Você está na página 1de 13

Mother Tongue-Based

Multilingual Education
(MTB-MLE)
Teachers Guide

Sinugbuanong Binisaya

2
Mother Tongue-Based
Multilingual Education
(MTB-MLE)
Teachers Guide
(Unit 1- Week 3)

Sinugbuanong Binisaya

Department of Education
Republic of the Philippines

Mother Tongue Based Multilingual Education Grade 2


Teachers Guide: Sinugbuanong Binisaya
First Edition, 2013
ISBN: ___________
Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright
holders. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Yolanda S. Quijano, Ph.D.
Development Team of the Teachers Guide
Consultant and Coordinators: Gurmensinda Sasam, Carmencita
C. Denampo
Authors: Caren S. Selgas, Gea C. Alonso, Irene T. Pilapil, Ma. Mariza
A. Manlangit, Lucia L. Zapanta, Rochelle L. Binoya, Jovelyn C.
Quindao, Lorna C. Mahilum.
Reviewers: Nena V. Mioza, Ma. Jesusa C. Despojo, Marcelita S.
Dignos
Illustrators: Rosanna S. Andales
Layout Artist: Jocelyn M. Conta, Tomas T. Pastor, Sheila Marie
Laurel, Alberto M. Adlawan

Printed in the Philippines by ____________


Department of Education-Instructional Materials Council Secretariat (DepEdIMCS)
Office Address:
2nd Floor Dorm G, Philsports Complex
Meralco Avenue, Pasig City
Philippines 1600
Telefax:
(02) 634-1054, 634-1072
E-mail Address:
imcsetd@yahoo.com

Week 3
Objectives
1. Oral Language
a. Listen and retell a story heard in their own words, citing the
characters, setting, and important events.
2. Book and Print knowledge
a. Observe
some
mechanics
when
copying/writing
sentences:capitalization, proper spacing between words and correct
punctuation marks.
3. Word Recognition
a. Give meaning of the words being read through matching them with
pictures, doing the action or giving its synonyms.
b. Read phrases and sentences consisting with words being studied
and answer higher order questions about them.
4. Fluency
a. Read aloud Grade 2 level text with an accuracy of 95% 100%.
5. Spelling
a. Spell correctly words with consonant clusters (appropriate to the
MT).
6. Handwriting
a. Observe mechanics when copying/writing sentences, paragraph and
stories; capitalization, proper spacing between words and correct
punctuation marks.
7. Composing
a. Write through dictation simple phrases, sentences, and paragraphs
observing correct punctuation marks, capitalizations, indentions and
format.
8. Grammar
a. Use nouns in culturally appropriate manner in sentences and
paragraph in;
1) Singular form (ang)
2) Plural form (ang mga)
3) These are/those are with plural nouns
9. Vocabulary
a. Recognize common abbreviation (e.g. Jan., Sun., St., Mr., Mrs).
10. Reading Comprehension
a. Activating Schema and Prior Knowledge
1) Predict a folktalebased on personal experiences and based on
what one knows about.
2) Confirm predictions after listening to a story.
3) Modify prior knowledge based on new knowledge from the
folktale.
4) Sequence 3 events in the folktale by telling which happened
first, second, or last.
11. Comprehension of Literary Texts
1

a. Describe orally in simple sentences a character in a literary selection


according to his/her actions.
b. Give the correct sequence of events in literary selections
c. Sequence the events of a literary selection read using cohesive
devices, (create picture).
12. Attitude Towards Language, Literacy and Literature
a. Show love for reading by listening attentively during story reading
and answering higher order thinking questions.
Subject Matter
A. Nouns (Singular & Plural Form)
B. Recognize Common Abbreviations
C. Synonyms
References
1. Two-Track Approach to Teaching Pupilsto Read and Write Their First
Language (L1): A Guidebook for Trainers Susan and Dennis Malone, 2010
2. Developing Comprehension in Young Readers (Lesson Plans from RAP
Conventions -Vol. 1)
Materials
Article: Why Chickens Scratch the Ground;
Source: Cebuano and Visayan Folktales
Pictures of a hen with chicks and a crow; story Why Chicken scratch the
Ground, pictures of community helpers, name card of community helpers, chart
of a song The community helpers
Theme
Things I Enjoy and People I Like e.g. food - fruits, vegetables, local delicacies
Value Focus
Never envy others.
Procedure:

Day 1
Ojectives
a.
b.
c.
d.
e.

