Mother Tongue Lesson Plan

Week-9 Q-1
Name of Teacher:__________________________________Grade-1____________
Name of School:_______________________________________District:_____________
Day-1
1. Objectives:
2. Content Standard:
The Learner:
Manifests beginning oral language skills to communicate in different contexts.
Demonstrates understanding that words are made up of sounds and syllables
Demonstrates the ability to read grade one level text with sufficient accuracy, speed, and expression to support
comprehension.
Demonstrates understanding of the basic features of a book and how print works, as a prerequisite for reading.
Demonstrates developing knowledge and use of appropriate grade level vocabulary and concepts.
Demonstrates positive attitudes towards language, literacy and literature.
Demonstrates basic knowledge and skills to listen, read, and write for specific purposes.

3. Performance Standard
The Learner:
-uses beginning oral language skills to communicate personal experiences, ideas, and feelings in
different contexts.
- uses knowledge of phonological skills to discriminate and manipulate sound patterns.
-demonstrates knowledge of the alphabet and decoding to read, write and spell words correctly.
-demonstrates the ability to read grade one level text with sufficient accuracy, speed, and expression to
support comprehension.
-speaks and/or writes correctly for different purposes using the basic grammar of the language.
-uses developing vocabulary in both oral and written form.
-comprehends and appreciates grade level narrative and informational texts
- uses literary and narrative texts to develop comprehension and appreciation of grade level appropriate
reading materials.
-values reading and writing as communicative activities.
listens, reads, and writes for specific purpose.

3. Learning Competencies:
Knowing each Other
Story Reading using two-tract method
MT1OL-Iai-1.1 Talk about oneself and one’s personal experiences (family, pet, favorite food)
MT1LC-Icd-2.1 Give the correct sequence of three events in a story listened to.
MT1OL-Ici-1.2 Talk about pictures presented using appropriate local terminologie s with ease and confidence. -
Animals - Common objects - Musical instruments - Family/Peop le
MT1LC-Ief-3.1 Infer the character feelings and traits in a story listened to.
MT1ATRIa-i-2
.1 Browse books read to them.
MT1LC-Ib1.1 Note important details in grade level narrative texts listened to: 1. character 2. setting 3. events
MT1ATRIb-i-1.1 Listen attentively and react positively during story reading.
MT1VCDIb-i-2.1 Give meanings of words through: a. realia b. picture clues c. actions or gestures
MT1ATRIb-i-3.1 Request more stories to be read to them.
MT1GA-Ief-2.1 Identify naming words (persons, places, things, animals) a. common and proper b. noun markers
MT1LC-Ig4.1 Identify the speaker in the story or poem listened to.
MT1LC-Ihi-5.1 Predict possible ending of a story listened to.
MT1GA-Ig1-h.2 Use naming words in sentences a.
MT1LC-Ihi-6.1 Relate story events to one’s experience
MT1OL-Iei-5.1 Participate actively during story reading by making comments and asking questions.
MT1GA-Iij-3.1 Classify naming words into persons, places, animals, and things, etc.
MT1VCDIa-j-1.1 Use vocabulary referring to: - People (Self, Family, Friends) - Animals - Objects - Musical
Instruments - Environment

II. Subject matter:

A. Topics:
Using appropriate expressions orally to introduce: a. Oneself b. Family c.
Friends d. Others
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. Story power point, laminated stories,

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

III. Learning Activities:

A. Preliminary Activities

1. Review:

u..u..u.. unggoy

u..u..u.. uwak

u..u..u usa
 u..u..u.. ulan

u..u..u.. unlan
u..u..u.. ubas

B. Developmental Activity

1. Motivation :

Singing of song :

2. Presentation :
This morning you are going to listen a story.
Note important details in grade level narrative texts listened to: 1. character 2. setting 3. Events
Use common expressions and polite greetings
Listen attentively and react positively during story reading
Give meanings of words through: a. realia b. picture clues c. actions or gestures

3. Discussion:

A. Before Reading:
1. Unlocking of Difficult Words using , realia , picture clues,
actions or gestures .
 ( magpakita sa hulagway sa usa ka pamilya.}
2. Asking motive questions
Noting important details of the story listened to: character ,setting
Events.
1. Unsay uluhan sa estorya.
2. Kinsay nagsulat sa estorya.
3. Kinsay nagdibuho sa estorya.
4. Kinsa ang mga tawo sa estorya.
5. Asa nahitabo ang estorya.
6. Unsay tumong o ilang gitinguha.
7. Unsay ilang mga problema diha sa estorya.
8. Giunsa nila pag-sulbad sa ilang problema.
9. Unsay pag tulun-an nakuha sa estorya.
10. Unsa ang katapusan sa estorya.

