picture of a/www/…wak-wak
This is a picture of a/www/…wala

follow.
d. Presenting sets of picture on the board. This among the pictures

begins with /w/, listen as the teacher says the name of the picture.
Check the picture that begins with, /w/
e. Present flashcards with letter Ww as a symbol of the sound ,/w/.

The letter is made of cartolina. Say,” Class this is the letter sound
like” /www/” (Produce the sound 3x)
The letter name is /Ww. This is big W and here is small w.
Can you point where is Big /W/ and small w?
f. Tracing Letter: Trace the letter Ww made of cartolina on the

flashcard.
128
g. Can you write Big Wand small w? Write it using your finger on the
h. G. Practice writing on the paper the letter name big W and small
w
DAY 3
A. Review: Letter name and sound of w and the words previously

learned.
a = h w a
walo = wala wati walo
wasay = wala wasay wati
B. Syllable Box
1. Teacher points to the key word (wasay) and read it in a normal
speed.
Teacher points to each syllable as she reads each syllable distinctly

(wa-say)
2. Teacher reads each syllable again ,clapping once for each syllable.
wa=(one clap) say=(one clap)
129
3. Word- breaking and making:
Wasay w
Wa wa
W wasay
Ha ya tas ga
Sa da ma ta
La a ka lan
Na ba pa las
DAY 4
1. Review the words formed by the pupils on day 3. Teach the sight words
“ang”, “ani”, “sa”

Ex . wala ang wasay
of words.
Sentence breaking and making:
wasay (sentence making word)
Nawala ang wasay wasay

ang wasay ang wasay
wasay Nawala ang wasay.
130
DAY 5
A. Assessment:
1. Sentence Making:
Direction: Arrange the word cards to form a sentence.
Copy the sentence on your paper. (Teacher should teach
pupils writing with proper proportion and distance of words).
wak-wak Nagdala ang wasay og
Answer key: Nagdala og wasay ang wak-wak.
2. Evaluation( Spelling and Dictation)
for each blank.( This paragraph should be written in a chart. Instruct
the pupils to number their papers with (1-5)
Gidala ni____(1)_______ si___(2)_____sa pagpangita og

pagkaon. Pero_____(3)________nikuyog si Halas. Nagpadayon si
Wati og pangita og pagkaon.Sa iyang paglakaw nakita ni Wati
si____(4)________ nga nagdala og____(5)________. Pero wala niya
kini panungbalinga.
Answer key:
1. Wati
2. Halas
3. wala
4. Wak-wak
5. wasay
3. Agreement
Practice writing the letters you have learned in a sheet of paper. One
letter per line.
131
Week 16
Letter Ii
I. Objectives:
such as, the
 Character
 Setting
 Main events;
2. Blend spoken simple beginning sounds (onsets) to form new words;
3. Draw on experiences to bring meaning to words in context;
4. Predict what the story is about on what one knows about the character,
setting and events;
5. Confirm predictions after listening to a story;
making comments;
7. Identify letters Ii and its sound;
8. Write upper and lower case Ii correctly
9. Identify the pronouns in the sentence.
II. Subject Matter:

Story : “Isda Para Kang Iko” ni Ma. Ellen G. Ompoc
Letter Name and Sound of Ii
A. Reference:
B. Materials:
Listening story. Primer Lesson Plan of the specific language, key picture
drawn on a cardboard, key symbol written on a letter card, prepared big
box with syllables on it, Big Book, Pad paper (with red and blue lines,
spelling notebook), Poster story, and sand paper, toy eggs.
III. Procedure:
DAY 1
A. Review of the past lesson

B. Unlocking of Difficult Words:
132
1. pamingwit ( through a picture)
2. sapa (through a picture)

3. naniid ( through demonstration)
4. mipatong (through demonstration)
5. taud-taod (through context clue)
6. mikubit (through a picture and demonstration)
7. gibira (through demonstration)
B. Motivation/activating prior knowledge:

Nakasulay ba mo og pamasol? Unsay nikubit sa inyong paon?
C. Motive Question:
Unsa kaha ang nakubit ni Iko?
D. Listening Story:
1. The teacher reads a story to the whole class in a lively and interesting
manner then stops once in a while to ask questions.
Isda Para Kang Iko

ni: Ma Ellen G. Ompoc
Sayo sa buntag, milakaw si Iko nga nagdala ug bingwit.

Mamingwit kuno siya ug isda sa sapa. Pag-abot niya sa sapa,
nipatong siya sa dako nga bato ug nilantaw sa tin-aw nga tubig.
“Oy, daghan ang isda!” miingon si Iko. Gibutang dayon niya ang
iyang bingwit sa tubig . Taod-taod milihok ang bingwit, mikobit
dayon ang isda sa gipaon ni Iko. Gibira niya og hinay-hinay ang
bingwit. “Hala! dako nga isda! Yepee!..naa na mi isud-an unya!”
matod ni Iko. Malipayon kaayo nga mipauli si Iko sa ilang balay.
2. After reading the story, the teacher asks the pupils to answer some
questions.
133
3. Post reading activity: Answering comprehension questions:
a. Kinsa ang bata sa atong istorya?
b. Diin nahitabo ang atong istorya?
c. Unsa man ang mga panghitabo sa atong istorya? Isaysay sugod
sa una, ikaduha ug ikatulo nga panghitabo.
DAY 2
INTRODUCING LETTER Ii
A. Review lesson about the Story “Isda Para kang Iko”

B. Engagement Activity:
1. “Mangita ta”
Scatter different pictures on the floor. Let the children form a circle
around the scattered pictures. As the teacher signals “Go” the children
will look for pictures whose name starts with sound /i/ and put it inside
the box at the top of their tables.
2. “Husto o Dili”
The teacher together with the children checks each picture inside the
box. If its name starts with /i/ all will say hmmm..... if it doesn’t, start
with /i/ children will say ewww...
3. All pictures whose name starts with the /i/ will be posted on the board.
4. The teacher will point to each picture and children will say its name
emphasizing the (sound) /i/.
5. This is a picture of /iii/ ...........isda,
/iii/.............iro
/iii/............itlog
/iii/............ilaga
/iii/............iring
C. Present Primer lesson: (Refer to previous Key Symbols)

1. Part 1 Key picture of a fish “isda”, key word is isda, the syllable box for
“is” and “da”. The word breaking and making.
2. Part 2 is the Big Box: Pupils will build words out of the letters already
learned including the i.
3. Let’s sing, “Ang Moingon” to the tune of “If You’re Happy Today”
Kantaha kini sa: natural nga tingog, hinay, paspas, paspas kaayo.
Ang I moingon og /i/ (2x)
Kada letra adunay tingog
Ang I moingon og /i/.
4. Let’s try this: Substitute the underlined letter with letter “l”, (onset).
What’s the new word?
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batik bata bati
__atik __ata __ati
DAY 3
A. Review previous lesson:

Ask “What sound do you hear at the beginning of the name of the
picture? Teacher shows pictures of isda, iro, ilaga, itlog, & iring.
B. Key picture and key word
Isda
is da
C. Use the Big Box for word building
ba is ha mi
ki la ti wa
la ro i ki
ni la il daw
1. Teach the part 3 & 4 of the primer. Part 3 is the sentence making
word, sentence breaking and sentence making.
lami
la ba ha mi
ki ro ti i
is ki la il
wa da law ni
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Lami ang isda nga kinilaw. Lami
Lami ang isda Lami ang isda
Lami Lami ang isda nga kinilaw.
D. Practice: Words and sentence for spelling and handwriting

practice
DAY 4
Teaching Pronouns (pulingalan)

1. “Buaka, Basaha, Pangitaa”
Distribute to children the toy eggs. Let them hold the eggs.
 Inside the eggs are clues for each picture posted on the board.
At your signal, let them break the eggs and read (with supervision)
the clues.
 Let them choose the picture that suits the clue.
Ako usa ka Ikaw nagsul- Ako nagsulat

babaye. ob og kalo. sa papel.
Ikaw nagsipilyo Ako

sa imong nagkanta.
ngipon.
2. “Patay, Buhi”
Using an improvised circle with the word AKO on one side and IKAW on
the other side of the circle .
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 Throw it upward. When AKO is on the top, call a pupil to say
something using AKO and do so with IKAW.
 Repeat it for at least 10 times to let pupils participate and understand
the pronoun AKO (I) and IKAW (You).
3. Color red the mangoes with the word Ako and color yellow the mangoes
with the word Ikaw.
DAY 5
A. Assessment
1. Write the missing syllable.
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2. Write the correct name of the picture using thee boxes.
3. Read the sentences and circle the correct answer.
B. Agreement
Show and Tell: Bring picture of your family. Tell something about the
traits/characteristics of your family that you can be proud of.
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Week 17
Letter Uu
I. Objectives:
1. Listen and respond to texts by recalling the important details in the
story such as, the
 Character
 Setting
 Main events;
4. Predict what the story is about on what one knows about the
character, setting and events;
6. Make inferences on character’s feelings and traits;
making comments;
8. Identify letters “Uu” and its sound;
9. Write upper and lower case “Uu” correctly
II. Subject Matter:

Story: “Unlan ni Ursula”
Letter Name and Sound of Uu
A. Reference:
B. Materials:
Shared Story Reading- Big Book, (“Unlan ni Ursula”) Primer Lesson Plan
of the specific language, key picture drawn on a cardboard, key symbol
written on a letter card, prepared big box with syllables on it, Big Book,
Pad paper (with red and blue lines, spelling notebook), Poster story, and
sand paper.
III. Procedure:
DAY 1

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1. unlan ( through a picture)
2. uyo-an (through a context clue)
3. paborito( through demonstration)
4. ig-agaw (through context clue)
5. pinangga (through context clue)
6. pananghid (through demonstration and context clue)
7. naguol (through demonstration and context clue)
Motivation/activating prior knowledge:

 Aduna ba kamoy paboritong butang? Unsa man kini? Unsay imong
bation kon kini mawala?
C. Motive Question:
Unsay nahitabo sa paboritong butang ni Ursula? Unsay iyang gibati?
D. Shared Story Reading:

1. The teacher reads a story with the whole class in a lively and
interesting manner then stops once in a while to ask questions.
Unlan Ni Ursula
ni: Ma. Rogerita Albores
Janeth Avenido
Rowena Fonanilla
Si Ursula adunay paboritong unlan nga pula.

Dili gayud makatulog si Ursula kon wala ang iyang unlan.
Pinangga niya kini tungod kay hinatag kini sa iyang uyoan.
Naibog ang iyang ig-agaw sa unlan ug gikuha kini nga walay

pananghid.
Naguol kaayo si Ursula. Busa, gi-uli sa iyang ig-agaw ang unlan
pagka gabii.
Nalipay kaayo si Ursula nga nauli na ang iyang unlan.
Gitambagan ang iyang ig-agaw sa iyang mama nga dili manguha ug
butang sa uban nga dili mananghid.
2. Then, the story is read again with volunteer pupils.

3. If the pupils are ready, they will be asked to read the story by
themselves.
4. After reading the story, the teacher asks the pupils to answer some
questions.
 Kinsa man ang bata sa atong istorya?
 Asa man ang nahitabo sa atong istorya?
 Unsa man ang mga panghitabo sa atong istorya? Magsugod sa
una, ikaduha ug ikatulo nga panghitabo.
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DAY 2
INTRODUCING LETTER “Uu”
A. Review lesson about the Story “Ang Unlan ni Ursula”

a. ”Picture Puzzle”
 Group the pupils into 5. Each group will be given an envelope of
cut pictures like; back part of the head, monkey, pillow, ube, and
numeral 1
 Let them arrange the puzzle. The first group to form the puzzle will
publish on the board.
.
 Pupils will name the picture one by one. Teacher asks: What
sound do the names of the pictures begin with? greater (Teacher
gives emphasis on the initial sound of the picture name.
 This is a picture of an /uuu/ ……ulo
… ..usa
…..unggoy
… ..unlan
........ube
b. Recognizing the letter name Uu and (sound) /u/.

The teacher produces the /u/ sound as the pupils listen.
c. Give the sound of /u/ three times.

Ask pupils to give names of objects/animals/plants that begin with the
sound of /u/
d. Sing the song “ Ang moingon og /u/.
e. (Sing it with the voice of a man, giant and dwarf)
DAY 3
A. Teach the primer lesson on Uu:
usa
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u sa
usa u
u usa
B. Big Box – let pupils build words out of the syllables in the big box.
ung u i lan
da ma g ling
ban lo un u
sa han be goy
DAY 4

picture? Teacher shows pictures of unggoy, ulo, usa, unlan, ube, uling,
umahan, uban, etc.
B. Teach the part 3 & 4 of the primer. Part 3 is the sentence making
word, sentence breaking and sentence making.
daghan
u ba han ma
ung ro ta ling
is ki lan u
un goy law non
Daghan ang utanon sa umahan. daghan

daghan ang utanon daghan ang utanon
daghan Daghan ang utanon sa umahan.
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C. Practice: Words and sentence for spelling and handwriting
practice
DAY 5
A. Assessment
1. “Color Me”
Color all leaves with letter Uu, green and letter Ii, blue.
2. Write the missing syllable.
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3. Write the correct name of the picture using thee boxes.
b. Read the sentences and circle the correct answer.
B. Agreement
Show and Tell: Bring picture of your favorite pet. Tell something about the
traits/characteristics of your pet that you are happy about.
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Week 18
Letter Rr
I. Objectives:
such as, the
 Character
 Setting
 Main events;
4. Predict what the story is about on what one knows about the character,
setting and events;
6. Make inferences on character’s feelings and traits;
making comments;
8. Identify letters “Rr” and its sound;
9. Write upper and lower case “Rr” correctly
II. Subject Matter:
Story: “Si Rita ug ang Rihas sa Binuhing Piso”

Letter Name and Sound Rr
A. Reference:
B. Materials:
 Shared Story Reading- Big Book, (“Si Rita ug ang Rihas sa
Binuhing mga Piso”) Primer Lesson Plan of the specific
language, key picture drawn on a cardboard, key symbol
written on a letter card, prepared big box with syllables on it,
Big Book, Pad paper (with red and blue lines, spelling
notebook), Poster story, and sand paper.
III. Procedure:
DAY 1
1. Review of the past lesson

2. Unlocking of Difficult Words:
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a. rihas ( through a picture)
b. piso (through a picture)

c. classmates( through discussion and context clue)
d. gigukod (through demonstration & context clue)
e. naguba (through context clue)
f. nahalin (through demonstration and context clue)
g. gidakop (through demonstration and context clue)
3. Motivation/activating prior knowledge:

Aduna ba kamoy paboritong hayop nga binuhi? Unsa kini? Unsay imong
nagustuhan sa maong hayop?
4. Motive question:
a. Unsay nahitabo sa binuhing hayop ni Rita? Unsay iyang gibati?
Shared Story Reading:
b. The teacher reads a story with the whole class in a lively and
interesting manner then stops once in a while to ask questions.
Si Rita Ug Ang Rihas Sa Binuhing Mga Piso

By: Elisa O. Divinagracia
Si Rita adunay binuhing mga piso nga hinatag sa iyang Lolo

Rolly. Gipakaon niya kini kada buntag sa dili pa ang iyang
klase. Natun-an niya sa eskuylahan nga mamuhi og mga hayop
para makakwarta. Gibuhatan niyag rihas nga kawayan ang
tangkal niini. Usa ka adlaw pagkahuman sa klase, iyang gidala
ang iyang mga classmates sa ilang balay para ipakita ang iyang
mga himsog nga piso. Nakuratan na lang sila kay naguba na
ang mga rihas sa tangkal. Gikaon sa ilang iro ang usa ka piso
ug gigukod pa gayud ang ubang piso. Ninghilak si Rita. Ingon
ang iyang mga classmates, “Ayaw lang kaguol Rita kay
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tabangan ka namo.” Gi-ayo nila ang mga rihas ug gilig-on na
gayud nila paghimo. Gidakop nila ang mga piso ug gibalik sa
tangkal. Sukad niadto wala na gayud naguba ang mga rihas sa
tangkal ug ningdagko na ang mga piso. Malipayon kaayo si Rita
kay nahalinan na siya kay gibaligya man niya ang usa ka
manok.
c. Then, the story is read again with volunteer pupils.

d. Then if the pupils can already, they will be asked to read the story by
themselves.
e. After reading the story, the teacher asks the pupils to answer some
questions.
f. Post reading activity: Answering comprehension questions:
 Kinsa man ang bata sa atong istorya?
 Diin nahitabo sa istorya?
 Unsa ang mga panghitabo sa atong istorya? Magsugod sa una,
ikaduha ug ikatulo nga panghitabo.
DAY 2
INTRODUCING LETTER “Rr”

A. Review lesson about the Story “Si Rita ug ang Rihas sa Binuhing mga
Piso”
a. SHOW and TELL”
Instruct the children to look at the picture. Let the children tell
the name of each picture.
relo regalo Rita
rihas rambutan
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b. Recognizing the letter name Rr and (sound) /r/.
The teacher produces the /r/ sound as the pupils listen.
Give the sound of /r/ three times.
c. Ask pupils to give names of objects/animals/plants that begin with

the sound of /r/
d. Where Do I belong
e. Present sets of pictures on the board, like regalo, gitara, relo,
rambutan, rihas, resibo, atsara, baraha, etc.
f. Identify the initial sound of each picture by putting the picture on
the T-chart
isda regalo
Rita
rihas rambutan gatas
halas unlan relo
g. Introduce the song:

Tune: “Look at Me”
Tan- awa ko 2x
Ako si baby /r/
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Moingon kog rrr 2x
Pariho ni mama R
Ask: Who is mama R? Produce the sound (/R/)
Who is baby r? Produce the sound (/r/)
h. Let the child touch the letter to feel the roughness of the sand
paper.Using the finger, write the letter on the air, on your palm and
at the back of your classmates.
DAY 3
Teach the primer lesson on Rr:

A. Key Picture and Key Word
rihas
ri rihas
rihas r
ri ri
r rihas
B. Big Box – with the use of big box, let pupils build words
ri ra ris lo
tan si ram yos
yos ra has bo
bu ir to ga
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DAY 4

picture? Teacher shows pictures of rihas, relo, regalo, rambutan,
resibo, retrato. rayos etc.
B. Teach the part 3 & 4 of the primer.

Part 3 is the sentence making word, sentence breaking and sentence
making.
resibo
ra ba tan si
ram ra bu pi
rim ri lo to
un ga bo ha
Lami kaayo ang rambutan. rambutan
kaayo ang rambutan ang rambutan
ang rambutan kaayo ang rambutan
rambutan Lami kaayo ang rambutan.
C. Practice:
Words and sentence for spelling and handwriting practice
DAY 5
A. Assessment
1. Circle the name of the picture.
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2. Arrange and see. (Crossword puzzle) Write the letters of the name
of the picture in each item.
B. Agreement
Show and Tell: Ask a story from your parents, brothers, sisters, or
grandparents whose characters are animals. Be ready to retell the
story to your classmates.
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Week 19
Letter Oo
I. Objectives:
 Listen and relate events in the story heard to personal experience
 Observe some mechanics when copying/writing sentences:
capitalization, white space between words and correct punctuation
marks;
 Read aloud Gr. 1 level text at a rate of approximately 60 words per
minute;
 Use the prepositions correctly in constructing own sentences;
 Begin to identify and use synonyms, antonyms, homonyms, and
multiple meaning words correctly;
 Modify prior knowledge based on new knowledge from the story;
 Make inferences on what is likely to happen next based on the events
on the story;
 Identify letters “Oo” and its sound;
 Write upper and lower case “Oo” correctly
II. Subject Matter:
Story: “Ang Okra ni Oloy” ni Elisa Divinagracia

Letter Name and Sound Oo
A. Topics:
 Oral Language: Relating Story heard to personal experiences.
 Reading Comprehension: Inferring on what is likely to happen
next to the story read.
 Phonological Skills: Sounds of Oo
 Book and Print Knowledge: Mechanics of writing
 Word recognition: Letter name and (sound) /o/
B. Reference:
 K to 12 Curriculum Guide
C. Materials:
 Shared Story Reading- Big Book, (“Ang Okra ni Oloy”) Primer
Lesson Plan of the specific language, key picture drawn on a
cardboard, key symbol written on a letter card, prepared big
box with syllables on it, Big Book, Pad paper (with red and
blue lines, spelling notebook), Poster story, and sand paper.
E. Procedure:
DAY 1
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1. okra ( through a picture)
2. liso (through a picture)

3. giamuma ( through discussion and context clue)
4. danlog (through context clue)
5. utanon (through Pictures )
6. tambal (through demonstration and context clue)
7. nagpagulang (through demonstration and context clue)
C. Motivation/activating prior knowledge:

Aduna ba kamoy umahan? Unsa ang mga tanom sa inyong umahan?
D. Motive Question:
Unsay gihimo ni Oloy aron mahunong ang pagpangayo sa iyang mga
silingan sa iyang tanom? Husto kaha ang iyang gibuhat?
E. Shared Story Reading:

1. The teacher reads a story with the whole class in a lively and
interesting manner then stops once in a while to ask questions on
inferring what will happen next in the story.
Ang Mga Okra Ni Oloy

ni: Elisa O. Divinagracia
Si Oloy nagpuyo sa umahan kauban ang iyang Lolo Tikoy.

Daghan ang ilang tanom nga mga utanon. Adunay mga okra,
talong, upo ug kalabasa sa ilang umahan. . Giamuma gayud
kaayo ni Oloy ang iyang mga tanom. Kada uli niya gikan sa
eskuylahan, bisbisan niya ang mga utanon.
Usa ka adlaw nangayo ang iyang amigo sa utanon nga okra

kay tambal daw sa ulcer ang danlog niini, sukad niadto
nagbalikbalik na og pangayo ang iyang amigo ug uban pang mga
silingan nila. Naguol pag-ayo si Oloy kay hapit na mahurot ang
bunga sa iyang okra. Busa nagpagulang siya sa nahibilin nga
bunga. Gihatag niya ang mga liso sa iyang amigo ug mga
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silingan. Sukad niadto wala nay nangayo sa iyang utanon nga
okra ug nakabaligya na siya sa palengke o merkado uban usab sa
iyang mga silingan.

3. The pupils will be asked to read the story by themselves with a rate of
60 words per minute.
4. After reading the story, the teacher asks the pupils to answer the
questions.
a. Kinsay mga tawo sa atong istorya?
b. Nganong hapit nahurot ang mga okra ni Oloy?
c. Unsay iyang gibuhat aron mahunong og pangayo ang iyang
silingan sa iyang mga utanon?
d. Para asa diay ang gipagulang nga mga bunga sa okra?
e. Unsay mga pama-agi aron modaghan ang mga tanom?
f. Husto ba ang gibuhat ni Oloy?
F. Synonyms:
Use the words in the box to find synonyms for the underlined words in the
sentence.
Utanon gibuhat naglagot giamuma

amigo
1. Daghan ang mga utanon sa umahan nila Oloy.