Listen and retell a story heard in their own words, citing the characters,
setting, and important events.
Give the meaning of the words being read through matching them with
pictures, doing the action or giving its synonyms.
Predict a folktalebased on personal experiences and based on what
one know about.
Confirm predictions after listening to a story.
Show love for reading by listening attentively during story reading and
answering higher order thinking questions.

Pre-Reading
1. Unlocking of Difficulties
Alahas (through picture clue)
Parada(through picture clue)
Kakha (through demonstration)
Himungaan (through picture)
Uwak (through picture)
2. Activating Prior Knowledge (Developing Motivation for the story)
Ask:
Have you seen a hen scratching the ground? (Nakakita ba kamo og
himungaan nga nangakha sa yuta?)
What is it looking for? (Unsa man ang iyang gipangita?)
When a crow sees the hen with the chicks, what does it do to the
chicks? (Kon makakita ang uwak og himungaan nga adunay mga
pis, unsa man ang buhaton sa uwak?)
What does mother hen do, too? (Unsa man ang buhaton sa
himungaan?)
Do you have any idea why the crow would get the chicks, and why do
chickens scratch the ground? (Aduna ba kamoy ideya nganong
kuhaon sa uwak ang mga pis, ug ngano man nga mangakha ang
manok sa yuta?)
How about you? What are the things that you love to do? (Kamo?
Unsa man ang inyong ganahan buhaton?)

Unsa man ang relasyon


sa manok ug sa uwak
niadtong una?

Nganong nag-away man


sila? Isulti ang panghitabo
base sa istorya.

Nganong mangakha
man ang manok?

Unsaon man pagkuha og


balik sa uwak sa iyang
kulintas? Unsa man ang
ilang gikasabutan?
Ihulagway ang ilang mga
kinaiya.

Asa man nagsige og


pangita ang manok sa
nawala nga kulintas?
Nganong mangakha man
ang manok sa yuta?
3. Developing a purpose for reading
Say: In the story that we will be reading today, lets find out why the
chickens scratch the ground, and why the crow would seize the chick/s
3

from the hen.(Sa istorya nga atong basahon karon, atong susihon nganong
mangakha man ang manok sa yuta ug nganong kuhaon man sa uwak ang
pis sa himungaan.)
During Reading
LISTENING STORY
1. Read a short one-page story to the pupils.
a. Tell the pupils to listen as you read the story about the theme for the
week.
b. Read the story to the pupils in a lively and interesting way.
c. As you read, stop 2 or 3 times to ask the pupils, What do you think will
happen next? (Unsa kaha ang sunod?) Let the pupils answer. Then say:
We will continue reading so we will know what happen next. (Mopadayon
kita og basa aron mahibaloan nato unsay sunod.)
d. Read the whole story. When you are finished reading, ask the pupils to
summarize the story then ask them higher level thinking questions about
the story.
e. Let the pupils open their Learners Material Unit 1, Week 3 (Magbasa
Kita)
Post Reading
1. Comprehension questions (Literal and Motive)
a. What was the relationship of the chicken and the crow at first?
(Unsa man ang relasyon sa manok ug sa uwak?)
b. Why did they become enemies? Relate the events as they happen in
the story.
(Nganong nag-away man sila? Isulti ang panghitabo base sa istorya.)
c. How would the crow be able to get its necklace back? What was their
agreement? Describe the attitude of the crow.
(Unsaon man sa uwak pagkuha og balik ang iyang kulintas? Unsa man
ang ilang kasabutan? Isulti ang kinaiya sa uwak.)
d. Where did the chicken seek for the lost necklace?
(Asa man nagsige og pangita ang manok sa nawala nga kulintas?)
e. What is the reason for the chicken to keep scratching the ground?
(Unsa ang rason sa manok nga nagsige man siya og kakha sa yuta?)

