PA00T62J

1
BASA PILIPINAS
TEACHER’S GUIDE
GRADE 1 Mother tongue
(sinugbuanong binisaya)
QUARTER 2
JULY 2014
This instructional material is made possible by the generous support of the American People through
the United States Agency for International Development (USAID). The contents of this material are
the sole responsibility of Education Development Center, Inc. (EDC) and do not necessarily reflect
the views of USAID or the United States Government.
TEACHER’S GUIDE GRADE 1 MOTHER TONGUE – SINUGBUANONG BINISAYA
MTB-MLE – Grade 1 Quarter 2
Teacher’s Guide - Sinugbuanong Binisaya
First Edition, 2014
Published by U.S. Agency for International Development (USAID)
Produced under USAID/Basa Pilipinas with support from the Department of Education (DepEd)
Technical Director: Dr. Nancy Clark-Chiarelli
Author: Bonita Marie Cabiles
DepEd Reviewer: Dr. Rosalina J. Villaneza, OIC Chief - Curriculum Development

Division, DepEd - Bureau of Elementary Education
Content Reviewer: Dr. Perla Cuanzon
Language Reviewers: Richel Dorotan and Edgar Godin

Layout Artists: Gail Rae Javier and Harry James Creo
Non-text materials, i.e., songs, stories, poems, pictures, photos, brand names, etc. included in this
teacher guide are copyright to their respective owners. The publisher and authors claim no credit
or ownership over them. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners.
A selection of stories from Adarna House, Chikiting Books, Lampara Books, and LG&M Vibal
Publishing House were used with permission from the publishers.
No part of this material may be reproduced or transmitted in any form or by any means, electronic
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permission from the publisher.
DONATED COPY. NOT FOR SALE.
Printed in the Philippines
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Telephone: +63 (02) 631-1970; 631-1871
E-mail Address: [email protected]

GRADE 1 MOTHER TONGUE – SINUGBUANONG BINISAYA TEACHER’S GUIDE
CONTENTS
WEEK 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
WEEK 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
WEEK 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
WEEK 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
WEEK 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
WEEK 16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
WEEK 17 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
WEEK 18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
WEEK 19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
QUARTER 2 WEEK 11
WEEK
11
TEACHER’S GUIDE
GRADE 1
MOTHER TONGUE
SINUGBUANONG
BINISAYA
Theme: Akong Eskuylahan ug mga Higala
(My School and Friends)
Read Aloud Story: Nganong Dugay ang Mokuha Nako?
(Why is My Mommy Late?)
1
OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 1

SINUGBUANONG BINISAYA
QUARTER 2, WEEK 11 (50 MINUTES PER DAY)
Theme: Akong Eskuylahan ug mga Higala (My School and Friends)

Read Aloud Book: Nganong Dugay ang Mokuha Nako? (Why is My Mommy Late?)
Day Domain Objectives Subject Matter

OL • Talk about experiences/occasions in • Sharing news
the home, school or community
• Rhyming words
PA • Supply rhyming words to complete
a rhyme, poem or song
V • Use vocabulary words referring to
Daily people, places and objects
ATR • Listen attentively and react Read Aloud: Nganong Dugay ang
positively during storytelling Mokuha Nako? (Author: Kristine
OL • Participate actively during read Canon; Illustrator: Mariano Ching)
aloud by making comments and
asking questions
V • Give meanings of words through
picture clues, actions or context
clues
• Use vocabulary words referring to

animals or objects
S • Spell Grade I level words
1
BPK • Identify the cover and back of the
book
• Identify the title, author and

illustrator of the book
LEGEND: AK – Alphabet Knowledge; OL – Oral Language;

PWR – Phonics and Word Recognition; PA – Phonological Awareness; F – Fluency;
G – Grammar Awareness; V – Vocabulary Development
2
QUARTER 2 WEEK 11
Teacher Activities Learner Activities

1. Routine 1. Routine
a. Sharing/ News Sharing a. Sharing/ News Sharing
• Teacher asks pupils to share news about • Pupils talk about something happening at
home, school or community. home, school or community.
b. Poem or Song b. Poem or Song
• Teacher teaches a poem/song ending in • Pupils recite a poem/song.
rhyming words.
• Pupils supply a rhyming word to complete the
• Teacher asks pupils to supply a rhyming word poem/song.
to complete the poem/song.
a. Sharing/ News sharing (same as above under a. Sharing/ News Sharing
Daily activities)
• Pupils talk about something happening at
b. Poem or Song (same as above under Daily home, school or community.
activities)
b. Poem or Song
2. Read Aloud: Nganong Dugay ang Mokuha
• Pupils recite a poem/song.
Nako?
• Pupils supply a rhyming word to complete the
a. Pre-reading
poem/song.
• Teacher unlocks difficult words from the
2. Read Aloud: Nganong Dugay ang Mokuha
story.
Nako?
• Teacher relates the story to experiences of
a. Pre-reading
pupils and sets the motive question.
• Pupils get the meaning of a word through
• Teacher discusses the cover of the book.
picture or context clues.
b. During Reading
• Pupils talk about experiences related to the
• Teacher reads the story to pupils stopping at story.
pages to ask questions.
b. During Reading
c. After Reading
• Pupils listen to the story attentively.
• Teacher asks pupils for reactions about the
• Pupils answer questions or give comments
story.
during the read aloud.
C – Composition; LC/RC – Listening Comprehension/Reading Comprehension;
ATR – Attitude Towards Reading; SS – Study Skills; BPK – Book Print Knowledge;
S – Spelling; HW – Handwriting
3
LC • Give the sequence of three events • Read Aloud: Nganong Dugay ang
in a story listened to Mokuha Nako? (Author: Kristine
Canon; Illustrator: Mariano Ching)
• Discuss, illustrate and dramatize
specific events in a story read
F • Read Grade 1 level words, phrases
and sentences with appropriate
speed, accuracy and expression
OL • Listen and respond to others in oral
conversation

4
QUARTER 2 WEEK 11

3. Spelling c. After Reading
Teacher introduces spelling words from the • Pupils talk about their reactions to the story.
story.
3. Spelling
4. Concluding the Session
• Pupils use spelling words in a game or
• Teacher gives homework to use vocabulary dialogue.
and spelling words at home.
• Pupils practice using vocabulary and spelling

words.
a. Sharing/ News sharing (same as above under a. Sharing/ News sharing (same as above under
Daily activities) Daily activities)
b. Poem or Song (same as above under Daily b. Poem or Song (same as above under Daily
activities) activities)
2. Retelling of the Read Aloud story: Nganong 2. Retelling of Read Aloud story: Nganong
Dugay ang Mokuha Nako? Dugay ang Mokuha Nako?
• Teacher asks pupils to retell the story • Pupils retell the story.
through pictures.
• Pupils share their reactions.
• Teacher asks pupils to share their reactions
3. Shared Reading of the Read Aloud: Nganong
to the story.
Dugay ang Mokuha Nako?
3. Shared Reading of the Read Aloud: Nganong
• Pupils listen to rereading of the story and
Dugay ang Mokuha Nako?
read parts of the story.
• Teacher rereads the story and asks some
• Pupils talk about answers to questions.
pupils to read parts of the story.
• Teacher asks comprehension questions after

rereading.
4. Group Work: Role Playing
• Teacher asks pupils to role play some parts of

the story in groups.
• Teacher gives homework to reinforce spelling

skill.
5

AK • Give the sound of target letter: Bb • Target letter: Bb
PWR
• Identify the upper case and lower • Blending and syllabication
case of target letter: Bb
• Personal Pronouns
HW • Write the upper case and lower
case of target letter, Bb, with
proper sequence of strokes
PWR • Give the beginning letter/ sound of
the name of each picture
• Match words with pictures/ objects

3
PA • Blend letters to form syllables
• Blend syllables to form words

G • Identify personal pronouns
G • Identify possessive pronouns • Possessive Pronouns

V • Use vocabulary referring to people
• Vocabulary Words: Review
and animals from the story
S • Spell grade level words • Spelling Words

6
QUARTER 2 WEEK 11

a. Sharing/ News sharing (same as above under a. Sharing/News sharing (same as above, refer to
Daily activities) row under Daily activities)
2. Target Letter: Bb 2. Target Letter: Bb
• Teacher introduces the letter Bb using the • Pupils give the sound of the letter Bb.
story as a springboard.
• Pupils answer skills activities for letter Bb.
• Teacher conducts skills activities for letter Bb.
3. Syllabication
3. Syllabication
• Pupils blend vowels with letter Bb to form
• Teacher conducts lesson on syllabication. syllables and blend syllables to form words.
• Pupils form phrases from words learned.
4. Personal Pronouns
• Pupils use personal pronouns in

conversations.
a. Sharing/ News sharing (same as above, refer a. Sharing/ News sharing (same as above, refer
to row under Daily activities) to row under Daily activities)
2. Possessive Pronouns 2. Possessive Pronouns
• Teacher conducts lesson on possessive • Pupils identify possessive pronouns: akoa,
pronouns: akoa, imoha, iyaha, atoa, ilaha imoha, iyaha, atoa, ilaha.
3. Spelling Words 3. Spelling Words
• Teacher conducts activity to review spelling • Pupils spell grade level words.
words.
4. Vocabulary Words
4. Vocabulary Words
• Pupils talk about vocabulary words.
• Teacher reviews vocabulary words through
an activity or a game.
• Teacher gives homework to enhance lesson

on personal pronouns.
7

C • Express ideas through words and • Read Aloud: Nganong Dugay ang
phrases using both invented and Mokuha Nako? (Author: Kristine
conventional spelling Canon; Illustrator: Mariano Ching)
S • Spell grade level words
• Spelling
LC • Retell the story

8
QUARTER 2 WEEK 11

a. Sharing/ News sharing (same as above, refer a. Sharing/ News sharing (same as above, refer
to row under Daily activities) to row under Daily activities)
2. Spelling Assessment 2. Spelling Assessment
• Teacher gives spelling test. • Pupils answer spelling test.
3. Retelling of the Read Aloud: Nganong Dugay 3. Retelling of the Read Aloud: Nganong Dugay
ang Mokuha Nako? ang Mokuha Nako?
• Teacher asks pupils to retell the story (in • Pupils retell the story using the pictures from
groups) using pictures from the book. the book.
4. Composing Activity: Drawing and Writing 4. Composing Activity: Drawing and Writing
about Parts in the Story about Parts in the Story
• Teacher guides pupils in writing about the • Pupils write and illustrate parts of the story.
story.
• Pupils display their outputs.
• Teacher gives homework to enhance lesson

on pronouns.
9
NOTES
ADLAW
1 Rutina: (Routine)
1 a. Pagpaambit og Balita (News Sharing)

• Teacher models news sharing about events in the home or local
d
community.
Cc D
b
Aa B
h
Gg H
Ee F
f
Teacher says: Mga bata, aduna koy balita nga gusto nakong ipaambit
Materials
kaninyo. Kagahapon pista sa among baryo. Adunay daghang gipreparar nga
pagkaon. Adunay daghang tawo nga mingbisita sa amo gikan sa siyudad.
1. Poem written on chart or Miadto akong tiya, tiyo ug mga ig-agaw. (Children, I have some news to
manila paper share. Yesterday was the fiesta in our barrio. There were a lot of
2. Book: Nganong Dugay foods prepared. There were many people who came from the city.
ang Mokuha Nako? My aunt, uncle, and cousins came.)
3. Pictures for vocabulary
words
Kamo? Aduna bay panghitabo sa inyo o diri sa eskuylahan nga gusto ninyong
ipaambit? (How about you? Are there events in your home or here in
school that you want to talk about?)
• Teacher asks pupils to share some news about what happened

in the home or school. Provide pupils with sentence prompts or
fames to guide when talking or sharing.
Example:
Mga classmate, aduna koy balita nga ipaambit kaninyo. Kagahapon/

Kagabii/ Karong adlawa__________.(Classmates, I have some
news to share. Yesterday/ Last night/ Today__________.)
• Teacher asks only one or two pupils to share each day so that by
the end of the quarter, each pupil has shared in front of the class.
b. Balak o Kantang Nagrima (Poem or Song that Rhymes)
• Teacher introduces a poem or song.
• Teacher reads the poem to the pupils and asks the pupils to recite
the poem.
Mga Butang nga Bag-o

May lapis akong bag-o
Pinalit sa merkado
Ako ning gikalipay
Kay hinatag ni Tatay
May papel ug libro
Mga butang nga bag-o
10
QUARTER 2 WEEK 11
• Teacher asks pupils to identify the rhyming words. NOTES
Teacher says: Unsang mga pulonga sa kataposan sa kada linya

ang nagrima? (What words rhyme at the end of the lines?)
Sugilanon:
Nganong Dugay ang Mokuha Nako? 2
(Read aloud: why is my mommy late?)
Pagtangtang sa mga kalisdanan (Unlocking of Difficulties)
a. Buluhaton sa dili magbasa (Pre-reading Activities)

• Teacher unlocks difficult words from the story using pictures,
context or gestures.
stroller – Ang bag sa bata kay nakabutang sa stroller para iya na lang
kining guyoron. (The child’s bag is on a stroller so s/he only has to
pull it.) Ang stroller kay usa ka kara nga naay upat ka ligid nga kasagaran
butangan og bag. (A stroller is a four-wheeled carriage wherein a bag
is often placed.)
highway – Ang bus nga among gisakyan paingon sa sunod

nga lungsod miagi sa highway. (The bus we rode to
the next town passed through the highway.)
Ang highway kay usa ka dakong publikong dalan nga agianan og mga
sakyanan. (The highway is a big public road where cars and buses
pass through.)
nanghupaw (sighing) – Samtang naghunahuna og solusyon sa

problema, nanghupaw og lawom si Mario. (While thinking
of a solution to his problem, Mario sighed deeply.)
Ang pagpanghupaw mao ang pagginhawa og lalom.
(Sighing is the act of breathing deeply.)
balyena (whale) – Dako ang balyena nga napadpad sa baybayon.

(The whale washed into the shore was huge.)
Paglab-as sa mga Kanhing Nahibal-an (Activating Prior Knowledge)
• Teacher asks pupils to talk about what they do during dismissal

time and if there were times when they were fetched late.
Teacher says: Nakasulay na ba mo nga nalangan o nadugay ang tigkuha

ninyo sa eskuylahan?… Unsay inyong gibati? (Have you experienced
waiting for someone to fetch you from school?…What did you
feel?)
• Teacher shows pupils the cover of the book and ask them to point
or read the title, author and illustrator.
11
NOTES Teacher says: Ang ulohan sa libro nga akong basahon karong adlawa
kay ‘Nganong Dugay ang Mokuha Nako?’. Gisulat kini ni Kristine Canon
ug gidibuho ni Mariano Ching. (The title of the book is “Why is My
Mother Late?”. It was written by Kristine Canon and the illustrator is
Mariano Ching.)
Pangutanang Naghatag og Motibo (Motive Questions)

BRIDGING
Teacher says: Tan-awa ninyo ang hapin sa libro? … Mahitungod
When discussing the sa unsa kaha ang estorya?… Unsay gusto ninyong mahibaloan bahin
sa estorya? (Look at the cover. What do you think is the story
cover page, title, author
about?… What do you want to know about the story?)
and illustrator of a Read
b. BULUHATON ATOL SA PAGBASA
Aloud book in Filipino,
(DURING READING ACTIVITIES)
teacher can present
Teacher says: Basahon nako ang estoryang “Nganong Dugay ang
how the terms change
Mokuha Nako?” Paminaw mo pag-ayo. Mohunong ko sa ubang parte sa
between L1 and L2 while estorya ug mangutana. (I will read the story, “Why is my Mommy
pointing out that these Late?” Listen carefully. I will stop at certain parts of the story and ask
are consistent or standard questions.)
parts for any book. On page 7
Teacher says: Tan-awa ang hulagway. Ngano ganing natingala ang bata?
(Look at the picture. Why is the child worried?)
After reading page 12
Teacher says: Unsa kaha ang nahitabo kang Nanay?

(What happened to mother?)
Teacher says: Unsa kaha ang mahitabo? Moabot kaha iyang nanay?
(What do you think will happen? Will her mother arrive?)
c. BULUHATON PAGKAHUMAN OG BASA

(AFTER READING ACTIVITIES)
• Teacher asks questions about details of the story for pupils to

answer.
Examples:
Nganong nadugay si Mama? (Why was mother late?); Unsa ang gibati
sa bata samtang gahulat? (What did the child feel while waiting?);
Unsa ang gibati sa bata pag-abot ni Nanay? (How did the child feel when the
mother arrived?)
12
QUARTER 2 WEEK 11
• Teacher asks questions about their reactions to the story. NOTES
Example:
Unsang bahina sa estorya ang nagustohan ninyo? Pakig-estorya sa inyong

tapad. (What part of the story do you like best? Talk to your
seatmate about it.)
• Teacher asks 4 or 5 pupils to share in class.
PANITIKONG MGA PULONG (SPELLING WORDS)

3
• Teacher presents spelling words to pupils through a game or
dialogue.
• Teacher ask pupils to put the spelling words on the Word Wall.
PAGTAPOS SA SESYON
(CONCLUDING THE SESSION) 4
nako ang bata nanay bao
Homework: Let pupils use the spelling and vocabulary words when
conversing at home.
13
NOTES
ADLAW
1 Rutina: (Routine)
2 a. Pagpaambit: (Sharing)
• Teacher asks pupils to share news or information. Let them talk
b
Cc D
d about their homework yesterday – talking with people at home
Aa B
using the spelling and vocabulary words.

h
Gg H
f
Ee F
Materials • Teacher provides sentence prompts as in Day 1.

1. Poem written on chart or b. Balak o Kantang Nagrima: (Poem or Song that Rhymes)
Manila paper
• Teacher asks pupils to recite the poem.
2. Pictures of events from
the Read Aloud story • Teacher asks pupils to identify the rhyming words. Tell the pupils
3. Book: Nganong Dugay to substitute the rhyming words with other words that rhyme.
ang Mokuha Nako? Below are some suggestions:
tindero nanay panyo

Pinalit sa _____ (tindero)
Ako kining gikalipay
Kay hinatag ni _____ (nanay)
May papel ug _____ (panyo)
2
PAGSUBLI SA SUGILANON: NGANONG DUGAY ANG
MOKUHA NAKO?
(RETELLING OF THE READ ALOUD STORY: WHY IS

BRIDGING MY MOTHER LATE?)
The concept of rhyming a. Pagsunod-sunod sa mga Panghitabo (Sequencing Events)

words is the same in • Teacher asks pupils to arrange the pictures as they happen in the
Filipino, Mother Tongue, story.
and English. When
Picture 1: Picture 2: Picture 3: Picture 4:
discussing rhyming
Child is Child with Child with Child with
words in Filipino and worried thought thought thought
English, teacher can make when she bubble; bubble; bubble;
connections from did not find inside the inside the inside the
her mother thought thought thought
activities in waiting for bubble is a bubble is a bubble is a
mother tongue. her. picture of a picture of picture of
turtle an elephant an eagle
14
QUARTER 2 WEEK 11
NOTES
Picture 5: Picture 6: Picture 7:

Child with Child with Mother
thought thought arrived
bubble; bubble; and child
inside the inside the is happy
thought thought hugging her
bubble is a bubble is a mother
picture of picture of a
monkeys whale
b. Subling Pagsugilon sa Estorya (Retelling of the Story)

• Teacher asks pupils to retell the story in pairs. Ask volunteers to
share to the class.
AMBITAY NGA PAGBASA: NGANONG DUGAY ANG

MOKUHA NAKO? 3
(SHARED READING OF THE READ ALOUD STORY:
WHY IS MY MOMMY LATE?)
• Teacher rereads the story and asks volunteers to help read some
lines from the book.
Examples:
Page 14 – Basin … misakay siyag usa ka bao.
Page 16 – Basin … misakay siyag usa ka elepante.
Page 18 – Basin … giamigo ni Nanay ang usa ka agila.
Page 20 – Basin … nakigdungan si Nanay sa mga unggoy.
Page 22 – Basin nakahunahuna si Nanay og angkas sa usa ka balyena.
Page 23 – Hay, Nanay!
Teacher asks the following questions after rereading:
1) Unsa kaha ang gibati sa bata sa dihang nagkaanam gyod kadugay ang
paghinulat niya sa iyang nanay? (How did the child feel while waiting
for her mother?) Mao ba sab kini inyong bation? (Would you feel the
same way?)
2) Unsa ang gibuhat sa bata? (What did the child do?)
3) Unsa ang mga gipanghunahuna sa bata samtang gahuwat sa iyang nanay?

(What was the child thinking while waiting for her mother?)
15
NOTES 4) Unsay inyong mahunahunaan kon kamo dugay kuhaon sa eskuylahan?

(What would you be thinking if you were fetched late from
school?)
5) Unsay inyong puydeng buhaton kon wa pa mo kuhaa?