2. Giatiman pag-ayo ni Oloy ang iyang mga utanon.
3. Gibisbisan ni Oloy ang mga utanon. Gibuhat kini niya kada adlaw.
4. Higala ni Oloy ang iyang mga silingan.
5. Wala siya nasuko bisan sige og pangayo sa iyang mga utanon ang
iyang mga silingan.
DAY 2
INTRODUCING LETTER “Oo”

A. Review lesson about the Story “Ang Okra ni Oloy”
a. ACCORDION:
Call one pupil to pull the accordion where picture is hiding. Teacher
names the picture one by one. (Giving emphasis on the beginning
sound)
/oooo/ ..........okra
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/oooo/ ..........okoy
/oooo/..............orasan
b. Show pictures of plants, animals, or things that begin with the sound
Oo. Let pupils think and give names that begin with Oo. Let them write
the name under proper heading. (So the teacher will have to accept
all the answer and post it under proper heading) Let pupils correct
their work.
Teach the primer lesson on Oo:

C. Key picture and Key word
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okra
ok ra
okra o
ok ok
o okra
D. Big Box – with the use of big box, let pupils build words
ot ra to ok
tan mo koy tor
so ra san ka
o no tu ga
DAY 3
A. Review previous lesson: Ask “What sound do you hear at the beginning
of the name of the picture? Teacher shows pictures of orasan, okoy, okra,
otso, etc.
B. Teach the part 3 & 4 of the primer. Part 3 is the sentence making word,
sentence breaking and sentence making.
Orasan
o ra on ok
tan mo koy tor
ya ra san ka
o no tu ga
Dako ang orasan sa ospital. orasan

dako ang orasan ang orasan
ang orasan dako ang orasan
orasan Dako ang orasan sa hospital.
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C. Practice: Words and sentence for spelling and handwriting practice
making emphasis on the mechanics, such as capitalization, punctuation
marks, and space between words.
D. Guide pupils to write with correct punctuation and proper spacing
between words.
DAY 4
A. Assessment
1. Arrange the scrambled letters and find the word. The picture is your
clue.
2. Seek the hidden words by filling in the dashes. Read the phrases at
the right for your clue.
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3. Dictation:
Write from dictation. Observe correct punctuation and proper spacing
of words. Capitalize letter at the start of the sentence.
a. may okoy sa sapa
b. nahadlok ang duha ka bata
B. Agreement
Write 3-5 sentences about your activity during Saturdays. Be sure to
remember the correct punctuation and proper spacing of words.
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Week 20
Letter Ee
I. Objectives:
1. Listen and relate events in the story heard to personal experience

2. Observe some mechanics when copying/writing sentences: capitalization,
white space between words and correct punctuation marks;
3. Read aloud Gr. 1 level text at a rate of approximately 60 words per
minute;
4. Read Gr.1 level text with an accuracy rate of 95-100%.
5. Use the prepositions correctly in constructing own sentences;
6. Begin to identify and use synonyms, antonyms, homonyms, and multiple
meaning words correctly;
7. Modify prior knowledge based on new knowledge from the story;
8. Make inferences on what is likely to happen next based on the events on
the story;
9. Identify letters “Ee” and “NGng” and their sounds;
10. Write upper and lower case “Ee” and “NGng”correctly
II. Subject Matter:
Story: “Ang Elepante sa Damgo ni Ela”

“Ang Ngipon ni Ngiloy”
Letter Name and Sound of Ee
A. Reference:
B. Materials:
Shared Story Reading- Big Book, (“Ang Elepante sa Damgo ni Ela” and
“Ang Ngipon ni Ngiloy) Primer Lesson Plan of the specific language, key
picture drawn on a cardboard, key symbol written on a letter card,
prepared big box with syllables on it, Big Book, Pad paper (with red and
blue lines, spelling notebook), Poster story, and sand paper.
III. Procedure:
DAY 1
A. Drill: ”Let’s Read”

Using the word cards let the children read some words learned from the
previous lessons.
B. Review: “Match me”
Match column A with the correct name in column B by writing the letter on
the blank provided at the left.
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C. Story Reading
a. Pre-Reading: Unlocking of Difficult Words
b. Elepante (through a picture)

c. Damgo (through discussion and context clue)
d. Nagsabsab (through demonstration and context clue)
e. Nahimuot (through discussion)
f. Mipisik (through demonstration and context clue)
D. Motivation/activating prior knowledge:

Nakakita na ba kamo ug elepante? Unsa man ang hitsura niini?
E. Motive Question:
Unsa kaha ang kulbahinam nga nahitabo sa damgo ni Ela?
F. Shared Story Reading:

The teacher reads the story “Ang Elepante sa Damgo ni Ela” first, then
with the whole class in a lively and interesting manner then stops once in a
while to ask questions on inferring what will happen next in the story.
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Ang Elepante Sa Damgo Ni Ela
ni: Lorna J. Comighod
Usa ka adlaw nga maayo ang panahon, si Ela ug ang iyang

Manang Ellen nagbasa og libro samtang nanglingkod sa sagbotan.
Sa kalit lang, nakita ni Ela nga adunay batang elepante nga

mitungha sa ilang atubangan nga murag nangita’g pagkaon.
Gisundan ni Ela ang elepante ug nalingaw kaayo siyang nagtan-

aw niini samtang nagsabsab sa mga sagbot.
Bisan unsang dahon nga makita sa elepante iya gayung gikaon,

sama sa dahon sa kamote, ube, melon, ug uban pa.
Nahimuot kayo si Ela ug nahunahuna niya nga kulit kaayo ang

batang elepante.
Pagkataudtaud, natingala si Ela nga kalit miligid ang elepante

ug nag limbag - limbag nga murag gisakitan sa tiyan.
Naluoy si Ela nga nagtan – aw mao nga iya kining giduol.
Apan mikalit siya og pagsinggit tungod kay mipisik sa iyang

nawong ang basang “tai” gikan sa batang elepante.
Diha – diha nadungog ni Ela ang iyang Manang Ellen nga

nagtawag kaniya ug nakamata siya. Dako ang pasalamat ni Ela nga
nagdamgo lang diay siya.

2. The pupils will be asked to read the story by themselves with a
rate of 60 words per minute with 95% – 100% accuracy.
3. After reading the story, the teacher asks the pupils to answer the
questions.
 Kinsay mga tawo nga nahisgutan sa atong istorya?
 Unsang hayop ang naa sa damgo ni Ela?
 Unsay gibuhat sa maong hayop?
 Mahimo kahang matinuod ang maong damgo?
 Kon matinuod ang maong damgo unsay imong buhaton sa
Elepante?
G. Antonyms:
1. Use the words in the box to find antonyms for the underlined words in
the sentence.
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nahimuot maayo naluoy mikalit bata
2. Naguol si Ela nga nakakita og batang elepante.

3. Tigulang na ang inahan sa elepante.
4. Nitungha ang elepante sa hinayhinay.
5. Daotan ang panahon mao nga wala naka eskwela si Ela.
6. Sa pagkakita ni Ela sa elapante, nasuko siya.
Introducing Letter “Ee”

A. Review lesson about the Story “Ang Elepante sa Damgo ni Ela”
2. “Pick and Speak”
3. Ask volunteer to pick a picture in the pocket chart then say its
name while showing it to their classmate. Then he/she asks a
classmate to produce the beginning sound of the name of the
picture.
C. Ask pupils to give examples of names that start with the sound of /e/, or
names that has an /e/.
D. “Let’s Recite”
Let the children recite the short poem.
Sa damgo sa bata.
May mananap nga mitungha.
Matag naagian nga dahon.
Iya gayong gikaon.
DAY 2
Teach the primer lesson on Ee:

1. Key picture and Key word
elepante
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e le pan te
elepante e
elepan ele
ele elepan
e elepante
E. Big Box – with the use of big box, let pupils build words
le kis es ya
tre ra gan tor
la e sas ka
rop re te no
F. Review previous lesson:

picture? Teacher shows pictures of ekis, eroplano, istorya, elepante,
etc.
G. Teach the part 3 & 4 of the primer.

Part 3 is the sentence making word, sentence breaking and sentence
making
nadawat
e ra es ok
tan mo koy lo
ga ra gan ka
te re le ga
Elegante ang nadawat nga regalo ni Nena. nadawat

elegante ang nadawat nga regalo ang nadawat
elegante ang nadawat elegante ang nadawat
ang nadawat elegante ang nadawat nga regalo
nadawat Elegante ang nadawat nga regalo ni Nena.
H. Pahimangno:
Subaya pinaagi sa lapis ang dako ug gamay nga letrang “Ee”.
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Ee Ee Ee Ee Ee
I. Pahimangno:
Isumpay ang putul – putol nga linya aron maporma ang dako ug gamay
nga letrang “Ee”
J. Pahimangno:
Isulat ang dako ug gamay nga letrang “Ee”
K. Practice:
Words and sentence for spelling and handwriting practice making

emphasis on the mechanics, such as capitalization, punctuation marks,
and space between words.
L. Guide pupils to write with correct punctuation and proper spacing
between words.
Elegante ang nadawat nga regalo ni Nena.
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DAY 3
A. Review letter Ee
B. Unlocking of Difficult Words
a. Dentista (through a picture and discussion)

b. Gibadlong (through demonstration and context clue)
c. Lollipop (through a picture or real object)
d. Ice cream (through a picture or real object)
e. Toothbrush (through a picture or real object)
C. Motivation:
Nakasulay ba kamo nga masakitan og ngipon?
D. Motive Question:
Unsay hinungdan sa pagsakit sa ngipon ni Ngiloy?
165
E. Reading of the Story (follow the steps in Shared Reading)
Ang Ngipon Ni Ngiloy

ni: Lyneth Adorable
Mao kini si Ngiloy. Ganahan kaayo siyang mu-kaon og mga pagkaon

nga tam-is sama sa candy, ice cream, ug uban pa.
Apan, dili batasan ni Ngiloy mag toothbrush.
Usa ka adlaw niana, daghan ang gikaon ni Ngiloy nga Lollipop.
Gibadlong ni Mama si Ngiloy. Wala siya mipatuo sa iyang Mama.
Usa kagabii, wala siya makakaon og tarong ug dili makatulog si Ngiloy

sa kasakit sa iyang ngipon. Pagka-ugma gidala siya ni Mama sa dentista.
Gisultihan sa dentista si Ngiloy sa mahitabo kon magsige og kaon og

candy ug dili mag-toothbrush. Sukad niadto, naga-toothbrush na si Ngiloy
sa iyang ngipon ug gilikayan na niya ang sobrang tam-is nga pagkaon.
F. Asking Comprehension Questions:

 Kinsay gihisgotan sa atong istorya karong adlawa?
 Unsay hilig nga kaunon ni Ngiloy?
 Unsay tambag ni Mama kang Ngiloy? Ngano kaha?
 Unsay nahitabo kang Ngiloy, usa kaadlaw niana?
 Diin sila nangadto sa iyang Mama?
 Kon kamo si Ngiloy, unsay angayan nimo nga buhaton aron
malikayan ang pagsakit sa ngipon?
DAY 4
Introducing Letter NGng

A. Review of past lesson letter Ee
B. Engagement Activities
1. Show pictures that begins with ng
2. Teacher names the picture one by one.(Giving emphasis on the
beginning sound of the picture name)
3. This is a picture of a /ngngng/…ngipon
4. This is a picture of a /ngngng/…ngabil.
5. Teach the Primer lesson on NGng
a. Key Picture and Key word:
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ngipon
ngi pon
b. Big Box: Use the big box to build words: Teacher asks the pupils
to build words
ngi ga ngo e
le nga may sas
te ga tre gan
pon pan le bil
c. Word making sentence: gamay

Gamay ang ngabil sa sastre. gamay
gamay ang ngabil gamay ang ngabil
gamay Gamay ang ngabil sa sastre.
d. Practice
Writing sentences and correct spelling: Write from dictation.
DAY 5
A. Assessment
1. Arrange the scrambled letters and find the word. The picture is your
clue...
167
2. Write the missing letter/s of the name of the picture.
B. Dictation:
Write from dictation. Observe correct punctuation and proper spacing of
words. Capitalize letter at the start of the sentence.
1. may katre sa ubos sa kahoy

2. naghigda ang sastre sa katre
3. gamay ang ngabil ni Ngiloy
C. Agreement
Draw a family that is together in a place. Write 2-3 sentences about their
activity.
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Week 21
I. Objectives: At the end of the week, the pupils are expected to

1. Discuss meanings and develop vocabulary through meaningful and
concrete experiences
2. Locate specific information in the text to find answer to simple questions
3. Make inferences on what is likely to happen next based on the events in
the story/fables/legends/school and community
events/issues/situations/radio broadcast/and local news
4. Predict what the story, fables, legends, school and community events,
situations, issues, radio broadcast, and local news based on context
asking to be read more stories
6. Talk about family, friends, school, Community and significant people and
places in culturally appropriate manner
7. Identify names of persons, places and things
8. Correctly spell proper names of persons, places, and things
9. Correctly spell previously learned words
10. Read by sight words listed in Appendix ____
11. Read phrases, sentences and short stories containing high frequency
words and word studied
12. Write simple sentences, phrases, arongraph, and stories observing
correct punctuation marks, capitalization, indentions and format
II. Subject Matter

A. Story: Ang Barangay Makugihon
Author: Eugene F. Calingacion
B. Language Structures: Proper Nouns
C. Comprehension skills: Answering wh-questions, making inferences,
predicting outcomes
D. References: MTB- Curriculum
E. Materials: pictures, charts, alcohol, crayons, meta strips
DAY 1
A. Pre –reading
1. Motivation
a. Say: Kahibalo ba kamo unsa ang bagyo? Nakasinati na ba kamo
niini?
b. Call some pupils to share their experiences on a typhoon.
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c. Present the big book “Ang Barangay Makugihon.” Have the
pupils tell something about the cover. Point to and read the title.
Introduce the author and the illustrator. Ask the pupil to predict
what the story is about.
2. Unlocking Difficulties
a. Unos, bagyo
 Show a picture of a stormy day. Have the pupils say what the
picture is about.
b. Masinati
 Call on a pupil to come to the front. Pour a little amount of
alcohol on the arm of the child and ask: Unsay imong nasinati
sa imong panit pagyabo nako sa alcohol?
c. Kolon
 Show a picture of a cooking pot. Ask the pupils if they have

seen a real “kolon”. Talk about how ancient people use this in
cooking their food.
d. Makalilisang
 Call on a pupil to share something about a horrifying movie.
Ask them how it feels after watching a horrifying movie
e. Motive Question
 Ask: Unsa kaha ang makalilisang nga panghitabo ang
masinati ninyo sa Barangay Makugihon?
B. During reading
1. First reading
Read aloud the story to the class without interruption. Track the print
with your hand as you read and also point to the illustration on each
page.
2. Second reading
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Give pupils a chance to interact with the text. After reading a page or
two, ask question to help pupils predict and monitor their
comprehension.
DAY 2
1. Review of the vocabulary words

2. Re-reading of the story
3. Answering of the motive question
4. Engagement activities
Give each group an activity to perform
Group I: Draw and color Barangay Makugihon on the box. Say

something about the picture. (Idibuho ug kolore ang hulagway
sa Brgy. Makugihon ug isulat ang imong maayong huna-huna
sa maong barangay.)
Discussion Questions:
1. Where did the story happen? (Diin nahitabo ang istorya?)
2. What kind of people lives in the barangay? (Unsay klase
sa mga tawo ang nagpuyo sa maong barangay?)
3. What can you say about Brgy. Makugihon? (Unsay inyong
ikasulti sa Brgy. Makugihon?)
(Group I presents their work)
Group II: Act out the scene when Kapitan Morales meet with the people
to inform them of the coming typhoon.
Discussion Question:
1. What happened in the barangay one day?
Unsay nahitabo sa barangay usa ka adlaw niana?
a. Why did Kapitan Morales meet with his fellowmen in the
barangay? (Ngano nga nakigkita si Kapitan Morales sa mga
katwhan?)
b. Did kapitan Morales do the right thing ? Why?(Maayo ba ang
gibuhat ni Kapitan Morales? Ngano man?)
(Group II presents their work)
171
Group III: Draw what will happen if the following situations are attended
to in the box provided for.
a. Wala gigaid ni Manang Maria ang iyang balay sa punuan sa mangga.
b. Wala naka-andam ang pamilya ni Manong Ambo og kandila,

posporo, pagkaon ug uban pa.
1. Are the residents well-informed of the coming typhoon?
(Namatngonan ba og maayo sa mga tawo ang umaabot nga
bagyo?)
2. Do the residents have time to prepare for the typhoon?
3. (Nakapangandam ba ang mga katawhan?)
4. Cite some incidents in the story which show that people are able
to prepare for the typhoon.
5. What do you think will happen if residents were not informed of
the storm?(Kon wala nila himatngoni og maayo ang bagyo unsa
kahay dautang mahitabo?)
(Group III presents their work)
Group IV: Write a short announcement informing people of the

coming typhoon on the space provided for below.
1. Aside from attending a meeting with the community officials, in
what other ways can we be informed?
2. (Gawas sa pulong- pulong aduna bay laing pamaagi nga mga
katawhan mapahibalo?)
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 Is it good to read news papers, listen to radios, and watch TV
to get update about what’s happening around us? Why?
(Maayo ba nga mobasa ta sa mga pamantalaan, maminaw sa
mga balita sa radyo, motan-aw ug telebisyon aron mahibalo sa
mga panghitabo sa atong palibot?)
 Is it good to take time to read announcement posted on trees,

walls, etc. (Maayo ba nga mobasa gayud ta sa mga
gipangposte nga mga anunsyo?)
(Group IV presents their work)
Group V: List down 5 activities that you can suggest to prevent the
negative effects of typhoon like flooding, dengue, etc.
1.
2.
3.
4.
5.
1. What is the writer’s purpose in writing the story?(Unsay katuyoan
sa magsusulat niining istorya?)
2. Write down at least 5 activities which community members should
do to prevent the negative effects of typhoon.
(Group V presents their work)
DAY 3
C. Preparatory activities
1. Review:
2. Lesson Proper
a. Have the pupils read the following sentences:
 Sa barangay Makugihon ang katawhan kugihan.
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 Ang ilang lider nga si Kapitan Morales ambungan.
 Ang mga bata nag- eskuyla sa Makugihon Elementary School.
 Si Manang Maria usa ka labandera.
 Si Manong Ambo tighimo og kolon sa barangay.
Ask:
 What is the name of the barangay?(Unsay ngalan sa
Barangay?)
 Who is their leader?(Kinsa ang pangulo?)
 Where do school children study? (Hain nag-eskuyla ang mga
bata?)
 What is the work of Manang Maria? (Unsay trabaho ni Manang
Maria?)
 Who makes pots in the barangay?(Kinsa ang maghihimo og
kolon?)
b. While children give answers to the questions. Write/post their

answers in the proper place in the Diagram.
Ask:
 What have you noticed with the words written in the circle on
the left? To the right? What kind of words are placed in the
circles? Write the labels “common nouns” on top of the left
circle, “proper nouns” on top of the right circle and “name
words/nouns” in the oval shape in between two circles.(Unsa
ang inyong namatikdan sa mga gisulat sa lingin sa wala ug
tuo? Unsang klase nga mga pulong gibutang sa lingin?) (Isulat
ang “Common Nouns” sa taas sa wala nga lingin ug sa tuo
nga lingin “Proper Nouns” ug ang mga “Name Words/nouns”
sa bakante sa tunga sa duha ka lingin)
Ask:
 What are proper nouns? How are proper nouns written? (Unsa
man ang Proper Nouns, unsaon kini pagsulat?)
3. Oral practice
a. Let the pupils pick common nouns in the box and have them give
the proper noun counterpart.
Ex. Soft drinks-Pepsi
b. Say: We will play a name game. (Magdula ta og “Name Game”)
174
c. Have the pupils stay in 2 groups. Let them fall in line.
d. The teacher will flash a name word. The first person in the line will
identify the word whether common or proper noun. If the word is a
proper noun, let the pupil who guess it first give the equivalent
common noun and vice versa. The group with the most number of
correct answers wins.
4. Application
Write 2 proper nouns for the following
5. Evaluation
Encircle the correct proper nouns for the given common nouns
175
DAY 4
1. Have the pupils sing the song “Balay ni Kapitan” to the tune of “Alive
Forever More”(Pakantaha ang mga bata sa awit nga “Balay ni
Kapitan” sa tono nga “Alive Forever More”)
Balay ni Kapitan
Balay, balay, balay ni Kapitan

Naanod ang balay, balay ni Kapitan
Balay, balay, balay ni Kapitan
Naanod ang balay ni Kapitan
Tawga si Darna, Tawga si Darna

Naanod ang balay ni Kapitan
Tawga si Darna, Tawga si Darna
Naanod ang balay.
2. Do you still remember the details of the story that we had last
Monday? (Nakahinumdom pa ba mo sa detalye sa istorya nga atong
gibasa?)
 Who met with the people to inform them of the storm? (Kinsa ang
nagpahibalo kanila kabahin sa umaabot nga bagyo?
3. Present a picture of Kapitan Morales with words around him.

