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1
Mother Tongue-Based Multilingual Education
(MTB-MLE)
Teacher’s Guide
(Unit 3- Week 25)
Hiligaynon
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Department of Education
Republic of the Philippines
Mother Tongue Based Multilingual Education – Grade 1
Teacher’s Guide: Hiligaynon
First Edition, 2013
ISBN: 978-971-9981-75-6
Republic Act 8293, section 176 indicates 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.
The borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. 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: Dr. Yolanda S. Quijano
Assistant Secretary: Dr. Elena R. Ruiz
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Printed in the Philippines ____________
Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)
Office Address: 2nd Floor Dorm G, PSC Complex, Meralco Avenue.
Pasig City, Philippines 1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: imcsetd@
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I. Objectives
At the end of the week, the pupils are expected to:
1. Use culturally appropriate expressions to show agreement and disagreement on certain topic/s presented
2. Read the sight words listed in the Appendix
3. Read phrases, sentences, and short stories containing high frequency words and words studied
4. Read with automaticity, accuracy, and prosody 100 first grade high frequency sight words.
5. Correctly spell the previously learned words
6. Correctly spell imperatives used in sentences
7. Write simple sentences, phrases, paragraphs, and stories observing correct punctuation marks, capitalization, indentions, and format
8. Write using phonetic knowledge for different purposes - sentences, lists, jokes, poems, songs, riddles, short stories, etc.
1. Use imperatives to give simple two-three steps directions in a culturally appropriate manner
2. Identify and use synonyms, antonyms, homonyms, and multiple-meaning words correctly
3. Infer the character’s feelings based on their actions or on what they say
4. Locate specific information in the text to find answers to higher level questions
5. Answer higher level questions about the school and community events/situations/ issues, radio broadcasts, and local news read and heard
II. Subject Matter
A. Domains
1. Oral Language
Use culturally appropriate expressions to show agreement and disagreement on certain topic/s presented
2. Word Recognition
a. Read by sight the words listed in the Appendix
b. Read phrases, sentences, and short stories containing high frequency words and words studied
3. Fluency
Read with automaticity, accuracy, and prosody 100 first grade high frequency/ sight words.
4. Spelling
a. Correctly spell previously learned words
b. Correctly spell imperatives used in sentences
5. Handwriting
Write simple sentences, phrases, paragraphs, and stories observing correct punctuation m arks, capitalization, indentions, and format
6. Composing
Write using phonetic knowledge for different purposes - sentences, lists, jokes, poems, songs, riddles, short stories, etc.
7. Grammar Awareness
Use imperatives to give simple two to three-steps-directions in a culturally appropriate manner
8. Vocabulary
Identify and use synonyms, antonyms, homonyms, and multiple-meaning words correctly\
9. Reading Comprehension
a. Infer the character’s feelings based on their actions or on what they say
b. Locate specific information in the text to find answers to higher level questions
c. Answer higher level questions about the school and community events/ situations/ issues, radio broadcasts, and local news read and heard
B. References
• K to 12 Curriculum
• Two-Track Approach to Teaching Children to Read and Write Their First Language (L1): A Guidebook for Trainers by Susan and Dennis Malone, 2010
• Activities for Early Grades of MTBMLE Program by Susan Malone, 2010
• Language Curriculum Guide by SIL International and SIL Philippines
MTBMLE Consultants
C. Materials: Picture, rules in school, character map, newspaper
D. Theme: Good citizenship (Obeying rules: traffic, waste management, recycling, curfew, etc.)
E. Value Focus: Following Rules
III. Learning Activities
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A. Pre-Reading
1. Unlocking of Difficulties ( through actions)
a. Singing the Lupang Hinirang with respect. (respeto sa pungsudnon nga ambahanon)
b. Taking good care of plants. (pag-atipan sa mga tanum)
c. Being friendly. (Maabyanon)
2. Activating Prior Knowledge/Developing Motivation for the story using a picture of the school
a. Have the pupils describe the picture.
Ask: Ano ang ginaobra naton sa eskwelahan? Sanday sin-o ang upod naton sa eskwelahan? Paano naton mapakita ang pagkabalaka sa aton eskwelahan, kaeskwela kag manunudlo? (What do we do in school?Who are with us in school? How do we show concern to our school; classmates; teachers?)
3. Developing a Purpose for Reading
Say: Aton basahon ang mga pagsulundan nga dapat naton sundon samtang ara sa eskwelahan. (Let us read the rules we must do while in school.)
Rules and Regulations:
Mga Pagsulundan sa Eskwelahan
i. Mag-upod sa pagkanta sang pungsudnon nga ambahanon samtang ginapasaka ang bandera sang Pilipninas.
ii. Magsulod sa klasi sa husto nga oras.
iii. Atipanon ang mga tanum. Indi pagtapakan.
iv. Magtahod sa mga maestro.
v. Maayo nga batasan ang pagpakig-abyan. Indi magpangaway.
vi. Ihaboy sa basurahan ang imo basura.
Sight Words
naton paagi imo labi maayo abi sini indi
sini husto
B. During Reading
1. Place the rules on a chart.
2. Ask the pupils to read with appropriate intonation, expression, and punctuation cues as a whole group, by pair, and individually.