(What will you do while waiting for somebody to fetch you?)
4 BULUHATONG PANGGRUPO: AKTONG PAGDULA SA

MGA PARTE SA SUGILANON
(GROUP WORK: ROLE PLAYING PARTS OF THE

STORY)
• Teacher divides the class into 8 groups. Using the pictures used
during retelling, assign each group a picture that they will role play
to the class.
• Teacher asks pupils to present their role plays. Congratulate them

for a good job.
5 Pagtapos sa Sesyon
(Concluding the Session)
• Teacher lets pupils practice writing spelling words at home.
16
QUARTER 2 WEEK 11
NOTES
ADLAW
RUTINA (ROUTINE)
1
a. Pagpaambit og Balita (News Sharing) 3
• Teacher asks pupils to share news or information as in previous
days.
Theme: Events in the Home, School or Community

d
Cc D
b
• Teacher asks pupils to recite stanzas from the poem by groups. Aa B
Ee Ff
Gg H
h
Assign a stanza for each group.

Materials
• Teacher reviews rhyming words:
1. Poem written on chart or
1) Cover some of the rhyming words. Manila paper
2) Present other words that rhyme and do not rhyme. Let pupils 2. Pictures of words
pair together rhyming words. beginning in /b/
3. Flashcards of letters
3) Ask pupils to substitute the covered words with the new 4. Words beginning in /b/
rhyming word. written on flashcards\
5. Book: Nganong Dugay ang
tindero lola relo Mokuha Nako?
6. Comic Strips with
tindahan manay sayal personal pronouns

Pinalit sa_______ (tindero)
Ako kining gikalipay
Kay hinatag ni _______ (nanay)
May papel ug _____ (relo)
TUMONG NGA LETRA (TARGET LETTER): Bb

2
• Teacher presents a picture beginning with the letter “Bb”.
Example:
bao
17
NOTES Teacher says: Unsay inyong nakita sa hulagway? Nakakita na ba mo

ani nga hayop? (What do you see in the picture? Have you seen this
animal before?)
• Teacher lets pupils talk about the animal.
• Teacher focuses on the name of the animal. Ask pupils if they can
give the sound of the beginning letter.
NOTE • Teacher gives the sound of the letter /b/. Ask pupils to give the
You may refer to the audio sound of the letter /b/. Ask them to say it in pairs, groups and as
file provided. a whole class.
• Teacher asks pupils to give words beginning with letter /b/. As

they give the words, write them on the board.
• Teacher shows pictures of words beginning with letter /b/. Let

BRIDGING the pupils guess the name of the picture. Then, show them the
word written on flash cards.
The words bola, baso,
Examples:
barko and bato are terms
bola baso barko bato
used in Filipino with the
same meaning. The sound
• Teacher shows them how to write the big and small letter “Bb”.
of the letter “Bb” is the
Let them practice writing on air, at the back of their classmate,
same in mother tongue using their body parts, etc.
and Filipino.
3 PAGSILABA (SYLLABICATION)
a. Paghimo og mga Silaba ug Pulong (Making Syllables and

Words)
• Teacher gives pupils a set of flashcards with letters /b/, the vowels
and letters discussed in Quarter 1. Review syllabication using the
letter flashcards.
Examples:
b e a i o u m s
• Teacher gives a syllable (ex: “ba”, “bi”, “sa”) and ask pupils to
spell the syllable using the letter flash cards.
• Teacher lets pupils make their own syllable. Ask them to look for
another pupil with a syllable that can form a word.
Example: b a + s a
18
QUARTER 2 WEEK 11
b. Pagbuak sa mga Pulong (Word Breaking) NOTES
(1) Break the word into two syllables.
Example: basa
• Let the pupils say the word “basa” and instruct them to clap for
each syllable they make. Model this and have the pupils follow.
Write on the board this way:
ba sa
(2) Breaking into letters: ba
Teacher says: Karon atong buakon ang silaba ngadto sa mga letra.
Unahon nato ang silabang ‘ba’. Kinsa ang makahatag kanako sa mga letra
ug tunog niini? (Now, we will break the syllables into letters. We
will start with the syllable, ‘ba’. Who can give me the letters and the
sounds?).
• Write the letter on the board this way:

ba sa
b a
(3) Breaking into letters: sa
Teacher says: Karon sunod natong buakon ang silabang “sa” ngadto sa
mga letra. Sa silabang ‘sa’, kinsa ang makahatag kanako sa mga letra og
tunog niini? (Now, we will break the syllable, “sa”, into letters. For the
syllable, ‘sa’, who can give me the letters and the sounds?).
ba sa
b a s a
c. Paghimo ug mga Pulongan (Making Phrases)

• Teacher lets pupils form phrases with spelling words introduced in
Day 1
• Teacher asks pupils pupils read the phrases they gave.
Examples: ang baso baka nako
19
NOTES Mga Buluhaton (Activities):
1. Handwriting: Refer to Sinugbuanong Binisaya Kagamitan ng Mag-aaral

(Learner’s Manual) p. 34 for writing exercises in letter “Bb”. You can
also write the letters on the board and have pupils copy and practice
in their notebooks.
2. Beginning letter “Bb”. Refer to Sinugbuanong Binisaya Kagamitan ng

Mag-aaral (Learner’s Manual) p. 35. (Write the beginning letter for the
following pictures: baka [cow]; baki [frog]; bato [rock]; bola [ball].)
3. Picture and Word Recognition. Refer to Sinugbuanong Binisaya

Kagamitan ng Mag-aaral (Learner’s Manual) p. 36. (Match the picture
with the word: baboy [pig]; baka [cow]; baba [mouth]; buyog [bee].)
4. Syllabication Activities: Refer to Sinugbuanong Binisaya Kagamitan ng

Mag-aaral (Learner’s Manual) p. 37-38. (p. 37 - Syllabication of words:
lata, baka, pana, baboy and baba.) (p. 38 - Finding the syllable to
complete the words: pana, baka, saya and baki.)
4 PULINGAN NGA PANGTAWO

(PERSONAL PRONOUNS)
a. Komik Strips (Comic Strips)

• Teacher shows a comic strip with dialogues using personal
pronouns. Read the dialogues and ask pupils to repeat.
• Teacher asks pupils to dramatize the dialogue.
Example:
Ako si
Ben.
Sila akong mga

higala.
Siya si Bob.
Siya si Belen.
Kaming tanan managhigala.
20
QUARTER 2 WEEK 11
b. Pulingan nga Pangtawo (Pronouns) NOTES
• Teacher shows flashcards to pupils with personal pronouns. Let

them read the pronouns.
• Teacher asks pupils to use the pronouns in sentences.
ako sila siya kami
ikaw kita
Say: Ang “ako, ikaw, siya, sila ug kita” mao ang mga pulingan nga pangtawo.
Ang mga pulingan nga pangtawo kay mga pulong nga gigamit para puli sa mga
pungan. (I, you, he/she, them and us are personal pronouns. Personal
pronouns are used to substitute names of people.)
For teacher’s reference:
Pulingan nga Pangtawo Paggamit

ako Gigamit ang ako kon maghisgot
bahin sa kaugalingon.
ikaw Gigamit ang ikaw kon maghisgot

bahin sa imong kaestorya.
Gigamit ang siya kon maghisgot
siya
og lain nga tawo, babaye man o
lalaki.
sila Gigamit ang sila kon maghisgot
og duha o mas daghan nga mga
tawo.
kita Gigamit ang kita kon maghisgot

bahin sa imong kaugalingon uban
ang kaestorya.
Gigamit ang kami kon maghisgot

kami
bahin sa imong kaugalingon uban
ang laing mga tawo.
PAGTAPOS SA SESYON
• Teacher gives homework on personal pronouns.
Buluhaton (Activity): Pangitaa ang pulingan nga pangtawo sa mga

kapahayag. Lingini o sirkoli. (Find the personal pronouns in the
sentences. Encircle them.)
21
NOTES 1. Naghulat sila og sakyanan.
2. Ikaw ba ang nangita og unggoy?
3. Ako si Victor.
4. Dugay kita manguli.
5. Mahadlok siya sa agila.
• Give additional spelling words for practice:

baso, basa, bato, barko, bao
ADLAW
1 RUTINA (ROUTINE)

• Teacher asks pupils to share information in pairs in front of the
class. Let them use personal pronouns.
Aa B
b
Cc D
d
h
• Teacher models sharing to the class and provide sentence prompts
Gg H
Ee F
f
or frames as in Day 1.
Materials Theme: Events in the Home, School or Community
1. Poem written on chart or b. Balak o Kantang Nagrima
manila paper (Poem or Song that Rhymes)
2. Flash cards with
possessive pronouns • Teacher asks pupils to recite the poem to their partner.
3. Pictures of vocabulary Teacher reviews rhyming words:
words
1) Cover some of the rhyming words.
2) Ask pupils to substitute the covered words with a new rhyming

word.
Pinalit sa_______
Ako ning gikalipay
Kay hinatag ni _______
NOTE May papel ug _____
Teacher may present a new Mga butang nga bag-o
material or poem for pupils
to supply rhyming words.
22
QUARTER 2 WEEK 11
NOTES
PANGHUPOT NGA PULINGAN
(POSSESSIVE PRONOUNS) 2
a. Pasiuna (Introduction)
• Teacher asks pupils to take out one thing from their bags and put
on their tables.
• Teacher goes around and asks pupils who owns the things.
Ask questions that will allow pupils to answer with possessive
pronouns.
Example: Kang kinsa ni?/ Kinsay tag-iya niini? (Who owns this?)
b. Panghupot nga Pulingan (Possessive Pronouns)
• Teacher shows flashcards to pupils with possessive pronouns.
Let them read the pronouns.
• Teacher asks pupils to use the pronouns in sentences.
ako imo ila ato
Say: Ang “ako, imo, ila, ato ug iya” mao ang mga panghupot nga pulingan.
Ang mga panghupot nga pulingan kay nagpakita og pagpanag-iya. (Mine,
your, their, our and his/her are possessive pronouns. These are
pronouns used to show ownership.)

3
• Teacher reviews spelling words through various activities.
Examples:
1. Jumbled letters – r b a o k (barko)
2. Missing letters – b a ___ o (show picture of “bato” or rock)
BALIK-TUON: KAPULONGANONG MGA PULONG

4
(REVIEW: VOCABULARY WORDS)
• Teacher asks pupils to match the picture with vocabulary words

from the Read Aloud story.
stroller agila balyena guwardiya
23
NOTES
5
PAGTAPOS SA SESYON
(CONCLUDING THE SESSION)
• Teacher gives homework to practice spelling words.
ADLAW
1 RUTINA (ROUTINE)

• Teacher asks pupils to share news or information as in Day 1.
Aa B
b
Cc D
d
Theme: Events in the Home, School or Community
h
Gg H
f
b. Balak o Kantang Nagrima

Ee F
Materials (Poem or Song that Rhymes)

1. Pictures of events from • Teacher asks pupils to give rhyming words for some of the words
the story used in Day 2 in the poem: merkado, nanay, laso.
• Teacher asks pupils to recite the poem in groups or as a class.
2 PAGSUSI SA PANITIK (SPELLING ASSESSMENT
• Teacher dictates the spelling words and asks pupils to write on a

piece of paper or in their notebooks.
• Teacher dictates 1 or 2 phrases.
Example: ang bao; nanay nako
3 PAGBALIK SA SUGILANON: NGANONG DUGAY ANG

MOKUHA NAKO?
(RETURNING TO THE READ ALOUD STORY: WHY

IS MY MOMMY LATE?)
• Teacher divides the class into 7 groups. Use the pictures from Day
2. Give each group one picture.
• Teacher lets each group describe or talk about the picture based
on the story.
• As pupils describe, teacher writes what they say.
24
QUARTER 2 WEEK 11
NOTES
• Using the same group as previous activity, teacher instructs the

4
pupils to make a book.
• Each group will make a drawing of the part of the story assigned
to them. They will also write one or two sentences about the
drawing.
Example:
- dibuho diri -
Nabalaka ang bata paggawas kay wala niya

makit-i iyang nanay.
• Teacher asks pupils to display their outputs on the wall following

the sequence in the story.
• Teacher lets pupils look at the outputs of other groups.
PAGTAPOS SA SESYON
• Teacher gives homework: Talk to their family members at home
and ask about things they own. Let them practice use of possessive
pronouns.
25
QUARTER 2 WEEK 12
WEEK
12
TEACHER’S GUIDE
GRADE 1
MOTHER TONGUE
SINUGBUANONG
BINISAYA
Theme: Among Eskuylahan ug Mga Higala
(My School and Friends)
Read Aloud Book: Nganong Dugay ang Mokuha Nako?
(Why is Mommy Late?)
Levelled Text: Tan-awa Kami (Look At Us)
27

Theme: Among Eskuylahan ug Mga Higala (My School and Friends)

Read Aloud Book: Nganong Dugay ang Mokuha Nako? (Why is Mommy Late?)
Levelled Text: Tan-awa Kami (Look At Us)

OL • Talk about experiences/ occasions • News sharing
in the home, school or community
• Poem or Song that rhymes
PA • Recite poems or song with ease and
confidence • Games
Daily
OL • Listen and respond to others in oral • Read Aloud: Nganong Dugay ang
conversation Mokuha Nako? (Author: Kristine
Canon; Illustrator: Mariano Ching)
• Participate actively during read
alouds by making comments and • Giving Direction
asking questions
• Map Reading
C • Express ideas through words and
phrases, using both invented and
conventional spelling
SS • Interpret a map of a classroom or
school

28
QUARTER 2 WEEK 12

• Teacher lets pupils talk about a topic related • Pupils talk about events, their outputs and
to the theme or the activities. homework.
• Teacher introduces a poem or song. • Pupils recite or sing a poem/song in pairs,
groups and as a class.
c. Games (optional)
c. Games
• Teacher uses game to review lesson/s in the
previous week. • Pupils actively participate in games/activities.
a. Sharing/ News Sharing (same as above under a. Sharing/ News sharing (same as above under
c. Games (same as above under Daily activities) c. Games (same as above under Daily activities)
2. Rereading of the Read Aloud: Nganong 2. Rereading of the Read Aloud: Nganong
Dugay ang Mokuha Nako? Dugay ang Mokuha Nako?
• Teacher rereads the Read Aloud story. • Pupils listen attentively to rereading of the
story and actively participate in shared
• Teacher discusses the story again.
reading.
3. Giving Directions
• Pupils answer questions about the story.
• Teacher introduces location words.
3. Giving Directions
• Teacher presents situation for giving
• Pupils give directions using location words or
directions.
prepositions.
4. Map Reading
4. Map Reading
• Teacher gives an activity on map reading.
• Pupils use a map to locate a place in the
school. Pupils observe the place and talk
about it back in the classroom.
29
AK • Give the name and sound of each • Target Letter: Gg

PWR letter
• Identify upper case and lower case

letters pictures/objects
OL • Use common polite expressions • Polite expressions and greetings

and greetings
• Leveled Text: Tan-awa Kami
• Participate actively during reading (Author: Ani Rosa Almario;
by making comments and asking Photographer: Harry James Creo)
questions
F • Read grade 1 level words, phrases
speed, accuracy and proper
expression
RC • Give the main idea of the story
3

30
QUARTER 2 WEEK 12

5. Concluding the session 5. Concluding the Session
• Teacher gives homework related to map Homework: Pupils draw about the places
reading activity. in school they visited and write one or two
sentences about it.
a. Sharing (same as above under Daily activities) a. Sharing (same as above under Daily activities)
2. Target Letter: Gg 2. Target Letter: Gg
• Teacher presents the letter “Gg” and • Pupils give the sound of the letter “Gg”, give
conducts lesson. words beginning in letter and write the letter
“Gg”.
3. Syllabication
3. Syllabication
• Teacher conducts lesson on syllabication with
the letter “Gg”: ga/ge/gi/go/gu. • Pupils blend vowels with letter “Gg” to form
syllables and blend syllables to form words.
• Teacher conducts skills activities for letter
“Gg”. • Pupils answer skills activities for letter “Gg”.
1. Routine I. Routine
2. Polite Expressions and Greetings 2. Polite Expressions and Greetings
• Teacher introduces polite expressions • Pupils use polite expressions in a role play.
through role playing or dramatization.
3. Guided Reading of the Leveled Text: Tan-awa
3. Guided Reading of the Leveled Text: Tan-awa Kami
Kami
a. Pre-reading
a. Pre-reading
• Pupils read high frequency words and some
• Teacher introduces high frequency words and phrases from the text.
some phrases.
• Pupils talk about their experiences.
• Teacher relates the story to pupils’
• Pupils look at and talk about the pictures on
experiences.
the leveled text.
• Teacher walks the pupils through the pictures
in the book.
31
ATR • Listen attentively and react • Leveled Text: Tan-awa Kami

positively during storytelling (Author: Ani Rosa Almario;
F • Read grade 1 level words, phrases Photographer: Harry James Creo)
and sentences with appropriate • Composing Activity
expression

32
QUARTER 2 WEEK 12

b. During Reading b. During Reading
• Teacher lets pupils read the story in pairs. • Pupils read the leveled text in pairs.
c. After Reading c. After Reading
• Teacher asks questions about the story. • Pupils talk about the story.
• Teacher asks comprehension questions about 4. Concluding the Session
the story.
• Pupils observe things that they and family
4. Concluding the Session members do at home.
• Teacher gives homework related to the story
read.
b. Poem or Song (same as above under Daily b. Poem or Song (same as above under
activities) Daily activities)
2. Spelling Review 2. Spelling Review
• Teacher conducts spelling review through an • Pupils actively participate in the activity.
activity.
• Pupils spell words correctly.
3. Rereading of the Levelled Text:
3. Rereading of the Levelled Text:
Tan-awa Kami
Tan-awa Kami
• Teacher asks pupils to read the story again
• Pupils read the story to each other.
in pairs. Pupil A will read to Pupil B, and they
exchange roles. 4. Composing Activity Making Their Own
Version of the Leveled Text
4. Composing Activity: Making Their Own
Version of the Leveled Text • Pupils write their own version of the leveled
text.
• Teacher discusses and models composing
activity to the class. • Pupils show and talk about their outputs with
other classmates.
• Teacher asks pupils to show and talk about
their outputs with other classmates. 5. Concluding the Session
5. Concluding the Session • As homework, pupils show their outputs to
their family members and read it to them.
• Teacher gives homework to bring their
outputs home.

33

A • Identify possessive pronouns • Leveled Text: Tan-awa Kami
F • Read grade 1 level words, phrases (Author: Ani Rosa Almario;
and sentences with appropriate Photographer: Harry James Creo)
• Review: Pronouns
expression
ATR • Browse books and read books • Spelling Words
• Independent Reading

34
QUARTER 2 WEEK 12

2. Review on Pronouns 2. Review on Pronouns
• Teacher gives an activity to review pronouns. • Pupils use pronouns in dialogues or role play.
3. Spelling Test 3. Spelling Test
• Teacher gives spelling test. • Pupils spell grade level words correctly.
4. Independent Reading 4. Independent Reading
• Teacher gives time for pupils to read outputs • Pupils exchange outputs with other
of other classmates from the composing classmates and read it.
activity on Day
• As homework, pupils observe an animal in
• Teacher gives homework to prepare for next their home or in the neighborhood.
week’s lesson.
35
NOTES
ADLAW
1 RUTINA (ROUTINE)

• Teacher models news sharing about places in the school.
Example: Mga bata, sayo sa buntag ganiha, miagi ko sa garden. Aduna

koy nakita nga rosas nga bag-ong namuwak. Pagkaguwapa sa rosas!
Aa B
b
Cc D
d
h
Bisitaha unya ninyo ang garden kon naa moy panahon. (Children, early
Gg H
Ee F
f
this morning, I passed by the school garden. I saw a rose that just
Materials bloomed. It was a beautiful rose! Visit the garden when you have
the time.)
manila paper • Teacher asks pupils to share news or information about places
2. Book: Nganong Dugay in the school they like or passed by. Give them some sentence
ang Mokuha Nako? prompts or guide questions to help them share. Pictures of places
3. Pictures of places in in the school may also be shown to help pupils.
school Example: Aduna ba moy paborito nga lugar sa eskuylahan? Unsay inyong
4. Flash cards with direction/ makita didto? Kinsay inyong makita didto? Unsay inyong mabuhat didto?
location words (Do you have a favorite place in the school? What can you see
5. Map of school (class there? Who do you see there? What can you do there?)
discussion)
6. Maps of school marked • Teacher asks 1 or 2 pupils to share each day.
with places to locate
b. Balak o Kanta (Poem or Song)
• Teacher introduces a poem or song.
• Teacher reads the poem to the pupils. Have the pupils recite the
poem as a class and in groups.
Sugilon (Part 1)
Nakabati akog sugilon
Sugilon gikan sa bukid
May nagaihaw og ibid
Ang tambok pito ka bakid
2 Pagbalik sa Sugilanon: Nganong Dugay ang

Mokuha Nako?
(Re-reading of the Read Aloud story:

Why is Mommy Late?)
• Teacher tells pupils to pay attention to places in the school

mentioned from the book.
• Teacher re-reads the story. Point out some places in the school
from the illustrations.
36
QUARTER 2 WEEK 12
• After reading the story teacher asks: Unsang mga lugara sa NOTES
eskuylahan ang nahisgotan sa estorya? (What places in the school
were mentioned in the story?)
• Unsa pang mga lugara sa eskuylahan ang wala mahisgoti sa

estorya? (What other places in school were not mentioned in the
story?)
• As pupils answer, teacher writes the places on the board. Show

pictures of places in the school.
Paghatag og Direksiyon(Giving Directions)