2. Listen attentively and react positively during story reading.

Teacher asks the standard in listening to a story.

B. During reading:

a. Listening Story (Ang Kahoy). Teacher reads a story to the whole class.

b. First Reading: Teacher tells the story in a lively and interesting manner then
he/she stops once in a while to ask pupils comprehension question

Ang Kahoy
Gisulat ni Merly B. Mabelin
Gidibuho ni: Grace G. Salarda
Ang kahoy taas, dako ug labong.
Ang lunhaw’ng dahon makapandong
sa mga tawo nga gusto mosilong
Ang presko nga hangin naghatag ug
naghupay sa dughang lapoy.

Nagwagtang sa kaigang ug init nga panahon

Sa kapoy ug nag alindasay nga ginhawa-an
Presko ug bugnawng hangin ang kasulbaran
Ilalom sa kahoy didto ta magduyan duyan.
Ug magpauraray sa landong gikan sa dahon.

Mga buluhaton pagkahuman sa pagbasa sa estorya. Pagsabot sa estorya:

A. 1. Unsay uluhan sa estorya.

2. Kinsay nagsulat sa estorya.
3. Kinsay nagdibuho sa estorya.
4. Kinsa ang mga tawo sa estorya.
5. Asa nahitabo ang estorya.
6. Unsay tumong o ilang gitinguha.
7. Unsay ilang mga problema diha sa estorya.
8. Giunsa nila pag-sulbad sa ilang problema.
9. Unsay pag tulun-an nakuha sa estorya.
10. Unsa ang katapusan sa estorya.
 B. 1. Pangutan-on ang mga bata kung naa ba sila kapareho nga kasinatian sa estorya nga
napaminawan.

4. Application:
1. What good traits / values did you learn from the lesson?
( Pangutan-on ang mga bata kung naa ba sila kapareho nga kasinatian sa estorya nga
napaminawan.)

5. Generalization:
What did you learn today?
What was our Story all about all about?
IV. Evaluation:
Retell the story by group using comprehension questions as guide.

V. Assignment:
Be ready to talk about your animals or pets in your house.

VI. Remarks :

VII. Reflection:

Mother Tongue Lesson Plan

Week-9 Q-1
Name of Teacher:__________________________________Grade-1____________
Name of School:_______________________________________District:_____________
Week -9 -Day-2
Day-2
4. Objectives:
5. Content Standard:
The Learner:
Manifests beginning oral language skills to communicate in different contexts.
Demonstrates understanding that words are made up of sounds and syllables
Demonstrates the ability to read grade one level text with sufficient accuracy, speed, and expression to support
comprehension.
 Demonstrates understanding of the basic features of a book and how print works, as a prerequisite for reading.
Demonstrates developing knowledge and use of appropriate grade level vocabulary and concepts.
Demonstrates positive attitudes towards language, literacy and literature.
Demonstrates basic knowledge and skills to listen, read, and write for specific purposes.

6. Performance Standard
The Learner:
-uses beginning oral language skills to communicate personal experiences, ideas, and feelings in
different contexts.
- uses knowledge of phonological skills to discriminate and manipulate sound patterns.
-demonstrates knowledge of the alphabet and decoding to read, write and spell words correctly.
-demonstrates the ability to read grade one level text with sufficient accuracy, speed, and expression to
support comprehension.
-speaks and/or writes correctly for different purposes using the basic grammar of the language.
-uses developing vocabulary in both oral and written form.
-comprehends and appreciates grade level narrative and informational texts
- uses literary and narrative texts to develop comprehension and appreciation of grade level appropriate
reading materials.
-values reading and writing as communicative activities.
listens, reads, and writes for specific purpose.