C. Post Reading
1. Discussion Questions (Literal and Motive)
a. Ano ang ginasugid sa aton ginbasa?
b. Ano ang mga dapat naton himuon kon nagakanta sang pungsudnon nga ambahanon sa eskwelahan? Ngaa dapat naton ini himuon?
c. Ano ang mga maayo nga pamatasan nga kinahanglan ipakita sang mga estudyante?
d. Ngaa kinahanglan ninyo ini nga himuon?
e. Sa ano nga paagi naton mapadayon ang katinlo sang eskwelahan?
f. Kinahanglan bala nga sundon naton ang mga pagsulundan nga aton ginbasa? Ngaa?
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(Review the rules in school.)
1. Engagement Activities
a. Character Map
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Write inside the circles what a pupil should do to follow the rules in school.
b. Debate
What will you do in this situation?
You open a chocolate. It so happened that the trash can is far. What will you do with the wrapper? State the group’s reasons.
• Insert the wrapper in your notebook and throw it later in a trash can.
• Place it inside your pocket and throw it later in a trash can.
c. Slogan Making
Ask the pupils to write a slogan about the following rules.
Example:
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d. My Promise”
Hilikuton
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2. Discussion
Character Map
a. Ano ang mga butang nga kinahanglan mo obrahon kaupod ang imo mga abyan?
b. Ano ang kinahanglan mo nga himuon sa imo nga basura? Ngaa?
c. Sa ano nga paagi mapakita ang imo respeto sa imo manunudlo kag kaeskwela?
Debate
Ano nga paagi ang ginpili mo sa paghaboy sang imo basura? Ngaa?
3. Processing the Activity
Process the activity done by the five groups. Let the pupils write their responses on the chart.
|GROUP |ACTIVITY |FOCUS SKILL |
| | | |
| | | |
| | | |
| | | |
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Grammar Lesson
1. Preparatory Activity
a. Ihambal Ko, Sundon Mo
Give directions for the pupils to follow.
Example:
• Tindog.
• Maglakat sang napulo ka tikang.
• Magpungko.
b. Action Song
Saot-saot diutay
Kamot ikaway-kaway
Hawak ikiay-kiay ,libot gamay.
(Repeat the song 3 times, doing the actions )
c. Presentation
Ask: Paano mo ipakita ang pagrespeto sa aton pungsudnon nga ayahay ilabi na kon ikaw nagakanta sang pungsudnon nga ambahanon. Isulat sa imo papel ang 2-3 ka pamaagi nga dapat mo sundon. Gamita ang mga dinalan nga nagasugo. (How would you show respect to our national flag especially when you are singing the National Anthem? Write 2 to3 steps on your paper. Use imperatives in doing this.)
Let the pupils do this in small groups.
Have someone from the group report the steps they agreed on.
2. Generalization
Ask: Ano ang mga tinaga nga ginagamit sa pagsugo ukon paglihog?
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1. Guided Practice
a. Partner Talk/Dialogue
Encourage pupils to talk about how to draw a house.
Obrahon Naton
Paper boat making from scratch paper
• Give the pupils a newspaper.
• Have the pupils observe you make a boat.
• Ask volunteers to come in front and instruct the class how to make a boat using imperatives.
Ihambal Naton!
• Group the pupils into 4.
• Give each group a task.
• Write directions to do this.
Example: You and your group will clean the room. How would your members do this?
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Group 1: Pagpaligo
Group 2: Pagtanum
Group 3: Sa oras sang pagkaon
Group 4: Husto nga pamaagi sa paghugas sang kamot
2. Independent Practice
Ask pupils to write a simple three-step-direction in making a paper boat.
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1. Application
Ihambal ko, Sundon Mo
a. Each pupil will get a partner.
b. One pupil will say a command one after the other using appropriate imperatives. The other pupil will do the command. Then, the pupils exchange roles.
2. Assessment
Hilikuton
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3. Agreement
Use appropriate expressions when making commands.
ISBN: 978-971-9981-75-6
-----------------------
For inquiries or feedback, please write or call:
DepEd-Bureau of Elementary Education,
Curriculum Development Division
2nd Floor, Bonifacio Bldg., DepEd Complex (ULTRA)
Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 638-4799 or 637-4347
E-mail Address: bee-deped@,
bee_director@
Development Team of the Teacher’s Guide
Authors: Dymphna Leizel G. Jocson and Juvy D. Baranda
Coordinator: Rosalina J. Villaneza
Editors: Dr. Daisy A. Rosano and Prof. Ruth A. Lebes-Gelvezon
Graphic Artists: James M. Gaje, Jayson R.Gaduena and Jason O. Villena
Layout Artist: Aileen Nacario Ilagan
This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at action@.ph.
We value your feedback and recommendations.
DAY 5
1. Silhigan sing maayo ang salog.
2. Ihaboy ang mga nagalapta nga papel sa basurahan.
3. Trapuhan sing maayo ang mga bintana.
DAY 4
May mga tinaga nga ginagamit sa pagsugo. Ginagamit ini labi na kon nagahatag direksyon.
Halimbawa: ibutang, palihog hatag, lakat, etc.
DAY 3
Mga pagsulundan tumanon,
Kaluwasan naton maangkon.
How do I show respect to my teachers and friends?
What am I going to do with my trash?
Mother Tongue-Based
Multilingual Education (MTB-MLE)
Teacher’s Guide
Hiligaynon
What am I going to do when with friends?
I am ________
DAY 2
DAY 1
Week 25
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