3
• Teacher asks pupils to give directions for going from one place in
the school to another.
Teacher says: Kon ako usa ka bisita sa eskuylahan, unya gusto ko

moadto sa opisina sa principal. Unsaon nako pag-abot sa opisina sa
principal gikan sa guwardiya? (I am a visitor and I want to go to the
principal’s office. From the guard to the principal’s office, how will I
get there?)
• Teacher asks pupils dramatize giving directions to a visitor. Ask

them questions about the location relative to another building to
elicit answers that help in giving directions (e.g. left, right, in front,
behind).
• Show flash cards with the words.
Example:
sa tuo sa wala sa atubangan
sa likod sa tunga sa atbang
Teacher says: Kining mga pulonga kay motabang kanato paghatag sa

lokasyon. (These words help us give location.)
• Teacher lets pupils read the words. Let them use the words to
talk about location of things in the classroom.
Example: Ang blackboard naa sa atubangan. (The blackboard is in

front.)
37
NOTES
4 Pagbasa og Mapa (Map Reading)
• Teacher shows a map of the school. Orient pupils about places in

the map. Ask them questions to talk about it.
Example: Hain ang library? Naa ba kini sa likod o atubangan sa

atong classroom? (Where is the library? Is it in front or behind our
classroom?)
• Teacher divides the class into 5 groups. Give each group a school
map and let them locate different places in school such as library,
principal’s office, garden, canteen and playground.
• Teacher gives the groups 5 to 10 minutes to find the places and

observe what is happening there.
• When they are back in the classroom, teacher asks them the
following questions:
Diin mo ming-adto? Unsay inyong nakita sa lugar? Kinsay inyong nakita sa

lugar? Unsay puyde ninyong buhaton sa maong lugar? (Where did you go?
What did you see there? Who did you see there? What can you do
in that place?)
• Teacher asks the pupils to talk in pairs. Then, ask 5 volunteers to

share in class.
• Teacher gives homework: Draw what you saw in the place where
you went to. Write one or two sentences about it.
38
QUARTER 2 WEEK 12
NOTES
ADLAW
RUTINA (ROUTINE)
1
a. Pagpaambit (Sharing) 2
• Teacher asks pupils to show and talk about their homework with
their seatmate. Ask 2 volunteers to share in front of to the class.
• Teacher provides sentence prompts or guides pupils to talk in Aa B

b
Cc D
d
h
Gg H
front of an audience. Ee F
f
Materials
• Teacher shows the longer version of the poem to the pupils.
• Teacher reads the poem to the pupils. Have the pupils recite the
manila paper
poem as a class, in pairs and in groups.
2. Pictures of words
Sugilon (Parts 1 & 2) beginning in /g/
3. Words beginning in /g/
Sugilon (Part 1) written on flashcards
Nakabati akog sugilon 4. Flash cards with letters
Ang tambok pito ka bakid.
Sugilon gikan sa Argao
May nagaihaw og langaw
Ang tambok pito ka tadyaw
Tumong nga Letra (Target Letter): Gg

2
• Teacher presents a picture beginning with the letter “Gg”.
• Teacher lets pupils talk about the picture, “guwardiya”.
guwardiya
Teacher says: Kinsay inyong makita sa hulagway? Makita ba nato siya

sa eskuylahan? Unsay iyang buhaton? (Who do you see in the picture?
Do you see him in school? What does he do?)
39
NOTES • Teacher focuses on the word “guwardiya”. Ask pupils if they can
• Teacher gives the sound of the letter /g/. Ask pupils to give the
sound of the letter /g/. Ask them to say it in pairs, groups and as a
whole class.
NOTE
• Teacher asks pupils to give words beginning with letter /g/. As
You may refer to the audio they give the words, write them on the board.
file provided.
• Teacher shows pictures of words beginning with letter /g/. Let the
pupils guess the name of the picture. Then, show them the word
written on flash cards.
Example:
BRIDGING goma gatas gansa gabi gitara
The words goma, gatas,

gabi and gitara are terms • Teacher shows pupils how to write the big and small letter “Gg”.
using their body parts, etc.
Mga Buluhaton (Activity):
of the letter “Gg” is the
same in mother tongue 1. Handwriting Activity: For practice in writing letter “Gg”, refer to
Sinugbuanong Binisaya Kagamitan ng Mag-aaral (Learner’s Manual) p. 40.
and Filipino.
3 Pagsilaba (Syllabication)
a. Paghimo og mga Silaba ug Pulong (Making Syllables and

Words)
• Teacher gives pupils a set of flashcards with letters /b/, the vowels
and letters discussed in Quarter 1. Review syllabication using the
letter flashcards.
Example:
g e a i o u b t
• Teacher gives a syllable (ex: “ga”, “ma”, “go”) and asks pupils to
spell the syllable using their letter flash cards.
• Teacher lets pupils make their own syllable. Ask them to look for
another pupil with a syllable that can form a word.
Example:
g o + m a
40
QUARTER 2 WEEK 12
b. Pagbuak sa mga Pulong (Word Breaking) NOTES
(1) Break the word into two syllables.

Example: goma
Let the pupils say the word “goma” and instruct them to clap for each
syllable they make. Model this and have the pupils follow. Write on
the board this way:
go ma
(2) Breaking into letters: go
Teacher says: Karon atong buakon ang silaba ngadto sa mga letra.
Unahon nato ang silabang ‘go’, kinsa ang makahatag kanako sa mga letra
ug tunog niini? (Now, we will break the syllables into letters. We
will start with the syllable, ‘go’. Who can give me the letters and the
sounds?).
go ma
g o
(3) Breaking into letters: ma
Teacher says: Karon sunod natong buakon ang silabang “ma” ngadto sa
mga letra. Sa silabang ‘ma’, kinsa ang makahatag kanako sa mga letra og
tunog niini? (Now, we will break the syllable, “ma”, into letters. For
the syllable, ‘ma’, who can give me the letters and the sounds?).
go ma
g o m a
c. Paghimo og mga Pulongan (Making Phrases)
• Let pupils form phrases or sentences with words already

introduced.
• Teacher lets pupils read the phrases they gave.
Example: ang goma dako Lami ang gabi.
• Teacher gives more practice activities for the letter “Gg”.
Examples: (1) Picture Recognition; (2) Forming words from

syllables
41
NOTES
4 Panitikong mga Pulong (Spelling Words)
• Teacher lets pupils spell words using their letter flashcards.
Spelling words: goma, gatas, gitara, gansa, gabi
• Teacher gives homework: Let pupils look for one object at

home that begins with the letter “Gg”. Let them bring the object
tomorrow.
ADLAW
1 RUTINA (ROUTINE)
3 a. Pagpaambit (Sharing)
• Teacher asks pupils to talk in pairs about the object that begins
with the letter “Gg” which they brought from home.
• Teacher asks 2 volunteers to share in front of to the class. Provide

sentence prompts or guide pupils to talk in front of an audience.
d
Cc D
b
Aa B
h
Gg H
f
Ee F

Materials
• Teacher shows the longer version of the poem to the pupils.
1. Poem written on a chart
or manila paper • Teacher reads the poem to the pupils. Have the pupils recite the
2. Flash cards with polite poem as a class, in pairs and in groups.
expressions
Sugilon (Parts 1 -3)
3. Copies of Leveled Text:
“Tan-awa Kami”
Sugilon
4. Flash cards with words
and phrases from the
Leveled text
Ang tambok pito ka bakid

Sugilon gikan sa Argao
May nagaihaw og langaw
Ang tambok pito ka tadyaw

Sugilon gikan sa Sugbo
May nagaihaw og bao
Ang tambok pito ka barko
42
QUARTER 2 WEEK 12
NOTES
Matinahorong mga Ekspresyon ug

Panimbaya (Polite Expressions and Greetings)
2
• Teacher gives situations for pupils to use polite words.
Example: Kon makita ninyo si Ma’am Rose sayo sa buntag, unsay inyong
isulti? (If you see Ms. Rose early in the morning, what do you say?)
(“Maayong buntag!”)
• Show flash cards with polite expressions.
Maayong buntag/ hapon/ gabii. Salamat Palihog
Pasayloa ko. Walay sapayan.
• Teacher gives pupils situations to dramatize while use polite

expressions.
Examples:
1) Nasaghiran nimo ang baso sa tubig sa imong igsoon ug nayabo ang tubig.
Unsay imong isulti sa imong igsoon? (You shoved your sister’s glass of
water spilling the water. What do you say?)
Answer: Pasyaloa ko. (I’m sorry.)
2) Sayo sa buntag, nasugatan nimo ang inyong silingan. Unsay imong isulti?
(You meet your neighbor early in the morning. What do you say?)
Answer: Maayong buntag. (Good morning.)
3) Sayo sa buntag, nasugatan nimo ang inyong silingan. Unsay imong isulti?
(You meet your neighbor early in the morning. What do you say?)
Answer: Maayong buntag. (Good morning.)
4) Aduna kay buot ipabuhat sa lain. Unsay imong isulti? (You ask a
favor from someone. What do you say?)
Answer: Palihog... (Please...)
43
NOTES
3 Giniyahang Pagbasa sa Leveled Text:

“Tan-awa Kami”
NOTE (Guided Reading of the Leveled Text:

“Look At Us”)
Leveled texts are books
A. BULUHATON SA DILI MAGBASA (PRE-READING ACTIVITIES)
that students read. The
lowest level of leveled 1) Pag-ugba og mga Pulong (Word Work)
texts is simple with familiar,
predictable, repetitive and • Teacher shows the high frequency words in flash cards. Ask pupils
rhythmic language patterns to read the words.
and a close relationship
tan-awa kami
between the words and
the picture. As the books
become more complex, 2) Pagbasa og mga Pulongan (Phrase Reading)
readers are challenged
• Teacher shows phrases from the leveled text in flash cards. Ask
with texts that are less
pupils to read them.
predictable and have more
complex language, less
pictures, more print and nagsulat kami nagdula kami malipayon kami
more demanding content.
Leveled texts are used to 3) Pasunding sa mga Hulagway (Picture Walk)
build vocabulary, develop
fluency skills, learn the • Teacher lets pupils look at the pictures on each page of the book.
structure of narrative or Teacher talks about it.
expository text, and develop Example: Unsay inyong nakita sa hulagway? (What do you see in the
comprehension skills. picture?)
4) Pagpahiluna sa Senaryo (Setting the Scene)
Teacher says: Unsang mga butanga ang inyong gusto buhaton uban sa
inyong mga higala o pamilya? (What are the things that you like to do
with friends and family?)
Teacher says: Ang ulohan sa atong basahon kay “Tan-awa Kami”.

Gisulat kini ni Ani Rosa Almario ug ang retratista kay si Harry James
Creo. (The title of our story is “Look at Us”. The author is Ani Rosa
Almario and the photographer is Harry James Creo.)
44
QUARTER 2 WEEK 12
b. Atol sa Pagbasa (During Reading) NOTES
• Teacher lets pupils read the story in pairs.
• Teacher goes around and listens in as they read.
c. Buluhaton Paghuman og Basa (After Reading Activities)
• Teacher asks pupils questions about the text read.
Example:
- Mahitungod sa unsa ang estorya? (What is the story about?)
- Unsang mga buluhatona ang nahisgotan sa estorya? Diin kaha kini

gibuhat? (What activities are in the story? Where are these activities
done?)
Note to Teacher: Take this opportunity to work with struggling

pupils in the class, assess their progress and take note of
observations.
For pupils having difficulties in reading some words, guide pupils
by letting them do either of the following or a combination of the
following until the pupil is able to read the word:
1) Check the picture for clues

2) Sound the letters of the word and try to blend the letters and read
the word
3) Check if the word said is appropriate for the text
For example: If the original sentence is: “The dove flew.” And the
pupil may say: “The dog flew.” Teacher asks the pupil if it makes
sense that dogs fly. Then s/he lets the pupil try again
Pagtapos sa Sesyon
(Concluding the Session) 4
• Teacher gives homework: Ask pupils to observe activities that they
and family members do at home.
ADLAW
Rutina (Routine)
1
• Teacher asks pupils to talk in pairs about the things they do at
home. Ask 5 volunteers to share to the class.
• Teacher divides the class into three groups. Have them recite parts
of the poem in groups – one stanza per group.
45
NOTES
2
Balik-Tuon sa Panitikong mga Pulong
(Review of Spelling Words)
d
Cc D
b
Aa B
h
Gg H
• Teacher reviews the pupils on spelling words.

f
Ee F
Materials
Example: Pilia ang sakto nga panitik sa mga pulong. (Choose the
1. Poem written on a chart correct spelling of the word.)
or manila paper
cami kami kame
2. Papers and coloring
materials Additional spelling words from the leveled text: tan-awa, kami,
3. Copies of Leveled Texts: nagbasa, nagsulat, nagduwa
“Tan-awa Kami”
3 Pagbalik sa Sugilanon: “Tan-awa Kami”
(Re-reading of the Leveled Text: Look At Us
• In a pair, teacher assigns Pupil A and Pupil B. Pupil A reads to

pupil B. They exchange roles after.
• Teacher goes around and listens in. Guide pupils who are
struggling to read the text.
4
Buluhaton sa Pagsulat: Pagsulat og
Kaugalingong Bersiyon sa Leveled Text
(Composing Activity: Writing Own Version

of Leveled Text)
a. Pagmodelo sa Buluhaton (Modelling the Activity)
Teacher says: Ilisan nato ang mga buluhaton sa teksto og mga buluhaton
nga gusto ninyo buhaton kon naa mo sa dagat. (We are going to try to
change the activities in the text with activities you want to do if you
are in the beach.)
• Teacher provides sentence frames:
Tan-awa kami!
________ kami!
Tan-awa kami!
________ kami!
b. Kaugalingong Komposisyon (Individual Composition)
• Teacher tells pupils that they will do the tasks on their own and
make their own books. They can choose from five places.
Example: uma, baybayon, balay, playground, simbahan.
1) Pupils need to come up with two activities that they can do in the
places that they choose to write about.
46
QUARTER 2 WEEK 12
2) Each pupil receives 3 pieces of papers. Teacher instructs the pupils NOTES
with the following:
a) The first bond paper is the cover page. They write the title “Tan-
awa Kami” and they also write their names for author and illustrator.
Teacher provides a sample cover page on the blackboard for pupils

to follow.
b) Each page will have an illustration of the activities that pupils do

on their chosen place. Below the illustration, pupils write the text
- dibuho diri -
Tan-awa kami. Nanglangoy kami.
• Teacher asks pupils to show and talk about their outputs to their
seatmates.
Pagtapos sa Sesyon
• Teacher asks pupils to bring their outputs home and read it to
their family members.
ADLAW
Rutina (Routine)
1
a. Pagpaambit og Balita (News Sharing)
5
• Teacher asks pupils to share with their partner the books they
made yesterday. Ask for 2 volunteers to share to the class.
• Teacher provides sentence prompts or guides pupils to talk in Aa B

b
Cc D
d
h
Gg H
front of an audience. Ee Ff
b. Balak o Kanta (Poem or Song) Materials
• Teacher divides the class into three groups. Have them recite with 1. Poem written on a chart
actions parts of the poem in groups – one stanza per group. or manila paper
Balik-Tuon sa Mga Pulingan

(Review on Pronouns) 2
• Teacher conducts an activity or gives a written exercise to review
pronouns. This may serve as an assessment.
Examples: dialogue, role play
47
NOTES
3 Pagsusi sa Panitik (Spelling Assessment)
• Teacher dictates the spelling words and have pupils write on a

piece of paper or in their notebooks.
• Teacher dictates one or two phrases or sentences.
Example: Tan-awa kami. ang goma
4
Kinaugalingong Pagbasa
(Independent Reading)
• Teacher asks pupils to exchange with other pupils the books they
made yesterday. Give time for pupils to read the book silently.
Then pupils talk with their partners about it.
5
Pagtapos sa Sesyon
• Teacher asks pupils to rate how they feel about the writing activity.
Pupils can give thumbs up (for like) and thumbs down (for dislike)
signs.
• Teacher gives homework: Observe one animal at home or in the

neighborhood.
48
QUARTER 2 WEEK 13
WEEK
13
TEACHER’S GUIDE
GRADE 1
MOTHER TONGUE
SINUGBUANONG
BINISAYA
Theme: Mga Mananap Ug Pananom
(Animals and Plants)
Read Aloud BOOK: Si Hulmigas ug Si Apan
(Ant and Grasshopper)
49

Theme: Mga Mananap ug Pananom (Animals and Plants)

Read Aloud Book: Si Hulmigas ug si Apan (The Ant and the Grasshopper)

• Poem or Song that rhymes
a rhyme, poem or song • Games
Daily
OL • Participate actively during read Read Aloud: “Si Hulmigas ug si

alouds by making comments and Apan” (As retold by: Virgilio S.
answering questions Almario; Illustrator: Renato Gamos)
realia, picture clues, actions or
gestures and context clues
ATR • Listen attentively and react

positively during storytelling

50
QUARTER 2 WEEK 13

a. Sharing/ News Sharing a. News Sharing
• Teacher asks pupils to talk about something Pupils share experiences about animals, lessons
related to the theme or lesson. given or homework done.
• Teacher teaches a poem/song ending in • Pupils recite a poem or sing a song.
rhyming words.
c. Games
c. Games (optional)
• Pupils participate actively in games to review
• Teacher uses game to review lesson/s in the lessons.
previous week.
c. Games (same as above under Daily activities) c. Games (same as above under Daily activities)\
2. Read Aloud: Si Hulmigas ug si Apan 2. Read Aloud: Si Hulmigas ug si Apan
a. Pre-reading a. Pre-reading
• Teacher discusses difficult words from the • Pupils get the meaning of a word through
story. gestures, picture or context.
• Teacher relates the story to experiences of • Pupils talk about experiences related to the
pupils and sets the motive question. story.
• Teacher discusses the cover of the book. b. During Reading
b. During Reading • Pupils listen to the story attentively.
• Teacher reads the story to pupils stopping at • Pupils answer questions or give comments
pages to ask questions. during the read aloud.
51
OL • Listen and respond to others in oral • Read Aloud: “Si Hulmigas ug si

conversation Apan” ( As retold by: Virgilio S.
LC • Discuss, illustrate and dramatize Almario; Illustrator: Renato Gamos)
specific events in a story read
speed, accuracy and expression

52
QUARTER 2 WEEK 13

• Teacher asks pupils for reactions about the • Pupils talk about their reactions to the story.
story.
3. Spelling Words
3. Spelling Words
Pupils spell words correctly.
• Teacher focuses on spelling words.
• As homework, pupils draw their favorite
• Teacher gives homework related to the story character from the story the listened to.
read.
b. Poem/song (same as above under Daily b. Poem/song (same as above under Daily
2. Retelling of the Read Aloud: Si Hulmigas ug 2. Retelling of the Read Aloud: Si Hulmigas ug
si Apan si Apan
• Teacher asks pupils to retell story in pairs. • Pupils retell the story to their partner.
• Teacher discusses the story. • Pupils listen to rereading of the story and
3. Shared Reading of the Read Aloud: Si
Hulmigas ug si Apan 3. Shared Reading of the Read Aloud: Si
Hulmigas ug si Apan
• Teacher rereads the story and assigns some
pupils to read parts of the story. • Pupils listen to rereading of the story and
4. Group Work: Story Discussion
• Teacher asks comprehension questions after
rereading. • Pupils compare the characters from the story.
5. Concluding the Session • Pupils talk about parts of the story in groups.
• Teacher gives homework related to the story. 5. Concluding the Session
• As homework, pupils prepare to talk about

one vocabulary word from the story.
53

AK • Give the sound of target letter: Dd • Target letter: Dd
PWR
• Identify the upper case and lower • Review of letters previously learned
case of target letter: Dd
• Personal Pronouns: Review
case of target letter, Dd, with

PA • Blend letters to form syllables

G • Identify personal pronouns
PA • Blend letters to form syllables • Possessive Pronouns: Review
• Blend syllables to form words • Spelling

G • Identify possessive pronouns
• Vocabulary Words
S • Correctly spell grade level words
V • Use vocabulary referring to animals,
4
objects and environment

54
QUARTER 2 WEEK 13

2. Review on Personal Pronouns 2. Review on Personal Pronouns
• Teacher lets pupils use personal pronouns in • Pupils demonstrate the use of personal
conversations. pronouns in conversations or dialogues.
3. Target Letter: Dd 3. Target Letter: Dd
• Teacher presents the letter “Dd”. • Pupils give the sound of the letter “Dd”, give
words beginning in “Dd” and write the letter
• Teacher discussed the letter “Dd”.
“Dd”.
• Teacher gives skills activities for letter “Dd”.
• Pupils answer skills activities for letter “Dd”.
4. Syllabication
4. Syllabication
• Pupils blend vowels with letter “Dd” to form
the letter “Dd”: da/de/di/do/du.
5. Syllabication Review
5. Syllabication Review
• Teacher reviews syllabication and blending to
• Pupils participate in syllabication activity.
form words using letters previously learned.
• Ask homework, pupils ask their family
• Teacher gives homework related to the day’s
members about a place that begins with the
lesson.
letter “Dd.”
2. Review: Possessive Pronouns 2. Review: Possessive Pronouns
• Teacher asks pupils to use possessive • Pupils demonstrate proper use of possessive
pronouns when talking to a classmate. pronouns in conversations.
55

PA • Blend letters to form syllables • Possessive Pronouns: Review
• Blend syllables to form words • Spelling

G • Identify possessive pronouns
• Vocabulary Words
V • Use vocabulary referring to animals,
4
objects and environment
SS • Interpret a map of a classroom or • Read Aloud: “Si Hulmigas ug si

school Apan” ( As retold by: Virgilio S.
OL • Listen and respond to others in oral Almario; Illustrator: Renato Gamos)
conversation
• Spelling Words
C • Express ideas through words and • Composing Activity
phrases using both invented and

56
QUARTER 2 WEEK 13

• Teacher reviews pupils spelling words. • Pupils participate actively in activities to

review spelling words.
4. Vocabulary Words Review
4. Vocabulary Words Review
• Teacher gives a review on vocabulary words.
• Pupils choose the correct vocabulary word to
complete a sentence.
• Teacher gives homework to enhance spelling
skills.
• As homework, pupils practice using spelling
words in a sentence.
2. Spelling Test 2. Spelling Test
• Teacher assesses spelling skills of pupils • Pupils spell grade level words correctly.
through dictation, scramble letters, etc.
3. Spelling Assessment
3. Retelling of the Read Aloud story:
• Pupils answer spelling test.
Si Hulmigas ug si Apan
4. Rereading of the Read Aloud: Si Hulmigas
• Teacher asks pupils to retell the story using
ug si Apan
pictures from the book.
• Pupils retell the story in pairs.
4. Composing Activity: Writing about the book
5. Composing Activity: Writing about the book
• Teacher facilitates composing activity about
the book. • Pupils illustrate and write one or two
sentences about parts or characters of the
book.
• Teacher gives homework to the pupils.
• As homework, pupils bring their outputs

home and talk about it to their family
members.
57
NOTES
ADLAW
1 Rutina (Routine)
• Teacher asks pupils talk about an animal at home or in the
neighborhood that they observed during the weekend.
• Teacher asks two pupils to share in front of the class. Provide

pupils with sentence prompts or fames to guide when talking or
sharing.
d
Cc D
b
Aa B
h
Gg H
f
Ee F
• Teacher introduces a rhyming poem or song.