Day 2
Objectives
a. Give the meaning of the words being read through matching them with
pictures, doing the action or giving its synonyms.
b. Listen and retell a story heard in their own words, citing the characters,
setting, and important events.
c. Observe some mechanics when copying/writing sentences: capitalization,
proper spacing between words and correct punctuation marks.
d. Sequence 3 events in the folktale by telling which happened first, second, or
last.
4

e. Give the correct sequence of events in literary selections.


f. Describe orally in simple sentences a character in a literary selection
according to his/her actions.
Preliminary Activity
Review the Story Nganong Mangakha Ang Manok?
Engagement Activities
a. Game (Message Relay)
1) Divide the pupils into two groups and give an envelope containing word
cards to the first group.
Alahas
Parada
Kakha
Himungaan
Uwak
2) He/She then gives Group 2 an envelope with pictures that match the
word cards in Group 1.
3) At the count of three, instruct the first pupil from Group 1 to get one
word card, read it silently and whisper it to the pupil next to him/her in
the line.
4) Let the pupils pass the words to the group mate next to them till they
reach the last member.
5) Instruct the last pupil to run in front and say the word.
6) Let Group 2 form a circle and look for the picture that matches the word
announced by the last pupil in Group 1.
7) The group that earns the most points wins the game. Give incentives
to the winning game.
8) Post the matched word cards and pictures on the board and ask the
pupils to read the words aloud.
b. Match My Skit Game
1) Have pupils re-tell yesterdays story.
2) Divide the pupils into teams and give each team a few minutes to plan a
3-4 minute skit about the story.
3) Teams take turns in doing their skits.
4) When everyone is finished, instruct the pupils to look into the mystery
corner to find the phrase or sentence which has similar thought or
meaning as the one they uttered in their skit.
c. Writing from Dictation (Observing mechanics of writing.)
(Use the Mother Tongue)
1) Nangakha nga manok
(chicken scratching)
2) Naglupad nga uwak
(crow flying )
3) Nanagan nga piso
(chicks running)
4) Nindot nga kulintas
(beautiful necklace)
5) Ilalom sa pako
(under the wings)
d. Re-name the underlined words
Think of other names that you can give that match to the words listed below.
5

(Paghunahuna og lain nga ngalan nga imong ikahatag nga pareha og


kahulugan sa mga pulong nga anaa sa ubos.)
(Synonyms)
scratch
crow
chicks
necklace
wings
(kakha
uwak
pis
kulintas
pako)
Developmental Activity
1. Discussion (based on the story presented) by group. Let pupils fill up
chart below.
STORY CHARACTERS
Nagdala sa Istorya
1. Uwak
2. Himungaan

ATTITUDE
Kinaiya

the

VALUE/S
Bili

2. Processing the Activity


Teacher processes the responses given by the group as written in the chart
to arrive at the valuing level.
a. Is it proper for a hen to envy the crow? Why?(Husto ba nga mangige
ang himungaan sa uwak? Ngano man?)
b. If you were the crow what will you do with the hen? Will you do the
same as the crow did? (Kon ikaw ang uwak unsa man ang imong
buhaton sa himungaan? Buhaton ba usab nimo ang gibuhat sa
uwak?)
Enrichment Activity
Sequencing Events
1. Prepare pictures and arrange them in the center. Tell the first event of the
story and ask the pupils to start singing.
2. Pupilsform a circle with the teacher and the pictures at the center.
3. Instruct them to sequence the events in the story heard yesterday and
hold green flaglet in the one hand and red flaglet in the other hand while
pupils pass around the ball while singing a song.
4. When the teacher holds up the red flag, pupils stop singing and whoever
holds the ball gives the next event in the story.

Day 3
Objectives
a. Use nouns in culturally appropriate manner in sentences and paragraph in:
a.) singular form (ang);
b.) plural form (ang mga).
b. Describe orally in simple sentences a character in a literary selection
according to his/her actions.
c. Read phrases and sentences consisting with words being studied and
answer higher order questions about them
6

GRAMMAR LESSON
Preliminary Activity
1. Singing a song
Pupils will open their Learners Material, Unit 1, Week 3, Manganta Kita.
2. Who are the people mentioned in the song? What are their works or
occupation? How are we going to call them?
(Kinsa man ang mga tawo nga gihisgotan sa atong kanta? Unsa man ang
ilang trabaho?Unsa man atong tawag nila?)
Developmental Activity
1. Gallery walk
Work we do in the community
Tell the pupils that you want them to see the work that people do in the
community through pictures being displayed. After singing, let the
pupilsstand beside the picture of the person they want to become in the
future.
2. Post the chart on the board. Let the pupils observe the pictures. Let them
say something about it. (Teacher will provide pictures of the community
helpers)
Ang

