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1

Mother Tongue-Based Multilingual Education

(MTB-MLE)

Teacher’s Guide

(Unit 1- Week 3 & 4)

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:

1. Talkabout the pictures presented in relation to their personal experiences

2. Listen and respond to others

3. Give pairs of rhyming words found in nursery rhymes, songs, jingles

4. Give/produce the beginning sounds/a/, /u/, /g/of the letters in a given word

5. Identify the differences between letters

6. Give the letter that begins in a given pictures/objects

7. Identify specific letters(Aa, Uu, Gg)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 letters/a/, /u/, /g/in the alphabet

11. Blend specific letters to form syllables/words

12. Write upper case and lower case letters in print using proper proportion

13. Develop and use vocabulary words that begin with the sounds of letters presented by listening to teachers producing the sound

14. Get the meanings of words presented through illustrations, demonstration,use of synonyms and antonyms

15. Use culturally appropriate courteous expressions in different situations

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:

a. Listening stories

b. Shared reading stories

c. Experience stories

d. Children Stories listened to

20. Answerliteral level questions to literary text read /listened to

21. Answer literal level questions related to informational text listened to

22. Express love for stories by browsing the storybooks read to them and asking to be read more stories

II. Subject Matter

A. Topics:

1. Oral Language:

a. Talking about the pictures presented in relation to their personal experiences.

b. Listening and responding to others.

2. Phonological awareness:

a. Giving pairs of rhyming words found in nursery rhymes, songs, jingles

b. Giving/producing the beginning sounds of the letters/a/, /u/, /g/ in a given word

3. Book and Print knowledge:

Identifying the differences between letters

4. Alphabet Knowledge:

a. Giving the letter that begins in a given pictures/objects Identifying specific letter/sin the alphabet, both upper and lower case

b. Showing relationship between sounds and written symbols

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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 beginning with letter Aa.

c. The teacher writes the names of animals/things on the board. Ask: In what letter do the names of animals /things begin?

3. Teach the letter name and sound of Aa

a. Using the pictures, the teacher says the sound of Aa and the children follow.

Say: What other names of things begin with letter Aa?

b. Show a chart with word having letter Aa.

Box the letter Aa that you can find in every word.

4. Writing letter Aa

Say: This is the big letter A. (Teacher demonstrate how big letter A is written with counting). Do this three times.

Let the pupils do it by writing on air, desk and at the back of their classmate and palm.

Say: This is small letter a. (Teacher demonstrates how small letter a is written with counting). Do this three times.

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 Aa 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 Aa with counting at the same time.

b. Independent Practice

Tracing letter Aa by the pupils.

This will be done individually using activity worksheet.

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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 beginning with letter Aa.

c. The teacher writes the names of animals/things on the board. Ask: In what letter do the names of animals /things begin?

a. Teach the letter name and sound of Aa

b. Using the pictures, the teacher says the sound of Aa and the children follow.

c. Singing of the song by the teacher.

d. The pupils sing with the teacher.

Ask:

• What place is described in the song? What is used as their means of transportation?

• What are the fruits and vegetables found in the farm?

• Why is it peaceful to live in the farm?

3. Engagement Activity

Show me the Picture

Ask: What fruits and vegetable are found in the farm?

In what letter does each name begin?

A pupil gives the answer and looks for the picture on the table and shows it to the class. This process continues until all names of fruits and vegetables are mentioned.

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

2. Review

a. Singing the song “Balay Namon Sa Uma”.

Ask: What place is described in the song?

In what letter does the word begin?

b. Show picture of fruits and vegetables found in the farm with letter Uu. Say: Name the pictures.

As the pupils say the names of fruits and vegetable, the teacher writes the name under each picture.

3. Teach the letter name and sound of Uu

a. Using the pictures with its name, the teacher says the sound of Uu and the children follow.

Say: What other names of things begin with letter Uu?

b. Show a chart with words having letter Uu.Ring the letter Uu that you can find in every word.

4. Writing letter Uu

Say: This is the big letter U. (Teacher demonstrate how big letter U is written with counting). Do this three times.Let the pupils do it by writing on air, desk and at the back of their classmate and palm.

Say: This is small letter u. (Teacher demonstrate how small letter U is written with counting). Do this three times.

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 Uu 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 Uu with counting at the same time.

b. Independent practice

Tracing letter Uu by the pupils.

This will be done individually using activity worksheet.