Materials
• Teacher reads the poem. Have pupils recite the poem as a class
and in groups.
manila paper
2. Book: Si Hulmigas ug si Unggoy
Apan
3. Pictures for vocabulary May unggoy kong gamay,
words; ant and Gisugo og kamunggay.
grasshopper Nganong nagdugay-dugay,
Nakakita og away.
May unggoy kong dako,

Gisugo og sako.
Nganong nagduko-duko,
Kay nakakita og usa ka dako.
Teacher asks: Bahin sa unsa ang balak? (What is the poem about?)
Unsang mga pulonga ang nagrima sa kataposan sa mga linya? (What
words rhyme at the end of the poem?)
2 Sugilanon: Si Hulmigas ug Si Apan
(ReAd Aloud story: Ant and Grasshopper)
a. Buluhaton sa Dili Pa Magbasa (PreReading Activities)
Pagtangtang sa mga Kalisdanan (Unlocking of Difficulties)
• Teacher unlocks difficult words from the story using picture,

• Teacher talks about the words.
madaginoton (thrifty) – Ang akong mama kay madaginoton kaayo. Dili niya
gusto usikan ang mga butang sama sa pagkaon o tubig. (My mother is very
thrifty. She does not like to waste things like food or water.)
58
QUARTER 2 WEEK 13
Ang buot ipasabot sa madaginoton kay dili usikan o di ganahan mag-usik. NOTES
(The meaning of “thrifty” is not wasteful or does not like to waste.)
Unsaon pagpakita ang pagka madaginoton? (How do you show
being thrifty?)
kasubo (sorrow) – Dako ang kasubo sa bata nga nawad-an og tsinelas.

(The child who lost his slippers felt very sad.)
Ang kasubo kay parehas lang sa kaguol o dili malipayon. (Sorrow is similar
to sadness or not being happy.)
Unsa ang binali sa kasubo? (What is the opposite of sorrow?)
ting-ani (harvest season) – Ting-ani karon maong daghan og dalang humay

ug utanon si Tatay gikan sa uma. (It is harvest season so father brought a
lot of grain and vegetables from the farm.)
Ang “ting-ani” mao ang panahon nga mangani ang mga tawo sa ilang mga
tanom sa umahan. (Harvest season means the time when people
harvest what they planted in the farm.) Unsay buhaton sa mag-uuma kon
ting-ani? (What does a farmer do during harvest season?)
• Teacher shows picture of the ant and grasshopper. Teacher asks

questions so class can talk about the animals.
Teacher says: Unsa ni nga mga mananap? Naobserbahan na ba ninyo

sila? Unsay ilang ginabuhat? (What do you call these animals? Have
you observed them? What do they do?)
• Teacher shows pupils the cover of the book and asks pupils to
point or read the title, author and illustrator.
Teacher says: Ang ulohan sa libro kay “Si Hulmigas ug si Apan”.

Gisulat kini ni Virgilio S. Almario ug gidibuho ni Renato Gamos.
(The title of the story is “The Ant and the Grasshopper”. The
author is Virgilio S. Almario and the illustrator is Renato Gamos.)
Teacher says: Tan-awa ninyo ang hapin sa libro? … Bahin sa unsa kaha
ang estorya? … Unsay gusto ninyong mahibal-an bahin sa estorya?
(Look at the cover. What do you think is the story about? … What
do you want to know about the story?)
b. Buluhaton Atol sa Pagbasa
(During Reading Activities)
• Teacher reads the story to the pupils pausing at certain pages.
Teacher says: Unsa kaha ang tubag o gibuhat ni Hulmigas?

(What do you think was Ant’s reply or what did he do?)
59
NOTES On page 13
Teacher says: Unsa kaha ang buhaton ni Hulmigas? (What do you

think will Ant do when Grasshopper knocked on the door?)
On page 18
Teacher says: Unsa kahay nahitabo kang Apan? (What do you

think happened to Grasshopper?)
c. Buluhaton Human og Basa (After Reading Activities)
• Teacher asks questions to discuss the story.
Example:
Ihulagway si Hulmigas ug si Apan. (Describe Ant and Grasshopper.)
Unsa ang ginabuhat ni Hulmigas? (What does Ant do?)
Unsa ang ginabuhat ni Apan? (What does Grasshopper do?)
Pag-abot sa ulan, unsa ang nahitabo kang Hulmigas ug Apan?

(After the rain, what happened to Ant and Grasshopper?)
Unsa ang nahitabo kang Apan pagkahuman sa ulan?

(What happens to Grasshopper after the rain?)
Nagustohan ba ninyo ang estorya? Ngano o nganong dili?

(Do you like the story? Why or why not?)
Unsang bahina sa estorya ang nagustohan ninyo pag-ayo?

(Which part of the story do you like best?)
• Teacher presents spelling words by relating them to the story.

Show the words in flash cards.
apan ulan uma balay gutom
• Teacher gives homework: Draw your favorite character in

the story. Be ready to talk about them and why you like them
tomorrow.
60
QUARTER 2 WEEK 13
NOTES
ADLAW
Rutina (Routine)
1
• Teacher asks pupils talk about their homework in pairs: Which
character do you like? Why?
d
Cc D
• Teacher asks 2 pupils to share in front of the class. Provide pupils

b
Aa B
h
Gg H
f
Ee F
with sentence prompts or fames to guide when talking to an

audience. Materials
b. Balak o Kantang Nagrima (Poem or Song that Rhymes) 1. Poem written on chart or
manila paper
• Teacher asks pupils to recite the poem. 2. Book: Si Hulmigas ug si
• Teacher asks pupils to identify the rhyming words. Tell the pupils Apan
to substitute the rhyming words with other words that rhyme. 3. Venn Diagram for
Below are some suggestions: character profile
4. Rhyming words in flash
lukay tabay bangkô tukó cards
5. Pictures of events from
the story
Unggoy
May unggoy kong gamay,
Gisugo og ______ (lukay).
Nganong nagdugay-dugay,
Nakakita og _______ (tabay).

Gisugo og _______ (bangkô).
Kay nakakita og _______ (tukó).
Subling Pagsugid sa Sugilanon:

Si Hulmigas ug si Apan 2
(Retelling the Read Aloud story:
Ant and Grasshopper)
a. Pagsunod-sunod sa mga Panghitabo (Sequencing Events)
• Teacher asks pupils to arrange the pictures as they happen in the
story.
61
NOTES
Ant working Grasshopper Grasshopper
hard jumping and cold and tired
playing in the rain
Picture 4: Picture 5:
Grasshopper Grasshopper
and Ant working
eating and
talking in
Ant’s home
b. Subling Pagsugilon sa Estorya (Retelling of the Story)

• Teacher asks pupils to retell the story in pairs using the pictures.
Ask for 5 volunteers to retell to the class.
3 Ambitay nga Pagbasa: Si Hulmigas ug si Apan
(Shared Reading of the Read Aloud story:

Ant and Grasshopper)
Suggested lines:
Page 3: Kini si Apan, bugoy ug tapolan.
Page 4: “Bay Migas, dali magdula ta.”
Page 8: Usa ka adlaw, kalit nga mibundak ang ulan.
Page 11: Daghang kahoy ug tanom ang nangadaot.
Page 16: Naluoy si Hulmigas sa nakita niya.
Page 17: “Naulaw ko kaayo.”
Page 17: “Ayaw kaguol kay daghang pagkaon akong natigom.”
62
QUARTER 2 WEEK 13
NOTES
Buluhatong Panggrupo:
Si Hulmigas ug si Apan 4
(Group Work: Ant and Grasshopper)
• Teacher talks about characteristics of Ant and Grasshopper

through a Venn Diagram.
• Teacher asks: Kinsay mas ganahan ninyo – si Hulmigas o si Apan?

Ngano? (Who do you like – Ant or Grasshopper? Why?)
• Teacher writes traits in the Venn Diagram. Explain that on each

side you write traits that are unique to each character and in the
middle, you have the traits that are the same.
Hulmigas Apan
–– magadinoton –– mananap –– tapolan
–– kugihan –– unom ka –– bugoy

tiil
–– gamay –– dako
same
different/unique different/unique
• Teacher divides the class into 6. Give one discussion question for
each group written on the board or on strips of paper.
1) Unsang mga butanga ang gibuhat ni Hulmigas? (What things did Ant
do?) [role play]
2) Unsang mga butanga ang gibuhat ni Apan?
(What things did Grasshopper do?) [role play]
3) Nganong nausab man si Apan? (Why did Grasshopper change?) [role

play]
63
NOTES 4) Kon ikaw si Hulmigas, imo bang tabangan si Apan? Ngano? (If you
were Ant, would you help Grasshopper? Why?) [drawing and
writing]
5) Puyde bang magdula-dula pero kugihan gihapon? Unsaon? (Can you be

playful yet hardworking too? How?) [role play]
• Teacher asks pupils to present their role play and outputs. Have
the pupils display their outputs on the walls.
• Give pupils homework: Choose one word from any of the

vocabulary words – apan, ulan, uma, balay, gutom. Prepare to talk
about it in class the following day.
ADLAW
1 RUTINA (ROUTINE)
• Teacher asks pupils to share to their seatmate what they know
Cc D
d about one vocabulary word they have chosen.
b
Aa B
h
Gg H
• Teacher asks 2 pupils to share in front of the class. Provide pupils

f
Ee F
Materials with sentence prompts or fames to guide when talking to an

audience.
manila paper b. Balak o Kantang Nagrima (Poem or Song that Rhymes)
2. Book: Si Hulmigas ug si • Teacher asks pupils to recite the poem.
Apan
3. Pictures of words • Teacher asks pupils to recite lines from the poem by group. Assign
beginning in /d/ a line for each group.
4. Flash cards with rhyming
• Teacher reviews rhyming words:
words
5. Letter flash cards 1) Cover some of the rhyming words.
6. Sinugbuanong Binisaya
Learner’s Manual 2) Present other words that rhyme and do not rhyme. Let pupils
pair together rhyming words.
3) Ask pupils to substitute the covered words with the new

rhyming word.
asin baybay suka kuko
paypay singsing pikó hulmigas
64
QUARTER 2 WEEK 13
NOTES
Unggoy
May unggoy kong gamay,
Gisugo og ______ (paypay)
Nganong nagdugay-dugay
Nakakita og _______ (baybay)

Gisugo og _______ (pikó)
Kay nakakita og usa ka _______ (kuko)
Balik-Tuon: Pulingan nga Pangtawo

(Review: Personal Pronoun) 2
• Teacher shows flash cards of personal pronouns. Divide into
small groups. Give situations for pupils to talk and use personal
pronouns.
Example: introducing each other in a gathering; introducing a new

friend; talking about family members
Tumong nga Letra (Target Letter): Dd

3
• Present a picture beginning with the letter “Dd”.
Example:
dahon
Teacher says: Unsay inyong nakita sa hulagway? Diin ni ninyo makit-i?

(What do you see in the picture? Where do you see this?)
• Teacher lets pupils talk about the picture.
• Teacher focuses on the name of the picture. Ask pupils if they can NOTE
You may refer to the audio
• Teacher gives the sound of the letter /d/. Ask pupils to give the file provided.
sound of the letter /d/. Ask them to say it in pairs, groups and as
a whole class.
65
NOTES • Teacher asks pupils to give words beginning with letter /d/. As
• Teacher shows pictures of words beginning with letter /d/. Let the
pupils guess the name of the picture. Then, show them the word
written on flash cards.
dalan dila dentista duldol

BRIDGING
• Teacher shows pupils how to write the big and small letter “Dd”.
The words dahon, dila
and dentista are terms using their body parts, etc.
Mga Buluhaton (Activities):
1. Handwriting: Refer to Sinugbuanong Binisaya Kagamitan ng
of the letter “Dd” is the
Mag-aaral (Learner’s Manual) p. 41 for writing exercises in letter
same in mother tongue “Dd”. Teacher can also write the letters on the board and have pupils
and Filipino. copy and practice on their notebooks.
a. Pagbuak sa Pulong (Word Breaking)

• Teacher conducts word-breaking activity similar to those discussed
in previous weeks.
Example:
d i l a
d i
d i l a
di la
dila
b. Paghimo og mga Pulong (Word Making)

• Teacher gives pupils a set of flashcards with letters /d/, the vowels
and letters previously discussed. Review syllabication using the
letter flashcards.
• Teacher asks pupils to form words from the syllables using their
letter flashcards.
• Teacher lets pupils form phrases with words beginning in /d/ and
spelling words already introduced.
66
QUARTER 2 WEEK 13
• Teacher asks pupils to read the phrases they gave. NOTES
Examples: Dako ang dalan. Ang dahon dako.
Buluhatong Panggrupo (Group Work):
• Teacher divides the class into groups. Show them a set of

flashcards with syllables. Ask groups to come up with as many
phrases or sentences in one minute from the syllables given.
• Teacher provides other practice activities to enhance learning

about the letter /d/.
Pagtapos sa Sesyon
• Teacher gives homework to pupils: Ask your parents for a place
that begins with the letter /d/. Ask them questions about the
place. You will talk about the place the following day.
ADLAW
Rutina (Routine) 1
• Teacher asks pupils to share to their seatmate about a place that
begins with the letter /d/.
d
Cc D

b
Aa B
h
Gg H
f
Ee F
pupils with sentence prompts or fames to guide when talking to an

audience. Materials
manila paper
• Teacher asks pupils to recite the poem to their partner. 2. Pictures of spelling words
• Review on rhyming words:
1) Cover some of the rhyming words.
2) Ask pupils to substitute the covered words with a new

rhyming word. NOTE
Unggoy Teacher may present a new

May unggoy kong gamay, material or poem for pupils
Gisugo og ______. to supply rhyming words.
Nganong nagdugay-dugay,
Nakakita og _______.

Gisugo og ____________.
Kay nakakita og usa ka _______.
67
NOTES
2 Balik-Tuon: Panghupot nga Pulingan

(Review: Possessive Pronoun)
• Teacher shows flash cards of possessive pronouns. Divide into

small groups. Give situations for pupils to talk and use personal
pronouns.
Example: show things they own to groupmates and talk about it
• The following spelling words are added: dahon, dila, dalan,

dako, daplin
• Teacher reviews spelling words through various activities.
Example:
4 Balik-Tuon: Kapulonganong mga Pulong

(Review: Vocabulary Words)
• Teacher presents a cloze paragraph. Read the paragraph to the

pupils. Let them complete the paragraph by choosing the words
from the box.
Example:
kasubo ting-ani Apan kugihan tapolan Hulmigas
Adunay managhigala, si Hulmigas ug si Apan. Si Hulmigas kay

__________. Kugihan siya labi nag __________ sa uma. Si Apan
kay __________. Usa ka adlaw, miulan ug si __________kay
walay pagkaon ug masilongan. Dako ang __________ ni Apan.
Nanuktok si Apan sa balay ni __________. Gipasulod ug gipakaon
siya ni Hulmigas.
• Teacher gives homework: Practice writing the spelling words.

Use them in a sentence.
68
QUARTER 2 WEEK 13
NOTES
ADLAW
Rutina (Routine)
1
• Teacher asks pupils to talk with their partners about an insect or
any animal they know of.
d
Cc D
• Teacher asks 2 pupils to share in front of the class. Provide pupils Aa B

b
f
Gg H
h
Ee F
with sentence prompts or fames to guide when talking to an
audience. Materials
manila paper
• Teacher asks pupils to give rhyming words for some of the words 2. Pictures of events from
in the poem the story used in Day 2
• Teacher asks pupils recite the poem in groups or as a class.
Pagsusi sa Panitik (Spelling Assessment) 2

• Teacher gives spelling assessment. It can be through dictation,
scrambled letters or identifying the correct spelling.
• Teacher asks pupils to write one or two simple sentences from the
words learned.
Pagsubli sa Sugilanon: Si Hulmigas ug Si

Apan 3
(Retelling of the Story: Ant and
Grasshopper)
• Teacher asks to re-tell the story in pairs. Display the illustrations

or pictures used in Day 2 to help the pupils.
Buluhaton sa Pagsulat:
Pagsulat Bahin sa Libro 4
(Composing Activity: Writing About
the Book)
• Teacher asks pupils to write and illustrate about a character or

events from the book. Pupils will write one or two sentences for
each illustration.
Example:
- Hulmigas (Ant)
- Apan (Grasshopper)
- Ang nahitabo kang Apan pag-ulan (What happened to Grasshopper

when it rained)
69
NOTES - Ang gibuhat ni Hulmigas sa iyang balay pagkusog sa ulan (What Ant
was doing in his house when it rained)
- Ang gibuhat ni Hulmigas dihang nangayo og tabang si Apan (What

Hulmigas did when Grasshopper asked for help)
Homework: Teacher asks pupils to show their outputs to their

family members and talk about it at home.
70
QUARTER 2 WEEK 14
WEEK
14
TEACHER’S GUIDE
GRADE 2
MOTHER TONGUE
SINUGBUANONG
BINISAYA
Theme: Mga Mananap Ug Pananom (Animals and Plants)
Read Aloud BOOK: Si Hulmigas ug Si Apan
(Ant and Grasshopper)
Guided Reading Story: Hain ang Tarsier?
(Where is the Tarsier?)
71

Theme: Mga Mananap ug Pananom (Animals and Plants)

Read Aloud Story: Si Hulmigas ug si Apan
(The Ant and the Grasshopper)
Guided Reading Story: Hain ang Tarsier? (Where is Tarsier?)