Ang mga

policeman

policemen

teacher

teachers talking

doctor

doctors

fireman

firemen

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


a. Look at the pictures in the first column. (Tan-awa ang mga hulagway sa
unang ling-on o column.)
b. When are we going to use the word ang?(Kanus-a man nato gamiton
ang pulong ang?)
c. In the second column, how many persons are being mentioned? What
are we going to use when we mean two or more persons? (Sa ikaduha
nga column, pila man ka tawo ang atong gihisgotan? Unsa ang atong
gamiton kon duha o daghan nga mga tawo ang atong hisgotan?)
4. Generalization
When are we going to use ang? ang mga?
Ang ang atong gamiton kon usa ka tawo o butang ang atong gihisgotan.
Ang ang mga atong gamiton kon duha o daghan nga mga tawo o butang
ang gihisgotan.
5. Application
Let the pupils open their Learners Material, Unit 1, Week 3 Unang Buluhaton.
Day 4
7

Objectives
a. Use nouns in culturally appropriate manner in sentences and paragraph in:
a.) singular form (ang);
b.) plural form (ang mga).
b. Correctly spell words with consonant clusters (appropriate to the MT).
c. Recognize common abbreviation (e.g. G.,Gng., Bb., Dr., Engr.,etc.).
Preliminary Activity
1. Review
Let the pupils give sentences using ang, ang mga.
2. Spelling
Write dictated words from the story Nganong Mangakha Ang Manok
a. manok

b. uwak

c. mangakha

d. Kulintas

Developmental Activity
1. Puppet Show: (Select pupils to act as a doctor, a teacher and an engineer.
Encourage the others to observe and listen to the conversation.
Pupil 1:

I am Dr. Delos Reyes. I am a doctor.


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

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

Pupil 3.
I will design houses.

(Ako si Mr. Santos.Usa ako ka matutudlo.)


(Tudloan nako ang mga bata sa pagbasa ug pagsulat.)
I am Engr, Lopez. I am an engineer.

(Ako si Engr. Lopez.Usa ako ka engineer.)


(Modisenyo ako og mga balay.)
2. Give pupils few minutes to study the conversation and ask the following
questions .
a. How do we call the underlined words?
(Unsa man ang mga pulong nga gibadlisan?)
b. What have you observed in the words?
(Unsa man ang inyong nabantayan sa mga pulong?)
c. Can you give examples of abbreviated words?
(Makahatag ba kamo og mga pulong nga minubo o abbreviated?)
3. Let the pupils read the common abbreviations on their LearnersMaterial
Unit 1, Week 3, Magbasa Kita.
4. Generalization
Ask:
What does abbreviation mean?
(Minubo sa mga pulong)
Why do we need to abbreviate words?
8

Application
Let the pupils open their Learners Material, Unit 1, Week 3, Ikaduhang
Buluhaton.

Day 5
Objectives
a. Observe some mechanics when copying/writing sentences:
capitalization, proper spacing between words and correct punctuation
marks.
b. Use nouns in culturally appropriate manner in sentences and paragraph
in:
a.) singular form (ang);
b.) plural form (ang mga).
c. Write simple phrases, sentences, and paragraphs observing correct
punctuation marks, capitalizations, indentions and format.
d. Modify prior knowledge based on new knowledge from the story.
Evaluation (Assessment Day)
Pupils answer their Learners Material, Unit 1, Week 3, Ikatulong Buluhaton
A, B, C.
A. Look at the pictures. Write sentences using ang and ang mga.
B. Based on the story Why Do the Chickens Scratch?,write short sentences or
aparagraph on this.
C. Rewrite
the
paragraph
using
correct
punctuation
marks,
capitalization,indentions and format on your paper.
there was once a crow that bought a fine necklace from a merchant. he
was very proud of his necklace which he immediately put around his neck
for everybody to see it. then he flew away and came to a beautiful little
garden where he met his old friend, the hen, strutting about with her
chicks following her. the hen said to him, "Oh, what a fine necklace you
have. may i borrow it? i will return it to you tomorrow.

For inquiries or feedback, please write or call:

Instructional Materials Council Secretariat (IMCS)


Department of Education (DepEd)
2nd Floor, Dorm G, Philsports Complex, Meralco Avenue
Pasig City, Philippines 1600
Telefax: (632) 634-0901 or (632) 634-1072
e-mail: imcs@deped.gov.ph or depedimcs@gmail.com
DeTxt: Globe and Smart: 2622

ISBN No. _________________________