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1. Singing the L1 Alphabet.

2. Review

a. Look at the pictures. (Pictures with names that begin in Aa and Uu)

Say: Produce the sound of the beginning letters Aa and Uu of the picture.

b. Ask the pupils to write the big and small letters Aa and Uu on air, palm,desk and back of their classmate.

c. Ask some pupils to write the big and small letter Aa and Uu on the board with counting.

3. Motivation/ activating prior knowledge

Connect the Dots.

A manila paper with numbered dots will be shown by the teacher. Individual pupils will be asked to connect two dots at a time until all dots are connected.

Ask: What figure is formed after connecting all the dots? ( picture of gansa) Have you seen this animal? Share to the class your knowledge about this animal.

Say: Today, we will a have guessing game.

4. Guessing game ( Riddles)

Guess the name of animal or things being described in the riddle. The teacher reads to the pupils the riddle.

a. Duha ang tiil

Puti ang balahibo

Daku nga daw pabo

Magahod kon may tawo.

Ano ini? ( Gansa)

Ask: What are the characteristics of a gansa? (Goose)

b. Prutas nga kurte bituon Kon kaisa matam-is, Kon kaisa maaslum. Ano ini? ( Garangan)

Ask: What is the shape of Garangan?(star fruit) What is its taste?

5. Engagement Activity

a. Use of realia/pictures.

The teacher shows some objects which name starts with letter Gg.

Ex. garapon( jar)

garab( a sharp object used for harvesting palay)

goma( tire)

ginit( part of a coconut tree)

Ask: What other names of things do you know that starts with Gg?

b. Give Me What I Want!

Pupils are given a basket with things.

Say : Give me a thing which name begin with letter Gg?

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

2. Review

3. Spot the object or animal.

The teacher shows to the class a picture of a farm with lots of animals, fruits and vegetables and other objects.

Ask: What are the different activities in the picture?

Which of the activities do you like doing? Why?

Say: Look and study the picture again. Point to the animals, things, fruits and vegetable which name begins with letter Gg and say the name.

4. Teach the letter name and sound of Gg

a. Have the pupils study the realia.

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b. Using the objects with its name, the teacher says the sound of Gg and the children follow.

Say: What other names of things begin with letter Gg?

c. Show a chart with word having letter Gg.

Ring the letter Uu that you can find in every word.

5. Writing letter Gg

Say: This is the big letter G. (Teacher demonstrate how big letter G is written with counting). Do this three times. Let the pupils do it by writing on air, at the back of their classmate and palm.

Say: This is small letter g. (Teacher demonstrate how small letter U is written with counting). Do this three times.Let the pupils do it by writing on air, at the back of their classmate and palm.

6. Writing Exercises

a. GuidedPractice

Connecting Dots (as one group in a class)

Connect the dots to form the big and small letter Gg 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 Gg with counting at the same time.

b. Independent Practice

Tracing letter Gg by the pupils.

This will be done individually using activity worksheet.

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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 A, U and G. Each of the girls will be given one of the small letters a, u and g. At the count of 10, they will find their pair. (Big and Small Letter)

b. 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 word of”Uga” 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 Aa, Uu, or Gg.

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Ask: In what letter does each word begin?

Give the sound of the letter.

c. Work Trays

Teacher prepares several set of trays with letter card of Aa, Uu and Gg.

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. alambre, antipara, aritos,garapon, iba, garangan, ulunan ,etc.

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1. Review (Show and Tell)

a. Pupils will be asked to pick one object/picture from the box. The pupil/s will say the name, the beginning letter and the sound.

2. Picture Poem (Uga Kon Aga)

The teacher groups the pupils into 5.Each group is given a worksheet(Picture poem below).

Say: I want to read you a poem. My problem is, there are words that are missing which are supplied by pictures. Please help me name them by writing their beginning letter on the blank.

Reporting by the group will follow. The teacher checks their work afterwards.

The teacher will use a chart to show the picture poem to the pupils. Some words are substituted with pictures. Pupils will give the exact word based on the pictures seen to be able to complete the poem.

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Mabakal sang [pic] kay Inday sa banwa.

a. The teacher reads the poem to the pupils and stops once in a while to ask

b. The pupils to supply the missing word based on the picture.

c. The pupils read the poem with the teacher.

d. The teacher reads the poem again.

Ask: What are the things we can see in the farm?