• Individual recitation of poem or
• Recite and sing individually, with song
ease and confidence, songs, poems,
• Games
chants or riddles
Daily
ATR • Listen attentively and react • Read Aloud: “Si Hulmigas ug si

positively during storytelling Apan” (As Retold by: Virgilio S.
C • Express ideas through words and Almario; Illustrator: Renato Gamos)
• Letter Writing
OL • Participate actively during read • Cause and Effect
alouds by making comments and
answering questions
LC • Identify cause and/or effect of
1 events in a story listened to

72
QUARTER 2 WEEK 14

• Teacher asks pupils to talk about something • Pupils share experiences about animals,
related to the theme or lesson. lessons given or homework done.
b. Poem/song b. Poem/song
Teacher teaches a poem or action song. • Pupils recite a poem or sing an action song.
c. Games (optional) c. Games
• Teacher uses game to review lesson/s in the • Pupils participate actively in games to review
previous week. lessons.
2. Re-reading of the Read Aloud: Si Hulmigas 2. Re-reading of the Read Aloud: Si Hulmigas
ug si Apan ug si Apan
• Teacher rereads the Read Aloud. • Pupils listen attentively to re-reading of the
story.
3. Cause and Effect
3. Cause and Effect
• Teacher discusses the story focusing on
cause-and-effect of events. • Pupils identify the cause and the effect.
4. Composing Activity: Writing a “Thank You” 4. Composing Activity: Writing a “Thank You”
Letter Letter
• Teacher models letter writing. • Pupils participate in creating a class letter.
73
V • Use vocabulary referring to animals • Target Letter: Hh

and environment
• Spelling Words
AK • Give the sound of target letter: Hh
PWR
• Identify the upper case and lower
case of target letter: Hh
case of target letter, Hh, with

74
QUARTER 2 WEEK 14

5. Concluding the session • Pupils listen attentively to re-reading of the
story.
• Teacher asks pupils to bring their outputs
home. 3. Cause and Effect
• Pupils identify the cause and the effect.
4. Composing Activity: Writing a “Thank You”

Letter
• Pupils participate in creating a class letter.
• As homework, pupils show their outputs to

family members and read it.
2. Target Letter: Hh 2. Target Letter: Hh
• Teacher discusses the letter “Hh”. • Pupils give the sound of the letter “Hh”, give
words beginning in letter “Hh” and practice
writing letter “Hh”.
“Hh”.
• Pupils answer skills activities for letter “Hh”.
3. Syllabication
3. Syllabication
the letter Hh: ha/he/hi/ho/hu. • Pupils blend vowels with letter “Hh” to form
4. Spelling Words
• Pupils make simple sentences from words
• Teacher gives activity to introduce spelling
learned.
words.
4. Spelling Words
• Pupils correctly spell grade level words.
• Teacher gives homework related to the
lesson for the day. 5. Concluding the Session
• As homework, pupils bring an object that

begins with the letter “Hh” and talk about it.
75

OL • Use common polite expressions • Leveled Text: Hain ang Tarsier?
and greetings (Author: Ani Almario; Illustrator:
Rhea Diwata Mendoza)
• Participate actively during reading
by making comments and asking
questions
F • Read Grade 1 level words, phrases
expression
ATR • Read books given to them
ATR • Listen attentively and react • Leveled Text: Hain ang Tarsier?
positively during storytelling (Author: Ani Almario; Illustrator:
F • Read grade 1 level words, phrases Rhea Diwata Mendoza)
4 expression
G • Identify action words in phrases or
sentences
V • Use vocabulary referring to animals
and environment

76
QUARTER 2 WEEK 14

2. Guided Reading of the Levelled Text: Hain 2. Guided Reading of the Levelled Text: Hain
ang Tarsier? ang Tarsier?
a. Prereading a. Prereading
• Teacher introduces high frequency words and • Pupils read high frequency words and some
some phrases. phrases from the text.
• Teacher relates the story to pupils’ • Pupils talk about their experiences.
experiences.
• Teacher walks the pupils through the pictures the leveled text.
in the book.
b. During Reading
b. During Reading
• Pupils read the leveled text in pairs.
c. After Reading
c. After Reading
• Pupils talk about the story.
• Teacher asks questions about the story.
• Teacher asks comprehension questions about
• Pupils copy homework.
the story.
• As homework, pupils bring a picture of their
favorite animal.
theme or lesson.
• Teacher reviews spelling words. • Pupils correct the misspelled words in the
sentence.
77
SS • Interpret a map of the classroom or • Leveled Text: Hain ang Tarsier?

school (Author: Ani Almario; Illustrator:
C • Express ideas through words and Rhea Diwata Mendoza)
expression
ATR • Browse books and read books

78
QUARTER 2 WEEK 14

3. Re-reading of the Levelled Text: Hain ang 3. Re-reading of the Levelled Text: Hain ang
Tarsier? Tarsier?
• Teacher asks pupils to read the story again • Pupils read the story to each other.
in pairs. Pupil A will read to Pupil B, and the
4. Verbs
exchange roles.
• Pupils identify the action words from the
4. Verbs
story.
• Teacher focuses on the action words from
5. Composing Activity: Making a Book of Verbs
the story.
• Pupils make a book or collage of verbs in
5. Composing Activity: Making a Collage or
groups.
Book of Verbs
• Teacher model writing activity.
• Pupils actively participate in the game.
6. Concluding the session
• Teacher plays the game “Simon says”.

2. Review: Map Reading 2. Review: Map Reading
• Teacher facilitates discussion on map reading. • Pupils use words to give location.
3. Spelling Test • Pupils talk about places in the classroom.
• Teacher gives spelling test. 3. Spelling Test
4. Independent Reading • Pupils correctly spell grade level words.
• Teacher gives time for pupils to read books. 4. Independent Reading
5. Concluding the Session • Pupils read stories they choose.
• Teacher gives homework related to the • Pupils draw and write about stories they read.
activities for the day.
• Pupils talk about the story they read to their

family members.
79
NOTES
ADLAW
1 Rutina (Routine)

• Teacher models news sharing about something that happened.
Teacher says: Mga bata, aduna koy estorya bahin sa nahitabo

kanako. Sa miaging semana, naglakaw-lakaw ko samtang nag-text sa
akong cellphone. Wa nako mamatikdi ang libaong sa dalan. Paglakang
nako, nasulod akong tiil sa libaong ug nawala akong balanse. Hapit gyod ko
d
Cc D
b
Aa B
h
Gg H
Ee F
f
malamba! (Children, I have to tell you about something that happened
Materials to me. Last week, I was walking while texting on my cellphone. I did
not notice the hole on the road. When I stepped, my feet went into
1. Poem written on a chart the hole and I lost my balance. I nearly fell down!)
or manila paper
2. Flash cards with • Teacher asks questions to get answers that focus on the cause and
statements of cause and the effect.
effect Example: Unsa ang sayop nga nabuhat nako? … Nganong hapit ko
malamba? … Unsa ang leksiyon ini? (What was the wrong thing I did?
Why did I nearly fall down? What is the lesson here?)
Teacher says: Kamo, mga bata? Aduna bay nahitabo kaninyo nga
susama sa nahitabo nako? O aduna ba moy gibuhat nga adunay maayo
o bati nga resulta? Isugid sa inyong katapad. (How about you? Do
you have a similar story? Or did you do something that resulted in
something good or bad? Talk to your partners.)
• Teacher asks two pupils to share to the class.

• Teacher introduces a poem or action song. Have the pupils recite
the poem as a class and in groups.
2 Pagsubli sa Sugilanon: Si Hulmigas ug Si Apan
(Re-reading of the Read Aloud story: Ant

and Grasshopper)
• Teacher rereads the story to the pupils. S/he can ask some pupils
to join and help read parts of the story.
3 Hinungdan ug Epekto (Cause and Effect)
• Teacher focuses on the skill in identifying Cause-and-Effect.
Teacher says: Aduna koy duha ka kapahayag gikan sa estoryang “Si

Hulmigas ug Si Apan”. (Here are two sentences taken from the
story, “Ant and Grasshopper”.)
80
QUARTER 2 WEEK 14
NOTES
Sa panahon sa ting-ani, si Hulmigas
nangolekta ug nagtigom og pagkaon. cause
Pag-abot sa ulan, si Hulmigas effect

wala magutmi.
Teacher asks: Nganong nagtigom man si Hulmigas og pagkaon?

(Why did Ant gather food?)
Nganong wala man magutmi si Hulmigas?

(Why didn’t Ant get hungry?)
Teacher says: Ang kapahayag sa flashcard nga naa sa taas mao ang
hinungdan. Ang hinungdan mao ang rason sa panghitabo. Motubag kini sa
pangutanang “Ngano”. Ang kapahayag sa flashcard nga naa sa ubos mao
ang epekto. Ang epekto mao ang panghitabo o resulta tungod sa hinungdan. BRIDGING
Motubag kini sa pangutanang “Unsay nahitabo”. (The sentence on the
flashcards at the top is the cause. Cause is the reason why an event The skill in identifying
happens. It answers the question “Why”. The sentence on the “cause-and-effect” is the
flashcard at the bottom is the “effect”. It happens after the cause. It
answers the question “What happens”.) same in Mother Tongue,
Filipino and English. This
• Teacher shows another set of flash cards and asks pupils to read.
Then, ask the pupil to identify the cause and the effect. can be easily transferred
in the two langauges.
Sa panahon sa ting-ani, Pag-abot sa ulan,
When teaching “cause-
nagdula lang si Apan. nagutman si Apan.
and-effect” in Filipino,
• Teacher gives 3 more situations and lets pupils match the cause teacher can explicitly
and the effect. make connections to
Example: concepts of “hinungdan”
Nagtuon og Tag-as iyang (cause) and “epekto”
maayo si David. mga grado sa (effect) taught in
exam.
mother tongue.
Buluhaton sa Pagsulat: Paghimo og Sulat

(Composing Activity: Letter Writing) 3
• Teacher recalls what Ant did when Grasshopper was hungry and
had no place to go.
Teacher says: Kon ikaw si Apan unsay imong isulti kang Hulmigas
tungod kay gitabangan ka niya ug gihatagan og pagkaon? (If you were
Grasshoper, what would you say to Ant for helping you and
giving you food?)
81
NOTES • Teacher models writing to the class. Ask pupils about their idea for
writing a “Thank You” letter to Ant. As pupils answer, write their
thoughts on the board.
Example:
Mahal kong Hulmigas, (Dear Ant)
Sa panahon nga ako gigutom ug walay masilongan, imo kong gitabangan.

Salamat kaayo, akong higala. (When I was hungry and had no place
for shelter, you helped me. Thank you, my friend.)
Sukad karon, motrabaho na ko ug magtigom gyod ko. Pero unta, makaduwa

ta panagsa inigkahuman og trabaho? (From now on, I will work and
start saving. But can we play sometimes after working?)
Imong higala, (Your friend,)

Apan (Grasshopper)
• Teacher asks pupils to write their own letters.
• Teacher gives homework: Bring your letters home and read it

to your family members. Bring your letters back to school the
following day.
ADLAW
1 Rutina (Routine)
2
a. Pagpaambit (Sharing)
• Teacher lets pupils read their letters from yesterday’s activity to

their seatmates.
• Teacher asks for two volunteers to read their letters in front of the
Aa B
b
Cc D
d
class.
h
Gg H
f
Ee F

Materials
• Teacher lets pupils recite a poem or sing an action song.
or manila paper
2. Pictures of things
beginning in /h/
3. Flash cards with words
beginning in /h/
4. Letter flash cards
82
QUARTER 2 WEEK 14
NOTES
Tumong nga Letra (Target Letter): Hh 2

• Present a picture beginning with the letter “Hh”.
Example:
hari
Teacher says: Unsay inyong nakita sa hulagway? Kinsa ang makita sa

hulagway? Unsa ang naa sa iyang ulo? Unsay iyang gibuhat? (What do
you see in the picture? Who do you see? What is on his head?
What does he do?) NOTE
• Teacher lets pupils talk about the picture. You may refer to the audio
• Teacher focuses on the name of the picture. Ask pupils if they can file provided.
• Teacher gives the sound of the letter /h/. Ask pupils to give the
sound of the letter /h/. Ask them to say it in pairs, groups and as a
whole class.
BRIDGING
• Teacher asks pupils to give words beginning with the letter /h/.
As they give the words, write them on the board. The words helikopter and
• Teacher shows pictures of words beginning with letter /h/. Let hangin are terms used
pupils guess the name of the picture. Then, show them the word in Filipino with the same
written on flash cards. meaning. The sound of
Example: the letter “Hh” is the
same in mother tongue
halas habol helikopter hangin
and Filipino.
• Teacher shows pupils how to write the big and small letter “Hh”.
Pagsilaba (Syllabication) 3

in previous weeks.
83
NOTES Example:
ha ri
h a
h a r i
ha ri
hari
b. Paghimo og Pulong (Word Making)
• Teacher gives pupils a set of flashcards with letter /h/, the vowels
letter flashcards.
• Teacher asks pupils to form words using their letter flashcards.
• Teacher lets pupils to work in pairs. They form sentences about

the words beginning in /h/ such as “hari”, “halas”, “habol”, etc.
together with words already introduced.
Examples: Ang hari kugihan. Ang halas dako.
• Teacher asks pupils to read the phrases they gave to the class.
• Teacher divides the class into groups. Ask groups to spell the
words the teacher gives using their letter flashcards.
halas habol hapin hamon hakot
• Teacher gives homework: Bring a picture of an object, animal or

plant that begins with the letter /h/. Be ready to talk about it the
following day.
84
QUARTER 2 WEEK 14
NOTES
ADLAW
RUTINA (ROUTINE)
1
• Teacher asks pupils to talk about the pictures they brought with
their seatmate.
• Teacher asks for two volunteers to share to the class. Guide the
pupils in sharing in front of an audience.
• Teacher lets pupils post the pictures that they brought on the
Word Wall.
• Teacher lets pupils recite a poem or sing an action song.
Giniyahang Pagbasa sa Levelled Text:

“Hain ang Tarsier?” 2
(Guided Reading of the Levelled Text: Cc D
d
Where is the Tarsier?)

b
Aa B
h
Gg H
f
Ee F
1) Pag-ugba og Pulong (Word Work) Materials

• Teacher shows the high frequency words in flash cards. Ask pupils 1. Poem written on a chart
to read the words. or Manila paper
2. Flash cards with high
hain tarsier frequency words
3. Copies of levelled text:
Hain ang Tarsier?
2) Pagbasa og mga Pulongan (Phrase Reading)
4. Flash cards for phrase
• Teacher shows phrases from the levelled text in flash cards. Ask reading
naa sa lasang sa taas sa kahoy
NOTE
nag-unsa ang nagkaon ang Shhh, natulog
Another local term for
3) Pasunding sa mga Hulagway (Picture Walk) tarsier is “mawmag”.
• Teacher lets pupils look at the pictures on each page of the book.
Teacher talks about it.
Example:
Unsa inyong nakita sa hulagway? (What do you see in the picture?)

Niini nga hulagway, unsa ang gibuhat sa mawmag o tarsier?
(In this picture, what is the tarsier doing?)
85
NOTES 4) Pagpahiluna sa Senaryo (Setting the Scene)
Teacher says: Kaila ba mo og mawmag o tarsier? Asa makita ang mga

mawmag o tarsier? (Do you know what a tarsier is? Where can you
find tarsiers?)
• Teacher lets pupils talk about tarsiers.
Teacher says: Ang ulohan sa atong basahon kay “Hain ang Tarsier?”.
Gisulat kini ni Ani Rosa Almario ug gidibuho ni Rea Diwata Mendoza.
(The title of our story is “Where is Tarsier?”. The author is Ani Rosa
Almario and illustrator is Rea Diwata Mendoza.)
NOTE
a. Atol sa Pagbasa (During Reading)
Take this opportunity to
work with struggling pupils • Teacher lets pupils read the story in pairs.
in the class, assess their • Teacher goes around and listens in as they read.
progress and take note of
observations. For pupils b. Buluhaton Human og Basa (After Reading Activities)
having difficulties in reading • Teacher asks pupils questions about the text read.
some words, guide pupils
by letting them do any of Example:
the strategies mentioned in
–– Bahin sa unsa ang estorya? (What is the story about?)
Week 12.
–– Asa makita ang mawmag o tarsier? (Where do we find the tarsier?)
–– Unsa ang mga gipangbuhat sa mawmag o tarsier?

(What is the tarsier doing?)
• Teacher gives homework: Bring a picture of your favorite

animal. Ask your parents what the animal does. Be ready to share
the following day.
ADLAW
1 Rutina (Routine)
• Teacher asks pupils to talk about the pictures they brought with
their seatmate.
• Teacher lets pupils recite a poem or sing a song.
86
QUARTER 2 WEEK 14
NOTES
Balik-Tuon sa Panitikong mga Pulong
(Review of Spelling Words) 2 Aa B
b
Ee F
f
Cc D
d
Gg H
h
• Teacher reviews the pupils on spelling words. Materials
Example: Isakto ang pulong nga sayop ang pagkatitik. (Correct the 1. Poem written on a chart
misspelled word in the sentence.) or manila paper
1. Haen ang tarsier? Hain ang Tarsier?
2. Naa sa cahoy ang tarsier.
Additional spelling words from levelled text:

lasang, kahoy, hain, taas, tulog
BRIDGING
Pagsubli sa Sugilanon: Hain ang Tarsier?

3 The concept of verbs
is the same for Mother
(Re-reading of the Leveled Text: “Where is Tongue and Filipino
the Tarsier?”)
and English. It can be
• In a pair, teacher assigns Pupil A and Pupil B. Pupil A reads to easily transferred and
strengthened in the two
• Teacher goes around and listens in. Guide pupils who are languages. In teaching
verbs in Filipino, teacher
Mga Punglihok (Verbs)
4 can explicitly make
connections to the
• Teacher asks pupils to act out the things that the tarsier did in
the story. concept of “punglihok”
(verbs) in mother tongue.
Example: mikatkat sa kahoy, mikaon, natulog
• Teacher asks pupils what other things a tarsier can do. As they give
answers, write the action words on the board.
Teacher says: Mga punglihok ang mga pulong nga anaa sa blackboard.
Ang mga punglihok kay mga pulong nga nagpakita og aksiyon o lihok.
(The words on the board are action words. Verbs are words that
denote actions.)
• Teacher asks volunteers to do an action. The rest of the class say

what the action is.
87
NOTES
5 Buluhaton sa Pagsulat: Pagsulat og Libro sa

Punglihok
(Making a Collage or Book of Verbs)
• Teacher asks pupils to sit in groups of 5. They paste the pictures

of animals on a piece of paper and write a sentence about what the
animal does. Have them compile all the papers together to make a
book. Let them make a cover page for the book.
Example:
Ang halas mikamang.
• Teacher lets pupils display their books on the walls.
• Teacher plays the game: “Ingon ni Simon” (“Simon Says”).
Instruction: Pupils will only do the action if before the action

word, teacher says “Simon says”.
Example:
Ingon ni Simon, lingkod. (Simon says, sit!) – Pupils will do the action.
Lingkod. (Sit.) – Pupils will not do the action.
ADLAW
1 Rutina (Routine)
• Teacher asks volunteers from yesterday’s group work to show and

talk about their outputs.
Aa B
b
Cc D
d
h
Gg H
f
Ee F
Materials
• Teacher lets pupils recite a poem or sing a song.
or manila paper
2. Grade level books for
pupils to read
2 Balik-Tuon: Pagbasa og Mapa
(Review: Map Reading)
• Teacher shows a map of a classroom. Teacher asks pupils where

certain objects or things are. Let pupils answer by using words
such as: sa atubangan, sa likod, sa wala, sa tuo, etc.
88
QUARTER 2 WEEK 14
Example: NOTES
1) Hain ang pisara? (Where is the blackboard?)
2) Makit-an ang estante sa likod sa classroom. Itudlo ang estante. (The

BRIDGING
shelf can be found at the back of the classroom. Find and point to
the shelf on the map.) The skill, map reading,
3) Hain ang silhig? (Where is the broom?) is the same for Filipino
and English. It does not
Pagsusi sa Panitik (Spelling Assessment)

3 need to be re-taught;
instead it is easily
• Dictate the spelling words and have pupils write on a piece of
transferred to and
paper or in their notebooks. reinforced in the two
• Dictate 1 or 2 phrases or sentences.
languages. This activity
to review map reading is
Example: Hain ang hari? Naa sa lasang ang halas.
similar to the activity in
Filipino Week 12.
(Independent Reading) 4
• Teacher provides books for pupils to read. Have pupils choose
books that they can read individually.
• Pupils write about the book that they read in their notebooks.
Here is a suggested guide for pupils to follow:
Ulohan sa libro: ____________
Sinulat ni: __________________
Ang estorya bahin sa ____________________ .
(I-drawing kon bahin sa unsa ang estorya.)