3. Learning Competencies:
Knowing each Other

Day- 2
Rhyming word
MT1OL-Ide-2.1 Orally communicat e basic needs.
MT1PA-Ibi-1.1 Identify rhyming words in nursery rhymes, songs, jingles, poems, and chants
MT1PA-Ibi-2.1 Tell whether a given pair of word rhyme.
MT1OL-Icd-4.2 Recite and sing in group, with ease and confidence, songs, poems, chants, and
MT1SS-Icf-1.1 Follow simple one to threestep oral directions.
MT1O-Ibi-4.1 sing in groups familiar rhymes and songs.
MT1O-lb-i4.1 Recite and sing in groups familiar rhymes and songs.

II. Subject matter:

C. Topics: Identifying rhyming words in nursery rhymes, songs, jingles,
poems, and chants.
 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

D. Materials: a. Story power point, laminated stories,

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

III. Learning Activities:

A. Preliminary Activities

1. Review:
Magpakita sa Hulagway. Pangutan-on ang mga bata.
. 1. Unsay uluhan sa estorya.
2. Kinsay nagsulat sa estorya.
3. Kinsay nagdibuho sa estorya.
4. Kinsa ang mga tawo sa estorya.
5. Asa nahitabo ang estorya.
6. Unsay tumong o ilang gitinguha.
7. Unsay ilang mga problema diha sa estorya.
8. Giunsa nila pag-sulbad sa ilang problema.
9. Unsay pag tulun-an nakuha sa estorya.
10. Unsa ang katapusan sa estorya.
B.1. Motivation :

Singing of song

-The Teacher will ask questions about the song.

2. Presentation :
This morning you are going to listen a poem.
( naay mga pulong nigaray ang tingog niini.)

3. Discussion:

A. Before Reading:
1. Unlocking of Difficult Words using , realia , picture clues,
actions or gestures .
( magpakita sa hulagway kahoy}
2. Asking motive questions
Noting important details of the story listened to: character ,setting
Events.
1. Unsay uluhan sa estorya.
2. Kinsay nagsulat sa estorya.
3. Kinsay nagdibuho sa estorya.
4. Kinsa ang mga tawo sa estorya.
5. Asa nahitabo ang estorya.
 6. Unsay tumong o ilang gitinguha.
7. Unsay ilang mga problema diha sa estorya.
8. Giunsa nila pag-sulbad sa ilang problema.
9. Unsay pag tulun-an nakuha sa estorya.
10. Unsa ang katapusan sa estorya.

3. Listen attentively and react positively during story reading.

Teacher ask the standard in listening a story.

D. During reading:

a. Listening to the short story. Teacher reads the story to the whole class.

b. 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 Bata ug ang Unggoy

Gisulat ni Merly B. Mabelin
Gidibuho ni: Grace G. Salarda
Adunay dako nga kahoy
Namunga kini ug kasoy

Gisaka si Totoy aron magkuha

sa lumoy nga kasoy.
Apan gilakag sya sa unggoy
Nidagan si Totoy og sutoy.

C. After reading

Pagkahuman sa pagbasa sa estorya.

Pagsabot sa estorya:

A. 1. Unsay uluhan sa estorya.

2. Kinsay nagsulat sa estorya.
3. Kinsay nagdibuho sa estorya.
4. Kinsa ang mga tawo sa estorya.
5. Asa nahitabo ang estorya.
6. Unsay mga nahitabo sa estorya.
7. Unsay gikuha ni Totoy?
8. Asa s iya nisaka?
9. Kinsa ang naglakag sa iya?
10. Unsa ang katapusan sa estorya.

B. 1. Pangutan-on ang mga bata kung unsa ang mga pulong nga nigaray ang katapusang
tingog.

C. 1. I do
Basahon sa maestra ang mubo nga estorya
Dayon iyang Isulti ang pulong na nigaray.

2. We do
Group pupils and let the group read the short story
Dayon iyang Isulti ang pulong na nigaray.

1. I do
Call individual pupil to recite the rhyming story. Or let them sing the
Dayon iyang Isulti ang pulong na nigaray.
 4. Application:
1. What good traits / values did you learn from the lesson?
( Pangutan-on ang mga bata kung naa ba sila kapareho nga kasinatian sa estorya nga
napaminawan.)