• What fruits are mentioned in the poem?

• What did nanay wish to eat in the morning?

• Why do you think was the reason of her craving for dried fish?

• What did tatay do the next day?

• Do you like to eat dried fish (uga)? Why or why not?

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

2. Review of the three letters ( Aa ,Uu and Gg) and their sound.

Letter Cards

The teacher shows letter cards of the three letters. Pupils will name

the letter and say the sound.

Ask: What things have names that begin with Aa,Uu,Gg? Say the beginning sound

.

3. Matching letters to form a syllable.

a. Several letter cards of Aa, Uu and Gg will be given to pupils. Pupils match the letters as the teacher sounds the letters to form syllables.

Ex . g a =ga

g u =gu

b. The formed syllables will be written by the teacher on the board and will be read by the teacher with the pupils later on.

4. Forming 3- letter word

a. Flashcards of syllables formed previously and letters Aa, Uu and Gg will be used by the pupils. The teacher says the letter /syllables.

Ex. u ga = uga a ga =aga

ga a =gaa gu a =gua

b. The formed words will be written by the teacher on the board and will be read by the teacher with the pupils.

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

2. Review

A.1 Review on matching letters and syllables to form word through a game.

The pupils are grouped into 4. Each group is given a tray of cards with letters Aa,Uu, and Gg and syllables learned yesterday. The members will fall in line. With the word “GO” the first pupil will form a word on the floor. If he/she finishes doing that, he will tap the shoulder of the next pupil until all members will be able to form a word. The group will be asked to read the words they have formed.

A.2 Review on writing the letters Aa, Uu and Gg.

On air

Desk

Slate

3. Writing and Spelling Exercises

a. The teacher will post picture on the board. Pupils will be asked to name the picture by writing the missing letter on a piece of paper.

Hilikuton

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b. The teacher will dictate some syllables and words formed from the previously learned three letters to the pupils.

Ex. Ga, aga, gua, uga,

The teacher checks the pupils’ spelling and handwriting.

Appendix A: Big Book

Ang Amu ni Lolo Ambo

(Written by: Dymphna Leizel G. Jocson)

Madamo sang kasapatan sa balay ni Lolo Ambo. May manok, pato, pabo, gansa kag isa ka amu nga ginasagod si Lolo Ambo.

Adlaw-adlaw ginaatipan gid niya ang mga ini.

Ginatinluan niya ang mga kurongan.

Ginabuburan niya ang kada grupo sang mga sapat.

Pagkatapos, wala gid niya ginakalimtan ang paghatag sang tubig para

mainom sang mga kasapatan.

Isa ka adlaw, naggwa ang amu sa kurongan.

May nakit-an ang amu nga isa ka apan. Iya ini ginsundan tubtob nakalab-ot sia sa puno sang agho.

Nadiparahan ni Lolo Ambo nga wala na ang amu sa kurongan.

Ginpangita niya ini sa kurongan sang mga manok, pabo kag gansa. “Amu!

Amu! Diin ikaw Amu?” panawag ni Lolo Ambo.

Ginpangita niya pa gid ini sa kurongan sang mga pato kag bibi. “Amu! Amu!

Diin ikaw Amu?” padayon nga panawag ni Lolo Ambo.

Wala gid nakit-an ni Lolo Ambo ang amu. Gani nagkadto sia sa mga

kakahuyan. Didto gali nagakabit-kabit sa sanga sang agho ang amu.

Nalipay gid si Lolo Ambo sang maglukso ang amu sa abaga niya.

Appendix B: Song

Balay sa Uma

(Tune: Bahay Kubo)

(Lyrics by: Dymphna Leizel G. Jocson)

Balaynamon

Diri sa uma

Malayo sa karsada

Salakyan karosa

Sa uma manami

Kay tanan preska

Ilabi ang hangin nga ginaginhawa

Paho, kabugaw

Lubi, garangan

Kag mga ulutanon

Yara lang makit-an

Sibuyas, kamatis

Kamote kag dagmay

Sa palibot sang balay

Mabatyagan ang katawhay

ISBN: 978-971-9981-75-6

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DAY 6

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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 7

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DAY 5

DAY 4

DAY 3

DAY 2

DAY 1

Weeks 3 &4

Mother Tongue-Based

Multilingual Education (MTB-MLE)

Teacher’s Guide

Hiligaynon

DAY 8

DAY 9

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