Say:
 This is Kapitan Morales and the things he lost during the
flood.(Kini mao si Kapitan Morales ug ania ang iyahang mga
butang nga nangaanod sa baha.
bugas tubig sabon
balay habol isda
a. Have the pupils read the words.

b. Present the sight words and the previously learned words.
c. Practice Exercises
176
4. Read the sentence aloud. Draw a line to match the picture with the
sentence that describes it.
5. Draw the following:

1. Ang handbag (buyot)
2. Ang libro
3. Ang gatas sa baso
4. Ang mga prutas sa basket
DAY 5
1. Ask the pupils to look at the pictures found on the board. Then let
them connect with a line that tell what the picture is.
177
2. Let the pupils use the phrases above (in no.1) in sentences.
Present the following sentences and ask the pupils to answer the
questions.
3. Read the short story below and answer the questions that follow.
Si Dan adunay iro.
Kabang ang iyang ngalan.
Nakakita si kabang og manok.
Gigukod ni kabang ang manok.
1. Kinsa ang adunay iro? _________________________

2. Unsa ang ngalan sa iro? _________________________
3. Unsa ang nakita sa iro? _________________________
4. Giunsa sa iro ang manok? _________________________
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Ang Barangay Makugihon
Sinulat ni Eugene F. Calingacion
Gitawag og pulong-pulong ni Kapitan Morales ang iyang mga

tagibarangay sa barangay Makugihon aron isulti kanila ang
umaabot nga unos nga molabay sa lugar nila. “Bagyong
Mendong ang super bagyo nga atong masinati ugmang adlawa,
adlaw nga Lunes, “ang sulti ni kapitan. “Mangandam kita aron
malayo kita sa piligro,” ang dugang nga pahayag niya.
Si Manang Maria naggaid sa iyang payag sa duha ka punoan
sa mangga. Ang pamilya ni Manong Ambo nagdali usab sa
pagpangita og kandila, pagkaon ug uban pang mga
gamitonon sa panahon sa trahedya. Maayo na lang kay ang
mga tinun-an sa Makugihon Elementary School nabansay na sa
mga magtutudlo sa mga angay nga batasanon alang sa
panahon sa bagyo.
Nihuyop ang kusog nga hangin ug nangatumba ang mga
tanom. Nibaha ang mga sapa ug niawas ngadto sa mataglanan,
kabalayan, ug ingon man sa mga hulmahan og kolon nga maoy
panginabuhian sa mga katawhan sa barangay. Nakuyawan ang
mga lumolupyo sa barangay Makugihon sa makalilisang nga
panahon.
Paghunong sa hangin gipundok dayon ni kapitan ang iyang
mga konsehal ug mironda sila sa tibuok barangay aron
pagsuta sa mga matagot nga nasinati sa katawhan. Apan
dako ang ilang kalipay, luwas ang tibuok barangay sa matagot
nga dala ni Mendong.
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Week 22
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I. Objectives:
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1. Discuss meanings and develop vocabulary through meaningful and
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concrete experience.
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2. Locate specific information in the text to find answer to simple questions.
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3. Make inferences on what is likely to happen next based on the events in
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the story.
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4. Predict what will happen in the given situations.
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5. Talk about family, friends, school, community and significant people in
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culturally appropriate manner.
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asking to be read more stories.
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8. Correctly spell proper names of persons, places, and things
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9. Use proper nouns in sentences
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10. Read by sight words listed in Appendix
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words and words studied
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12. Write simple sentences, phrases, arongraph, and stories observing
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correct punctuation marks, capitalization, indentions and format
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II. Subject Matter
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A. Story: Si Bingka…
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B. Comprehension Skills : Answering wh-questions, making inferences,
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predicting outcomes
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C. Language Structure: Proper Nouns
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D. Deciphering and Decoding: Reading phrases, sentences, arongraphs
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and stories naming high frequency words.
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E. Learning Activities
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0000000000000000 DAY 1
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A. Pre-Reading
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1. Motivation and Building Background
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Ask the pupils about their favorite snack items and talk about it.
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Introduce the big book giving emphasis on the title and the picture on
the cover. Ask the pupils if they have already eaten “kalan-onon.”
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00000000000000
2. Unlocking of New/Difficult Words
a. Bingka, Budbod, Biko
Let the pupils eat real bingka, budbod, and biko. Tell them the
value of the native delicacies.
b. Hambugera
Say: Ang akong amiga nga si Nita Hambugera. Tanan nga mga
butang nga bag-o niya iya gayod nga ipaibog sa mga
silingan.
a. maulawon
a. pagarpar
b. inot
c. nakalinya
Present a picture of a store with stuffs being displayed.

Say: Tan-awa ninyo ang mga tinda hapsay kaayo nga naglinya.
3. Motive Question
Present the big book again and say: Susiha ninyo sa ulahing bahin sa
istorya kon unsa ang nahitabo ni Bingka?
B. During Reading
1. Read the story to the pupils as you show the illustrations on each
page. After reading a page or several pages ask questions to help
them make predictions and monitor their comprehension.
Si Bingka…
Eugene F. Calingacion
Adlaw nga Domingo, naglinya na ang mga higala nga si

Bingka, Biko, ug Bud-bod sa pultahan sa simbahan samtang
naghulat sa ilang mga suki nga naminaw pa sa misa.
“Wow! Kagwapa ug kalami sa bingka. Manang, mahimo bang

mopalit kita?” ang pulong sa batang si Berta pagkakita niya sa
bingka .
“Hmmm, kahumot sa bingka,” ang dugang pa sa uban nga

nakakita ug miagi sa lugar.
Nadungog ni bingka ang gisulti sa mga tawo ug nagkanayon

siya, “Nadungog ba ninyo ang gisulti sa katawhan Biko ug
Budbud? Wala nay laing lami kaayo diri, ako ra.”
Ang wala nasayri ni bingka nga adunay duwende nga naka

dungog ug wala naka uyon sa mga pulong nga giluwatan niya.
Gimandoan ni Duwende ang mga panganod ug ni bundak ang
181
kusog kaayo nga ulan, tungod kay walay putos si bingka nga
susama kang biko ug bud-bud natumog kaayo siya sa ulan ug
nalata.
“Hain ka na amiga namo nga Bingka?” ang tawag ni Budbod

ug Biko. “Ania pa ako sa nigo,” ang masulub-ong tubag ni
Bingka.
Sukad niadto wala nay niduol nga mopalit kang Bingka.
Nangayo og pasaylo si Bingka sa iyang mga amiga tungod sa

iyang pagkahambugera.
Nadungog ni Duwende ang pangaliyupo ni Bingka ug kini gi

magic niya. Nibalik ang kagwapa ni Bingka apan ang iyang
pagkahambugera nawala na.
Sukad niadto si Biko, Budbod ug Bingka nahigmata na sa
talagsa-ong hiyas nga anaa sa matag usa kanila. Ug matag
Domingo nagtinabangay sila sa pagkabig sa mga katawhan
nga manggawas sa simbahan.
DAY 2
A. Post Reading
1. Brief review of the story.
2. Lead the class to answer the motive question.
3. Divide the class into 4 and assign an activity to each group outputs of
Engagement 1 and present during the discussion of the story.
Engagement Activity 1
Group 1: Describe Bingka using a bubble map
Discussion Questions
1. What is the story about?(Mahitungod sa unsa ang istorya?)
2. Where does the story happen?(Hain nahitabo ang istorya?)
3. Who is the main character in the story?(Kinsa ang
pinakaimportante sa istorya?
4. Who is Bingka? (Kinsa si Bingka?)
Group 2: Draw a “Nigo” full of “kalan-on ”. Show “Bingka”

standing proudly away from the others. Write a
sentence about your drawing.
1. What do the church goers say about “Bingka”? (Unsa ang
gisulti sa mga nanimbahay sa Bingka?) Do you think “Biko”
and “Budbod” are also delicious?(Lami ba pud ang Bingka ug
Budbod?)
182
2. Which of the “kakanins” is your favorite? Why?(Unsa ang
imong paborito sa kalan-onon? Ngano?)
Group 3: Look at the pictures below. What do you think happens

to “Bingka”? Draw a possible ending.
1. What kind of “kalan-onon” is “Bingka”? (Unsang klase nga
kalan-onon ang Bingka?)
2. What happens to “Bingka” when the heavy rain falls?Unsay
nahitabo kang Bingka adtong dinhay kusog nga ulan?)
3. How does “Bingka” look after the rain?(Unsay hitsura sa
Bingka human sa kusog nga ulan?)
4. What does “Bingka” realize after what happened?(Unsay iyang
nasabtan human sa nahitabo?)
Is it good to be proud? Why or why not?( Maau ba ng
mapasigarbuhon ta?)
Group 4: Bingka is sorry to be proud. Pretend you are “Bingka”.

Write a sorry note to the other kakanin.(Si Bingka
nagbasol sa iyang gibuhat. Huna-hunaa nga ikaw si
Bingka paghimo og sulat nga nangayo ka og pasaylo
sa ubang kalan-on sama ni Budbod ug Biko)
1. What lesson did “Bingka” learn?(Unsay maayong nakat-unan
ni Bingka?)
2. What does she say to her friends?(Unsay iyang gisulti sa
iyang mga higala?)
3. Is it good to say sorry when you do something wrong?(Maayo
ba ang mangayo ug pasaylo human makabuhat ug sayop?)
4. What does “Duwende” do? (Unsa ang gibuhat ni Duwende?)
5. What happens to “Bingka” at the end?(Unsay nahitabo kang
Bingka sa kataposan?)
6. What is the author’s purpose for writing the story?
(Unsay katuyuan sa pagsulat niya niining istoryaha?)
7. What lesson did you learn from the story?(Unsay imong
maayong nakat-unan sa istorya?
DAY 3
A. Grammar Lesson
1. Review: Preparatory Activity
Play the “Give Me” game by group of five members. Group the
students into five. Each group can provide what is asked by raising
their hands. Everytime a member can give an answer the group
receives 1 point. The highest scorer wins the game.
Ask:
183
 Give me 5 names of persons. (Paghingalan og lima ka ngalan sa
tawo)
 Give me 3 names of places.(Paghingalan og 3 ka ngalan sa lugar)
 Give me 4 names of things.(Paghingalan og 4 ka ngalan sa
butang.)
(Add more)
2. Presentation
a. Using the same group, have the pupils paly the game.(Grouping
game)
b. Give each group box with different words/names inside.Have each
group/ classify the name according to:
Group 1- Independent Grouping

Ask the pupils to group different words into 3 groups depending on
how they want it to be grouped.
Group ll- Classified Grouping

Ask the pupils to group the different words into 3 groups following the
label .
a. Persons
b. Places
c. Things
Group lll- Modified Grouping

Ask the pupils to group the different words into 2
a. Words that begin in capital letters.
b. Words that begin in small letters
Group lV- Name and Group

Ask the pupils to give 10 words that name
a. Persons
b. Places
c. Things
Group V- Specified Grouping

Ask the pupils to group the words according to :
Names of…..
a. Persons
b. Places
c. Things
Written in…..
Capital Letter Small Letters
Have each group present their outputs:
184
1. How did each group do the groupings?
(Giunsa sa mga bata ang paghimo ug mga pundok sa pulong?)
2. What do we call the names under each group?
(Unsa ang tawag sa maong pagpundok?)
3. How was each word written ?
(Giunsa pagsulat ang maong pulong?)
4. Why were they written that way?
(Nganong gisulat sila sa maong pamaagi?)
5. What do we call these words?
(Unsay tawag nato niini nga mga pulong?
Elicit from the learners the concept of common and proper nouns
.(Proceed to the generalization)
3. Assignment:
Pretend that you are having this conversation with a Korean boy who
is visiting your class.
Hello! I’m ________________. What country do you come from?

Hi! I come from ______________.
(Ako si ______________. Diin ka gikan nga nasod?

Hi! Gikan ko sa________________.)
185
DAY 4
1. Play a “Bingo Game” using bingo cards containing basic sight words.
2. Have the pupils create phrases and sentences using the basic sight found
in the “Bingo Game” previously played.
3. Let them write the phrases and sentences formed on a sheet of paper.
DAY 5
1. Present a picture of a church.

2. Have the pupils make a sentence / sentences out of the picture.
3. Guide the pupils in making a short arongraph. Discuss the technicalities
in arongraph making like indentions, margins, punctuation marks.
4. Provide a title and have the pupils make 5 sentence arongraphs.
5. Call 1 or 2 pupil/s to read their work.
6. Publish their work in the bulletin board.
186
Week 23
I. Objectives : At the end of the week, the pupils are expected to

1. Talk about family, friends, school , community and significant people and
places in culturally appropriate manner
2. Use clues from context to figure out what the words mean.
asking them to read more stories.
4. Give the cause and effects of certain events in the story, fables, legends,
etc.
5. Locate specific information in the text to find answers
6. Answer higher level questions about the story/ fable/ legends/ etc. read
7. Identify the pronouns use in sentence
9. Correctly spell pronouns used in sentences
10. Read sight words listed in appendix _____
11. Read phases, sentences and short stories containing high frequency
12. Write simple sentences, phrases, arongraph and stories observing correct
punctuation marks capitalization, indentions, and format.
II. Subject matter

A. Story: Ang Payag ni Puloy
B. Language Structure: Pronouns
C. Writing: writing a arongraph
D. Materials: big book, word cards, etc.
III. Procedure
DAY 1
1. Let the pupils sing the song :

Ang Payag ni Superman
Payag, payag, payag ni superman

Nasunog ang payag, payag ni superman
Payag, payag, payag ni superman
Nasunog ang payag, payag ni superman
Si wonderwoman, si wonderwoman
Ang nitabang ni superman
Si wonderwoman, si wonderwoman
Ang nitabang ni superman.
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1. Ask: What is the song about?(Mahitungod sa unsa ang maong
istorya?)
2. Ask the children if they have seen a “payag”nipa hut.
3. Introduce the big book, author, and the illustrator.
4. Unlocking of difficulties
a. payag – through picture
b. lagotmon
c. naglumpag
Say:
 Have you eaten “binignit?” What other ingredients do you see in
“binignit” aside from rice? The rootcrops added to rice in cooking
“binignit” is called “lagotmon?”(Nakakaon namo og binignit?
Unsay isagol sa binignit?
2. Motive question:
At the end of the story I want you to answer the question, “Unsay
nahitabo sa payag ni Puloy?”
3. Reading of the story. Teacher reads the story while pupils listen.
Teacher asks questions in between lines to check pupils’
comprehension.
Ang Payag ni Puloy

By: Eugene F. Calingacion
Kugihan mananom si Puloy

Mga utanon, lagotmon, ug kahoy ang tanom niya.
Sa tanang adlaw giatiman ni Puloy ang iyang mga tanom.
Katahom sud-ungon sa luna ni Puloy.
Usa ka adlaw adunay bagyo nga naglumpag sa lugar.
Nakita ni Puloy nga nidako ang sapa ug kini nibaha hangtod
sa iyang kuna.
Sa sobrang dako sa baha naanod ang payag ni Puloy.

Maayo gani nga sa matagghan sa kahoy na sangit ang payag
niya .
Nalipay si Puloy nga bisan naanod ang payag niya wala kini
naguba.
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Sukad niadto, daghan pang punuan ug kahoy nga gitanom ni
Puloy.
DAY 2
1. Rereading of the story either by the teacher or by the pupil.
2. Answering of the motive question.
Group the pupil into 5 and give each group a task to do.
GROUP I- Draw Puloy at the center of the chart and give at least
4 words describing him. (Idibuho si Puloy sa tunga sa tsart ug
pagsulat ug mga pulong nga naghulagway kaniya.)
GROUP II- Draw the place of Puloy. A place that is full of plants.
GROUP III- Dramatize the scene when Puloy saw the flood that
reaches his place.
GROUP IV- Draw the cause of the following effects in the box
provided for. (Isulat ang hinungdan sa mga nadangat.)
a. Pagbasa
b. Himsog nga tanom
GROUP V – Draw the effects of the following causes

(Isulat ang mahimong madangat sa mga hinungdan)
Discussion:
1. What kind of boy is Puloy? What kind of plants does he plant?
(Unsang klase nga bata si Puloy? (GROUP 1 PRESENTS)
2. What can you say to his place? (Unsa may imong ikasulti sa
iyang lugar?) (GROUP 2 PRESENTS)
3. What happened to his place one day?(Unsa may nahitabo sa
lugar niya?) (GROUP 3 PRESENTS)
4. What causes calamities to happen?(Unsa may hinungdan sa
kalamidad nga moabot ?) (GROUP 4 PRESENTS)
5. What bad effects do calamities bring? (Unsay dautang epekto
sa kalamidad?) (GROUP 5 PRESENTS)
6. Can we avoid calamities from happening? How?(Mahimo ba
natong makalikayan ang katalagman? Sa unsang pamaagi?)
7. How can we avoid calamities like flood?(Unsaon paglikay ang
kalamidad ilabi na ang baha?
8. Did Puloy’s plants help him during the calamity?(Nakatabang
ba ang iyang mga pananom sa niabot nga kalamidad?
9. Should we follow Puloy? Why?(Sundon ba nato si Puloy?
Ngano man?)
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Processing of the activity. Processing questions
Ask :
 What did group 1,2,3,4 and 5 do?
 How did you feel about the activity?(Unsay gibati nimo
kabahin sa inyong gibuhat?)
 How did the group do the activity?(Gi-unsa ninyo paghimo ang
buluhatunon?)
 What did you learn from the activity?(Unsay imong nakat-unan
sa buluhatunon?)
DAY 3
1. Review of the story
Ako si Puloy. Anaa akoy Ako si Pasing. Anaa akoy

pulang bag. Paborito nako yellow nga bag kay
ang kolor pula. Ikaw unsa yellow man ang akong
man ang imong paborito paborito nga kolor. Ikaw
nga kolor? gusto ba pud nimo ang
yellow nga kolor?
1. Let the pupils read the lines in the dialog box.

2. Ask :
a. Kinsa ang adunay bag nga pula?
b. Kinsa ang adunay bag nga dalag o yellow?
c. Kanus-a gigamit ni Puloy ang pulong nga “AKO”?
d. Kanus-a niya gigamit ang “IKAW”?
e. Kanus-a gigamit ni Pasing ang “AKO”?
f. Kanus-a niya gigamit ang “IKAW”?
3. Discuss the use of pronouns “AKO” and “IKAW”
4. Provide exercises that develop the concepts
DAY 4
Play “stepping game” using flashcards containing basic sight words.

1. Ask the pupils when the fiesta in their place is coming.(Kanus-a ang
fiesta sa inyong lugar?)
2. Ask them what happens during the fiesta celebrations.(Kon magfiesta
kamo unsa may inyong buhaton?)
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3. Write down the answers given by the pupils on the board. Control the
responses given by the pupils in a way that the answers recorded on
the board will form a short arongraph.
4. Have the pupils read the arongraph formed through the answers
they’re given
5. Discuss the technicalities in writing a arongraph.
6. Group the pupils into 4 groups. Provide 1 picture for every group.
Have the pupils write 5 sentences about the picture.
DAY 5
1. Basic sight words flash cards drill

2. Provide jumbled words. Have the pupils arrange the words to form
meaningful phrase and sentences.
3. Let the pupils read the phrases and sentences formed.
4. Provide a topic and have them make a 5- sentence arongraph.
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Week 24

1. Talk about significant people and places in our community;
2. Use clues from the context to figure out what the words mean;
3. Give the cause or the effect of certain situation in a community;
4. Answer higher level questions about the situation of the community;
5. Use proper nouns correctly;
6. Give the importance of cooperation and cleanliness; and
7. Correctly spell the proper nouns used in sentences.
II. Subject Matter:

A. Talking about significant People and Places in Our Community
Continuation of Proper Pronouns
B. References:
MTB Curriculum Guide
- English Expressway pp. 236- 237
- Matapat na Pilipino pp. 148-155
C. Materials:
- Community Helpers picture
- Busy picture (showing a dirty community with community helpers
working)
- Sight Words
D. Value: Cooperation/Cleanliness
DAY 1

A. Preparation
1. Song (Let the pupils sing about the community helpers).
Alagad sa Komunidad
(Hinulaman nga Tono: Gamay nga Lawalawa)
Ako alagad sa komunidad (2X)

Pulis.. prêt…prêt…prêt…
Magtutudlo…mga bata, andam naba kamo
Magbasa, magsulat og mag-ihap kita
Tindira…puto, bingka palit na kamo
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Janitor...manglimpyo, manglimpyo, nindot kaayo
2. Drill: read sight words from previous lesson.
B. Presentation
1. Present a picture story in L1 about garbage segregation.
a. malata ( biodegradable)
b. di –malata (degradable)
(Explain to the pupils the proper disposal of garbage.)
3. Comprehension check-up about the picture story.

a. How do we dispose the garbage properly?
b. Unsay hustong paghipos sa basura?
c. What will happen if we will not dispose our garbage in the proper
container?
d. (Unsa man ang mahitabo ug dili nato malabay/ o mabahig ang
atong basura?)
e. Who will collect the garbage in our barangay?
(Kinsa ang mokolekta sa mga basura?)
DAY 2
Let the pupils sing the song again “Alagad sa Komunidad”
A. Activity
1. Through a Puzzle: Let the pupils find or search the name of our
community helpers.
2. Identify the community helpers based on the on the song “Alagad sa
Komunidad” through arranging scrambled letters of words like:
Polis (polis) Janitor (janitor)

Teacher (maestra/maestro/magtutudlo) Tindera (tindera)
3. Pointing out the value of cooperation and unity: United we stand.

Divided we fall.
4. Let the pupils get the picture and match with the name word.
5. Introduce the picture to the class forming phrases.
Example: basurero – Kini ang basurero.
Magtutudlo – Kini ang magtutudlo.
Follow- up Questions:
1. Unsa ang buluhaton sa usa ka basurero?
2. Unsa ang buluhaton sa usa ka magtutudlo?
3. Unsa ang buluhaton sa usa ka janitor?
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4. Unsa ang buluhaton sa usa ka pulis?
5. Unsa ang buluhaton sa usa ka tindera?
DAY 3
A. Exercise No. 1
1. Let the pupils read the short story and answer the questions.
2. Let the pupils show pictures that match with the particular community
helpers.
Ex. Silhig, basurahan picture of a garbage collector
Libro, ballpen picture of teacher
a. Unsa ang gamiton sa basurero?

b. Unsa ang gamiton sa maestro?
c. Asa ilabay sa basurero ang basura nga iyang nakolekta?
d. Ihan-ay ang mga pulong sa mosunod:
Butang Tawo Lugar
3. Predicting Outcomes
Show picture of a dirty place. Let the pupils observe and give their
opinion about the picture. Have these guide questions:
Ex. Unsa ang mahitabo kon magpasagad ta og labay sa basura?

Unsa ang mahitabo sa atong panglawas kon hugaw ang atong
palibot?
DAY 4
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A. Segregate Me
1. Below are the list of words and boxes. Write each of the following
words inside the container where it belongs to.
Ihan-ay ang mga pulong sa mosunod;
Dr. Papas FoodHouse 201 Sibulan

Mayor Bartoces Silhig Fr. Gomez
Chalk and eraser Tiya Lourdes SPO1 Gravador
Mr. Kho Cangmating Maslog
Marissa Tubtubon Dumaguete
Note: The boxes would look like trash container. Words listed should
be familiar in your locality.
Butang Tawo Lugar
2. Use the word/s listed in each column in a sentence.

Ex. Buotan nga pari si Fr. Gomez.
DAY 5
B. Application: (Using L1)
C. Evaluation.
a. Draw a line to match the picture with its work.
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.
b. Make an album of all Community Helpers.