(Draw what the story is about.)
Pagtapos sa Sesyon
• Teacher gives homework: Talk to your family members about the
story you read today.
89
QUARTER 2 WEEK 15
WEEK
15
TEACHER’S GUIDE
GRADE 2
MOTHER TONGUE
SINUGBUANONG
BINISAYA
Theme: Akong Lawas: Kalimpiyo ug Kahimsog (My Body:
Hygiene and Health)
Read Aloud BOOK: Ang Paliya sa Plato ni Peepo (The
Bitter Gourd in Peepo’s Plate)
91

Theme: Akong Lawas: Kalimpiyo ug Kahimsog (My Body: Hygiene and Health)
Read Aloud Book: Ang Paliya sa Plato ni Peepo (The Bitter Gourd on Peepo’s Plate)

• Rhyming poem or song
Daily speed, accuracy and proper
expression
OL • Participate actively during read • Read Aloud: “Ang Paliya sa Plato

alouds by making comments and ni Peepo”
asking questions (Author: Joachim Antonio;
V • Give meanings of words through Illustrator: Peryglene Acuña)
picture clues, gestures or context
clues
LC • Predict the possible ending of the
story listened

92
QUARTER 2 WEEK 15

b. Poem/song b. Poem or Song
rhyming words.
c. Games
c. Games (optional)
previous week.
a. News sharing (same as above under Daily a. News sharing (same as above under Daily
2. Read-Aloud: Ang Paliya sa Plato ni Peepo 2. Read-Aloud: Ang Paliya sa Plato ni Peepo
story. gestures, picture or context clues.
Teacher discusses the cover of the book.
b. During Reading
b. During Reading
• Pupils listen to the story attentively.
• Teacher reads the story to pupils stopping at
• Pupils answer questions or give comments
pages to ask questions.
during the read aloud.
• Teacher lets pupils predict the ending of the
• Pupils predict the ending of the story.
story.
93
OL • Listen and respond to others in oral • Read Aloud: “Ang Paliya sa

conversation Plato ni Peepo” (Author: Joachim
Antonio; Illustrator: Peryglene
LC • Retell a story read
Acuña)
• Discuss, illustrate, dramatize specific
events in a story read
V • Use vocabulary referring to people
and environment
expression
2

94
QUARTER 2 WEEK 15

• Teacher asks pupils for reactions about the Pupils talk about their reactions to the story.
story.
3. Spelling Words
3. Spelling Words
• Pupils talk about spelling words presented.
• Teacher introduces spelling words from the
story.
• As homework, pupils talk to their family
members about keeping their bodies healthy.
• Teacher gives homework related to the story.
a. Sharing (same as above, refer to row under a. Sharing (same as above, refer to row under
2. Retelling of Read Aloud story: Ang Paliya sa 2. Retelling of Read Aloud story: Ang Paliya sa
Plato ni Peepo Plato ni Peepo
• Teacher asks pupils to re-tell the story in • Pupils retell the story to their partners.
pairs using pictures.
3. Shared Reading of the Read Aloud:
3. Shared Reading of the Read Aloud: Ang Paliya sa Plato ni Peepo
Ang Paliya sa Plato ni Peepo
• Pupils read some parts of the story
• Teacher rereads the story.
• Pupils answer comprehension questions
• Teacher asks comprehension questions during
rereading.
• Pupils talk about questions and present
answers creatively
• Teacher asks pupils to answer discussion
questions.
• As homework, pupils ask family members
about food they do not like
• Teacher gives homework related to the story
95

AK • Give the sound of target letter: Ww • Target letter: Ww
PA
• Identify the upper case and lower • Spelling Words
case of target letter: Ww
case of target letter, Ww, with
PA • Blend letters to form syllables • Verbs

G • Identify action words in phrases or
sentences

96
QUARTER 2 WEEK 15

2. Target Letter: Ww 2. Target Letter: Ww
• Teacher introduces and discusses the letter • Pupils give the sound of the letter “Ww”,
“Ww”. give words beginning in “Ww” and practice
writing the letter “Ww”.
“Ww”. • Pupils answer skills activities for letter “Ww”.
3. Syllabication 3. Syllabication
• Teacher conducts lesson on syllabication with • Pupils blend vowels with letter “Ww” to form
the letter “Ww”: wa/we/wi/wo/wu. syllables and blend syllables to form words.
4. Spelling Words • Pupils form simple sentences.
• Teacher introduces spelling words. 4. Spelling Words
5. Concluding the Session • Pupils spell grade level words.
• Teacher gives homework relate to the target • Pupils use spelling words in sentences.
letter.
• Pupils bring pictures of words beginning in

“Ww”.
2. Review on Verbs 2. Review on Verbs
• Teacher reviews verbs through a game: • Pupils give verbs and use verbs in sentences.
“Charades.”
• As homework, pupils draw a family member
• Teacher gives homework to reinforce doing something and write two sentences
vocabulary on verbs. about it.
97

V • Use vocabulary referring to people • Read Aloud: “Ang Paliya sa
and environment Plato ni Peepo” (Author: Joachim
Antonio; Illustrator: Peryglene
LC • Re-tell the story
Acuña)
C • Express ideas through words and • Composing Activity: Writing about

phrases using both invented and the Book

98
QUARTER 2 WEEK 15

3. Re-reading of the Read Aloud story: • 3. Re-reading of the Read Aloud:
Ang Paliya sa Plato ni Peepo Ang Paliya sa Plato ni Peepo
• Teacher asks pupils to retell the story using • Pupils read parts of the story
pictures from the book
4. Composing Activity: Writing about the Story
4. Composing Activity: Writing about the Story
• Pupils write and illustrate about the book
• Teacher models composing activity
• Ask homework, pupils practice one exercise
• Teacher gives homework to prepare for next they can share to the class
week’s topic
99
NOTES
ADLAW
1 RUTINA (ROUTINE)
• Teacher models news sharing about keeping the body healthy.
Teacher says: Mga bata, unsay inyong ginabuhat kada buntag inigmata
ninyo? Akong sugdan akong adlaw sa pag-ehersisyo. Pagkahuman, maligo
ko ug mag-ilis. Andam na dayon ko mokaon og sustansiyadong pagkaon.
Aa B
b
Cc D
d
h
Paborito nako ang paliya ug itlog para pamahaw. (Children, what do you
Gg H
Ee F
f
regularly do when you wake up in the morning? I start my day by
Materials exercising. Then, I shower and wear my clothes. I am then ready to
have a healthy breakfast. My favorite breakfast is bitter gourd
1. Copy of poem written on and egg.)
chart or Manila paper
2. Book: Ang Paliya sa • Teacher asks pupils if they also exercise and what kind of breakfast
Plato ni Peepo they eat. Let pupils talk about why it is good to exercise and have a
3. Pictures for vocabulary healthy breakfast.
words • Teacher lets pupils share with their seatmates the things they do
4. Flash cards with spelling before going to school.
words
• Teacher asks two volunteers to share to the class. Provide prompts
or guide the pupils in sharing in front of an audience.
• Teacher introduces a poem.
• Teacher reads the poem. Have pupils recite the poem as a class
and in groups.
Ang Akong Tabanog

(Tinagik ni Egay Talipsay)
Ako adunay tabanog

Gama sa plastik ug tukog
Yano man ug di makaibog
Molupad tupong sa panganod
Ang akong tabanog

Panag-ingnan sa pakigbisog
Kon kita maningkamot
Mokanaw samas iyang kahabog
Teacher asks: Bahin sa unsa ang balak? (What is the poem about?)
Unsang mga pulonga ang nagrima sa kataposan sa mga linya? (What

words rhyme at the end of the poem?)
100
QUARTER 2 WEEK 15
NOTES
ADLAW
Sugilanon: Ang Paliya sa Plato ni Peepo
2
(Read Aloud story: The Bitter Gourd in
Peepo’s Plate) 2
a. Buluhaton Sa Dili Pa Magbasa
(Pre-reading Activities)

habog (high) – Habog kaayo ang bungtod maong lisod katkaton. (The
mountain is too high making it difficult to climb.)
Ang habog kay parehas ra sa taas. (“High” is similar to “tall”.) Unsa

pang mga lugara ang habog? (What are other high places?)
sera-gana (dessert) – Ang kataposang pagkaon sa paniudto kay saging.

Mao kini ang sera-gana. (The last food we had for lunch was a
banana. It was dessert.)
Ang sera-gana mao ang kataposang ginakaon. Kasagaran tam-is kini

nga pagkaon. (Dessert is the last sweet course of the meal.)
Makahunahuna ba mo og mga pagkaong pangsera-gana? (Can you think
of other desserts?
• Teacher shows picture of bitter gourd.
Example: Nakakaon na mo og paliya? Ganahan ba mo sa lami ani?

Ngano o nganong dili? (Have you tried eating bitter gourd? Do you
like the taste of it? Why or why not?)
Teacher says: Ang ulohan sa libro kay “Ang Paliya sa Plato ni Peepo”.
Gisulat kini ni Joachim Antonio ug gidibuho ni Pergylene Acuña. (The
title of the story is “The Bitter Gourd on Peepo’s Plate”. The
author is Joachim Antonio and the illustrator is Pergylene Acuña.)
Teacher says: Tan-awa ninyo ang hapin sa libro. … Bahin sa unsa

kaha ang estorya? … Unsay inyong gustong mahibal-an bahin sa estorya?
(Look at the cover. What do you think is the story about? …
What do you want to know about the story?)
Mokaon kaha si Peepo sa paliya? (Will Peepo eat the bitter gourd?)
101
NOTES b. Buluhaton Atol sa Pagbasa (During Reading Activities)
After reading pp. 5-6
Teacher says: Unsa kaha ang buhaton ni Peepo? (What will Peepo
do?)
After reading pp. 9-10
Teacher says: Unsa ang nahitabo? Unsa kaha ang buhaton ni Peepo?
(What happened? What will Peepo do?)
After reading pp.17 – 18
Teacher says: Unsa ang nahitabo kang Peepo? Unsa kahay iyang buhaton?
(What happened to Peepo? What will Peepo do?)
c. Buluhaton Human og Basa (After Reading Activities)
Example:
Unsa ang problema sa nanay ni Peepo? (What is Peepo’s mom worrying

about?)
Unsa ang gibuhat sa tatay ni Peepo? (What does Peepo’s father do?)
Nganong dili ganahan mokaon si Peepo og paliya? (Why doesn’t Peepo

like to eat bitter gourd?)
Unsa ang katingalahan nga nahitabo? Unsang mga butanga ang nanagko?
(What unusual thing happened? What things started to get big?)
Unsa ang gibuhat ni Peepo para mapilde ang paliya? (What did Peepo do
to fight the bitter gourd?)
Sa kataposan, unsa ang nahitabo? (What happened at the end?)
• Teacher asks pupils about their reactions to the story.
Teacher says: Unsang bahina sa estorya ang inyong nagustohan? (Which

part of the story did you like?)
• Teacher lets pupils talk to their seatmates. Ask for 5 volunteers to

share to the class.
• Teacher presents spelling words by relating them to parts in the

story. Show the words in flash cards.
Example: Unsa ang dili gustong kan-on ni Peepo? (What doesn’t Peepo
like to eat?)
Other spelling words:
plato tumoy kaon higante paliya
102
QUARTER 2 WEEK 15
NOTES
Pagtapos sa Sesyon
Teacher gives homework: Talk to your parents or any family
member about things to do to keep your body healthy and clean. Be
ready to share tomorrow.
ADLAW
RUTINA (ROUTINE)
1
• Teacher asks pupils to talk about their homework in pairs: What
things do you do to keep your body clean and healthy?
d
Cc D
b
Aa B

h
Gg H
f
Ee F
pupils with sentence prompts or guide when talking to an audience.

Materials
1. Copy of poem written on
• Teacher asks pupils to recite the poem introduced in Day 1. chart or manila paper
2. Book: Ang Paliya sa
• Teacher asks pupils to identify the rhyming words. Tell the pupils Plato ni Peepo
to substitute the rhyming words with other words that rhyme. 3. Pictures for sequencing of
Teacher provides choices as in previous weeks. events
2
Pagbalik sa Sugilanon:
(Retelling the Read Aloud story: The Bitter

Gourd in Peepo’s Plate)
a. Pagsunod-sunod sa mga Panghitabo
(Sequencing Events)
story.

Peepo not eating his Plate, bitter gourd Bitter gourd running
food and utensils getting after Peepo
bigger
Picture 4: Picture 5: Big Peepo Picture 6:

Peepo getting bigger eating the ampalaya Peepo about to eat
as he eats the meat the pineapple.
103
NOTES b. Subling Pagsugilon sa Estorya

(Retelling of the Story)
3 Ambitay nga Pagbasa:

(Shared Reading of the Read Aloud story:

Ang Paliya sa Plato ni Peepo)
4 Buluhatong Panggrupo:
Diskusyon bahin sa Estorya
(Group Work: Story Discussion)
• Teacher divides the class into groups. Give one discussion

question for each group written on the board or strips of paper.
Sample questions:
a. Unsang mga sustansiyadong pagkaon ang inyong gusto ug dili gusto

kaonon? I-drawing sa tagsa ka column ang mga gusto ug dili ninyo gusto.
(What healthy food do you like and not like to eat? Draw in
separate columns the food you like and not like to eat.)
b. Unsa ang nahitabo sa dihang nagkadako ang mga pagkaon, plato,

kutsara ug tenedor? Ipasundayag. (What happened when the food,
plate and utensils got bigger? Dramatize.)
c. Unsa kaha ang buhaton ni Peepo sa mosunod nga mga adlaw?

Ipasundayag. (What will Peepo do in the next few days? Dramatize.)
• Teacher asks pupils to present their role play and outputs. Have
the pupils display their outputs on the walls.
• Teacher gives homework: Talk to your family members and

ask them what food they like to eat and why. Be ready to share
tomorrow.
104
QUARTER 2 WEEK 15
NOTES
ADLAW
RUTINA (ROUTINE)
1
• Teacher asks pupils talk about their homework in pairs: What is
the favorite food of the family? Why?

audience.
• Teacher introduces and reads another rhyming poem or song.
• Teacher asks pupils to recite the poem as a class and in groups.

Have pupils identify the rhyming words at the end of the lines.
Tumong nga Letra (Target Letter): Ww

2 Aa B
b
Ee F
f
Cc D
d
Gg H
h
• Present a picture beginning with the letter “Ww”. Materials

Example: 1. Poem written on chart or
manila paper
walo 2. Pictures of words
beginning in /w/
3. Flaschards with letters
• Teacher says: Unsang numeroha ang inyong nakita? Unsang 4. Flash cards of words
numeroha ang gisundan niini? Unsang numeroha ang sunod niini? beginning in letter /w/
(What number do you see? What number comes before and after 5. Sinugbuanong Binisaya
this number?) Learner’s Manual
• Teacher focuses on the name of the picture. Ask pupils if they can NOTE
You may refer to the audio
• Teacher gives the sound of the letter /w/. Ask pupils to give the file provided.
sound of the letter /w/. Ask them to say it in pairs, groups and as
a whole class.
• Teacher asks pupils to give words beginning with letter /w/. As

they give the words, write them on the board. BRIDGING
• Teacher shows pictures of words beginning with letter /w/. Let
The word “wala” is a
the pupils guess the name of the picture. Then, show them the
word written on flash cards. term used in Filipino with
the same meaning. The
Example: wati wala
sound of the letter “Ww”
is the same in mother
tongue and Filipino.
105
NOTES • Teacher shows pupils how to write the big and small letter “Ww”.
Buluhaton (Activity):
1. Handwriting: Refer to Sinugbuanong Binisaya Kagamitan ng

Mag-aaral (Learner’s Manual) p. 43 for writing exercises in letter
“Ww”. Teacher can also write the letters on the board and have
pupils copy and practice on their notebooks.
a. Pagbuak sa mga Pulong (Word Breaking)

in previous weeks.
Example:
wa lo
w a
w a l o
wa lo
walo
• Teacher gives pupils a set of flashcards with letters /w/, the

vowels and letters previously discussed. Review syllabication using
the letter flashcards.
• Teacher asks pupils to form words from the syllables using the
letter flashcards.
• Teacher lets pupils form phrases with words beginning in /w/ and
spelling words already introduced.
• Teacher asks pupils to read the phrases they gave.
Examples: Adunay walo ka higante. Wala koy kaon.
• Teacher divides the class into groups. Let pupils write simple
sentences using the spelling words.
Additional spelling words: walo wati wala aduna akoy
106
QUARTER 2 WEEK 15
NOTES
5
Pagtapos sa Sesyon
• Teacher gives homework to pupils: Draw a thing, place or animal

that begins with the letter “Ww”. Bring it tomorrow. Be ready to
talk about it tomorrow.
ADLAW
RUTINA (ROUTINE)
1
• Teacher asks pupils to talk about their homework in pairs: Any
4
object, place or animal that begins with the letter /w/.
• Teacher asks two pupils to share in front of the class. Provide Cc D

d

b
Aa B
h
Gg H
f
Ee F
audience.
Materials
• Teacher lets pupils display their drawings on the Word Wall.
b. Balak o Kantang Nagrima (Poem or Song that Rhymes) Manila paper
• Teacher asks pupils to recite the poem in pairs.
• Teacher asks pupils to substitute the rhyming words with another

as done in the previous weeks.
Balik-Tuon sa mga Punglihok

(Review: Verbs) 2
• Teacher reviews action words through the game “Charade” or
“Actionary”. One pupil acts out a verb while the rest of the class
guess the word.
• Teacher writes the action words on the board.
Buluhatong Panggrupo (Group Work):
• Teacher asks pupils to form groups of three. Each group comes

up with two sentences using the spelling words and a verb.
Example:
Ang wati mikamang.
Pagtapos sa Sesyon
• Teacher gives homework to pupils: Draw any family member
doing something. Write a sentence using a pronoun.
Example: Nanglaba siya. (She/He is washing the clothes.)
107
NOTES
ADLAW
1 RUTINA (ROUTINE)
Teacher asks pupils to show and talk about their homework in pairs.
Aa B
b
Cc D
d
Teacher asks two pupils to share in front of the class. Provide pupils
h
Ee F
f
Gg H
with sentence prompts or guide when talking to an audience.
Materials b. Balak o Kantang Nagrima (Poem or Song that Rhymes
1. Poem written on chart or Teacher asks pupils to recite the poem with actions in groups.
manila paper
Plato ni Peepo
• Teacher gives spelling assessment. It can be through

dictation, scrambled letters or identifying the correct spelling.
• Teacher asks pupils to write 1 or 2 simple sentences from the
words learned.
3 Pagsubli sa Sugilanon:
(Re-reading of the Story: The Bitter Gourd

in Peepo’s Plate)
• Teacher re-reads the story. Ask some pupils to read some parts of
the story.
4
Pagsulat Bahin sa Libro
(Composing Activity:
Writing About the Book)
• Teacher recalls the part when Peepo’s food and utensils grew
bigger and bigger.
Teacher says: Unsa ang nahitabo sa pagkaon, plato, kutsara ug tenedor

dihang nagkadako sila? Ang plato nahimong …. ?, etc. (What happened
to the food and utensils when they got bigger and bigger? The plate
became what …?, etc.)
• As pupils give their answers, teacher draws on the board the island
similar to what is in the book.
• Teacher asks questions so pupils can talk about the drawing and
the story. Ask pupils to label the places in the map.
108
QUARTER 2 WEEK 15
Example: NOTES
Unsay inyong makita sa mapa sa isla? (What do you see in the map of
the island?)
Diin midagan si Peepo dihang gigukod siya sa paliya? (Where was Peepo
running to when the bitter gourd was after him?)
• Teacher tells pupils that they will make their own map of an island.
They can be as creative as they can. They need to label the places
in the map.
• Teacher asks them to write 1 or 2 sentences about the map.

Teacher models sentence writing.
Example: Mao kini ang mapa sa Isla Kamote. Dagko ang kamote dinhi.
(This is the Yam Island. The yams here are big.)
• Let pupils share their outputs in groups of three. Teacher displays

their outputs on the classroom wall.
Pagtapos sa Sesyon
• Teacher gives homework: Practice one exercise (ex: jumping jack,
jogging) at home. You can ask your parents or siblings for ideas.
Be ready to show it to your classmates next week.
109
QUARTER 2 WEEK 16
WEEK
16
TEACHER’S GUIDE
GRADE 2
MOTHER TONGUE
SINUGBUANONG
BINISAYA
Theme: Akong Lawas: Kalimpiyo ug Kahimsog
(My Body: Hygiene and Health)
Read Aloud BOOK: Ang Paliya sa Plato ni Peepo
(The Bitter Gourd on Peepo’s Plate)
Guided Reading Story: Sustansiyado ba ang Haluhalo?
(Is Haluhalo Healthy?)
111

Theme: Akong Lawas: Kalimpiyo ug Kahimsog (My Body: Hygiene and Health)
Read Aloud Story: Ang Paliya sa Plato ni Peepo (The Bitter Gourd on Peepo’s Plate)
Leveled Text: Sustansiyado ba ang Haluhalo? (Is Haluhalo Healthy?)