5..Generalization:
What did you learn today?
What was our Story all about all about?

IV. Evaluation:
Oral Test:
Maghatag ug tulo ka mga pulong na migayray ang katapusan

V. Assignment:
Be ready to talk about your animals or pets in your house.

VI. Remarks:

VII. Reflection:
 Mother Tongue Lesson Plan
Week-9 Q-1
Name of Teacher:__________________________________Grade-1____________
Name of School:_______________________________________District:_____________
Week -9
Day-3
1. Objectives:
A. Content Standard:
The Learner:
Manifests beginning oral language skills to communicate in different contexts.
Demonstrates understanding that words are made up of sounds and syllables
Demonstrates the ability to read grade one level text with sufficient accuracy, speed, and expression to support
comprehension.
Demonstrates understanding of the basic features of a book and how print works, as a prerequisite for reading.
Demonstrates developing knowledge and use of appropriate grade level vocabulary and concepts.
Demonstrates positive attitudes towards language, literacy and literature.
Demonstrates basic knowledge and skills to listen, read, and write for specific purposes.

B. Performance Standard
The Learner:
-uses beginning oral language skills to communicate personal experiences, ideas, and feelings in
different contexts.
- uses knowledge of phonological skills to discriminate and manipulate sound patterns.
-demonstrates knowledge of the alphabet and decoding to read, write and spell words correctly.
-demonstrates the ability to read grade one level text with sufficient accuracy, speed, and expression to
support comprehension.
-speaks and/or writes correctly for different purposes using the basic grammar of the language.
-uses developing vocabulary in both oral and written form.
-comprehends and appreciates grade level narrative and informational texts
- uses literary and narrative texts to develop comprehension and appreciation of grade level appropriate
reading materials.
-values reading and writing as communicative activities.
listens, reads, and writes for specific purpose.

3. Learning Competencies:
Knowing each Other

Day-3
Introducing letter sound-Kk
MT1PWRIb-i-1.1 Give the name and sound of each letter
MT1PWRIb-i-1.2 Give the beginning letter/sound of the name of each picture.
MT1PWRIb-i-4.1 Match words with pictures and objects.
MT1PWRIb-i-2.1 Identify upper and lower case letters.
MT1PWRIb-i-3.1 Write the upper and lower case letters legibly, observing proper sequence of
strokes.
MT1SS-Igj-2.1 Write basic information about self (name grade level, section)

II. Subject matter

Giving letter sound /Kk/
Identifying letter Kk
Reference: K to 12 Curriculum Guide p.
Materials: laminated pictures, power point presentation, whiteboard pen,
chart of the

Strategies: Explicit teaching, cooperative learning, picture study, TPR

(Total Physical Response)
Values: Cooperation, Collaboration)

III. Procedure

A. 1. Review: Previous Lesson

Drill:

Itudlo sa kamot ug basahon ang mga

pulong.
 Ang unggoy ug usa

Ang uwak ug ubas

Ang ulan ug
unlan

B. I. Presentation:
TEACHER: Class we are going to learn the following:
- express ideas through a variety of symbols (e.g. drawings and invent
- give the beginning letter/sound of the name of each picture.
- match words with pictures and objects.
- give the name and sound of each letter
-identify upper and lower case letters.

2. Motivation
 Show picture of Kahoy and Kasoy. Ask what is in the picture.
Tell pupils that Kahoy and Kasoy have /Kk/ sound.

3. Discussion

a. Unlocking of Difficult Words

(Through picture)
Tell the pupils that there is a new word to learn.

-Teacher reads the word 3x Kalawasan, Kalawasan, Kalawasan

-Let pupils read the word 3x. Kalawasan, Kalawasan, Kalawasan

Himsog akong kalawasan.

b. Modelling ( I DO)
T- Show each picture to pupils and tell them the name of the picture.
The teacher match the pictures and say the beginning sound of /Kk/
3x for emphasis.