(Describe each picture using pronouns: He, She)
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Week 25

1. Use culturally appropriate expressions to show agreement and
disagreement on a certain topic presented.
2. Answer higher level questions about the story/fables/legends, etc.
3. Answer higher level questions about the school and community events/
issues, radio broadcast and local news, tec. Read
4. Read grade one level text in three- to- four words, phrases and sentences
with appropriate intonation, expressions, and punctuation cues.
5. Correctly spelled previously learned words.
6. Correctly spell imperatives use in sentences.
7. Use imperative to give simple two- three steps directions in a culturally
appropriate manner.
8. Identify and use synonyms and antonyms correctly.
9. Infer the character feelings based on their actions or on what they say.
II. Subject matter

A. Story: Si Ted ug si Len
Author: Alice Cerojano
Illustrator:
B. Comprehension Skills: Answering wh- questions, cause and effect.
Imperatives
Synonyms and Antonyms
C. References: MTB – Curriculum
D. Materials: pictures, charts, coconut midrib, recycled pieces of paper
DAY 1
A. Pre- Reading
1. Motivation
a. Say: Nakasulay na ba kamo nga nabiyaan sa inyong balay nga
wala ang inyong mama ug papa? Unsa may inyong gibuhat?
b. Sharing of Experiences
c. Present the big book “Si Ted ug si Len”. Have the pupils tell
something about the cover. Point to and read the title. Introduce
the author and the illustrator.
a. Managsuon – show picture
b. nagkasabot – contextual clues
c. nagdakop-dakop, nagkurog – actual demonstration
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3. Motive Question:
Ask: Unsa kaha ang gibuhat sa managsuon samtang wala ang
ilang mama ug papa?
B. During Reading
1. First Reading
with your hands as you read and also point to the illustration on each
page.
2. Second Reading
two, ask questions.
a. Review of the vocabulary words.
b. Spelling
c. Reading of the story
Si Ted ug si Len
ni: Alice Cerojano
Sabado sa hapon, walay klase ang managsuon nga si Ted

ug si Len.
Sila lang duha ang nahibilin sa balay tungod kay ang ilang
inahan naninda man og mga utanon sa merkado ug ang ilang
amahan nagmaneho usab og jeep.
Nagkasabot silang magdula. Nag dakop- dakop sila sulod
sa balay.
Wala tuyoa, nasaghiran ni Ted ang pitsil, nahagbong sa
salog ug nabuak kini.
Nakuyawan pag-ayo ug nagkurog siya sa kahadlok.
Nakahuna-huna si Ted nga ilabay ang nabuak nga pitsil ug dili
magsaba sa ilang mama ug papa. Iyang gisultihan si Len sa
iyang nahunahunaan.
Apan si Len ni sugyot nga motug-an sa tinuod.
Nakahilak si Ted sa kakuyaw. Naabtan siya sa iyang
mama nga naghilak. Gipangutana siya unsay iyang gihilakan.
Nitug-an si Ted sa tinuod nga nahitabo.
Wala masuko ang iyang mama. Gipahimangnoan lang
siya nga sa sunod mag-amping sa paglihok-lihok aron dili
maka disgrasya.
3. Answering of the motive question
DAY 2
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A. Engagement Activities
1. Give each group an activity to perform
2. Group I: Show picture of children playing inside their house
1. Where do you think the story happen?(Diin nahitabo ang
istorya?)
2. What particular right of the child is shown in the picture?
3. Unsa man ang mga katungod sa usa ka bata ang gipakita sa
dibuho?
(Group I present their work)
Group II: Act out the scene when Ted accidentally hit the water
jar.(Ipakita pinaagi sa drama and aksidente nga naigo
ni Ted ang pitsil?)
1. What happened when Ted and Len played inside their house?
2. Unsa ang nahitabo sa sulod sa balay ni Ted ug Len?)
3. How did Ted feel when the pitcher was broken?
4. (Unsay gibati ni Ted nga nahulog ang pitsil?)
DAY 3
A. Preparatory Activities:
1. Playing “cat and mouse” inside your house could possibly damage
some things inside, you can do this instead:
Procedure:
Step
1. Get a piece of used paper.
2. Fold the edge to ½ inch width then reverse. Fold again. Do the
same step until the whole paper will be folded.
3. Fold at the center and paste the inner sides together
2. Review:
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Cite situations in school, community events/ issues, radio broadcast
and local news, and have them answer.
Ex. Naglakaw si Mario, nasabdan niya ang lamesa. Nahulog ug
nabuak ang plorera/flower vase . Unsa kahay iyang buhaton, motug-
an kaha siya sa tinuod?
Naglakaw si Jose paingon sa kasilyas natumban niya ang sinilas sa

nag-una nga tinun-an. Unsa kaha ang iyang buhaton?
DAY 4
A. Synonyms and Antonyms Relay

1. Form two groups of 5 members. Stand in column.
2. Draw words from the mystery box. Ask the synonyms or antonyms of
the particular word.
3. The first to answer would move one step forward.
4. The first group to reach the finish line wins the game.
Example words in the mystery box: taas, adunahan, gwapa, nindot, dako,
gamay
B. Lesson Proper
a. Have the pupils read the following sentences:
 Ang yelo “ice” bugnaw, ang kape init.
 Ang skywalk taas ug habog.
 Ang elepante dako, ang hulmigas gamay.
 Ang kabayo paspas ug kusog modagan.
 Mokaon kita og lab-as ug presko nga isda.
b. Discussion about synonyms and antonyms

Ask: What are synonyms and antonyms?(Unsa ang kapulong ug
suhingpulong?)
C. Practice
a. Pick out from the sentence words of the same meaning.
200
b. Underline the correct antonyms of the given words.
DAY 5
A. Evaluation:
1. Read the pairs of words below write S in the blank if they are
synonyms and A if they are antonyms
2. Do you still remember the story that we had last Monday? Who are
the characters in the story? (Nakahinumdom pa ba mo sa istorya
kaniadtong lunes?
Kinsa ang mga gishisgutan sa istorya?)

Based on Ted’s decision or reaction what can you say about him?
3. Giving of situations:
a. Nawala ang imong kwarta. Unsay imong bation?

b. Wala ka mahatdi og paniudto sa imong mama o papa? Unsa’y
imong bation?
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Week 26

1. Use culturally appropriate expressions to explain/give reason on a certain
topics/being presented.
2. Correctly spelled previously learned words.
3. Correctly spell imperatives use in sentences.
4. Use imperatives to give simple four-six steps directions in a culturally
appropriate manner.
5. Cite the problem and the most likely solution to story.
6. Cite the problem and the most likely solution school and community
issues.
II. Subject Matter

A. Story: Tinuod nga Higala
Authors: Wilma Amay
Fe Nardo
Mary Grace B. Padernal
B. Comprehension Skills: Answering Wh-questions, making inferences,
predicting outcomes
C. Continuation of Imperatives
D. References: MTB-Curriculum Guide
E. Materials: Big Book, pictures, charts, meta strips
DAY 1
A. Pre-Reading
1. Motivation
a. Say: Aduna ba kamoy suod nga higala? Nganong siya man ang
napili nimong suod nga higala? Unsay iyang mga kinaiya nga
imong nagustuhan?
b. Call some pupils to answer the questions.
c. Present the big book “Tinuod nga Higala”. Have the pupils tell
the author and the illustrator. Ask the pupil to predict what the
story about.
a. Higala-amiga o amigo, suod nga kaila
Show picture of two children playing. Have the pupils say
something about the picture.
b. Naghinamhinam – (through sentences)
c. Natighaya – (through pictures)
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d. Nagkawaykaway – (through sentences)
3. Motive Questions
Ask: Kinsay nakatabang ni bao sa pagbalik og kulob?
B. During reading
1. First reading
with your hand as you read and also point to the illustration on each
page.
2. Second reading
two, ask question to help pupils predict and monitor their
comprehension.
Tinuod nga Higala
Dihay usa ka gamay nga bao nga nagkalingaw og dula sa

sapa.Naglangoy-langoy ug naglakaw-lakaw siya sa daplin.
Sa natagbaw na siya og dula, nikawas siya sa tubig ug
misaka sa dako nga bato.
Apan nahulog ang bao. Nahayang siya sa balas ug
naglisod og kulob. Nilabay ang unggoy, nangayo siya og
tabang, apan gikataw-an ra siya.
Nilabay ang iring, apan wala siya makit-i.
Gadali ang itik nga nilabay kay naghinamhinam sa tubig,
nisampit og tabang ang bao apan wala siya madunggi.
Niabot si Puti, usa ka iro, gipaghot ang bao pag-ayo nga
nagkawaykaway ang iyang nga kamot nga nangayo og
tabang.
Wala magdugay gipunit siya sa suod nga higala ni Puti,
gikulob ug gibalik sa sapa. Malipayon kaayo ang bao.
Mapasalamaton kaayo siya sa iyang higala nga iro nga si
Puti ug sa suod nga higala ni Puti.
a. Comprehension Check-up (Literal)

 Where does the story happen?(Diin nahitabo ang istorya?)
 Who are the characters of the story?(Kinsa ang mga
karakter?)
Let the pupils write the characters on the board.
 What happens to the turtle?(Unsa ang nahitabo sa bao?)
b. Deepening:
 How did the turtle express its gratitude to the dog?(Giunsa
pagpasalamat ni bao sa iro?)
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 How did the turtle ask help from the dog? (Giunsa niya
pagpangayo ug tabang?)
 If you were the turtle, how do you feel if your friends help you
in times of problems?(Unsa man ang imong bation kung
panahon sa kalisud adunay mutabang nimo?)
 How are you going to determine your real friend?(Unsaon
nimo pagkahibalo kon kinsa ang imong tinuod nga higala?)
DAY 2
1. Ask a volunteer to recall the story heard yesterday.

a. Activity: Act out the following situations. Group the pupils into
four.
 How did other animals treat the turtle?(Giunsa pagtagad sa
mga ubang mananap si bao?)
 Did the dog help the turtle? In what way?(Mitabang ba ang
iro sa bao? Sa unsang pamaagi?
 How to care animals?(Unsaon pag-atiman ang mga hayop
?)
 Is it good to be helpful? Why?(Maayo ba ang
magmatinabangon? Ngano?)
b. Assign the pupils to bring a picture of their pet. Let them

prepare 3 to 5 sentences to describe it.
DAY 3
2. Ask them to present the picture of their pet and say 3 to 5

sentences to describe it.
3. Here in school, who are your best friends? Did you encounter
problem with your friends? How did you solve it? List down five
ways to take care friendship.
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Sa eskuylaan, kinsa ang imong suod nga mga higala?
Nakasulay ba mo nga nagkaproblema mo sa inyong
pagkamanaghigala? Giunsa ninyo pagsulbad. Paglista og lima
ka pamaagi unsaon pagbaton ang inyong paghinigalaay.
DAY 4
A. Application:
Groupings: Teacher will be the one to group their pupils.
1. What are the common games you want to play with your friends?
(accept all the answers of the pupils)
(Unsa ang kasagaran nga inyong dulaon sa imong higala?)
2. What do you like most?
(Unsa ang labing nagustohan nimo?)
B. Activity 1:
Making of paper plane
1. Get a clean sheet of paper.
2. Fold the paper lengthwise.
3. Fold the 2 edges of the paper into triangular form.
4. Reverse the side of the paper
5. Let it fly.
( Maghimo og eroplano nga papel.)

Magkuha og limpyo nga papel.
Pil-a kini ug pataas.
Pil-a ang duha ka eskina ug triangulo..
Balit-ara dayon ipalupad.
C. Sharing
Teacher asks:
 How did you feel while you were playing your paper plane? (Unsay
gibati nimo nga nagdula ka sa eroplano nga papel?)
 Did you like it? Why or why not?(Gilayhan ka o wala ka layhi?)
(Ngano? Nganong wala?)
D. Assignment:
Write 2-3 sentences of your learning today in your assignment notebook.
DAY 5
A. Evaluation
1. Spelling
Spell the following words.
a. higala
b. naghinamhinam
c. nahayang
d. nagkawaykaway
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2. Draw three ways of taking care of your pet.
3. () check the picture if it shows taking care of the friendship and (X)
if not.
B. Assignment
Who are your friends in the neighborhood? Draw your friend/s write 1 to
2 sentences to describe her/him/them.
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Week 27

1. Identify the verbs in the sentences;
2. Write simple sentences observing correct punctuation marks;
4. Correctly Spelled previously learned words.
5. Correctly spell action words use in sentences.
6. Use the correct action words in narrating one’s experiences
7. Cite the problem and/the most likely solution school and community
issues, events, situations, radio broadcast, news, etc. read.
8. Tell the events in the story by answering who, what, when & where
questions;
9. Infer the character’s feeling based on their actions or on what they say;
and
10. Discuss the importance of helpfulness.
II. Subject Matter

A. Story: Walay Panahon sa Pagdula
Author: Joy Roble
B. Comprehension Skills: Answering wh- questions, making inferences,
predicting outcomes
C. Verbs
D. References: MTB Curriculum Guide
E. Materials: Busy Picture (children working), Charts & Metastrips
F. Value Focus: Helpful, Industrious.
DAY 1
A. Preparatory Activity:
Singing of an action song that the pupils have learned
B. Drill
Have the pupils read the following sentences.
1. Nagbuhat si Karen og kwentas nga sampaguita.
2. Gibaligya niya ang sampaguita nga kwentas sa simbahan.
C. Review
Check the pupils’ assignments.
D. Lesson Proper
1. Motivation & Presentation
a. Ask the class.
Do you know some children working outside their homes?
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Nakakita naba kamo og mga bata nga nagtrabaho ?
Show illustrations of working children.

a. Ask what kind of work these children do and why they need to
work? Let the class think about whether these children still have
time to play.
(Nganong kinahanglan nga motrabaho sila? Unsang klase sa
trabaho ang ilang gihimo?)
2. Unlocking of difficulties (Unlock the meaning through action &

pictures)
a. Pagsud-ong – pagtan-aw
b. Nagama – nabuhat/nahimo
c. Nakapahupay – nakapagaan/nakalipay
3. Skill Development
a. Tell the story with the aid of pictures while the pupils listen
attentively.
Walay Panahon sa Pagdula
Si Karen usa ka batang babaye nga makugihon,

buotan ug manggihuna-hunaon. Apan tungod sa kawad-on,
sa pangidaron nga 6 ka tuig nakahuna-huna siya aron
makatabang sa iyang pamilya. .Siya namaligya og
sampaguita atubangan sa simbahan matag buntag ug
pagkahuman sa klase.
Matag Sabado, mahinamon kaayo siya nga momata
og sayo sa buntag aron mouban sa iyang mama nga
mangompra og bulak. Sa adlaw nga Dominggo, sayo usab
siya momata aron sayo siya nga mosimba ug pagkahuman
mamaligya na usab siya. Kusog ang halin matag Dominggo
kay daghang tawo. Tungod niini, usahay maguol si Karen
tungod wala na siyay panahon sa pagdula, apan kon
magsud-ong siya sa mga nahimo niyang kwentas nga bulak
aron ibaligya, mao ra kini makapahupay sa iyang kahinam sa
pagdula.
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4. Analysis / Discussion
Help the class describe Karen’s work by asking them to answer these
questions.
 Unsa man ang gihisgutan sa istorya?
 Kinsa ang batang kugihan?
 Pila may pangidaron niya nga naninda ug sampaguita?
 Asa man siya maninda?
 Kanus-a siya maninda?
 Nganong gi-mingaw man siya sa pag pakigdula?
 Nganong kinahanglang buhaton ni Karen ang pagpamaligya?
 Malipayon kaha si Karen sa iyang gibuhat?
 Kon ikaw si Karen unsa may imong bati-on? Unsa may imong
buhaton?
 Kamo, unsa may inyong mabuhat aron makatabang mo sa inyong
mga ginikanan?
 Malipayon ba mo mga motabang sa inyong mga ginikanan?
DAY 2
A. Engagement Activities
Group 1: Describe Karen using a bubble map.
Group 2: How does Karen feel? (Unsay gibati ni Karen?) Draw smileys
.
1. Kon sayo siya nga momata aron mouban sa iyang mama
pagpangompra og bulak.
2. Kon mamaligya siya og bulak aron makatabang sa iyang pamilya.
3. Kon mamaligya siya og bulak og wala na siyay panahon sa pagdula.
4. Ang kahinam niya sa pagdula.
5. Kon magsud-ong siya sa mga binuhat niya nga bulak.
Group 3: Graphic organizer

Mga Posibleng Mahitabo Kon:
Motabang siya sa iyang mga Palabihon niya ang iyang gusto

ginikanan nga magsige og dula
Group 4: Role play

Act out what you can do to help your parents.
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DAY 3
A. Drill
1. Lights camera action!
A pupil draws a piece of rolled paper with an action word written on it f
rom the box and acts it out.
Teacher leads by saying: What did (name of pupil) do? Let the pupils
answer.
jump walk pray

play count cook
dance sing swim
2. Recall the story.

a. Listen and look at the pictures as I say the sentences. Choose the
action word that will complete the sentence. Pick some sentences
from the story and write it on the board.
_________ si Karen matag Dominggo.
Ask: Unsay buhaton ni Karen matag Dominggo?
_________ si Karen og bulak matag Sabado.
Ask: Unsay buhaton ni Karen matag Sabado?
b. Activity
Show pictures and identify the action word.
Example:
A boy drinking water Children playing A girl dancing
 Unsa may gi-buhat sa bata?
c. Discussion on action word.
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DAY 4
1. Show a picture of a stormy day. Ask about the picture. Tell a short
story about a typhoon that happened in the Philippines, its damages
to nature and human beings.
Ask: Unsa may inyong gibuhat niadtong ni-agi nga bagyong

Sendong?
2. Let them tell what some safety tips are during typhoon.
Should do and should not do during a typhoon. Use the correct action
word in filling the bubbles.
3. Make a sentence out of the given picture. Use a correct action word.
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DAY 5
A. Show and Tell.

Divide the class into two groups. Let the first group show some actions
that they do inside the room. Guide the second group to tell what the
other group does. Later, have the groups exchange roles.
B. Evaluation
a.
b. Ask the class to write on the blank the correct form of the action word
given before the number
C. Assignment
Pagsulat og tulo ka sentences/hugpulong gamit ang mga pulong nga
nagpakita og aksyon.
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Week 28

1. Discuss meanings and develop vocabulary through concrete experiences;
2. Tell about the legend of the frog;
3. Make a frog out of green colored paper;
4. Identify action words;
5. Correctly spell previously learned words;
6. Correctly spell action words in different tenses as it is used in the
sentences;
7. Read by sight words listed in the strips;
8. Read words, phrases, and sentences;
9. Read and answer who, what, and where questions’ and
10. Give the importance of friendliness
II. Subject Matter

A. Story: Ang Gigikanan sa Baki
B. Lesson: Action Words (Verbs)
C. Reference: English Expressways 1
D. Materials: big book, pictures, colored paper, strips
E. Values: Friendliness
DAY 1
A. Pre- reading
1. Motivation
a. Nakakita na ba mo og baki? Unsa may kasinatian ninyo sa baki?
b. Present the big book “Ang Gigikanan sa Baki.” Have the pupils tell
the author and the illustrator. Ask the pupils to predict what the
story about.
a. maanyag
b. bulingit
c. nilalang
B. During Reading
1. First Reading
Read aloud the story to the class.
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Batang Babaye ug Baki
Ang Gigikanan sa Baki
Niadtong unang panahon, adunay batang babaye

nga gihinganlan og Beki. Si Beki maanyag apan maldita nga
bata. Mahilig si Beki sa dula. Usa ka adlaw, si Beki ug ang
iyang mga amiga nagdula sa ilawom sa manggang kahoy.
Niduol ang bati’g nawong ug bulingit nga batang babaye. Si
Beki nasuko sa bata ug iya kining gitukmod. Nihilak ang
bata ug nilakaw palayo nila. Sa pag-uli ni Beki, kalit lang ni
kilat ug nahimo siyang baki. Sukad niadto, didto pa sila
nakakita og usa ka nilalang sa hayop nga baki.
2. Second Reading
a. Give pupils a chance to interact with the story.
b. Comprehension check questions.
3. If you were given a chance to write a letter to Beki what would you
say to her as her good friend? (Paghan-ay ug sulat nga aron sa
imong higala)
Gihigugma kong Beki,

_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_____________.
Imong higala,
____________________
DAY 2
1. Review the vocabulary words.

a. maanyag
b. bulingit
c. nilalang
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2. Re- reading of the story
3. Answering of the motive questions
a. Let the pupils make a paper frog.
Procedure:
 Distribute pieces of colored paper to the pupils
 Illustrate to the pupils how to make a paper frog
 Let the pupils make their own
 The teacher will supervise the pupils working
DAY 3
A. Preparatory Activities
1. Review
a. Put a check mark (  ) on the blank if the words are correctly
spelled.
_____ 1. tukmod
_____ 2. lakaw
_____ 3. mikilat
_____ 4. dula
_____ 5. hilak
b. Draw a star ( ) if the underlined action words are correctly

spelled.
_____ 1. Mosayaw si Rita ugma.
_____ 2. Nilangoy ang bata sa sapa gahapon.
_____ 3. Nahulog ang manggang hinog.
_____ 4. Naminaw si lolo og balita sa radyo.
_____ 5. Mamalit og prutas si nanay.
2. Lesson Proper
a. Have the pupils read the following sentences.
 Si Beki maanyag apan maldita nga bata.
 Mahilig si Beki og dula.
 Si Beki nasuko sa bata ug iya kining gitukmod.
 Nihilak ang bata ug nilakaw palayo.
 Sa pag-uli ni Beki, kalit lang nikilat ug nahimo siyang baki.
 Sukad niadto, didto palang sila nakakita og usa ka nilalang
nga hayop nga baki.
Ask:
 Unsay gibuhat ni Beki ug iyang mga amiga?
 Kinsa ang maanyag ug maldita nga bata?
 Kanus-a sila nagdula?
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 Nganong nihilak ang bata?
 Asa sila nagdula?
 Unsay gibuhat ni Beki sa dihang nasuko siya sa bata?
 Sa dihang gitukmod ni Beki ang bata, unsay iyang gibuhat?
 Kon ikaw si Beki, makabuhat ba ikaw sa iyang gibuhat?
b. While children give answers to the questions, post their answers

in the illustrated mango tree.
Illustration:
1 big mango tree with words on the mango fruits.