• Poem or Song
rhyme, poem or song • Games
Daily
LC • Identify the problem and solution in • Read Aloud: “Ang Paliya sa

the story read Plato ni Peepo” (Author: Joachim
ATR • Listen attentively and react Antonio; Illustrator: Peryglene
positively during story reading Acuña)
C • Express ideas through words and • Writing a Memo

112
QUARTER 2 WEEK 16

b. Poem/song b. Learning a poem/song
rhyming words.
c. Games
c. Games (optional)
previous week.
• 2. Rereading of the Read Aloud: Ang Paliya • 2. Rereading of the Read Aloud: Ang Paliya
sa Plato ni Peepo sa Plato ni Peepo
• Teacher rereads the Read Aloud story. • Pupils read some parts of the story.
• Teacher asks questions about the story again • Pupils talk about the story.
focusing on benefits of eating bitter gourd.
3. Composing Activity: Writing a Memo
3. Composing Activity: Writing a Memo
• Pupils write a memo to the canteen about
• Teacher models composing activity. serving healthy food.
113

C • Express ideas through words and • Composing activities
• Target letter: Rr
AK • Give the name and sound of each
PWR letter
• Identify upper case and lower case

letters
HW • Write upper case and lower case
letters legibly, observing proper
sequence of strokes
PWR • Give the beginning letter/sound of
2 • Match words with pictures/objects
PA • Blend specific letters to forms
syllables and words
F • Read Grade 1 level words, phrases • Levelled Text: Sustansiyado ba

and sentences with appropriate ang Haluhalo? (Author: Ani Rosa
speed, accuracy and proper Almario; Illustrator: Rhea Diwata
expression Mendoza)
G • Give meanings of words through
realia, picture clues, gestures or
context clues
3 ATR • Browse and read books given to
them

114
QUARTER 2 WEEK 16

2. Target Letter: Rr 2. Target Letter: Rr
• Teacher presents and discusses the letter • Pupils give the sound of the letter “Rr”, give
“Rr”. words beginning with “Rr” and write the
letter “Rr”.
“Rr”. • Pupils answer skills activities for letter “Rr”.
• Teacher conducts lesson on syllabication with • Pupils blend vowels with letter “Rr” to form
the letter Rr: ra/re/ri/ro/ru. syllables and blend syllables to form words.
4. Spelling Words • Pupils write simple sentences.
5. Concluding the session • Pupils correctly spell grade level words.
• Teacher gives homework related to the 5. Concluding the Session
lesson.
• As homework, pupils bring pictures or
objects beginning in the letter “Rr”.
2. Guided Reading of the Levelled Text: 2. Guided Reading of the Levelled Text:
Sustansiyado ba ang Haluhalo? Sustansiyado ba ang Haluhalo?
• Teacher introduces high frequency words and Pupils read high frequency words and some

115

expression Mendoza)
• Nouns and Gender of Nouns
G • Identify naming words in phrases or
sentences
• Categorize naming words based on

gender

116
QUARTER 2 WEEK 16

experiences.
in the book.
b. During Reading
b. During Reading
c. After Reading
c. After Reading
• As homework, pupils ask their family
the story.
members about a food with mixed
3. Concluding the Session ingredients.
• Teacher gives homework related to the topic
• Teacher reviews spelling words through • Pupils spell grade level words correctly.
various activities.
3. Nouns and Noun Genders
3. Nouns and Noun Genders
• Pupils identify the nouns and gender of nouns.
• Teacher discusses nouns and noun genders.
4. Re-reading of the Levelled Text:
4. Re-reading of the Levelled Text: Sustansiyado ba ang Haluhalo?
Sustansiyado ba ang Haluhalo?
• Teacher asks pupils to read the story again
in pairs. Pupil A will read to Pupil B, and then
they exchange roles. 5. Composing Activity: Making their own
version of the Leveled Text
5. Composing Activity: Making their own
Version of the Leveled Text • Pupils make their own levelled text.
• Teacher models composing activity. 6. Concluding the Session
6. Concluding the Session • Pupils show their outputs to their families and
read it to them.
• Teacher asks pupils to bring their outputs
home.
117

expression Mendoza)
• Review: Environmental Prints
SS • Get information from simple
environmental print • Spelling Words
• Independent Reading

118
QUARTER 2 WEEK 16

2. Environmental Prints 2. Environmental Prints
• Teacher shows environmental prints. • Pupils read the prints and talk about them.
4. Independent Reading • Pupils write two sentences using the spelling
words.
• Teacher gives time for pupils to read each
other’s output from yesterday’s composing 4. Independent Reading
activity.
• Pupils share each other’s works.
• Teacher gives homework about the day’s
• As homework, pupils talk to family members
activity.
about the stories they read.
119
NOTES
ADLAW
1 Rutina (Routine)
1 a. Balak o Kanta (Poem or Song)
• Teacher introduces the song “Mag-ehersisyo Kita”.
Cc D
d
Mag-ehersisyo Kita
(Tune: Mag-exercise Tayo Tuwing Umaga)
b
Aa B
h
Gg H
f
Ee F
Materials [Mag-ehersisyo ta
Sayo sa buntag (3x)] (2x)
1. Lyrics of song written on a
chart or Manila paper
Aron atong kalawasan kay molagsik
Plato ni Peepo
Sa gabii, sayo kita mangatulog
3. Sample of memo
Ug sa buntag, sayo kita nga mobangon
Ug dayon mag-jogging-jogging
Sa plaza mag-tumbling-tumbling
[Mag-ehersisyo ta
• Teacher lets pupils sing the song as a class. This can be done with
actions too.
b. Pagpaambit (Sharing)
• Teacher asks pupils to share with a partner the exercises they have
practiced at home.
• Teacher asks two volunteers to share to the class.
(Re-reading of the Read Aloud story: The

Bitter Gourd on Peepo’s Plate)
• Teacher rereads the story to the pupils. Ask some pupils to join
and help read parts of the story.
• Teacher asks questions so pupils can talk about the problem and
solution.
120
QUARTER 2 WEEK 16
Example: NOTES
Unsa ang problema sa nanay ni Peepo?

(What was the problem of Peepo’s mom?)
Kinsa ang mitabang para masolusyonan ang problema?

(Who helped solved the problem?)
Unsa ang solusyon sa tatay ni Peepo?

(What is the solution offered by Peepo’s dad?)
Unsay inyong nakat-onan sa estorya? Sa inyong tan-aw, makaayo ba kanato

ang pagkaon og paliya? (What did you learn from the story? Do you
think it is good for the body to eat bitter gourd?)
Buluhaton sa Pagsulat: Mga Makapahimsog

nga Pagkaon 2
(Composing Activity: Healthy Foods)
• Teacher lets pupils talk about the food they see in the canteen. List
down the pupils’ answers on the board. After, ask them what the
healthy and non-healthy foods are.
Example:
Dili Sustansiyado Sustansiyado

kendi kamote
soft drinks pansit
chichiria butong
• Teacher tells pupils to make their own list of healthy foods that
they can recommend to the canteen. Pupils write this in a memo.
• Teacher explains that a memo is a form of communication sent to

give information.
• Teacher gives a sample of a memo that pupils can follow.
Memo Para sa Canteen sa Eskuylahan
Mas maayo nga mamaligya og sustansiyadong mga

pagkaon. Mao ni akong rekomendasyon:
1. puto 4. orange juice

2. banana cue 5. mangga
3. turon
Gikan ni: Pedro
121
NOTES
• Teacher gives homework: Bring your outputs home and read

it to your family members. Bring your memo back to school the
following day. Be ready to talk about it.
ADLAW
1 Rutina (Routine)
• Teacher lets pupils read their memo from yesterday’s activity to

Aa Bb
Cc D
d
h
their seatmates.
Gg H
f
Ee F
• Teacher asks for two volunteers to read their outputs in front of

Materials the class. Provide prompts or guide the pupils in sharing before an
1. Song written on chart or audience.
manila paper b. Balak o Kanta (Poem or Song)
2. Pictures of words
beginning in letter /r/ • Teacher asks pupils to sing the song. Ask them to replace some of
3. Sinugbuanong Binisaya the lines from the song. Let them do actions when singing
Learner’s Manual the song.
4. Letter flash cards
Mag-ehersisyo Kita
(Tune: Mag-exercise Tayo Tuwing Umaga)
[Mag-ehersisyo ta
Sa gabii, sayo kita mangatulog

Ug sa buntag, sayo kita nga mobangon
Ug dayon __________________
Sa plaza __________________
[Mag-ehersisyo ta
2 Tumong nga Letra (Target Letter): Rr
• Teacher presents a picture beginning with the letter “Rr”.
122
QUARTER 2 WEEK 16
Example: NOTES
radyo
Teacher says: Unsa ning butanga? Nakakita na ba mo ini? Unsa ang

mabuhat aning butanga? (What is this thing? Have you seen this
before? What can this thing do?)
• Teacher asks pupils to talk about the object. NOTE

• Teacher focuses on the name of the object. Ask pupils if they can You may refer to the audio
give the sound of the beginning letter. file provided.
• Teacher gives the sound of the letter /r/. Ask pupils to give the
sound of the letter /r/ then ask them to say it in pairs, groups and
as a whole class.
• Teacher asks pupils to give words beginning with letter /r/. As

BRIDGING
• Teacher shows pictures of words beginning with letter /r/. Let the The words relo, rehas
pupils guess the name of the picture. Then, show them the word and resulta are terms
written on flash cards. used in Filipino with the
Example: same meaning. The sound
relo rayna rehas resulta of the letter “Rr” is the
same in mother tongue
• Teacher shows pupils how to write the big and small letter “Rr”.
Let them practice writing on air, at the back of their classmate, and Filipino.
Mga Buluhaton (Activities):
1. Handwriting Activity: For practice in writing letter “Rr”, refer to

Sinugbuanong Binisaya Kagamitan ng Mag-aaral (Learner’s Manual) p. 58.
Pagsilaba (Syllabication)
3
a. Pagbuak sa mga Pulong (Word Breaking)

in previous weeks.
Example:
re lo
r e
r e l o
re lo
relo
123
NOTES b. Paghimo og Pulong (Word Making)
• Teacher gives pupils a set of flashcards with letter /r/, the vowels
letter flashcards.
• Teacher asks pupils to form words using their letter flashcards.
c. Paghimo og mga Kapahayag (Making Sentences)
• Teacher asks pupils to read short sentences with words beginning

in /r/.
Ang rayna adunay relo.

Gihatag niya kang Rosa.
Ang relo regalo sa rayna kang Rosa.
• Teacher asks pupils to make simple sentences with words

beginning in letter /r/.
4 PANITIKONG MGA PULONG (SPELLING WORDS)
• Teacher divides the class into groups. Ask groups to spell

the words the teacher gives using their letter flashcards.
relo rayna regalo radyo resulta
5 PAGTAPOS SA SESYON
(CONCLUDING THE SESSION)
• Teacher gives homework: Bring a picture of an object, animal or

plant that begins with the letter /r/. Be ready to talk about it the
following day.
ADLAW
1 Rutina (Routine)
• Teacher asks pupils to talk to their partners about the pictures they
brought.
• Teacher asks for two volunteers share to the class. Provide

prompts or guide the pupils in sharing before an audience.
• Teacher asks pupils to display their pictures of words beginning in

/r/ in the class word wall.
124
QUARTER 2 WEEK 16
b. Balak o Kanta (Poem or Song) NOTES
• Teacher asks pupils to sing a song learned. Teacher can also

introduce a new song.
Giniyahang Pagbasa sa Levelled Text:

“Sustansiyado ba ang Haluhalo?” 2
(Guided Reading of the Levelled Text: Is
Haluhalo Healthy?) Cc D
d
b
Aa B
h
Gg H
1) Pag-ugba og Pulong (Word Work)

f
Ee F
Materials
• Teacher shows the high frequency words in flash cards. Ask pupils
to read the words. 1. Leveled Text: Eskulayhon
2. Rules written on a paper
sustansiyado aduna haluhalo 3. Guide for sharing
2) Pagbasa og Pulongan (Phrase Reading)
• Teacher shows phrases from the levelled text in flash cards. Ask
NOTE
sustansiyado ba kini adunay
Take this opportunity to
adunay munggos ubi ug nangka work with struggling pupils
in the class, assess their
3) Pasunding sa mga Hulagway (Picture Walk) observations. For pupils
having difficulties in reading
• Teacher asks pupils to look at the picture on each page of the
some words, guide pupils
book. Teacher asks questions for pupils to talk about it.
by letting them do any of
Example: the strategies mentioned in
Unsay inyong nakita sa hulagway? (What do you see in the picture?) Week 12.
4) Pagpahiluna sa Senaryo (Setting the Scene)
Teacher says: Nakakaon na ba mo og haluhalo? Ganahan mo niini o

dili? (Have you eaten haluhalo? Do you like it or not?)
• Teacher lets pupils talk about haluhalo.
Teacher says: Ang ulohan sa atong basahon kay “Sustansiyado ba

ang Haluhalo?”. Gisulat kini ni Ani Rosa Almario ug gidibuho ni Rea
Diwata Mendoza. (The title of our story is “Is Haluhalo Healthy?”.
The author is Ani Rosa Almario and illustrator is Rea Diwata
Mendoza.)
b. ATOL SA PAGBASA (DURING READING)
• Teacher asks pupils to read the story in pairs.
• Teacher goes around and listens in as they read.
125
NOTES • Teacher asks pupils questions about the text read.
Example:
- Bahin sa unsa ang estorya? (What is the story about?)
- Unsa ang mga sagol sa haluhalo? (What are haluhalo’s ingredient?)
- Sustansiyado ba kini? (Is haluhalo a healthy food?)
• Teacher gives homework: Draw a food that has mixed

ingredients (e.g. chopsuey, law-oy). Ask your parents what is in it.
Be ready to talk about it the following day.
ADLAW
1 Rutina (Routine)
• Teacher asks pupils talk to their partners about the pictures of

food they brought and the ingredients.
• Teacher asks for two volunteers share to the class. Provide

• Teacher asks pupils to sing a song learned. Teacher can also

introduce a new song.
2 Balik-Tuon sa Panitikong mga Pulong

(Review of Spelling Words)
• Teacher reviews the pupils on spelling words.
Example: Jumbled letters
a l u h a o l h (haluhalo)
a n u d a (aduna)
Additional spelling words from levelled text: kini, ubi, nangka
126
QUARTER 2 WEEK 16
NOTES
Balik-Tuon: Pungan ug Kinatawhan
sa Pungan 3
(Review: Nouns and Noun Gender)
• Teacher shows pictures of people such as grandfather, mother, and

girl. Ask pupils to identify gender of noun: pangbabaye, panglalaki,
walay kinatawhan
• Teacher reviews noun gender from Quarter 1.
Buluhaton (Activity): Basaha ang mga kapahayag. Ilha kon ang mga
pungan kay pangbabaye ba, panglalaki o walay kinatawhan.
1. Milakaw si Adel uban sa iyang tiyo.

2. Mouli na si Bong.
3. Ang lola ni Elisa buotan.
4. Si Ophelia nagduwa sa parke.
5. Ganahan si Ate sa salida.
Subling Pagbasa sa Levelled Text:

Sustansiyado ba ang Haluhalo? 4
(Rereading of the Levelled Text:
“Sustansiyado ba ang Haluhalo?”)
• In pairs, teacher assigns Pupil A and Pupil B. Pupil A reads to


Kaugalingong Bersiyon sa Levelled Text 5
(Composing Activity: Making their own
version of the Levelled Text)
• From the pupils’ homework, get one example. Discuss in class by

asking for the ingredients of identified food. As pupils give their
answers, write their answers and structure in a similar way as the
levelled text.
Example: Unsay mga sagol sa law-oy? Lami ba kini? (What are the
ingredients of vegetable clear soup? Is it delicious?)
Law-oy
Aduna kiniy okra.

Aduna kiniy kalabasa.
Aduna kiniy gabi.
Aduna kiniy alugbati.
Lami ang law-oy!
127
NOTES • Teacher tells pupils that they will make their own composition
similar to what was done in class.
• Each pupil receives 5 pieces of bond papers:
1) The first bond paper is the cover page. They write the
title “(name of food)” and also write their names for author
and illustrator. Teacher provides a sample cover page on the
blackboard for pupils to follow.
2) Each page will have an illustration of the ingredient. Below

they write: Aduna kiniy ___________.
• Teacher gives homework: Bring their outputs home. Show

and read it to their family members.
ADLAW
1 Rutina (Routine)
• Teacher asks pupils to talk to their partners about their outputs the
previous day.
d
Cc D
Aa B
b
Gg H
h • Teacher asks for two volunteers to share to the class. Provide
e Ff
E
Materials
1. Copy of poem on manila
• Teacher asks pupils to sing a song learned or introduce a new
paper
song.
2. Samples of environmental
2
prints Mga Karatula sa Palibot
(Environmental Prints)
• Teacher shows environmental prints (ex: labels of products, street

signs, names of sari-sari store, etc.). Ask pupils to read it. Ask
pupils where they can see these.
• Teacher asks pupils for examples of environmental prints.
Teacher says: Adunay mga karatula sa palibot nato. Kini sila mohatag
og importanteng impormasyon kanato sama sa atong padulngan, unsay atong
paliton ug unsay atong kaonon. (There are prints around us. These give
important information such as where we are going, what to buy and
what to eat.)
128
QUARTER 2 WEEK 16
NOTES
Pagsusi sa Panitik (Spelling Assessment

3
• Dictate the spelling words and have pupils write on a piece of
paper or in their notebooks.
• Dictate 1 or 2 phrases or sentences.
Example: Adunay regalo ang rayna. Kini ang haluhalo.
(Independent Reading) 4 BRIDGING
• Teacher asks pupils to exchange outputs from Day 4 with their The concept of
classmates. Read the outputs of their classmates. environmental print is
• After, teacher lets pupils talk about their works in pairs or small similar in Filipino and
groups. English.
Pagtapos sa Sesyon
• Teacher gives homework: Talk to your family members about
your classmate’s work that you read today.
129
QUARTER 2 WEEK 17
WEEK
17
TEACHER’S GUIDE
GRADE 2
MOTHER TONGUE
SINUGBUANONG
BINISAYA
Theme: Mga Duwa (Games)
Read Aloud BOOK: Kalo nga Walay Tag-iya
(Nobody’s Hat)
131

Theme:
Read Aloud Story: MT Story Title (English Translation)
Guided Reading Story: MT Story Title (English Translation)

• Poem or Song that Rhymes
Daily speed, accuracy and proper
expression
V • Give meanings of words through • Read Aloud: “Kalo nga Walay

picture clues, gestures or context Tag-iya” (Author: Nati A. Santos;
clues Illustrator: Ferdinand R. Doctolero)

132
QUARTER 2 WEEK 17

• Teacher asks pupils to talk about something Pupils share experiences about animals, lessons
related to the theme or lesson. given or homework done.
• Teacher teaches a poem/song ending in Pupils recite a poem or sing a song.
rhyming words.
c. Games
c. Games (optional)
Pupils participate actively in games to review
previous week.
2. Read-Aloud: Kalo nga Walay Tag-iya 2. Read-Aloud: Kalo nga Walay Tag-iya
a. Prereading a. Prereading
• Teacher reads the story to pupils stopping at • Pupils answer questions or give comments
C – Composition; LC/RC – Listening Comprehension/Reading Comprehension; ATR – Attitude
Towards Reading; SS – Study Skills; BPK – Book Print Knowledge;
133
OL • Listen and respond to others in oral • Read Aloud: “Kalo nga Walay
conversation Tag-iya” (Author: Nati A. Santos;
LC • Note details and events in the story Illustrator: Ferdinand R. Doctolero)
• Give sequence of Events in a story • Review: Verbs
• Discuss, illustrate, dramatize specific

events in the story

134
QUARTER 2 WEEK 17

• Teacher lets pupils predict the ending of the • Pupils answer questions or give comments
story. during the read aloud.
c. After Reading • Pupils predict the ending of the story.
• Teacher asks questions about the story. c. After Reading
3. Spelling Words • Pupils talk about the story.
• Teacher introduces spelling words from the 3. Spelling Words
story.
Pupils talk about spelling words presented.
• As homework, pupils play a game with family
members.
2. Re-telling of Read Aloud story: Kalo nga 2. Re-telling of Read Aloud story: Kalo nga
Walay Tag-iya Walay Tag-iya
• Teacher asks pupils to re-tell the story in • Pupils retell the story in pairs.
pairs.
3. Shared Reading of the Read Aloud: Kalo nga
3. Shared Reading of the Read Aloud: Kalo nga Walay Tag-iya
Walay Tag-iya”
• Pupils read some parts of the story.
• Teacher re-reads the story.
4. Review: Verbs
4. Review: Verbs
• Pupils demonstrate ability to identify the
• Teacher asks comprehension questions during verbs in the story.
re-reading.
• Pupils talk about the story in groups.
• Teacher gives discussion questions.
• As homework, pupils talk about the story to
• Teacher gives homework related to the story. family members and ask their opinion about
it.

135

PA • Blend letters to form syllables • Target letter: Ng
• Blend syllables to form words • Syllabication

AK • Give the sound of target letter: Ng
• Sentence Making
PA
• Identify the upper case and lower
case of target letter: Ng
case of target letter, Ng, with
SS • Get information from simple • Demonstrative Pronouns

environmental print
• Spelling Words Reviewv
G • Use demonstrative pronouns in
sentences
S • Spell and write correctly grade 1
level words consisting of letters
already learned
4

136
QUARTER 2 WEEK 17

2. Target Letter: Ng 2. Target Letter: Ng
• Teacher introduces and discusses the letter • Pupils give the sound of the letter “Ng ”. give
“Ng”. words beginning and ending in “Ng”, and
practice writing the letter “Ng”.
“Ng”. • Pupils answer skills activities for letter “Ng ”.
• Teacher conducts lesson on syllabication with • Pupils blend vowels with letter “Ng ” to form
the letter Ng: nga/nge/ngi/ngo/ngu. syllables and blend syllables to form words.
4. Spelling Words • Pupils make simple sentences.
5. Concluding the Session • Pupils spell grade level words.
• Teacher gives homework related to the • Pupils use spelling words in sentences.
lesson.
• Pupils draw a picture of a work beginning in

“ng”.
2. Review: Environmental Prints 2. Review: Environmental Prints
• Teacher conducts game to review • Pupils actively participate in the activity.
environmental prints
• Pupils read environmental prints.
3. Demonstrative Pronouns
• Teacher introduces demonstrative pronouns.