Pagtulon-an sa: Ikatulong Adlaw

Gisulat ni: Merly B. Mabelin
Gidibuho ni : Sweet Francess B. Mabelin

Pagtu-on sa hulagway.

a. Isulti ang unang tingog madungog sa nakitang hulagwag. Balikon

katulo \k\

K k- kahoy
 b. Itudlo sa kamot ug basahon

k..k..k.. kahoy
k..k..k.. Kasoy

k..k..k.. kamatis

k..k..k.. kalabasa

k..k..k.. kamote

k k k… Kahon

c. Itudlo sa kamot ug basahon ang mga pulong.

kahoy ug kahon

kamote ug kasoy
 kamatis ug kalabasa

After all the pictures have been presented, the teacher will demonstrate
how to write letter /Kk/ using Total Physical response.

(During “I Do”, there will be no interruption like questioning and others, the
teacher will exclusively model the lesson. (Just let pupils imitate, if they
will imitate you silently.)

b. Guided Practice ( We Do)

Activity 1-

After teacher’s modelling, sounding and writing /Kk/, the teacher will now show the
pictures again, repeat saying and writing on air the sound/ letter of /Kk/,
3x, and then the teacher will ask pupils to repeat after 3x.
Let pupils write /Kk/ in the air, in the chair, classmate’s back, using body language
and others. (Teachers can add and modify)

Activity 2- Grouping

Each group will have a picture, say the name, sound the beginning letter, write sound
of /Kk/ on the laminated paper using whiteboard pen, write in the air and
writing using body language.
(During the group activity the teacher will check the work of every group and just
select 2 or 3 groups to present in front of the class depending on the
availability of time.)

c. Independent Practice (You Do)

Treasure Hunting (Hunting Pictures)

 Prepare a surprise activity for pupils, hide pictures under their tables or chairs, give
prize to pupils who were able to hunt a picture, and let each of them present the
picture in front of the class. Let them say the name of the picture, sound the
beginning letter, and write in the air using body language TPR in demonstration of
writing on air. Let them emphasize big letter K and small letter k.

4. Application/Values Integration

What good traits / values did you learn from our lesson?
What did you do during group work?
Is the sound of /Kk/ important? Why?

5. Generalization
What did you learn today?
What was our lesson all about?

IV. Evaluation:
Oral Test
1. Let each pupil match the picture and give the beginning sound /Kk/.
(One picture each pupil)
2. Identify and write on upper and lower case letter Kk.
V. Assignment

Write the big and small letter /Kk/ in a one whole sheet of paper.

(Don’t forget to prepare small tokens like smileys and the like to be given to pupils for
their participation during the entire teaching-learning process. Don’t say “very
good” only, give them tokens every time they answer.
This lesson plan can be used in teaching all the letter sounds, with the same pattern you
will only modify drill and motivation song.)

VI. Remarks

VI .Reflection
 Mother Tongue Lesson Plan
Week-9 Q-1
Name of Teacher:__________________________________Grade-1____________
Name of School:_______________________________________District:_____________
Week -9
Day-4
1. Objectives:
a. Content Standard:
The Learner:
Manifests beginning oral language skills to communicate in different contexts.
Demonstrates understanding that words are made up of sounds and syllables
Demonstrates the ability to read grade one level text with sufficient accuracy, speed, and expression to support
comprehension.
Demonstrates understanding of the basic features of a book and how print works, as a prerequisite for reading.
Demonstrates developing knowledge and use of appropriate grade level vocabulary and concepts.
Demonstrates positive attitudes towards language, literacy and literature.
Demonstrates basic knowledge and skills to listen, read, and write for specific purposes.

b. Performance Standard
The Learner:
 -uses beginning oral language skills to communicate personal experiences, ideas, and feelings in
different contexts.
- uses knowledge of phonological skills to discriminate and manipulate sound patterns.
-demonstrates knowledge of the alphabet and decoding to read, write and spell words correctly.
-demonstrates the ability to read grade one level text with sufficient accuracy, speed, and expression to
support comprehension.
-speaks and/or writes correctly for different purposes using the basic grammar of the language.
-uses developing vocabulary in both oral and written form.
-comprehends and appreciates grade level narrative and informational texts
- uses literary and narrative texts to develop comprehension and appreciation of grade level appropriate
reading materials.
-values reading and writing as communicative activities.
listens, reads, and writes for specific purpose.