Ripe mangoes – nagdula, nilakaw, gitukmod, nipalayo, nihilak
Unripe mangoes – Dominggo, Beki, ilawom sa mangga
(Note:Kindly make an illustration stated above)
3. Oral Practice
 Let the pupils pick the ripe mangoes.
 Do the activity “Simon Says “
4. Application
List down 2-3 simple action words.
B. Evaluation
1. Ring the action words.
DAY 4
1. Have the pupils sing “ I Put”

2. Review about the story.
Kinsa ang batang nahimong baki?
3. Present a picture of a girl and frogs with words around them.
4. Have the pupils read the words
5. Practice Exercises
216
a. Underline the words or phrases that tell about the picture.
b. Match the sentences with the pictures.
DAY 5
1. Match the picture to its correct word.
217
2. Read and answer the following questions.
218
Ang Gigikanan sa Baki
Ni: Juvy C. Castroverde og Nova Retchey R. Bajenting
1. Niadtong unang panahon, adunay batang babaye nga nag-ngalan

og Beki.
2. Si Beki maanyag apan maldita nga bata.
3. Mahilig si Beki sa dula.
4. Usa ka adlaw, si Beki og ang iyang mga amiga nagdula sa ilalom
sa manggang kahoy.
5. Niduol ang bati’g nawong ug bulingit nga batang babaye.
6. Si Beki nasuko sa bata og iya kining gitukmod.
7. Nihilak ang bata og nilakaw palayo nila.
8. Sa pag-uli ni Beki, kalit lang ni kilat og nahimo siyang baki.
9. Sukad niadto, didto palang sila nakakita og usa ka nilalang sa
hayop nga baki.
3. Assignment
Cut and paste pictures of action words on a bond paper. Make 2-3
sentences of each picture.
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Week 29

1. Tell fables with correct rate, accuracy, and prosody ( phrasing, pausing
and emphasis ) in L1
2. Listen and respond to the fables through discussion;
3. Listen and respond to the community issues through dramatization; and
4. Talk about family, friends, school, community and significant people and
places in culturally appropriate manner.
5. Correctly spelled previously learned words;
6. Use the correct action words taken from the story;
7. Give the importance of conservation.
8. Use proper noun in a sentence.
II. Subject Matter

A. Telling Fables with Correct Rate, Accuracy, and Prosody
B. Talking about family, friends, school, community and significant people
and places in culturally appropriate manner.
C. Using proper noun in a sentenc
D. Using Action Word
E. Reference: K to 12 Curriculum Guide
Big Book, English Expressways pp. 231-235
F. Materials: Big Book (Si Jessie ug ang Puno-an), pictures
G. Value: Tree Conservation
DAY 1
1. Drill (Basic Sight Words)

2. Review – “Ang Gigikanan sa Baki”
Where do frogs come from?
3. Sing an action song (Cebuano)
“May Kahoy sa Ibabaw sa Bukid”

(Tune of: Little Eyes Be Careful What You See)
May kahoy sa ibabaw sa bukid (2x) May kahoy (4x)

May kahoy sa ibabaw sa bukid.
Giputol ang kahoy sa ibabaw sa bukid ( 2x ) Giputol (4x)
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Giputol ang kahoy sa ibabaw sa bukid.
Nibaha ang sapa kay giputol ang kahoy sa ibabaw sa bukid (2x)
Nibaha (4X)
Nibaha ang sapa kay giputol ang kahoy sa ibabaw sa bukid
Namatay ang tao kay nibaha ang sapa kay giputol ang kahoy sa
ibabaw sa bukid (2x)
Namatay(4x) Namatay ang tao kay nibaha ang sapa kay giputol
ang kahoy sa ibabaw sa bukid.
Ask questions based on the song.

a. Where is the tree located? (Asa ang mga kahoy?)
b. What did they do to the tree? (Unsay gibuhat nila sa mga kahoy?)
c. What happened after they cut the tree? (Unsay nahitabo paghuman
nila ug putol sa kahoy?)
4. List some action words found in the song. Write it on the board.
Explain to them the concept of action words.
DAY 2
1. Present and read a fable about a tree with correct rate, accuracy and
prosody in
Si Jessie ug ang Punoan

ni: Annil S. Gako
Sa unang panahon, samtang makigsulti pa ang mga puno-an sa

kahoy ngadto sa mga bata, dihay managhigala nga puno-an ug
si Jessie. Sa bata pa si Jessie, magdula kini sa mga sanga ug
kon kapoyon siya moingon ang puno-an nga “anhi lang dinhi
pahulay”, ug tuod man gibuhat usab kini ni Jessie.
Milabay ang mga katuigan, si Jessie nidako na. Nibalik siya didto
sa iyang higala nga puno-an ug miingon “dako na ako, busa dili
nako angay magdula pa sa imong puno-an, ang akong
kinahanglan kay kwarta.” Ug miingon ang puno-an “wala ako’y
kwarta, pero naa ko’y bunga.Kuhaa kini ug makakwarta ka niini.”
Tuod man gibuhat kini ni Jessie.Milabay pa gayud ang mga
katuigan ug mibalik si Jessie didto, ug nalipay kaayo ang puno-
an. Miingon si Jessie “Duna na ako’y asawa, ug ang akong
kinahanglan ang balay.”Mitubag ang puno-an “wala ako’y balay
mahatag nimo pero magamit nimo ang akong mga sanga sa
pagbuhat ug balay, putla lang kini”. Giputol kini ni Jessie ug
gihimo og balay. Usa ka adlaw niana, nahibulong ang puno-an
kay kalit ni-eskuyla si Jessie, miingon ang puno-an “wala na
ako’y bunga ug mga sanga, tuod na lamang ang nahabilin.”
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Mitubag si Jessie “Salamat higala sa tanan nimong gibuhat aron
nako.Pero sige lang, magtanom ko ug daghan sama nimo aron
dili ka mawala sa akong panumduman aron pirme kita nga mag
uban-uban”. Nalipay og daku ang puno-an.
a. managhigala ( Show pictures of friends )
b. panumduman ( Call on pupil /s to share something they cannot
forget )
3. Ask Comprehensive questions

a. Who are the characters of the fable?(Kinsa ang mga karakter sa
storya?)
b. What were the things requested by Jessie from the tree?(Unsay
mga gipangayo ni Jessie sa kahoy?)
c. What happened to the tree? (Unsay nahitabo sa kahoy?)
d. What benefits do we get from trees?(Unsay may nga mga
kaayuhan nga makuha nato sa kahoy?)
4. Group Activity
ACTIVITY 1: Give each group an activity to perform.
Group 1: Draw and color a man and a tree.
1. Who are the characters of the fable?(Kinsa ang mga karakter?)
Group 2: Act out the scene when Jessie is requesting something from
the tree.
1. What were the things that the tree gave to Jessie?
(Unsay gihatag sa kahoy ngadto ni Jessie?)
Group 3: Draw what will happen if trees are cut/destroyed.

Ex. Streets are easily flooded.
Group 4: Write a short information on how to conserve trees.
Group 5: List down 3 negative effects in our community if we

cut/destroy the trees.
Group 6: Tell a short fable common to their localities.
DAY 3
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ACTIVITY 2: Quiz bee using illustration board. The group who gets 3
points first, wins the game.
 Who is the boy in the fable? (Kinsa ang bata sa pabula?)

 Who is Jessie’s playmate? (Kinsa ang kauban ni Jessie?)
 What is the first thing that the tree gives to Jessie?(Unsa ang
unang gihatag sa kahoy ni Jessie?
 What is the second thing that the tree gives to Jessie? (Unsa ang
ikaduha niyang gihatag?
 Did Jessie learn his lessons? (Aduna bay pagtulun-an nga nakat-
unan si Jessie?)
ACTIVITY 3: Each group will act out on how to conserve trees.

 How are we going to conserve trees? (Unsa ang angayang
buhaton aron atong maampingan ang mga kahoy?)
ACTIVITY 4: HORSEBACK RACE

Say: Let us have a horseback race. Let’s have two groups. I’ll give
a red horse cut-out to one group plus a banner and white
horse cut-out to the other group plus the banner. I will act;
raise your banner if you know the answer. Whoever group
could tell the correct action word first will move their horse to
the next barn. The horse that reaches the last barn wins the
race.(Magdula ta ug lumba-anay sakay sa Kabayo. Duha lang
ka grupo. Tagaan nako ang unang grupo og pula nga
ginunting papel porma ug kabayo ug inubanan og bandila nga
gamay og ang usa ka grupo puti nga kolor ug inubanan usab
og bandila.Mo aksyon ko : Ipataas ang bandila kon kahibalo
mo sa tubag, kon kinsa ang una nga motubag maoy
makadagan padulong sa puy-anan sa kabayo. Ang mauna og
abot sa katapusang puy-anan sa kabayo maoy mananaug.)
ACTIVITY 5: Dictation of words from the fable.

1. Managhigala 6. Kwarta
2. Panumduman 7. Balay
3. Panahon 8. Kahoy
4. Puno-an 9. Bunga
5. Katuigan 10. Sanga
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5. Evaluation
Evaluation 1: Encircle the letter of the answer.
Evaluation 2: Rearrange the scrambles letter to form a new word.
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Evaluation 3: Circle the action words in the sentence.
Evaluation 4: Arrange the events of the story by writing 1-5.
6. Assignment
Make a short story/fable and be ready to tell it to the class.
DAY 4
1. Drill- Basic sight words.
2. Review- Family Members
- What did your father do at home?
3. Singing of an action song
“Malipayong Pamilya”
Usa kami ka panimalay, malipayon kami kanunay

Kaming mga anak magtinabangay, aron malipay
Si tatay ang among puno-an, si nanay ang dahon sa sanga
Kaming mga anak maoy bunga sa paghigugma.
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a. Ask questions based on the song
 Who are the members of the family mentioned in the song?
 Kinsa ang mga miyembro sa pamilya?
 What is the role of the father? Mother? Children?
 Unsa ang katungdanan sa amahan, inahan ug mga anak?
 Why are they happy?( because they helped one another)
 Ngano nga malipayon sila?
b. Ask pupils to share who their friends are? How many friends did
Marissa mention?(Kinsa ang imong mga higala? Pila man kabuok ang
imong higala?
Boys?(Lalaki?) Girls?(Babaye?)
 Have names written on the board.
 Explain that the names written on the board are proper nouns.
C. Present a story
Ang Malipayong Pamilya

(written by: Odisa B. Ranario )
May usa ka malipayong pamilya sa Baryo Sun-oc.

Kini ang pamilyang Ranario.
Matag Sabado, walay klase.
Si Tatay Jose, si Nanay Maria ug mga anak nga silang Inday
Beta ug Dodong Carlo nagtinabangay sa buluhaton sa balay.
Si Tatay Jose nangahoy ug namupo og prutas nga mangga ug
santol aron ibaligya sa merkado.
Si Nanay Maria nanglabada aron makatabang kang Tatay Jose.
Si Inday Beta nanglimpyo sa panimalay
Si Dodong Carlo naghakot ug tubig aron sa labada ni Nanay
Maria.
Silang tanan nagtinabangay.
Busa malipayon ang ilang banay.
a. Namupo ug prutas
b. Panimalay
c. Banay naghakot
5. Ask comprehensive questions.

a. Where does the story happen?(Diin nahitabo ang istorya?)
b. What is the work of father? mother? sister? brother?
c. (Unsa ang trabaho sa amahan, inahan, igsoon nga babaye ug igsoon
nga lalaki?)
d. How did they become happy?(Giunsa man nila pagmalipayon?
e. What do you think will happen if they will not help each other in the
family?(Unsay mahitabo kung dili magtinabangay ang usag-usa?
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6. Activities
a. Group Activity
 Let the pupils group by five, acting out the role of each member of
the family based on the story given.
 How does the family help one another?(Giunsa pagtinabangay
ang pamilya?)
DAY 5
1. Let the children share their experiences based on the listened story.
Ask questions:
What are the proper nouns found in the story?
 Baryo Sun-oc
 Tatay Jose
 Nanay Maria
 Inday Beta
 Dodong Carla
 Sabado
2. Use proper noun in a sentence.

Example: Narra is our National Tree.
1.
2.
3.
a. Match column A with column B. Write the letter on the blank.
b. Underline the proper noun in a sentence.(Linyahe ang tinuod nga

pungan (noun) sa mga sentence (hugpulong) sa ubos.
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1. Dr. Arcilla is our School Principal.
2. We study in Lahug Elementary School
3. Girls like to play Barbie Doll.
c. Paste picture of your family. Label it. Make 5 sentences using proper
noun. (Magpatapot ug hulagway sa pamilya butangi og ngalan matag
miyembro dayon paghimo ug sentence ginamit ang proper noun.)
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Week 31

1. Use culturally appropriate expressions in giving opinions, ideas, views, etc.
in a given situation/issue/new/event.
2. Read stories, legends, essays, news articles, containing high frequency
words and word studies.
3. Read good one level text with an accuracy rate of 95 – 100%.
4. Correctly spell previously learned words.
5. Observe proper spacing between words, punctuation marks and
capitalization in essay and story writing.
6. Write essay and story observing correct punctuation marks, capitalization
and format.
7. Identify describing words.
8. Use clues from context to configure out what the words mean.
9. Predict what the story, school and community events, situations activities,
legends blogs, etc. based on the context clues.
10. Tell if the story is real or fantasy.
11. Give the summary of propaganda, issues, blogs, advertisements read.
making comments.
II. Subject Matter

A. Story: Ang Lingganay nga Ogis
Author: Marites L. Magdalunes
B. Describing Words/ Adjectives
C. Comprehension Skills: Answering wh-questions, predicting outcomes
D. Reference: MTB- Curriculum
E. Materials: Big Book, pictures, metastrips, crayon, manila paper
DAY 1
A. Pre- reading
1. Motivation
Say: Nakakita na ba kamo og lingganay? Unsa ang kolor niini?
 Call some pupils to describe the bell / bells they saw.
 Present the big book “Ang Lingganay nga Ogis.” Let the pupils
tell something about the cover. Point the title and read it.
Introduce the author and the illustrator. Let the pupils predict
what the story is about.
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2. Unlocking of Difficulties:
a. Pilak
 Show pictures of things made of silver. Ask pupils if they

recognize the color.
b. asoy
 Ask the pupils if they experience story telling during bedtime.
 Ask: Giunsa man pag-istorya ang mao nga panghitabo?
c. mogilak
 Bring the class outside. Let them observe what will happen to
a shining object put under the rays of the sun. Ask them,
“Unsay inyong naobserbahan sa butang dihang gipainitan kini
sa adlaw?”
3. Motive Question:
 Ask: Unsang hitaboa nahanaw man ang lingganay nga ogis?
B. During Reading
1. First Reading
 Read the story aloud without interruption. Track the words with
your hand as you read and point to the illustration on each page.
2. Second Reading
 Give the pupils a chance to interact with the text. After reading a
page or two, ask questions to guide then predict the outcome of
the story and assess comprehension.
Ang Lingganay Nga Ogis

ni: Marites L. Magdalunes
Sa unang panahon, ang Lungsod sa Cortes lang sa Bohol

ang nakabaton ug lingganay nga ogis. Gitawag kini ug
lingganay nga ogis tungod kay hinimo kini sa pilak. Kon
masidlakan kini sa adlaw mogilak ang iyang makasulaw nga
kaputi. Mananoy ang tingog sa maong lingganay nga ogis.
Kon bagtingon kini, hapit tanang lungsod sa Bohol makabati
sa iyang tingog. Daghang naibog sa maong lingganay nga
ogis.
Dihay usa kahigayon buot na unta nga kuhaon ang

maong lingganay apan kalit lang kining nahanaw. Walay
nasayod kon unsang hitaboa ang iyang pagkahanaw. Ang
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hungihong nga gidala kini sa mga tawong gusto mobaligya
niini.
Sumala sa asoy sa mga katigulangan sa Cortes, dihay

usa ka gamay nga langgam nga puti ang mitangag niini.
Gidala kini sa usa ka dapit nga walay nasayod hangtod gani
karong panahona.
DAY 2
1. Review of the vocabulary words

2. Re- reading of the story
3. Answering the motive question
4. Engagement of activities
a. Let each group perform an activity
Group I: Draw and color the lingganay on a piece of paper.

Let the group say something about their drawing.
1. Where did the story happen? (Diin man nahitabo ang maong
sugilanon?)
2. What is the color of the bell? (Unsay kolor sa gihisgutang
linggganay?)
3. What materials were used in the making of the bell? (Unsang
mga kasangkapan ang gigamit sa paghimo sa lingganay?)
(Group I present their work)
Group II: Read a paragraph from the story which they liked best
and let the members of the group copy the paragraph
on a metastrip.
1. Describe the sound of the bell.(Ihulagway ang tingog o tunog
sa lingganay?)
2. Can you believe that the ring of the bell can be heard in
faraway places?
(Motuo ba ka nga ang bagting sa lingganay madungog bisan
sa halayo nga mga dapit?)
Group III: Draw a bird carrying a silver bell on its beak. Let the
group say something about the drawing.
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1. Is the story real or fantasy? (Tinuod ba o mugna lang ba sa
hunahuna ba kini nga sugilanon?)
2. Would you believe that a bird could carry silver bell? (Motuo
ba ka nga ang usa ka langgam makatangág og lingganay nga
pilak?)
(Group III presents their work)
DAY 3
1. Review
Read the words:
pilak ogis makasulaw asoy hungihong

lingganay lungsod mogilak mananoy katigulangan
2. Lesson Proper:
1. Let the pupils read the sentences.
 Ang Lingganay nga ogis hinimo sa pilak.
 Mogilak ang makasulaw nga kaputi kon masidlakan kini sa
adlaw.
 Mananoy ang bagting sa lingganay nga ogis.
 Usa ka gamay ug puti nga langgam ang mitangag sa
lingganay.
Ask:
 What kind of material was used in making the bell? (Unsa man
nga kasangkapan ang gigamit sa paghimo sa lingganay?)
 What happened to the bell when put under the rays of the
sun? (Unsay nahitabo sa lingganay sa dihang gibutang kini sa
dapit nga mahayagan sa adlaw?)
 What is the sound of the bell? (Unsa man ang tingog o tunog
sa lingganay?)
a. Describe the bell. (Ihulagway ang maong lingganay.)

b. Who took the bell? (Kinsa man ang nagkuha sa
lingganay?)
2. Let the pupils post their answers in the diagram:
Ask:
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What have you noticed with the words written on the graphic
organizer? (Unsa man ang imong namatikdan sa mga pulong
sulod sa “graphic organizer”?)
Write the word “describing words.” (Isulat kining pulong “pulong-
ighuhulagway”.)
Ask: What are describing words? (Unsa man kining mga
pulong-ighuhulagway?)
3. Oral Practice
1. Let the pupils pick out some describing words written on a manila
paper and let them use the words in a sentence.
2. Say: We will play a guessing game. (Magdula kita og usa ka
dulang tag-an-tag-an.)
3. Form 4 groups and let them write as many describing words on a
meta strip and post their answers on the board. The group with
the most number of correct answers, wins.
4. Application
1. Write 2 describing words for the following:
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5. Evaluation
1. Copy the describing words inside the box.
DAY 4
1. Let the pupils sing the song “Tulo ka Itik”
Tulo ka Itik
May tulo ka itik nga nakita ko

Dagko, gagmay, nagkiay-kiay
Ang usa sa tulo, May balhibo ang luyo
Dali mga kauban ko.
Kwak! Kwak! Kwak! (2x)
 Ask: Do you still remember the story we had last Monday?

(Nakahinumdom ba kamo sa atong sugilanon niadtong adlaw nga
Lunes?)
 What happened to the bell? (Unsa man ang nahitabo sa
lingganay?)
2. Present a picture of a bell with words around it.

 Say: This is the bell with its description.(Sa ubos, mao kini ang
mga pulong nga naghulagway sa lingganay.)
mananoy puti ogis mogilak pilak
3. Let the pupils read the words.

4. Present the right words of the previously learned words.
5. Practice Exercises:
a. Encircle the word which best describe the picture:
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b. Draw a line to match the picture with the sentence that describes
it.
235
c. Let the pupils read the following sentences and answer the
questions that follow.
d. Underline the describing words in each sentence:
e. Identify whether the following is real or fantasy:

 Gingharian tumoy sa bangaw.
 Nanagan ang mga gagmay nga ilaga.
 Milupad ang itom nga uwak.
 Nahimong bulawan ang palasyo sa buotang prinsesa.
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DAY 5
1. Encircle horizontally and vertically all the describing words found in

the puzzle.
237
Week 32

1. Use culturally appropriate expressions in giving opinions, ideas, views,
etc. in a given situation .issues events / news.
2. Read stories, legends, essays, news, articles, blogs etc. containing high
frequency words and words studied.
3. Read grade one level text in four to five word phrases with appropriate
intonation, expression, and punctuation cues.
4. Spell correctly descriptive words as they are used in sentences.
5. Observe proper spacing between words, punctuation marks,
6. Write essay and story.
7. Observe correct punctuation marks, capitalization, indentions and format.
8. Use appropriate describing words in talking about persons, places and
things.
9. Recognize the two words can make a compound word.
10. Predict what the story, school and community events, situations, activity,
legends, blogs, based on the content clues.
11. Give the possible endings of the story, legends, etc.
12. Give the summary of the propaganda, issues, blogs, advertisement read.
making comments.
II. Subject Matter:

A. Story : Si Estoy nga Buotan
Author: Gumercinda H. Gallogo
B. Describing Words
C. Comprehensions Skills: Answering wh - questions, making inferences,
predicting outcomes.
D. References: MTB Curriculum Guide
E. Materials: pictures, charts, graphic organizer
DAY 1

1. Pre – reading
a. Action Song: Introduce the song:
Tune: (Leron, Leron Sinta)
Mohalok sa Kamot
Sa kamot kita mohalok
Ni Nanay ug ni Tatay
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Sa atong katigulangan
Nga atong naandan.
Atong ipakita
Ang atong pagkabuotan,
Pagkamatinahuron
Ug pagkamahigugmaon.
b. Review on the describing words and sentence learned in the

previous week.
c. Unlocking of difficulties through context clues

pagkabuotan
matinahuron
mahigugmaon
matinabangon
 Nakahinagbo na ba kamo og usa ka tigulang? Unsa may

imong gisulti kaniya?
 Call some pupils to share their experiences about meeting old
persons.
 Present the Big Book “Si Estoy Nga Buotan”. Have the pupils
tell something about the cover. Point to the cover and read the
title. Introduce the author and the illustrator. Ask the pupils to
predict what the story is all about.
Si Estoy Nga Buotan

ni: Gumercinda H. Gallogo
Ang barangay Magwagi usa ka lugar nga malinawon ug

limpyo.
Nagpuyo didto ang bata nga si Estoy.
Higala siya sa tanan.
Siya usa ka buotan nga bata. Motahod siya sa magulang pa

niya og edad pinaagi sa pag-amen.
Usa usab siya ka bata nga kugihan. Motabang siya sa mga

buluhaton sa ilang balay.
Motabang usab siya sa eskuylahan. Pinangga siya sa iyang

mga classmates.
Motabang usab siya sa iyang barangay sama sa

pagpanghinlo sa ilang palibot.
Mahigugmaon siya sa mga mananap sama sa langgam, iro

,ug iring.
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Mahigugmaon usab siya sa mga tanom. Kinaiya niya ang
pagtanom og mga lagutmon sama sa kamoteng kahoy, gabi,
ug ube.
Gikalipay siya sa iyang mga ginikanan tungod sa gipakita nga

mga maayong kinaiya. Garbo siya sa iyang pamilya.
2. During Reading:
1. First Reading:
Read aloud the story to the class without interruption. Track the
print with your hand as you read and also point to the illustration
on each page.
2. Give pupils a chance to interact with the text. After a page or two,
ask question to help pupils predict and monitor their
comprehension.
DAY 2
1. Review on the vocabulary words.