C. Learning Competencies:
Day-4
Reading simple phrases and simple sentence
MT1PA-Iei-5.1 Isolate and pronounce the beginning and ending sounds of given words.
MT1PWRIc-i-5.1 Blend specific letters to form syllables and words.
MT1PA-Ici-4.1 Say the new spoken word when two or more sounds are put together.
MT1PA-Idi-4.2 Say the new spoken word when two or more syllables are put together.
MT1OL-Iei-5.1 Listen and respond to others in oral conversation.
MT1BPKIg-i-3.1 Recognize that spoken words are represented in written language by specific sequences of letters.
MT1F-IcIVa-i-1.1 Read Grade 1 level words, phrases and sentences with appropriate speed and accuracy
MT1C-Ig-i1.2 Express ideas through words or phrases, using both invented and conventional spelling
MT1PA-Idi-3.1 Orally segment a two - three syllable word into its syllabic parts.
MT1PAh-i6.1 Add or substitute individual sounds in simple words to make new words.
MT1GA-Ig1-h.2 Use naming words in sentences a.

II. Subject matter:

Reading Grade 1 level words, phrases and sentences with appropriate speed
and accuracy.
Expressing ideas through a variety of symbols (e.g. drawings and invented
spelling

Reference: K to 12 Curriculum Guide p.

Materials: laminated pictures, power point presentation, whiteboard pen,
chart of the
 Strategies: Explicit teaching, cooperative learning, picture study, TPR
(Total Physical Response)
Values: Cooperation, Collaboration)

IV. Procedure

A1. Review: Previous Lesson

k..k..k.. kahoy
k..k..k.. Kasoy

k..k..k.. kamatis

k..k..k.. kalabasa

k..k..k.. kamote

k k k… Kahon
2. Drill

kahoy ug kahon

kamote ug kasoy

kamatis ug kalabasa

III. Procedure:
1. Motivation
 2. Presentation:
TEACHER: Class we are going to learn the following:
Reading Grade 1 level words, phrases and sentences with appropriate speed and accuracy.
Expressing ideas through a variety of symbols (e.g. drawings and invented spelling

6. Discussion

c. Modelling ( I DO)

T- Show each picture to pupils and tell them the name of the picture.
The teacher match the pictures and say the beginning sound of /Kk/
3x for emphasis.

Pagtulon-an sa : Ika-upat ka adlaw:

Gisulat ni: Merly B. Mabelin
Gidibuho ni: Sweet Francess B. Mabelin

a. Itudlo sa kamot ug basahon ang mga

pulong.

Ang kahoy ug kahon

Ang kamote ug kasoy

Ang kamatis ug kalabasa

b. Itudlo sa kamot ug basahon

Ang mga kahoy ug kahon

Ang mga kamote ug kasoy

Ang mga kamatis ug kalabasa

After all the pictures have been presented, the teacher will demonstrate how to write
letter /Kk/ using Total Physical response.

(During “I Do”, there will be no interruption like questioning and others, the teacher will
exclusively model the lesson. (Just let pupils imitate, if they will imitate you
silently.)

b. Guided Practice ( We Do)

Activity 1-

After teacher’s modelling, sounding and writing /Kk/, the teacher will now show the
pictures again, repeat saying and writing on air the sound/ letter of /Kk/,
3x, and then the teacher will ask pupils to repeat after 3x.
Let pupils write /Kk/ in the air, in the chair, classmate’s back, using body language and
others. (Teachers can add and modify)

Activity 2- Grouping

Each group will have a picture, say the name, sound the beginning letter, write sound of
/Kk/ on the laminated paper using whiteboard pen, write in the air and
writing using body language.
(During the group activity the teacher will check the work of every group and just select
2 or 3 groups to present in front of the class depending on the availability
of time.)
 c. Independent Practice (You Do)

Treasure Hunting (Hunting Pictures)

Prepare a surprise activity for pupils, hide pictures under their tables or chairs, give
prize to pupils who were able to hunt a picture, and let each of them
present the picture in front of the class. Let them say the name of the
picture, sound the beginning letter, and write in the air using body
language TPR in demonstration of writing on air. Let them emphasize big
letter K and small letter k.