2. Pre-Reading of the story.
3. Answering the motive question
a. Give each group an activity to perform.
Group I. (Draw and Tell) In the box, draw Estoy. Make it appear
attractive by coloring it. Say something about the picture.
Guide questions in talking about the picture:

1. Who is the boy in the story? (Kinsa ang bata nga gihisgotan
sa sugilanon?)
2. Where did the story happen? (Diin man nahitabo ang sugilanon?)
3. What can you say about Estoy? (Unsay imong ikasulti mahitungod
kang Estoy?)
Group II. Act out the scene when Estoy met elder persons in the
community.
Guide questions:
1. What did Estoy say when he met elder persons?
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( Unsay gisulti ni Estoy ngadto sa mga edaran na o magulang
sa edad nga iyang gikatagbo?)
2. How did Estoy feel when he helped his parents and other
people?
(Unsay gibati ni Estoy sa dihang gitabangan niya ang iyang
mga ginikanan ug ang ubang mga tawo?)
3. Did Estoy do it the correct way? Why?
(Husto ba ang gibuhat ni Estoy? Ngano man?)
Group III. List down describing words used to describe Estoy in the
story.
Guide questions:
1. Give descriptive words used to describe Estoy.
(Paghatag og mga pulong-ighuhulagway nga kasagaran gigamit
paghulagway kang Estoy.)
2. What other words do you think can describe Estoy which were not
used in the story?
(Sa inyong hunahuna, unsa pa man ang angay isaysay
mahitungod kang Estoy nga wala sa sugilanon?)
DAY 3
1. Review
Read the words below. Write C if it is a Compound words and write NC if
it is not a Compound word.
_________1.kamoteng kahoy _________6. bató-lata

_________2.mahigugmaon _________7. maampoon
_________3.bungagsingot _________8. bukogpanit
_________4.matinabangon _________9. kontrabida
_________5.matinahuron _________10. malipayon
2. Lesson Proper:
a. Have the pupils read the following sentences.
1. Ang Barangay Magwagi, usa ka malinawon nga barangay.
2. Si Estoy usa ka buotan ug matinahuron nga bata.
3. Usa siya ka bata nga matinabangon sa isigkatawo.
4. Mapagarbohon ang iyang Nanay ug Tatay.
5. Gikalipay sa mga tawo ang iyang binuhatan.
b. What can you say about Barangay Magwagi?

 What kind of person is Estoy?
 What did his parents feel about Estoy?
c. While children give answer to the questions, Write/Post their answer

in the proper place in the (diagram) concept map.
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Describing Words
Magwagi Estoy Nanay Katawhan

Tatay Sa Barangay
d. What have you noticed with the words written in the diagram?
 What kind of words placed in the boxes?
 Write the label “Describing Words” on the top box of the concept
map.
e. What do you call the words that tell/describe barangay Magwagi?

Estoy? Tatay ug Nanay? Katawhan sa Barangay?
B. Oral Practice
1. Inform the children that they will play a “Name Game”.
2. Let the pupils read words that describe Magwagi, Estoy, Tatay ug
Nanay, Katawhan sa Barangay in the box.
3. Have pupils stay in 4 groups. Let them fall in line.
4. The teacher placed words inside the box.
5. The pupils pick out the words and place in the proper heading.
6. The group that can finish first, wins.
C. Application:
Write two (2) words that describes the following:
D. Evaluation
Encircle the word that describes in the sentence.
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DAY 4
1. Have the pupils sing the song “Ang Batang Buotan” to the tune of “Going
Bulilit”.
Ang Batang Buotan
Ang batang buotan

Garbo sa ginikanan
Sa sugo siya motuman
Sa walay langan-langan.
Dili mamakak
Ug dili manlimbong
Sugo masinugtanon
Buhat matinabangon.
2. Do you still remember the details of the story that we had last Monday?
Describe the character traits of Estoy.
What are the correct courteous expressions to use in greetings?
What other courteous expressions that are commonly used?
3. Present a picture of Estoy with words around him.
 Say: This is Estoy and these are the words that describes about him.
(Mao kini si Estoy ug ang mga pulong nga naghulagway kaniya.)
matinahuron matinabangon
malipayon mahigugmaon
4. Have the pupils read the words.

5. Present the right words and the previously learned words.
6. Practice Exercises:
a. Encircle the word that describes the picture.
243
b. Read the sentences aloud. Draw a line to match the picture with the
sentence that describes it.
244
c. Draw the following
DAY 5
1. Ask the children to look at the pictures found on the board. Then let them
connect with a line that tells about the picture.
dalág nga mais
hinlo nga plasa
gamay nga basket o bukág
lingin nga orasan
2. Let the pupils use the phrases above (in no.1) in sentences.
3. Present the following sentences and ask the pupils to answer the
questions.
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a. Si Estoy buotan nga bata
 Unsa nga klase nga pagkabata si Estoy? _____________
b. Ang barangay Magwagi malinawon.
 Unsa nga barangay ang malinawon? ____________
c. Mohalok si Estoy sa kamot sa mga magulang og edad..
 Kinsay mohalok sa kamot sa mga magulang og edad?
______________
d. Kugihan manghinlo ang mga tagi-barangay.
 Kinsa ang nagtinabangay sa pagpanghinlo? ________________
 Diin man sila nanghinlo? _______________
4. Read the short story below and answer the questions that follow:
 On a whole sheet of paper, draw your pet and write a short story
about your pet at home. Observe correct punctuation marks,
capitalizations, indentions and format.
246
Week 33
I. Objectives: At the end of the week, the pupils are expecte to

1. Use culturally appropriate expressions in giving opinion, ideas, views,
etc. In a given situations/issues/news/events.
2. Read stories, legends, essays, news articles, blogs, etc. containing high
3. Read grade one level text in four to five word-phrases with appropriate
intonation, expression and punctuation cues.
4. Correctly spell descriptive words as it is used in the sentences.
5. Observe proper spacing between words, punctuation marks, and
legends, blogs, etc. based on context clues.
7. Write essay and story observing correct punctuation marks,
capitalization, indentions and format.
8. Use appropriate describing words expressing degree of comparison in
talking about persons, places and things.
9. Recognize words that show the degree of a descriptive words (e.g.
More, most)
10. Retell story, legends and etc. read using own words with emphasis on
the correct sequence of events.
11. Retell news articles, TV broadcast and etc. Read and listened using own
words with emphasis on the correct sequence of events.
making comments.
II. Subject Matter

A. Topics
1. Oral Language
Using culturally appropriate expressions in giving opinion, ideas,
views, etc. In a given situations/issues/news/events.
2. Word Recognition
Reading stories, legends, essays, news articles, blogs, etc.
containing high frequency words and words studied.
3. Fluency
Reading grade one level text in four to five word -phrase with
appropriate intonation, expression and punctuation cues.
4. Spelling
a. Spelling correctly of previously learned words
b. Spelling of descriptive words as they are used in the sentences.
5. Handwriting
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a. Spelling correctly of previously learned words
b. Spelling correctly of descriptive words use in a sentence.
6. Composing
Writing essay and story observing correct punctuation marks,
Using appropriate describing words expressing degree of
comparison in talking about persons, places and things.
8. Vocabulary
Recognizing words that show the degree of a descriptive words
(e.g. More, most)
9. Comprehension on Literary Text

Retelling story, legends and etc. read using own words with
emphasis on the correct sequence of events.
10. Comprehension on Informational Text

Using own words with emphasis on the correct sequence of events.
11. Attitude towards Literature

Showing love for reading by listening attentively during story reading
and making comments.
B. References
K- 12 Curriculum
Two –Track Approach to teaching Children to Read and Write Their First
Language
C. Materials:
Story: “Sa Umahan” news article, pictures to show comparison, objects,
charts
Sinulat : Cristita R. Toradio
III. Learning Activities:
DAY 1
A. Pre-Reading
a. umahan (through picture clue)
248
b. punoan (through picture clue)
c. nanukâ/ nanuktok (through demonstration)

pisô (chick) (through picture clue)
d. moadto (through context clue)

mas dako (through demonstration, picture clue)
2. Activating Prior Knowledge Developing Motivation for the story

 Present a picture of a tree/ an animal. Describe it.
 Can you name some trees/ animals found in your locality?
 Let the pupils name trees /animals found in the place.
3. Developing a purpose for reading
 Say: Karon, magbasa kita og usa ka sugilanon. Susihon nato
unsay nakita sa bata nga laki sa iyang pag-adto sa umahan.
B. During Reading (shared reading)

(Use the Reading Plan)
249
Bigbook
Sa Umahan
ni : Cristita R. Toradio
Sayo nga nimata si Ador. Gitabangan niya si Lolo Isko pag-andam

sa ilang pagkaon. Moadto sila sa umahan. Samtang naglakaw sila
padulong sa umahan, nakita ni Ador ang dako nga punoan sa
santol. Sa unahan nakita niya ang mas dako nga punoan sa
mangga kay sa punoan sa santol. Paspas nga naglakaw si Lolo
Isko ug si Ador. Misinggit siya pag-abot sa umahan. Nakita niya
ang kinadak-an nga punoan sa abokado.
Adunay mga hayop sa umahan. May gamay nga itik nga

naglakaw-lakaw ilalom sa kinadak-ang punoan sa abokado. Kalit
milupad ang manok nga mas gamay pa kaysa itik. Nagtukâ usab
ang pisô sa kinagamyan nga watí.
Nalingaw si Ador sa iyang nakita didto sa umahan. Malipayon siya

nga nipauli sa ilang balay.
1. Answering comprehension questions.

 Who went to the farm? (Kinsa ang niadto sa umahan?)
 What did Ador see as they were walking to the farm?
(Samtang naglakaw sila sa umahan, unsay nakita ni Ador?)
 How did he describe the trees? (Giunsa niya paghulagway ang
mga kahoy?)
 What animals did he see? How did he describe each?
(Unsa man nga mga hayopan ang iyang nakita? (Giunsa usab
niya paghulagway ang matag usa?)
 Upon arrival on the farm, what did he feel? Why?
(Sa pag-abot sa umahan, unsa ang iyang gibati? Ngano man?)
DAY 2
A. Engagement activities:
1. Recall the story
2. Give each group the activity
Group I - Draw the trees as described in the story.
Discuss the questions and write your answer on the blank.

1. What did Ador say about santol tree?
(Unsa ang gikasulti ni Ador bahin sa kahoy nga santol?)
2. How did he compare the mango tree to the santol tree?
(Giunsa niya pagtandi ang kahoy nga mangga ug sa kahoy nga
santol?)
250
3. What word describes the avocado tree when he compares it to the
two trees? (Unsa nga pulong ang naghulagway sa kahoy nga
abokado kon itandi sa nahisgotang duha ka kahoy?)
Group II – Draw the animals found in the story. Arrange according to

their sizes.
1. What is the size of the duck?
2. Which animal is smaller than the duck?
3. Where do you place the chick? Why?
Group III – Arrange the pictures that happen in the story. Teacher
prepares the picture.
Group IV – Write the events that happened in the story.
First,
Next,
Then,
Finally,
DAY 3
A. Grammar lesson
1. Preparatory Activity
 Do the game” BRING ME”, Let pupils describe the object.
2. Presentation
 Present real objects. Let pupils describe the objects. Compare
the sizes of objects.
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 What object is long? Which one is longer? Which is the
longest? ( taas, mas taas/taas-taas, kinatas-an)
3. Generalization:
 How do we compare persons, things, and places? What words
do we use to compare them?
4. Guided Practice
A. Present pictures. Let pupils describe each. Compare the
person
5. Independent Practice
Compare the following pictures using the three degrees of
adjectives.
252
6. Application
Fill the spaces with the correct form of adjectives:
7. Evaluation
Underline the adjective that makes each sentence correct.
DAY 4
1. Present a news article about barangay.
Barangay Ko, Ampingan Ko
Ang Barangay Masagana usa ka talagsaon nga lugar.
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Ang mga pamilya nagpuyo sa nindot nga balay. Mas nindot nga
tan-awon ang ilang limpyo nga palibot. Kinanindotan usab ang
ilang plasa nga gitabangan pag-atiman sa tanan.
Ang mga buotan nga kabataan mitabang sa pagtanom sa

mga tanaman. Gitabangan sila sa ilang mas buotan nga mga
ginikanan. Nahimo kining nagmalampuson tungod sa ilang
Kapitan nga labing buotan sa tanan. Angay ba silang sundon sa
tanan?
1. What is the news about?

(Mahitungod sa unsa ang balitâ?)
2. How did the people in the barangay keep their place clean and
green? (Giunsa sa mga taga-barangay ang lugar nga
magpabiling lunhaw ug limpyo?).
3. What will happen if all of the barangays will do the same?
(Unsa kaha ang mahitabo kon ang tanang barangay
maghimo sama niini?)
4. Do we need to follow them? Why?
(Kinahanglan ba kitang mosunod kanila? Ngano man?)
2. Write the three degrees of adjectives used in the news.(Isulat ang tulo ka
matang sa pagtandi ginamit ang pulong-ighuhulagway/pungway
(adjectives) nga nahisulat sa balitâ
_______________ __________________ _________________
_______________ __________________ __________________
3. Retell the news you read.
DAY 5
1. Let the children visit the different spots of the school campus. Let them
observe the things they see, and record their observations. Have a group
discussion.
2. Write 3 to 5 sentences on “How to take care of our environment.”
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Week 34

1. Use culturally appropriate expressions in giving opinions, ideas, views,
etc. in a given situations/issues/news/events.
3. Read grade one level text in four to five word phrase with appropriate
intonation, expression and punctuation cues. Correctly spell descriptive
words as it is used in the sentences.
legends, blogs, etc. based on context clues.
6. Write essay and story observing correct punctuation marks, capitalization,
indentions and format.
7. Use appropriate describing words expressing degree of comparison in
talking about persons, places and things.
8. Recognize words that show the degree of a descriptive words (e.g. More,
most)
9. Retell story, legends and etc. read using own words with emphasis on the
correct sequence of events.
10. Retell news articles, TV broadcast and etc. Read and listened using own
words with emphasis on the correct sequence of events.
making comments.
II. Subject Matter

A. Topics
1. Oral Language
 Using culturally appropriate expressions in giving opinion, ideas,
views, etc. In a given situation/issue/news/event.
2. Word Recognition
 Reading stories, legends, essays, news articles, blogs, etc.
containing high frequency words and words studied.
3. Fluency
 Reading grade one level text in four to five word phrase with
appropriate intonation, expression and punctuation cues.
4. Spelling
 Correctly spell previously learned words.
 Correctly spell descriptive words as it is used in the sentences.
5. Handwriting
 Correctly spell previously learned words
 Correctly spell descriptive words use in a sentence.
255
6. Composing
 Writing essay and story observing correct punctuation marks,
 Using appropriate describing words expressing degrees of
comparison in talking about persons, places and things.
8. Vocabulary
 Recognizing words that show the degree of a descriptive word
(e.g. More, most)
9. Comprehension on Literary Text
 Retelling story, legends and etc. read using own words with
emphasis on the correct sequence of events.
10. Comprehension on Informational Text
 Reading and listening using words with emphasis on the correct
sequence of events.
11. Attitude towards Literature
 Showing love for reading by listening attentively during story
reading and making comments.
B. References
K- 12 Curriculum Guide
Two –Track Approach to teaching Children to Read and Write Their First
Language
C. Materials:
Selection, “Ang Among Bag-ong Puloy-anan” ang Manana-ug sa Bangga
sa Awit, Author : Jene L. Alpuerto
Individual pictures of a family for comparison
III. Learning Activities:
DAY 1
A. Pre-Reading
1. Preparatory Activities
Spelling
 Say: I have here several words which I would like you to spell
correctly. Please listen very well so you will be able to spell them
correctly. (Aduna akoy mga pulong nga inyong “spell”. Paminawa
og maayo aron walay sayop ang inyong pagspelling
(You may use each word in a sentence so the students will be
able to spell them correctly.)
a. angayan
b. kugihan
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c. gip-ot
d. pangos
(Note: Teacher may change the words to adjust to the level of their
pupils)
2. Motivation
a. How many are you in the family?
b. Who among you is the most obedient?
c. Who is the most helpful? Who is the clown in your family?
(Game) Describe each member of the family. Give as many adjectives

as you can to describe them. (Teacher writes their answers on the
blanks).
d. Answering the questions about the Family Album.

e. Let them read the Family Album using the appropriate intonation,
expression, and punctuation cues.
B. During Reading Activity

1. Listen as I read to you a story. (Pupils read the story with their eyes).
Ang Lugar nga Among Pagabalhinan

Sinulat ni : JENE L. ALPUERTO
Nabalhin og trabaho si Papa sa Dumaguete City.

Gikinahanglan nga ang among tibuok banay mobalhin
usab kuyog kaniya. Kapin sa tulo ka oras ang biyahi
padulong didto sakay sa Ceres Bus. Ang dakbayan nga
adunay dakong merkado gidasokan sa mabaga nga
katawhan ug liboan ka mga sakyanan. Dili unta ko gusto
nga mobalhin tungod kay naanad na ako sa Guihulngan.
Supak sa akong kabubut-on nga mobalhin. Segun sa
gisulti ni Mama, ang maong dakbayan hapsay ug dili
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gubot. Dugang pa niya nga maayo ang maong lugar, labi
na gayod sa among panglawas. Ang mga palitonon usab
barato ra, gawas nga kini lab-as kay nagagikan ra man
kini sa silingan nga mga lungsod. Ang pasiyohanan mao
ang usa sa mga nindot nga suroyanan sa maong
dakbayan, sanglit dinhi man mag suroy-suroy ang
katawhan ilabina sa kahaponon. Daghan kaayong makita
nga talan-awon sama sa mga dagkong barko, dagkong
mga sakyanan, maanindot nga mga edipisyo (building),
nagkalain-lain nga baligya ug mga pagkaon, mga
maanyag nga mga babaye. Malipayon ang mga bata ug
mga ginikanan dinhi. Daghan usab kaayong maanindot
ug dagko nga mga tulunghaan nga mas nindot ug mas
dagko pa kaysa among tulunghaan sa Guihulngan. Sama
sa mga tawo sa Guihulngan, ang mga tawo usab
matinahuron, kugihan ug buotan.
Ang labing nakadani nako og maayo mao ang

dagko kaayo ug mga nindot nga mga suroy-suroyanan ug
ang mga “shopping centers”.
C. Post Reading
Have pupils answer the questions about the selection.
1. Kinsa ang mobalhin sa laing lugar?
2. Mahitungod sa unsa ang giistorya sa nagsulat?
3. Unsa ang gisulti sa iyang Nanay kabahin sa pagbalhin?
4. Nagustohan ba sa nagsulat ang pagbalhin? Ngano man?
5. Mahinungdanon ba ang pagbalhin sa tibuok pamilya? Ngano man?
6. Kon ikaw mao ang bata, unsa man ang imong isulti sa imong
Mama/Papa kabahin sa pagbalhin sa laing lugar?
7. Unsa kaha kon ang iyang igsoon nga babaye dili gusto nga mobalhin?
Unsa man ang imong itambag kaniya? (To show love and concern for
family.)
8. Unsa pa man ang imong buhaton aron mapakita nimo sa imong mga
ginikanan ang imong pagpangga kanila? Kompletoha ang hugpulong
(sentence) gamit ang mga pulong-ighuhulagway (adjectives) sa
kahon.
DAY 2
1. Ask them about the selection read yesterday.

a. Ask three pupils of different hair lengths to stand in front of the
class.
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b. Describe the length of their hair using the degree of comparison of
regular adjectives:
Example:
Taas ang buhok ni Jane.

Ang buhok ni Anne mas taas kay sa buhok ni Jane.
Ang kang Sarah nga buhok ang kinatas-an nilang tulo.
(Write these sentences on the board.)
 Say: The first sentence simply makes a statement.

 (Ang unang hugpulong (sentence) naghatag og yano nga
pahayag.)
 What adjective is used? (Unsa man nga pulong-ighuhulagway

(adjective) ang gigamit?
 Is Jane’s hair being compared to anyone?
(Gitandi ba sa uban ang buhok ni Jane?)
 Now, look at the second sentence.
(Karon, tan-awa ang ikaduhang hugpulong (sentence).
 Is there any comparison made?
(Aduna bay panagtandi nga nahimo?)
 Who are being compared?
(Kinsa sa kanila ang gitandi?)
 Take a look at the third sentence, is there any comparison
made?
(Tan-awa ang ikatulong hugpulong (sentence). Aduna bay
nahimong panagtandi?)
 With whose hair is Anne’s hair compared to
(Kang kinsang buhok gitandi ang buhok ni Anne?)
 Do you think there are more than two students being
compared?
(Sa imong hunahuna, aduna bay labaw pa sa duha ka bata
ang gitandi?)
 What word is used to show comparison?
(Unsa man nga pulong ang gigamit nga nagpakita og
pagtandi?)
 Say: Long is an adjective in the positive form, longer is an
adjective in the comparative form. Longest is an adjective in
the superlative form. (Ang “taas” mao ang pulong-
ighuhulagway/pungway (adjective) sa tin-aw nga pahayag
(“positive form.) Ang “mas taas” maoy pulong-
ighuhulagway/pungway sa igo-igo nga matang sa
pangindig(comparative form). Ang “kinatas-an” maoy pulong-
ighuhulagway (adjective) sa labaw o hataas kaayo nga
matang sa pagtandi (superlative form).
 When two persons, places or things are compared, what form

of adjective do we use? When three or more persons, places,
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or thing are being compared, you use the superlative degree
of the adjective. (Kon duha ka tawo, lugar o butang ang
gitandi, unsa man nga porma sa pulong-ighuhulagway
(adjective) ang gamiton?) Kon tulo ang gitandi, ang “labaw
kaayo o labing” hataas nga pulong-ighuhulagway (adjective)
ang gamiton.)
 Now, how is the superlative degree of most adjectives with

one or two syllables formed?
 (Karon, giunsa pagporma ang “labaw kaayo” nga pagtandi sa

mga pulong-ighuhulagway/pungway adunay usa o duha ka
silaba.)
2. Complete the following sentences using the adjectives in the box.
DAY 3
A. Grammar Lesson
1. Read the following sentences and discuss.
 Guihulngan dako nga Siyudad.
 Cebu City mas dako kay sa Dumaguete City.
 Manila mao ang kinadak-an sa tulo ka Siyudad.
 What is being described in sentence no.1? (Guihulngan City)
 What adjective is used? (big)
 What are compared in sentence no.2? (Cebu City and Dumaguete
City)
 What adjective is used to compare them? (bigger)
 What is described in sentence no.3? (Manila)
 What word is used to describe Manila? (biggest)
 How many are compared in sentence no.3? (three cities)
2. Present some more sentences.
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 Ang asúl nga bag dako.
 Ang pula nga bag mas dako kay sa asúl nga bag.
 Ang dalag nga bag ang kinadak-an sa tulo.
 What does the underlined word dako describe? ( blue bag)
 What does the underlined word mas dako describe? (red bag)
 What does the underlined word kinadak-an describe? (yellow
compared to the red and blue bags).
The adjective bigger in sentence 2 is in the comparative degree.

How is it formed? mas adjective How is it used? (in comparing
two nouns)
The adjective biggest in sentence 3 is in the superlative degree.

How is it formed? kina+adjective+an When is it used? (in
comparing three or more nouns)
Say: Read and study the following sentences. (Basaha ug tun-I

ang mosunod nga mga hugpulong (sentences). Observe how
other adjectives with two or more syllables form their comparative
and superlative degrees. (Paniira kon giunsa pagporma ang
ubang pulong-ighuhulagway (adjectives) nga adunay duha o
labaw pang silaba sa igo-igo nga matang (comparative) ug sa
labing hataas nga matang (superlative).
(After the students have read the sentences, ask the previous
questions but with some modifications since you are now teaching
the positive, comparative and superlative degrees of irregular
adjectives.)
a. Si Paul magulang.
b. Si Robert mas magulang kay kang Paul.
c. Si Julian ang kinamagulangan sa tulo.
a. Si Joshua tulin modalagan.

b. Si Christine mas tulin modalagan kay ni Joshua.
c. Si Francis ang kinatulinan modalagan sa tanan.
a. Barato ang kalò ni Juna .

b. Mas barato ang kang Kate nga kalo kay sa kang Sandra.
c. Labing barato ang kang Denise nga kalo sa tanan.
Discussion:
1. When do we use the positive degree? (We use the positive
degree when we describe a person, animal, place or thing.
This is the adjective in its simplest form}.
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2. When do we use the comparative degree? (We use the
comparative degree when two persons, animals, places, or
things are compared. This is shown by adding “mas” to the
adjective).
3. When do we use the comparative degree? (We use the
superlative degree when three or more persons, animals,
places or things are compared. This is shown by adding kina-
o labing to the adjective - suffix an).
3. Have them listen to a news story
Mananaug sa Bangga sa Kanta
Si Jena nga usa ka tinun-an sa unang ang-ang sa

Guihulngan South Central School mananaug sa bangga sa awit
sa nahisgotang tulunghaan. Daghan ang niapil sa maong
bangga . Duna pa ganiy mga bata sa ubang grado. Apan bisan
pa sa kadaghan ug sa ka maayo sa ubang mga nangapil, si
Jena wala gayod gibati og kakuyaw ni kaulaw. Nasayran nga
usa ka libo ka pisos ang nakuha ni Jena nga premyo. Gikalipay
kaayo kini niya.
Answer the following questions:

1. Who won in the contest?
2. What school does Jena go?
3. How many schools joined the contest?
4. How much did Jena receive as the prize?
5. If you were Jena how would you feel upon knowing that
you won in the contest?
6. Had Jena not won the contest, what do you think would
she feel?/do?
7. In your own idea, what do you think Jena did as
preparation for the contest?
DAY 4
1. Recalling the news heard yesterday. Have them restate the news in
their own words.
 Look at your seatmate. Compare the color of your hair.
 Look at your pencil and compare it with your seatmate’s.
 Look at your book and compare it with the books of your two
classmates.
 Look around the room. Compare the table of the teacher with your
tables.
a. Underline the adjectives used in the following sentences.
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b. Complete each sentence by underlining the correct form of
adjective.
c. Copy the news item. Use the correct punctuation.
DAY 5
1. Underline the correct adjective in each sentence. (One morning the

Grade One pupils had fun comparing themselves.)
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2. Fill the blanks with the correct adjectives.
3. Provide the correct degree of comparison of adjectives in the

parenthesis to complete the following sentences.
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Week 35

1. Use culturally appropriate expressions in hypothesizing (giving possible
outcomes/results of story, events, activity, actions and situations heard.
2. Correctly spelled previously learned words)
3. Correctly spell compound words as it is used in the sentences.
capitalization in taking down dictated text.
5. Write through dictation simple sentences, phrases, and paragraph
observing correct punctuation marks, capitalization, indentions and
format.
6. Give the synonyms and antonyms of simple describing words.
7. Retell a story/ legend/folktale/folklore read in their own words, citing the
characters and important events.
8. Retell a school/community articles, news, events, etc. read in their own
words, citing the characters and important events.
II. Subject Matter

A. Story: “Ang Kaluha”
Sinulat ni: Robert M. Ragas
B. Antonyms
C. Reference : K to 12 Curriculum Guide
D. Materials: Teacher-made listening story, Primer lesson plan of the
specific language, pictures of opposite words, meta-cards, chart, tree
chart, pocket chart, basket chart, big books, CD player, newspaper,
pictures of the different events, flashcards, realias
E. Theme: Family
F. Value: Love for the family members, Cooperation
DAY 1
III. Procedure
A. Preliminary Activity:
Singing a song “Usa ka Panimalay”
Usa kami ka panimalay

Malipayon kami kanunay
Si Tatay ang among punoan
Si Nanay ang dahon sa sanga
Kaming mga anak maoy bunga
Sa paghigugma.
B. Lesson Proper:
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Review of the past lesson
C. Pre-Reading:
polio matinabangon tapolan kaluha
D. Motivation:
 Teacher asks: Aduna ba kamoy kaila nga kaluha? Pareho ba ang
ilang kinaiya ug hitsura?
 Teacher shows the front cover of the big book to the class and asks
them, “Nakadungog na ba kamo og sugilanon mahitungod sa kaluha?
 Teacher reads the story “Ang Kaluha”
E. Motive Question:
 Unsa kaha ang mahitabo sa managsuon?
F. Reading the story

 (Teacher reads the author and the illustrator of the story. Then
reading will be done next, following the reading plan.)
The reading plan for use with this activity.

The teacher reads:
1. To the pupils (uninterrupted while she/he asks questions such
2. Together with all the pupils.
the pupils to talk.
4. Together with all the pupils. This means that pupils hear a
good “model” at the end of the reading session.
G. Comprehension Check
 Unsay ulohan sa sugilanon?
 Kinsa ang nagadala sa sugilanon?
 Unsay nahitabo sa managsuon?
 Pinangga ba nila ang usag-usa? Nganong nakasulti man ka niini?
H. Engagement Activity:
1. Act out portion of the story you like best.
2. Provide picture of the story.
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3. Let the pupils arrange the pictures according to the sequence of the
story.
I. Infusion of values: Love for the family members
Ang Kaluha
Sinulat ni: Robert M. Ragas
Hinan-ay nila ni: J. O. Artiaga, C. S. Selgas ug V. S. Cayon
Didto sa layong dapit, nagpuyo ang managsuong babaye nga

kaluha. Sila mao si Karen ug si Jennifer. Si Karen adunay apán.
Nasakit siya og polio mao nga maglisod siya og lakaw. Apan
malipayon si Karen kanunay ug matinabangon sa iyang ginikanan.
Ang usa ka igsuon nga si Jennifer, himsog ug walay sakit, apan
tapolán ug kanunay nagpabadlong.
Usa ka higayon niana, nahulog si Karen sa kanal. Bisan nakakita

si Jennifer, wala niya tabangi si Karen. Gikasab-an pag-ayo ug
gibunalan si Jennifer sa iyang ginikanan.
Usa ka adlaw, nagdula-dula sila si Jennifer ug si Karen.

Nadagmâ si Jennifer, nasamad ang iyang tuhod. Dali dayon nga
niduol si Karen ug iyang gitabangan ang iyang kaluha.
Nagpasalamat si Jennifer sa kaayo nga gipakita ug gibuhat sa iyang
igsuon.
Sukad niadto kanunay na silang duha magtinabangay. Si

Jennifer nahimo nang buotan ug matinabangon.Malipayon kaayo
ang ilang ginikanan sa maong nahitabo.
DAY 2
A. Drill
Game: “Bingo”
 Teacher shows a big bingo card with the different correctly spelled
words previously learned.
 Teacher says a word and the pupils will place a stone on the correct
word. The winner will receive a prize.
B. Review of the story “Ang Kaluha”

Ask some questions about the story.
 Unsay ulohan sa istorya?
 Kinsa man ang managsuon?
 Husto ba ang gibuhat ni Jennifer nga wala niya tabangi ang iyang
igsuon nga si Karen?
 Kon ikaw si Jennifer, unsa man ang imong buhaton? Buhaton ba usab
nimo ang gibuhat ni Jennifer?
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 Unsa man ang leksiyon nga inyong nakat-onan sa istorya?
C. Draw and Tell

 Pupils will draw what happened after Jennifer stumbled on the
ground. They will share their own idea in front of the class.
D. Crossword Puzzle
 Teacher posts different letters on the tree chart. Pupils will read the
meaning of the words and form the words previously learned in the
crossword puzzle.
DAY 3
A. Greeting Song “Komusta Ka”

(Modified by: J. Artiaga, C. Selgas ug V. S. Cayon)
Komusta ka
Maglipay-lipay ta
Mopalakpak –mopalakpak
Hikap sa hawak.
Apér sa tuo, apér sa wala
Motuyok ka, motuyok ka
Mangitag higala.
B. Drill
Reading of the previously learned words.
C. Presentation
a. “Mystery Box”. Put different pictures in the mystery box. Pupils will
form compound words out of the given picture.
balay-alampoanan bató-lata
matagtikî udtong tutok
b. Discussion
 Pupils read the words formed.
 Teacher asks: What have you observed on these words? (Unsay
inyong namatikdan sa mga pulong?)
 Pupils will give more examples of compound words.
c. Application
 Pupils will use the compound words formed in a sentence.
DAY 4
A. Drill
1. Reading of words previously learned.
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B. Singing an action song, “Halalom, Halapad”
“Halalom, Halapad” (Tune: Deep and wide)
Hinubad ni V.S. Cayon
Halalom, Halapad
Naglutaw-lutaw
Bangkâ nga gamay.
Pataas, Paubos
Naglutaw,lutaw
Bangkâ nga gamay.
C. Motivation
1. Teacher asks: Asa man naglutaw-lutaw ang bangkâ nga gamay?
 Sa iyang paglutaw-lutaw asa man siya padulong?
 Ngano nga nipataas man siya? Ngano nga nipaubos man usab
siya?
D. Presentation
1. Teacher shows pictures that are opposite. Pupils will describe each
picture.
2. Teacher posts words in the pocket chart. Pupils read the words.
3. Ask:
Which words are opposite in meaning? (Hain nga mga pulong ang
nagsukwahí o nagka-atbang og kahulogan?) What have you observed
on the words presented? (Unsa may imong namatikdan sa gipakita
nga mga pulong?) Do they have the same meaning? (Managsama ba
sila og kahulogan?)
E. Discussion
1. How do you call the words with opposite meaning? (Antonyms)
(Unsay tawag sa mga pulong nga magka-atbang?)
F. Fixing Skills
1. Game: “Find Your Partner”
 Pupils will form a circle. Each of them will be given a picture. As
the music plays, the pupils will walk around. As the music stops,
they will look for their opposite.
DAY 5
1. Handwriting and spelling

a. Let the pupils get a piece of paper. Let them number it from 1-10.
b. Dictate words found in the previous lesson slowly.
c. Teacher uses the word in a sentence.
d. Pupils write each dictated word on their paper.
2. Assignment
a. Practice writing the misspelled words in your spelling notebook.
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Week 36

2. Correctly spelled previously learned words)
3. Correctly spell compound words as it is used in the sentences.
4. Observe proper spacing between words, punctuation marks,
andcapitalization in taking down dictated text.
5. Write through dictation simple sentences, phrases, and arongraph
observing correct punctuation marks, capitalization, indentions and
format.
6. Give the synonyms and antonyms of simple describing words.
7. Retell a story/ legend/folktale/folklore read in their own words, citing the
8. Retell a school/community articles, news, events, etc. read in their own
words, citing the characters and important events.
II. Subject Matter

A. Story: “Nigad”
Sinulat ni: Virginia S. Cayon
Hinan-ay nila ni: Caren S. Selgas ug Jennifer O. Artiaga
B. Antonyms
C. Reference: K to 12 Curriculum Guide
specific language, pictures of opposite words, meta-cards, chart, tree
chart, pocket chart, basket chart, big books, CD player, newspaper,
pictures of the different events, flashcards, realias
E. Theme: Family
F. Value: Love for the family members, Cooperation
DAY 1
III. Procedure
1. Singing a song, “ Ang Batang Buotan”
Ang batang buotan

Garbo sa ginikanan
Sa sugo siya motuman
Dili mamakak ug dili manlimbong
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Kanunay masinugtanon
Buhat matinabangon.
2. Presentation
 Unsay mga kinaiya sa usa ka bata nga buotan?
 Sa atong sugilanon “Ang Kaluha” Kinsa man ang buotan nga
bata?
 Unsa man ang kinaiya ni Jennifer? Maayo ba kini nga kinaiya?
Ngano man?
3. Discussion
 Teacher shows the words mentioned in the story. “Hain man niini
ang mga pulong nga pareha ang buot ipasabot?
4. Fixing Skills
Game: “Word Hunting”
 Teacher posts meta-strips of words on the board. Pupils will look
for the word which has the same meaning under their chairs and
match with the word posted on the board.
5. Application
Group work
 Pupils will be grouped into 4. Each group will be given 5 pair of
words and use it in a sentence.
DAY 2
A. Review
Directions: Clap your hands once if the pair of words are antonyms
and twice if synonyms.
matinabangon – kugihan kugihan – tapolán puti-itom

pataas- paubos mabáw-lalom dakó-gamay
B. Unlocking of Difficult Words
Dagayday Tubod
Bantilis
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Nigad
Magulang sa edad
Lumolupyo
a. Motivation Questions
 Nakakita na ba kamo og usa ka tubód?
b. Motive Questions
 Ngano man kaha ang atong sugilanon nag-ulohan man kini og
Nigad?
 Unsa man kaha ang “Nigad”?
c. Reading of the story following the reading plan.
(Teacher reads the author and the illustrator of the story. Then
reading will be done next, following the reading plan.)

The teacher reads:
1. To the pupils (uninterrupted while she/he asks questions such
pupils to talk.
4. Together with all the pupils. This means that pupils hear a good
“model” at the end of the reading session.
C. Value: Love of Nature
Nigad
Sinulat ni: Virginia S. Cayon
Hinan-ay nila ni: Caren S. Selgas ug Jennifer O. Artiaga
Dugay nang panahon nga ang mga katigulangan nagkalós og tubig

sa tubód nga nagagikan sa taliwala sa mga batong bantilis diin
nahimutang kini sa daplin sa baybayon. Ang tubig nagpadayon sa
iyang katab-ang bisan pa man og magtaob ug bisan pa sa kaparát sa
dagat. Sa paglabay sa panahon, adunay kahoy nga nikalit og tubo
taliwala sa batóng bantilis. Kalit lang, ang tubig nga nagagikan niini
daw bugnaw pa kay sa yelo “ice”. Nalipay kaayo ang mga lumolupyo
nga nakatiláw sa kabugnaw niini. Punô sa mga pangutana, hain ug
diin gikan kining tubig o tubód nga nagpadayon sa iyang
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pagdagayday sa walay paghubás, init man o bugnaw ang panahon.
Sukad niadto, gihinganlan na ang maong lugar og Nigad tungod sa
maong dakóng kahoy nga nitubò taliwala sa maong bató.
D. Engagement Activity
1. Unsa man ang mga panghitabo sa istorya nga “Nigad”?
Isulat ang inyong tubag sa “Story Web” sa ubos.
NIGAD
DAY 3
A. Singing a song
“Si Filemon”
Si Filemon
Si Filemon
Namasól sa kadagatan
Nakakuhâ, nakakuhâ
Og isdang tambasakan
Gibaligyá, gibaligyá
Sa merkadong gubâ
Ang halin puros kurâ
Ang halin puros kurâ
Igo rang gipanubâ
B. Review
1. Unsa man ang ulohan sa atong sugilanon gahapon?
2. Nganong gihinganlan man kadto og “Nigad”?
3. Nakatabang ba ang “Nigad” sa mga tawo nga namuyo didto?
C. Motivation
1. Nakahinumdom pa ba kamo sa atong istorya kagahapon?
2. Atong isunod ang mga panghitabo pinaagi sa pag-istorya pag-
usab nga maggamit og mga hulagway.
a. Retell the story using the pictures given below:
273
Nagkalós og tubig.(fetching water) Nitubò ang kahoy (tree starts to
grow)
Bugnaw nga tubód ilalom sa bato

Gihinganlan kini og Nigad.(grown
nga adunay nagtubô nga kahoy.
tree named Nigad)
(flowing cold spring underneath
the rock with growing tree)
D.Agreement:
1. Pangutana kamo sa inyong ginikanan o sa
mga katigulangan kon unsa ang istorya
mahitungod sa inyong lugar.
2. Andama ang inyong kaugalingon aron sa pagsaysay sa
maong sugilanon ugma sa klase.
3. Pagdala og “newspaper” nga binisaya.
DAY 4
A. Drill
1. Reading a Poem “Ang Akong Eskuylahan”
Ang Akong Eskuylahan

Sinulat ni: Jennifer O. Artiaga
Hinan-ay ni: Caren S. Selgas ug Virginia S. Cayon
Maanindot, limpyo ug dako kaayo

Mao kini ang eskuylahan ko.
Sa matag adlaw, ako naghinamhinam
Nga makaadto na usab sa akong eskuylahan.
Pagbasa, pagsulat ug labina ang pag-ihap,
Kining tanan akong nakat-onan sa akong eskuylahan.
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B. Motivation
1. Nakapaminaw ba kamo og balita gikan sa radyo o nakakita ba
kamo sa telebisyon?
2. Unsa man ang mga balita nga inyong nabati o nakita?
3. Maayo ba kini o dili?
C. Presentation
1. Show the headline of the newspaper to the pupils.
2. Reading of the news article.
D. Discussion
1. Kinsa man ang gihisgutan sa maong balita?
2. Diin man kini nahitabo?
3. Unsa man ang nahitabo?
4. Kanus-a kini nahitabo?
E. Fixing Skills
1. Retell the news article being read in their own words citing the
F. Application
1. Group Work
2. Group the children into 5. Each group will be given assign topic to
report. Retell the events happened within the school.
DAY 5
A. Drill
1. Reading of words previously learned.
B. Review
1. Review of the past lesson.
C. Motivation
1. What are you going to do before going to school?
2. Show a picture of a girl getting ready to go to school.
D. Presentation
1. Present the different events before coming to school using
different pictures.
Naligò Namahaw Nagsipilyo
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Nagsul-ob og Nagpadulong na sa
uniporme eskuylaan
E. Discussion
1. Which do you think happen first?
2. Which do you think happen last?
F. Application
1. Talk about the things you did before coming to school.
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Week 37

3. Correctly spell previously learned words.
capitalization in writing essays, news article, story, fable, etc.
5. Write essay, news articles, events, story, advertisement, observing
correct punctuation marks, capitalization, indention and format.
6. Identify the adverbs use in the sentence.
7. Understand that the language use in school is more formal than the
language used at home and with friends.
8. Tell their own stories and legends as an output of their research.
9. Tell their own news article, advertisement, community and school events,
etc., as an output of their research work.
II. Subject Matter:

A. Story: “Si Baki ug si Langaw”
Sinulat nila ni: Jennifer O. Artiaga ug Caren S. Selgas
B. Adverb
C. Reference : K to 12 Curriculum Guide
specific language, picture of a frog and a fly, chart, meta-cards,
flashcards, realia
E. Theme: Animals
F. Value: Being wise
III. Procedure
DAY 1
A. Preliminary Activity:
1. Reciting the rhyme, “Napulo Ka mga Bakî”
Napulo ka bakî
Nilangoy sa sapâ
Paibabaw, Paubos
Patuyok-tuyok pa;
Ang sulti niTatay
Katulog na kamo
Ang tubag sa anak
Dili ko, dili ko.
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B. Lesson Proper:
1. Review of the past lesson
C. Pre-Reading:
Lim-aw( puddle) Gitukób ( gobble)
pag-ipsot (to escape) Naminghoy (sighed)/crest fallen
D. Motivation:
1. Teacher asks: Unsa man ang paboritong pagkaon sa baki?
2. Teacher shows the front cover of the big book to the class and asks
them, “Nakabati na ba kamo og sugilanon mahitungod sa baki ug sa
langaw?
3. Teacher reads the story “Si Baki ug si Langaw”
E. Motive Question:
1. Unsa kaha ang mahitabo ni Baki ug ni Langaw?
F. Reading the story

(Teacher reads the author of the story. Then reading will be done next,
following the reading plan.)

The teacher reads:
1. To the pupils (uninterrupted while she/he asks questions such as
pupils to talk.
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4. Together with all the pupils. This means that pupils hear a good
“model” at the end of the reading session.
Si Baki ug Si Langaw
Sinulat ug Hinan-ay nila ni: Jennifer O. Artiaga
Caren S. Selgas ug Virginia S. cayon
Usa ka adlaw, si Langaw nalingaw sa pagtugdon-tugdon sa daplin

sa dakong lim-aw. Nakit-an siya ni Baki nga nalingaw sa paglangoy-
langoy sa dakong lim-aw. Naghinay-hinay og lukso si Baki padulong
kang Langaw. Ug kalit lang, gitukób ni Baki si Langaw. Naningkamot
sa pag-ipsot si Langaw gikan sa dakong babâ ni Baki. Ang utokan nga
langaw kalit nilusot sa gamay nga lungag sa ilong ni Baki. Paspas nga
nilupad si Langaw. Daling nigukod si Baki apan tungod sa ka paspas
ni Langaw, wala na niya kini maabti. Naminghoy si Baki kay nalutsan
na usab siya ni Langaw.
G. Comprehension Check
1. Unsay ulohan sa sugilanon?
2. Kinsa ang nagdala sa sugilanon?
3. Unsay nahitabo ni Baki ug ni Langaw?
H. Engagement Activity:
1. Act out the events of the story you like best.
2. Draw the setting of the story.
3. Make an award for Langaw for being smart
I. Infusion of values: Being wise
DAY 2
A. Drill:
Reading of previously learned words
B. Review of the previous lesson, the story about “ Si Baki ug Si

Langaw”
C. Motivation
What words are found in the story “Si Baki ug Si Langaw”
D. Presentation
1. Present the words found in the story
usa ka adlaw
daplin sa lim-aw
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hinay
paspas
E. Discussion
1. Which word tells a place? Time? Manner?
2. What do we call these words?
F. Fixing Skills
1. Look at the picture.
2. Answer the questions that follow.
a. When does the girl wake up?
b. When does the boy play?
c. Where is the boat?
d. Where is the bus?
e. How does the car run?
f. How does the turtle walk?
DAY 3
A. Drill
Reading of some words previously learned.
B. Review
Recall the past lesson( Adverb)
C. Motivation
Singing a Song: “Ang Motor” (Tune: “Upat ka Uwak”)
(Pinahaom ni V. S. Cayon)
I. Broom! Broom! Broom

Ang tingog sa motor
Mohinay, mokusog (2x).
II. Broom! Broom! Broom!

Tulin nga modalagan
Patag, libaong nga dalan
Siya gikinahanglan.
III. Broom! Broom! Broom!