4. Application/Values Integration

What good traits / values did you learn from our lesson?
What did you do during group work?
Is the sound of /Kk/ important? Why?

5. Generalization
What did you learn today?
What was our lesson all about?

IV. Evaluation:
Oral Test
Let individual pupil read the phrases

V. Assignment

Write the big and small letter /Kk/ in a one whole sheet of paper.

(Don’t forget to prepare small tokens like smileys and the like to be given to pupils for
their participation during the entire teaching-learning process. Don’t say “very good”
only, give them tokens every time they answer.
This lesson plan can be used in teaching all the letter sounds, with the same pattern
you will only modify drill and motivation song.)

VI. Remarks
VII. Reflection
 Mother Tongue Lesson Plan
Week-9 Q-1
Name of Teacher:__________________________________Grade-1____________
Name of School:_______________________________________District:_____________
Week -9
Day-5
1. Objectives:
.Content Standard:
The Learner:
Manifests beginning oral language skills to communicate in different contexts.
Demonstrates understanding that words are made up of sounds and syllables
Demonstrates the ability to read grade one level text with sufficient accuracy, speed, and
expression to support comprehension.
Demonstrates understanding of the basic features of a book and how print works, as a
prerequisite for reading.
Demonstrates developing knowledge and use of appropriate grade level vocabulary and
concepts.
Demonstrates positive attitudes towards language, literacy and literature.
Demonstrates basic knowledge and skills to listen, read, and write for specific purposes.
 Performance Standard
The Learner:
-uses beginning oral language skills to communicate personal experiences, ideas, and feelings in
different contexts.
- uses knowledge of phonological skills to discriminate and manipulate sound patterns.
-demonstrates knowledge of the alphabet and decoding to read, write and spell words correctly.
-demonstrates the ability to read grade one level text with sufficient accuracy, speed, and
expression to support comprehension.
-speaks and/or writes correctly for different purposes using the basic grammar of the language.
-uses developing vocabulary in both oral and written form.
-comprehends and appreciates grade level narrative and informational texts
- uses literary and narrative texts to develop comprehension and appreciation of grade level
appropriate reading materials.
-values reading and writing as communicative activities.
listens, reads, and writes for specific purpose.
Learning Competencies:

Day-5
Oral Reading/ Weekly Test
MT1C-Ig-i1.2 Express ideas through words or phrases, using both invented and
conventional spelling
MT1PWRIe-i-6.1 Spell and write correctly grade one level words consisting of letters
already learned.
MT1SS-Igi-2.1 Write basic information about self (name grade level, sect

II. Subject matter:

Reading and writing.
Reference: K to 12 Curriculum Guide p.
Materials: laminated pictures, power point presentation, whiteboard pen, chart of the

Strategies: Explicit teaching, cooperative learning, picture study, TPR (Total

Physical Response)
Values: Cooperation, Collaboration)

111. Procedure:

Pagtulon –an sa : Ikalima ka Adlaw

 Pag-ensayo sa pagbasa ug pagsulat. Letra
nga may tingog /k/

A. Isulti ang tingog ani nga letra /k/

B. Gamit ang lapis subayon o awaton pagsulat sa letra dayon

ihatag ang tingog niini. Balikon kini sa katulo.

K. Gamit ang tudlo isulat sa hangin ang letra.

D. Tsikon kini sa maestra kon insakto ba ang pagkasunod

sa pahimangno.

E. Gamit ang tudlo subayon ang letra ug isulti ang tingog

niini. Balikon kini 3X

F. Kopyahon pagsulat ang letra katulo.

________ _________ _________

G. Gikan sa pagmemorya isulat ang letra ug
isulti ang tingog bisan walay pagasundugan .

K k

K k

K k

K k

K k