Ang tingog sa motor
Ang tingog sa motor
Mokusog, mohinay.
D. Presentation
1. Show a picture of a motorcycle. Let the pupils describe the
motorcycle.
2. Teacher will ask the following questions.
a. Where did the motorcycle run?
b. What will you do when you cross the street?
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c. Show other pictures of vehicles like, bus, jeep, airplane, boat, etc.
E. Discussion
1. Where does the airplane fly? Buses go? Boat float?
(Asa molupad ang eroplano? Moagi ang bus ? Molutaw ang barko?
Expected answer: (in the sky, on the road, on the sea)
=sa kawanangan, sa karsada, sa dagat
2. How do we call these words? (adverb of place)
(Unsay tawag niining mga pulonga? Pungwayon sa lugar)
F. Fixing Skills
Group Work
1. Divide the pupils into 5 groups. Each group will be given a paper that
contains questions. They are going to draw their answer on a piece of
a short bond paper.
Group 1
 Where shall we go when we study?
Group 2
 Where shall we go when we wanted to buy food?
Group 3
 Where shall we go when we pray?
Group 4
 Where shall we go when we are sick?
Group 5
 Where shall we go when we play?
DAY 4
A. Review
B. Motivation
Song: “Mga Adlaw sa Semana” (Tune: Where is Sleeping)
Lunes, Martes (2x)
Miyerkoles (2X)
Huwebes, Biyernes, Sabado (2X)
Domingo (2x)
C. Presentation
Present the days of the week using a mobile of the Days of the Week
D. Discussion
1. What are the days of the week?(Unsa ang mga adlaw sa semana?)
2. What do these words tell us?(Nagtug-an kining mga pulonga kanato
og unsa man?)
E. Application
Make an accordion of the days of the week.
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DAY 5
A. Drill
Reading of some previously learned words.
B. Review
Reviewing the past lesson
C. Motivation
Game: “Sugo ni Pedro”
Sugo ni Pedro, hikapa imong mata.
Sugo ni Pedro, hikapa imong hawak.
(Note: Kon walay pulong nga”Sugo ni Pedro”. dili sundon ang gimando
nga lihok. Kon hinganlan ang “Sugo ni Pedro”, tanan mosunod sa lihok.
Mahimong ilisan og laing lihok ang gibadlisan.)
D. Assessment
Encircle the word that tells time.
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Week 38

1. Use culturally appropriate expressions used at home in giving one’s
obligations
2. Spell environmental prints on Traffic Safety Correctly.
capitalization in writing riddles or saying. Riddles/saying observing correct
punctuation mark, capitalization, indention and format.
4. Write simple riddles/saying observing correct/punctuation mark,
capitalization, indention and format.
5. Use the adverb of time correctly in constructing own sentences.
6. State the meaning of environmental signs on Traffic Safety
7. Understand some words formally used in school like more/most clean,
more/most behaved, etc.
8. Tell their own riddles as an output of their research.
9. Show appreciation of any riddles presented.
II. Subject Matter:

A. Topics:
1. Oral Language
Using culturally appropriate expressions used at home in giving one’s
obligation (e.g. ikaw man ang magulang, ikaw ang mag-tan-aw sa
manghod, etc.)
2. Spelling
Spelling environmental prints on Traffic Safety correctly.
 Stop! Flag Ceremony
 No Parking
 Etc.
3. Handwriting
 Observing proper spacing between words, punctuation marks and
capitalization in writing riddles, e.g, “Tigmo-tigmog ukoy, ugma i-
asoy”
 Using the adverb of time correctly in constructing own sentences.
5. Comprehension of Informational Text

 Starting the meaning of some environmental signs on Traffic
Safety.
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6. Vocabulary
Understanding the language used in school is more formal than the
language used at home with friends.
a. Comprehension of Literary Texts
b. Telling their own riddles as an output of their research.
c. Attitude toward Language Literacy and Literature
d. Showing positive appreciation of riddles made and heard.
B. References: K to 12 Curriculum Guide

C. Materials: rhymes, songs, riddles, pictures, chart, realias
D. Theme: Community
E. Value: Love
III. Procedure
DAY 1
A. Drill
Reading of the previously learned words.
B. Review
Read the following words then color the word that tells time, place and
manner.
lukso likod sa balay hinay-hinay

ugma karon matag adlaw
sa eskuylahan paspas mokanta
C. Motivation
Teacher asks: Unsa man ang kinaiya sa usa ka buotan nga bata?
D. Presentation
Singing a song “ Ang Batang Buotan” (Tune: Leron-Leron Sinta)
Ang batang buotan
Garbo sa ginikanan
Sugo siya motuman
Dili s’ya mamakak ug dili manlimbong
Kanunay masinugtanon
Sa buhat matinabangon.
1. Unsa man ang kinaiya sa bata sa atong kanta?

2. Nganong moingon kamo nga buotan siya?
3. Unsa man ang iyang gibuhat nga nagpakita sa iyang pagkabuotan?
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E. Engagement Activities
1. Group the children into four. Each group will be given varied activities
to do.
Group 1
 Act out what the child is doing in the song.
Group 2
 Draw the things that the good child is doing in the song.
Group 3
2. Write some other things that the child can do aside from what are
mentioned in the song.
Group 4
 Make a letter to a good child following the format.
Hinigugma ko nga__________,
Salamat sa imong ___________nga bata. Garbo ka sa imong

ginikanan. Magpabilin unta nga ________, ________, ug ________
nga bata.
Ang imong konsensya,

__________________
DAY 2
A. Review
1. What are the characters of a good child?
2. Ask for a volunteer to act the things out that a good child can do.
B. Motivation
Singing an action song,
“Beep, Gamay nga Jeep” (Tune: Beep, Beep The Small Jeep)
(Hinubad ni: V. S. Cayon)
Gamay nga dyip,

Dalagan dyip
Sa dalan ka mag-beep!
Hunong! Tan-aw! Paminaw!
Hunong! Tan-aw! Paminaw!
Gamay nga dyip,
Dalagan dyip
Sa dalan ka mag-beep!
1. Teacher will ask questions about the song.

2. What signs have you seen on the road?(Unsang mga ilhanan o
senyas nga inyong nakita sa karsada?)
285
C. Presentation
1. Teacher will show the different Traffic Signs.
2. Where can we see these signs?
D. Discussion
1. What signs have you seen on the road?
2. Is there a need to follow these signs?
3. Why do we need to follow these signs?
4. Can you give more examples of the signs you see on the road?
E. Engagement Activity
Group Work
Teacher will divide the class into 4. Each group will make their own Traffic
signs in a creative way.
DAY 3
A. Drill
Reading of the previously learned words about Traffic Signs.
B. Review
Review on the different Traffic Signs.
C. Motivation
1. Game: “The Boat is Sinking” (Malunod na ang Bangkâ)
2. Pupils will be grouped based on the last grouping of the game.
D. Presentation
1. Present a riddle to the class.
2. Example: Kon mobarog, maghigda
Kon maghigda mobarog (tiil)
Bukó-bukó, Tiyan-tiyan (unlan)
Dili hari, dili pari
Iyang sinina, sari-sari (hayhayan)
E. Engagement Activity
Group the children into 4. Each group will be given a riddle(tigmô) and they
will draw their answer.
Group 1
Sa layo nangutana,
Sa duol nakaila. (patay)
286
Group 2
Buko’g panit, naglupad-lupad (Tabanog)
Group 3
May nakita kong nagpangali
Giadto ko, walay agi.(nabugsay sa sakayan)
Group 4
Duha ka managsuon
Dili magkita (Dalunggan)
DAY 4
A. Drill
Reading the riddles previously learned.
B. Motivation
Activate pupils prior knowledge about animals found in the locality.
C. Presentation
Reading a rhyme
Ang Unggoy Ko Nga Gamay
May unggoy kong gamay,

Gisugo ko og kamunggay.
Nganong nagdugay-dugay,
Kay nikaon og ginamay.
D. Discussion
1. Based on your observation, how is the first letter in the rhyme written?
2. What punctuation marks are found in the rhyme?
3. When are you going to use capital/big letters?
E. Guided Practice
Let the pupils copy a sample of the rhyme observing correct punctuation
marks, capitalization, indention and format.
F. Independent Practice
Rewrite the rhyme observing correct punctuation marks and
capitalization. (Teacher will present a rhyme.)
DAY 5
A. Drill
Reading of the rhyme “ Ang Unggoy Ko Nga Gamay”
287
B. Assessment
Directions: Fill in the blanks with the correct word.
288
Week 39

1. Use culturally appropriate expressions used at home in giving one’s
obligations
2. Spell environmental prints on Traffic Safety correctly.
capitalization in writing riddles or saying. Riddles/saying observing correct
punctuation mark, capitalization, indention and format.
4. Write simple riddles/saying observing correct/punctuation mark,
5. Use the adverb of time correctly in constructing own sentences.
6. State the meaning of environmental signs on Traffic Safety
7. Understand some words formally used in school like more/most clean,
more/most behaved, etc.
8. Tell their own riddles as an output of their research.
9. Show appreciation of any riddles presented.
II. Subject Matter:

A. Topics:
1. Oral Language
Using culturally appropriate expressions used at home in giving
one’s obligation (e.g. Ikaw man ang magulang, ikaw ang mag-tan-
aw sa manghod, etc.)
2. Spelling
Spelling environmental prints on Traffic Safety correctly.
a. Stop! Flag Ceremony
b. No Parking
c. Etc.
3. Handwriting
Observing proper spacing between words, punctuation marks and
capitalization in writing riddles, e.g, “Tigmo-tigmo agukoy, ugma i-
asoy”
Using the adverb of time correctly in constructing own sentences.

Starting the meaning of some environmental signs on Traffic
Safety.
6. Vocabulary
289
Understand that the language used in school is more formal than
the language used at home with friends.
7. Comprehension of Literary Texts

Telling their own riddles as an output of their research.
8. Attitude toward Language Literacy and Literature

Showing positive appreciation of riddles made and heard.

C. Materials: pictures of the different environmental signs, Traffic signs,
Matching chart, strips, signage’s, real objects, CD player
D. Theme: School and Community
E. Value: Taking care of the Environment
III. Procedure
DAY 1
A. Review of the past lesson.

B. Motivation
Singing Game: “Magdula-dula, Usa, Duha ,Tulo”
Magdula-dula, usa, duha, tulo (3x)
Sama niini.
Sunda, Sunda ni (3x)
Ikaw na say puli.
(As many players and actions)
C. Presentation
1. Based on the game you experienced, when is the best time to play?
2. How about in eating your breakfast? Lunch? Dinner?
3. What is the best time to sleep? Study? Helping your parents at home?
Going to church?
4. Listing down of the different adverbs of time.
D. Discussion
1. Reading of the different adverbs of time.
2. Let children discover some adverbs of time using the strips being
presented.
3. Example: School Days, Market Day, Picnic
4. How do you call all these words? ( Adverb of time-Pungwayon sa
Panahon)
E. Guided Practice
1. Matching the Adverb of time with the corresponding situations.
290
1. Group Activity: Each group is given task cards to be arranged
sequentially.
2. Reporting by group.
G. Generalization
Concept on the adverbs of time.
DAY 2
A. Review
Review on the adverbs of time
B. Motivation
Show pictures of the sequenced/ arranged situations demonstrating the
adverbs of time.
C. Presentation
1. Let the pupils say something/ tell stories about the presented pictures.
2. Writing the sentences on the board as dictated by the pupils.
3. Reading the sentences.
D. Guided Practice
Pupils as grouped to pick-out the chosen adverb from the sentences
presented and use them in their own sentences.
Give flashcards on the different adverbs of time for the pupils to use in
sentences individually.
DAY 3
A. Drill
Contest Manner
B. Motivation
Pupils to listen some sound effects: rushing ambulance, etc.
C. Presentation
1. Show collage of Traffic Signs. (No Parking, Stop, Flag Ceremony,
Walk Left, Children Crossing, No Stopping ,Loading and Unloading
area etc.)
2. Pupils to identify and describe the signs: Where can these signs be
seen?
3. Let the pupils classify the different Warning Signs ( Road, School,
Park, Church)
291
D. Discussion
1. Reading the different Warning Signs by group.
2. Guided Questions:
a. What do we call all these Signs?
b. Do you think these signs are important? Why?
E. Guided Practice
1. Divide the class into two. The first group will show the sign and the
other group will state the meaning of the sign.
2. Exchange roles.
1. Each one matches the sign to its meaning.
2. How do you like the activity?
DAY 4
A. Review on the different Warning Signs.

B. Motivation
1. Pupils will have a school campus tour. (10 mins)
2. Let them observe the environmental signs that they can see inside the
campus. (No Littering, No Throwing of Garbage, Dispose the Garbage
Properly, Keep off the Grass, Make Our School Clean and Green)
C. Presentation
1. Guided Questions
 What have you observed in your 10 minute-school campus tour?
(Aduna ba kamoy namatikdan sa inyong pagsuroy-suroy sa atong
campus sulod sa 10 minutos? Unsa man?
 What are the signs did you see? (Teacher at the same time
flashes the strips of the environmental signs) (Unsa man nga mga
senyas o ilhanan ang inyong nakita?
 Pupils will read the different signs respectively.
2. Discussion
 From the gathered signs, each pupil is challenged to give the
meaning/ say something about the sign.
 Teacher shows pictures of the meaning of the signs and pupils will
identify the signs.
3. Guided Practice
a. Simple Recall Game
 All the different environmental signs are being posted in the
room.
 When the teacher says the signage, the pupils will walk slowly
and flock to the mentioned sign.
292
 Pick-Up Line
 Let the pupils spell the signs correctly and orally.
DAY 5
A. Reading and writing of the different Environmental Signs observing the

correct spacing between words, punctuation marks and capitalization.
B. Motivation
1. Guided Questions
 Pupils to say the school celebrations since June 4 up to the
present.
 Sharing by group.
2. Presentation
 Showing pictures of the different school celebrationsfor the pupils
to identifyand describe: When, Where, How and Why?
3. Discussion
 Using the matching chart, pupils will connect the pictures to its
celebration using the string; Teacher will process the answers of
the pupils.
 Citing different situations related to the school celebrations for the
pupils to discuss.
4. Guided Practice
 Pupils to give sentences about one significant celebration of their
choice.
 Teacher writes the given sentences on the board.
 Teacher shows a picture of a significant celebration for the pupils
to make at least 5 sentences describing the celebration.
 Writing the sentences on a piece of paper observing correct
spacing between words, capitalization, indention and punctuation
marks.
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Week 40
I. Objectives:
 Use culturally appropriate expressions used at home in giving one’s hope
and wish.
 Spell environmental prints or signages in park or plaza.
 Observe proper spacing between words, punctuation marks and
capitalization in writing simple advertisement observing correct
punctuation marks, capitalization and format.
 Write simple advertisement observing correct/punctuation mark,
 Use the adverb of manner correctly in constructing own sentences.
 State the meaning of environmental signs in the park/plaza.
 Tell their own advertisement as an output of their research.
 Show appreciation of any advertisement presented.
II. Subject Matter:

A. Topics:
1. Oral Language
Using culturally appropriate expressions used at home in giving one’s
hope and wish.
2. Spelling
Spelling environmental prints in the plaza/park.
 Keep Off the Grass
 No Littering
 Dispose Garbage Properly
 Make our plaza/park clean and green
 …
3. Handwriting
Observing proper spacing between words, punctuation marks and
capitalization in writing signage found in the plaza / park.
Using the adverb of manner correctly in constructing own sentences.

Starting the meaning of some environmental signs found in the
plaza/park.
6. Comprehension of Literary Texts

Telling their own simple advertisement heard as an output of their
research.
7. Attitude toward Language Literacy and Literature
294
Showing positive appreciation of advertisement made and heard.

C. Materials: strips, meta-cards, cardboards, realias, pictures, fruit chart,
basket chart, audio-visual aids,
D. Theme: Health & Nutrition
E. Value: Taking Care of Oneself and Others
III. Procedure
DAY 1
A. Review
Review on the previous lesson.
B. Motivation
Singing an action song “Ako, Ikaw, Kita Kabahin sa Katilingban”
(Tune: It’s Love That Builds Community)
Ako, ako kabahin sa katilingban (3x)

Kabahin sa katilingban.
.. La, la ,la
Pagtuyok sa dagat ug sa kasapaan
Pagtuyok sa dagat sa kahiladman
Pagtuyok sa dagat ug sa kasapaan
Pagtuyok sa dagat sa kahiladman
II. Ikaw…..
III. Kita ……
IV. Combination of I, II and III
C. Presentation
1. Asking pupils to say something about the song.
2. Unlocking of difficult words found in the song.
a. kabahin
b. kasapaan
c. katilingban
d. kahiladman
D. Discussion
1. Guided Questions
a. What does the first line of the song mean? (I, II, III)?
(Unsay buot ipasabot sa unang linya sa awit? (I,II, III?)
b. What does the last stanza (IV) of the song mean?
295
( Unsa may kahulogan sa katapusang estropa sa awit?)
c. Discussion of each line of the song and its message by the pupils
as grouped into 4.
d. What are common expressions can we get from the whole song?
2. Guided Practice
a. Using different situations where bayanihan spirit could be
manifested or demonstrated.
b. Examples: pagkahiusa, pagtinabangay, pag-inunongay,
pagyayongay (wedding, burial, christening, etc.)
Acting out on the above mentioned situations and use expressions of
their hopes and wishes.
DAY 2
A. Review on the previous lesson about the cultural expressions related to

different community practices.
B. Motivation
Show different pictures of Municipal Park, Plaza, Memorial Park, Heritage
Park, etc.
C. Presentation
1. Class is divided into four groups. Each group is assigned to a certain
park or plaza for them to describe or identify some environmental
prints.
Group I – Heritage Park

Group II – Municipal Plaza / Baranggay Plaza
Group III – Memorial Park
Group IV – Family Park
2. Each group will report on their observations of the different

environmental prints based on their listing.
Discussion
3. Based on their activities, the teacher emphasizes on the correct
spelling of the environmental prints observing proper spacing between
words, capitalization and punctuation marks.
296
D. Guided Practice
Write the different environmental prints correctly.
Matching the environmental prints with the different places.
DAY 3
A. Review on the different environmental prints.

B. Motivation:
Singing a song to the tune of “Are You Sleeping?”
(Revised: V. S. Cayon)
Watermelon, Watermelon
Papaya, Papaya
Pinya, Saging, Mangga
Ang tanan sagola
Fruit Salad, Fruit Salad
C. Presentation
1. Do you eat fruits? Why and when do we eat fruits?
2. Pupils will read the advertisements being presented on the board in
strips correctly.
“Ang gatas ug itlog, pagkaon nga makapabaskog,

Ang saging ug papaya, sa kutis makapagwapa,
Paspas og kaon sa mga utanon,
Imong lawas dali ra nga malig-on.”
3. What do you understand of the advertisement presented?

4. Discussion
 Name the fruits mentioned in the advertisement.
 What will happen if you take milk and eggs?
 How about banana and papaya?
 How do you eat vegetables? Fruits?
 Why do we eat fruits and vegetables?
(Teacher emphasizes the adverb of manner in eating fruits and
vegetables)
D. Guided Practice
1. Activity 1-Food Prearontion
2. Activity 2- Taking A Bath
3. Activity 3 – Buying Fruits & Vegetables
297
1. Complete the following phrases into sentences using the adverb of
manner(pungwayon sa pamaagi)
a. ___________kon mogamit og kutsilyo.
b. Kon mosakay og dyip, _____________.
2. Construct sentences using the adverb of manner.
DAY 4
A. Review on the different adverbs of manner.

B. Motivation
Ang gatas ug itlog, pagkaon nga makapabaskog,
Ang saging ug papaya, sa kutis makapagwapa,
Paspas og kaon sa mga utanon,
Imong lawas dali ra nga malig-on.
C. Presentation
Presenting sample advertisement. ( food, clothes, toys)
Mangga
“Gusto kang magwapa,
Palit sa among Attie’s mangga.”
Dulaan
Dali kamo,
Pagpili sa bola,
Lig-on, kusog mo-untol
Gagmay ug dagko.
D. Discussion
1. Say something about the advertisement.
2. When, Where and Why do we have advertisement?
E. Guided Practice
1. In your own words, construct a simple advertisement on the things
you like best.
2. Giving the steps and rules in writing an advertisement.
3. Teacher mills around to check each work.
4. Reporting of the individual work.
1. Write your simple advertisement observing correct punctuation marks,
capitalization and indention
2. Show appreciation of his/her own work.
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DAY 5
1. Review of the past lessons.

2. Setting of standards in answering the test.
3. Actual Assessment
a. Oral Fluency
b. Written
c. Checking of one’s work
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Sinugbuanong Binisaya Teacher's Guide Q1-4 PDF

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Week 1

II. Subject Matter

2. Oral Language/Listening Comprehension

D. Theme: “My Family and I (likes and dislikes; daily tasks/activities)”

III. Learning Activities

b. Give 1 or 2 minutes to every pupil in introducing one’s name, address

2. Unlocking of Difficult Words (picture/demonstration)

Kapay-kapay hiwid kuyakoy

3. Activating Prior Knowledge

b. Ask: Why do you think children are enjoying their walk/travel to

B. Listening Story (Ang Mga Hayop sa Umahan)

a. First Reading: Teacher tells the story in a lively and interesting

Ang Mga Hayop Sa Umahan

Usa aka adlaw, si Rico nikuyog sa iyang Papa sa umahan.

Nakit-an niya ang iring ug gitawag, “Ming! Ming! Ming!”

Nagkapay-kapay ang pako ni Bulik ug ni tuktugaok, “Tuktugaok!

b. Second Reading: Teacher asks pupils to produce the sounds of

1. Review the sounds heard yesterday

a. Discuss the meaning of sounds such as roosters crowing, pigs

a. Pupils sing Alphabet Song in L1 accompanied by the tape recorder.

1. Spot that scene

3. Try It Out Activity

1. Noisy Neighbor Game

2. Show & Tell

II. Subject Matter

2. Book and Print Knowledge

Big Book: “Ang Bag-o Ko nga Paborito”

D. Theme: “My Family and I : Healthy habits”

III. Learning Activities

b. While examples are given, pupils are asked to identify, if sound

Nanghuyatid (through picture or action/demonstration)

2. Activating Prior Knowledge

Ang Bag-o Ko nga Paborito

Buntag sayo kadto sa Sabado nga na kamata si Ana

b. Open the book showing the first picture

2. Connecting Dots/Tracing Figures

1. Review the story

2. Introduce the use of correct terms referring to conventions of print.

3. Game: Show me…..

4. Game: Soft or Loud?

2. Healthy Body from Head to Toe

3. Teacher introduces high or low sounds.

Let’s Sing High and Low

4. Teacher introduced fast and slow sounds

2. Move That Body

3. Connect Dots/Trace objects that produce loud/soft; high/low; fast / slow

2. Book and Print knowledge

E. Theme: ”My Family and I - Things I enjoy and people I like.”

1. Singing the L1 alphabet previously learned

3. Activating prior knowledge

Ang Mata ni Tata

Adunay usa ka bata nga ginganlan og Tata. Nagpuyo siya sa

1. Singing the L1 Alphabet song (for letter familiarization)

mata Key word

3. Teach the letter name and sound of Mm

2. Introducing Letter Aa, /a/

atis abokado adlaw

b. Teacher names the picture one by one.(Giving emphasis on the

This is a picture of an /aaa/…atis.

c. Recognizing the letter sound of /a/.

d. Recognizing Letter name Aa.

1. Review on the two letters previously learned. (Mm and Aa)