137
C • Express ideas through words and • Read Aloud: “Kalo nga Walay
phrases using both invented and Tag-iya” (Author: Nati A. Santos;
conventional spelling Illustrator: Ferdinand R. Doctolero)
• Composing Activity: Poster Making
environmental print
• Spelling Test

138
QUARTER 2 WEEK 17

4. Spelling Review 3. Demonstrative Pronouns
• Teacher conducts activities for spelling • Pupils use demonstrative pronouns when
review. talking about something.
5. Concluding the Session 4. Spelling Review
• Teacher gives homework related to the story. • Pupils spell words from the spelling list.
• As homework, pupils bring a a piece of their

favorite clothing and talk about it.
3. Retelling of the Read Aloud 3. Retelling of the Read Aloud
• Teacher asks pupils to retell the story using • Pupils retell the story.
pictures.
4. Composing Activity: Poster Making
4. Composing Activity: Poster Making
• Pupils write and illustrate a poster about the
• Teacher models composing activity. hat.
• Teacher asks pupils to bring their outputs • Pupils show their outputs to their family
home. members and talk about it.
139
NOTES
ADLAW
1 Rutina (Routine)

• Teacher models news sharing about a game played.
Teacher says: Mga bata, gahapon nagduwa mi uban sa akong mga

igsoon og Scrabble. Niining duwaa maghimo ka og mga pulong gikan sa mga
letra. Imo kining isumpay sa usa ka letra sa pulong nga nahimo sa imong
d
Cc D
b
Aa B
h
Gg H
Ee F
f
kaduwa. Pakitaan ta mo og ehemplo sa blackboard. (Children, yesterday I
Materials played Scrabble with my siblings. In this game, we make words from
letters. You connect your word to a word formed by your playmate.
1. Poem written on chart or I’ll show you an example on the board.)
manila paper
2. Book: Kalo nga Walay Kamo, nagduwa ba niadtong Sabado o Domingo? Unsay inyong paboritong
Tag-iya (Nobody’s Hat) duwa? Ipaambit kini sa inyong katapad. (How about you? Did you play
3. Pictures for vocabulary last Saturday or Sunday? What is your favorite game? Talk about it
words with your seatmate.)
4. Spelling words on flash • Teacher asks two volunteers to share to the class. Provide prompts
cards or guide the pupils in sharing in front of an audience.
• Teacher teaches the hand game – rock, paper and scissors – that is
played by saying a Cebuano rhyme.
Jack en Poy
Hali-hali-hoy
Kinsay mapilde
Siyay luoy!
• Teacher lets pupils play the game in small groups.
2 Sugilanon: Kalo nga Walay Tag-iya

Read Aloud story: Nobody’s Hat)
a. Buluhaton sa Dili Pa Magbasa (Pre-Reading Activities)

• Teacher asks questions so pupils can talk about the words.
140
QUARTER 2 WEEK 17
katingalahan (wonder) – Alang kang Alex, katingalahan nganong NOTES

makalupad si Darna. (For Alex, it’s a wonder how Darna can fly.)
pagmaya (be glad/merry) – Pagmaya kay bag-ong tuig na. Maglipay-lipay

ang pamilya. (Be glad because it’s a new year. The family is very glad.)
Ang pagmaya mao ang pagpakita og kalipay.
Teacher says: Mga bata, kon kamo masulub-on o magul-anon, unsay

inyong buhaton? (Children, when you are sad, what do you do?)
Aduna bay mga butang nga makapalipay kaninyo? Unsa man kini?
(Are there things that make you happy? What are these?)
Teacher says: Ang ulohan sa libro kay “Kalo nga Walay Tag-iya”.
Gisulat kini ni Nati A. Santos ug gidibuho ni Ferdinand Doctolero. (The
title of the story is “Nobody’s Hat”. The author is Nati A. Santos
and the illustrator is Ferdinand Doctolero.)
Teacher says: Tan-awa ang hapin sa libro. Unsay inyong gustong

mahibal-an sa estorya? (Look at the cover of the book. What do you
want to know about the story?)
Kinsa kaha ang tag-iya sa kalo? (Who is the owner of the hat?)
b. Buluhaton Atol sa Pagbasa (During Reading Activities)
After reading p. 6
Teacher says: Unsa kahay buhaton sa kalo? (What do you think

will the hat do?)
On p. 8
Teacher says: Unsa kaha ang mahitabo? (What do you think will
happen?)
On p. 10
Teacher says: Unsay nahitabo kang lolo? (What happened to

lolo?)
After reading p. 17
Teacher says: Unsa kaha ang mahitabo? (What do you think will
happen?)
141
NOTES c. Buluhaton Human og Basa (After Reading Activities)
Example:
Unsay ginabuhat sa kalo? (What does the hat do?)
Ihulagway ang kalo. (Describe the hat.)
Kang kinsang ulo ang gitugpahan sa kalo?

(On whose heads did the hat land?)
Ngano kahang mitugpa siya sa ilang mga ulo? (Why do you think did the
hat land on their heads?)
Unsa ang isulti sa kalo sa iyang pagtugpa? (What does the hat say when
it lands?)
Nadakpan ba sa mga tawo ang kalo? Aduna ba kiniy tag-iya?

(Did the people catch the hat? Does it have an owner?)
Teacher says: Unsang bahina sa estorya ang inyong nagustohan?

(Which part of the story did you like?)

share to the class.
• Teacher presents spelling words by relating them to the Read

Aloud story.
Example: Mahitungod sa unsa ang estorya? (What is the story about?)
Spelling words:
kalo ulo pagmaya lupad-lupad libot-libot
•
Teacher gives homework: Play a game with your siblings or any
family member. Be ready to talk about it tomorrow.
142
QUARTER 2 WEEK 17
NOTES
ADLAW
RUTINA (ROUTINE)
1
• Teacher asks pupils talk about their homework in pairs: What
game did you play yesterday with your siblings or other family
members? b
Cc D
d
Aa B
h
Gg H
f
Ee F
pupils with sentence prompts or guide when talking to an Materials
audience.
b. Balak o Kantang Nagrima (Poem or Song that Rhymes) manila paper
2. Book: Kalo nga Walay
• Teacher shows and reads a poem that rhymes. Ask pupils to recite
Tag-iya (Nobody’s Hat)
the poem.
3. Action words (of hat)
• Teacher asks pupils to identify the rhyming words. written on flash cards
4. Pictures for vocabulary
Ang Tamsi nga Pulag Dughan words
5. Spelling words on flash
May tamsi nga pulag dughan cards
Sa hardin akong hikit-an
Tabangi, Inday, kay gikaibgan
Ang tamsi nga pulag dughan
Pagsubli sa Sugilanon:
Kalo nga Walay Tag-iya 2
(Retelling of Read Aloud story: Hat with
No Owner)
a. Pagsunod-sunod sa mga Panghitabo (Sequencing Events)
story.

Hat arriving in Hat on Hat on child’s
town grandfather’s head
head
Picture 4: Picture 5:
People trying to Hat flying off
catch the hat
143
NOTES b. Subling Pagsugilon sa Estorya (Retelling of the Story)

3 Ambitay nga Pagbasa : Kalo nga Walay Tag-iya
(Shared Reading of the Read Aloud: Hat

with No Name)
Example:
Page 3: Nagsige lang kini og lupad-lupad ug naglibot-libot
Page 7: Milupad kini nga nagtuyok-tuyok hangtod nga mitugpa

sa ulo sa tigulang.
Page 12: Apan mipataas ug mipataas ang kalo.
Page 15: Mitugdon ang kalo sa ulo sa bata.
Page 21: Milupad kini ug nagtuyok-tuyok.
2 Balik-Tuon sa mga Punglihok

(Review: Verbs)
• Teacher shows a picture of hat. Ask pupils what the hat does. As
pupils answer, stick the action words on the hat.
naglupad
naglibot-libot
• Teacher recalls lesson on verbs.
Teacher says: Nakahinumdom pa mo unsang klaseha ni sa mga pulong?

… Mao ni ang mga pulong nga nagpakita og lihok. Ato silang gitawag og
punglihok. (Do you still remember what kind of words these are? ….
These are words that show action. We call them verbs.)
144
QUARTER 2 WEEK 17
NOTES
Buluhatong Panggrupo:
Diskusyon bahin sa Sugilanon 4
(Group Work: Story Discussion)
• Teacher divides the class into groups. Give one discussion

question for each group written on the board or strips of paper.
Example:
Unsay gibuhat sa kalo? Unsay gibuhat niini pagtugpa sa ulo sa tiguwang?

Sa bata? (What did the hat do? What did it do when it landed on
grandfather’s head? On the child?) [role play]
Idrowing si Lolo. Unsay mga kinaiya ni Lolo? Isulat kini. (Draw lolo.
What do you think are the characteristics of the grandfather? Write
these down.) [write and illustrate]
Idrowing ang bata. Ngano kahang naguol ang bata? Isulat ang posibleng mga
rason. (Draw the child. Why do you think is the child sad? Write
the possible reasons.) [write and illustrate]
Gusto ba ninyong dakpon ang kalo? Ngano o nganong dili?

(Do you want to catch the hat? Why or why not?) [role play]
Unsa kahay mahitabo kon madakpan ang kalo? (What will happen if
you catch the hat?) [role play]
Asa kaha sunod moadto ang kalo? (Where will the hat go next?)
[role play or illustrate and write]
5
Pagtapos sa Sesyon

the story. Ask them where they think the hat will go next. Be ready
to share the following day.
145
NOTES
ADLAW
1 Rutina (Routine)
• Teacher asks pupils talk about their homework in pairs: What did
your family members say when you asked them where they think
the hat will go next?

pupils with sentence prompts or guide when talking to an
audience.
• Teacher asks pupils to read a poem as a class and in groups.
• Let pupils give rhyming words for the underlined words.
Ang Tamsi nga Pulag

Dughan
May tamsi nga pulag dughan

Sa hardin akong hikit-an
Tabangi, Inday, kay gikaibgan
Ang tamsi nga pulag dughan
2 Tumong nga Letra (Target Letter): Ng/ng
• Present a picture beginning with the letter “Ng”.
ngisi
Teacher says: Unsay inyong nakita? Unsa kaha ang gibati sa tawo?
Nganong nakaingon man mo niani? (What do you see? How does the
person feel? Why can you say that?)
• Teacher focuses on the word of the picture. Ask pupils if they can
NOTE give the sound of the beginning letter.
You may refer to the audio • Teacher gives the sound of the letter /ng/. Ask pupils to give the
file provided. sound of the letter /ng/. Ask them to say it in pairs, groups and as
a whole class.
146
QUARTER 2 WEEK 17
• Teacher asks pupils to give words beginning with letter /ng/. As NOTES
• Teacher shows ending with letter /ng/. Read the words and let
students repeat. Ask students to listen as they say the words and
identify if /ng/ is a beginning or ending sound.
Example: BRIDGING
ngabil ngipon ang lang The word “ang” and
• Teacher shows pupils how to write the big and small letter “ng”. “lang” are terms used in
Let them practice writing on air, at the back of their classmate, Filipino with the same
meaning. The sound of
Buluhaton (Activity): the letter “ng” is the
1. Pagsuwat (Handwriting): Refer to Sinugbuanong Binisaya same in mother tongue
Kagamitan ng Mag-aaral (Learner’s Manual) p. 66 for writing and Filipino.
exercises in letter “Ng/ng”. Teacher can also write the letters on the
board and have pupils copy and practice on their notebooks.
Pagsilaba (Syllabication)
3

in previous weeks.
Example:
ngi si
ng i
ng i s i
ngi si
ngisi
• Teacher gives pupils a set of flashcards with letters /ng/, the

vowels and letters previously discussed. Review syllabication using
the letter flashcards.
• Teacher asks pupils to form words from the syllables using their
letter flashcards.
147
NOTES c. Paghimo og mga Kapahayag (Making Sentences)
• Teacher lets pupils read short sentences with words beginning in

/ng/.
Ang ngisi ni Manang dako.

Pula ang iyang ngabil.
Puti ang iyang ngipon.
• Teacher asks pupils to make simple sentences with words

beginning in letter /ng/.
• Teacher divides the class into groups. Let pupils write simple
sentences using the spelling words.
Additional spelling words: ngipon ngabil ngisi ang lang
• Teacher gives homework to pupils: Draw a picture of a word

beginning in /ng/. Be ready to talk about your pictures tomorrow.
ADLAW
1 RUTINA (ROUTINE)
• Teacher asks pupils to show their homework in pairs and talk
Aa B
b
Cc D
d
about it.
h
Gg H
f
Ee F
Materials pupils with sentence prompts or guide when talking to an
audience.
manila paper • Teacher lets pupils post their homework on the Word Wall for
2. Word Wall for /ng/ letter /ng/.
3. Labels of common home
items b. Balak o Kantang Nagrima (Poem or Song that Rhymes)
4. Picture of hat • Teacher teaches a new song or poem. Ask pupils to recite or sing.
2
Balik-Tuon: Mga Karatula sa Palibot
(Review: Environmental Prints)
• Teacher hides different labels of commonly used items (ex: labels

of canned goods, milk, soap, etc.) under pupils’ chairs. Ask pupils
to check if there is a label stuck under their chairs.
148
QUARTER 2 WEEK 17
• Teacher shows sentences that can be completed using the labels. NOTES
Ask pupils to finish the phrases above with the appropriate labels.
Example:
Mokaon siya og ________. (label of tuna can)
Moinom siya og __________. (label of milk)
Pangdayagon nga Pulingan

(Demonstrative Pronouns) 3
• Teacher discusses demonstrative pronouns using the picture of
hat used in Day 2.
Pangdayagon nga Pulingan
(Demonstrative Pronouns)
Teacher (speaker) holds kini (this)

the hat Kini ang kalo.
(This is the hat.) BRIDGING
Teacher (speaker) points Kana (that)
to the objects that is Teacher can make
Kana ang kalo.
nearest to the addressee connections between
(pupil) pronouns taught in
The object is away from Kadto (yon) mother tongue when
the teacher (speaker) and
Kadto ang kalo. discussing pronouns in
pupil (addressee)
Filipino.
• Teacher asks pupils to use the term using materials they have in
their bags (ex: pencil, notebook and book.) Vary the location of
the objects so pupils can use the pronouns kini, kana and kadto.
Balik-Tuon: Panitikong mga Pulong

(Review: Spelling Words) 4
• Teacher reviews spelling words through jumbled letters, missing
letters, changing misspelled letters, etc.
Example: Pangitaa ang sayop pagkatitik nga pulong. Saktoa. (Look for
the misspelled word. Correct it.)
Ang kalo naglibut-libut. -> Ang kalo naglibot-libot.
Pagtapos sa Sesyon
• Teacher gives homework to pupils: Bring any piece of clothing
you like to wear (ex: hat, jacket, shorts). Be ready to talk about it
tomorrow.
149
NOTES
ADLAW
1 RUTINA (ROUTINE)
• Teacher asks pupils to show and talk in pairs about their favorite
piece of clothing.

d
Cc D
b
Aa B
h
Gg H
Ee F
f
pupils with sentence prompts or guide when talking to an
Materials audience.
1. Poem written on chart or b. Balak o Kantang Nagrima (Poem or Song that Rhymes)
manila paper • Teacher teaches a rhyming poem or song. Have students identify
2. Pictures used in the rhyming words.
sequencing events
3. Book: Ang Kalo nga
Walay Tag-iya
4. Picture of hat
• Teacher gives spelling assessment. It can be through dictation or

identifying the correct spelling.
• Teacher asks pupils to write one or two simple sentences from the
words learned.
3 Subling Pagsugilon: Kalo nga Walay Tag-iya

(Retelling of the Read Aloud story:
Hat with No Owner)
• Teacher asks pupils to re-tell the story in pairs. Display pictures

used in Day 2 to help pupils.
4 Buluhaton sa Pagsulat: Paghimo og Poster

(Composing Activity: Poster Making)
• Teacher shows hat used in Day 2. Ask pupils to recall

characteristics of the hat. As they answer, write the key words on
the board.
• Teacher tells pupils that they will make a poster about the hat.
Pupils will draw a hat and write two or 3 sentences about the hat.
Provide an example of the poster.
150
QUARTER 2 WEEK 17
NOTES
Kini kay usa ka kalo.

Daghan og kolor ang kalo.
Gusto nako ang kalo.
Pagtapos sa Sesyon
• Teacher gives homework: Bring your posters at home. Show it to
the members of your family and talk about it.
151
QUARTER 2 WEEK 18
WEEK
18
TEACHER’S GUIDE
GRADE 2
MOTHER TONGUE
SINUGBUANONG
BINISAYA
Read Aloud BOOK: Kalo nga Walay Tag-iya
(Nobody’s Hat)
Leveled Text: Ang Kahibulongang Kahon Ni Nona
(Nona’s Magical Box)
153


Read Aloud Book: Kalo nga Walay Tag-iya (Nobody’s Hat)
Levelled Text: Ang Kahibulongang Kahon Ni Nona (Nona’s Magical Box)

• Recitation of poem or song
• Recite and sing individually, with
ease and confidence, songs, poems, • Games
chants or riddles
Daily
ATR • Listen attentively and react • Read Aloud: “Kalo nga Walay
positively during storytelling Tag-iya” (Author: Nati A. Santos;
V • Use vocabulary referring to objects, Illustrator: Ferdinand R. Doctolero)
people and musical instruments
• Dramatization/ Role Play
OL • Participate actively during read
alouds by making comments and • Spelling Words
answering questions
LC • Dramatize specific events in a story
read
1

154
QUARTER 2 WEEK 18

Teacher asks pupils to talk about something • Pupils share experiences about animals,
b. Poem/song b. Learning a poem/song
Teacher teaches a poem/song ending in rhyming • Pupils recite a poem or sing a song.
words.
c. Games
c. Games (optional)
Pupils participate actively in games to review
Teacher uses game to review lesson/s in the lessons.
previous week.
2. Re-reading of the Read Aloud: Kalo nga 2. Re-reading of the Read Aloud: Kalo nga
Walay Tag-iya Walay Tag-iya
• Teacher rereads the Read Aloud. • Pupils read some parts of the story.
3. Composing Activity: Extending the story 3. Composing Activity: Extending the story
• Teacher models writing activity. • Pupils illustrate and write a continuation of
the story.
• Teacher gives homework to bring their
outputs home. • Pupils show and talk about their outputs to
members of their family.
155

C • Express ideas through words and • Composing Activity
• Environmental Prints
V • Use vocabulary referring to objects,
people and musical instruments
environmental print
OL • Use common polite expressions • Leveled Text: Ang Kahibulongang

and greetings Kahon ni Nona (Author: Ani
Almario; Illustrator: Jericho Moral)
• Participate actively during reading
by making comments and asking
questions
realia, picture clues, gestures or
context clues
3 expression
ATR • Read books given to them

156
QUARTER 2 WEEK 18

2. Review: Environmental Prints 2. Review: Environmental Prints
• Teacher asks pupils to read the signs in • Pupils talk about the signs they have read.
school.
3. Group Activity: Role Playing
3. Group Activity: Role Playing
• Pupils role play parts of the story.
• Teacher facilitates group work.
• As homework, pupils bring their favorite toy
• Teacher gives homework related to the topic. to school and talk about it.
2. Guided Reading of the Levelled Text: Ang 2. Guided Reading of the Levelled Text: Ang
Kahibulongang Kahon ni Nona Kahibulongang Kahon ni Nona
• Teacher introduces high frequency words and • Pupils read high frequency words and some
experiences.
in the book.
b. During Reading
b. During Reading
c. After Reading

157
ATR • Listen attentively and react • Levelled Text: Ang Kahibulongang

positively during storytelling Kahon ni Nona (Author: Ani
S • Spell and write correctly grade 1 Almario; Illustrator: Jericho Moral)
level words
• Spelling Words
and sentences with appropriate • Composing Activity
expression
V • Use vocabulary referring to objects
4 and environment
S • Spell and write correctly grade 1 • Leveled Text: Ang Kahibulongang

5
level words Kahon ni Nona (Author: Ani
F • Read grade 1 level words, phrases Almario; Illustrator: Jericho Moral)
• Spelling Words
expression
158
QUARTER 2 WEEK 18

c. After Reading 3. Concluding the Session
• Teacher asks questions about the story. • As homework, pupils think what kind of toy
an empty water bottle can become.
the story.

levelled text story.
• Teacher reviews spelling words. • Pupils answer a crossword puzzle.
3. Re-reading of the Levelled Text: Ang • Pupils use spelling words to complete a
Kahibulongang Kahon ni Nona sentence.
• Teacher asks pupils to read the story again 3. Re-reading of the Levelled Text: Ang
in pairs. Pupil A will read to Pupil B, and the Kahibulongang Kahon ni Nona
exchange roles.
4. Composing Activity: Making Own Version of
4. Composing Activity: Making Own Version of
Leveled Text
Leveled Text
• Teacher models composing activity.
• Pupils make their own version of leveled text.
• Teacher lets pupils bring their outputs at
• Ask homework, pupils share with their family
home.
members the stories they made.

159

160
QUARTER 2 WEEK 18

• Teacher gives spelling test. • Pupils spell words for spelling test.
3. Review: Demonstrative Pronouns 3. Review: Demonstrative Pronouns
• Teacher gives activity to review • Pupils read comic strips and act it out in a
demonstrative pronouns. dialogue.
4. Independent Reading 4. Independent Reading
• Teacher gives time for pupils to read outputs • Pupils read the outputs of their classmates
of other classmates. yesterday.
5. Concluding the Session 5. Concluding the Session
• Teacher gives homework related to the • As homework, pupils share with their family
lessons. members the stories they read.

161
NOTES
ADLAW
1 RUTINA (ROUTINE)
• Teacher asks pupils to share with a partner the posters they made
the previous week.
d
Cc D
b
Aa B
Ee F
f
Gg H
h
• Teacher asks two volunteers to share to the class. Provide sentence
prompts or guide the pupils when sharing before an audience.
Materials
1. Song or poem written on
a chart or manila paper • Teacher teaches the pupils a new song or poem. Ask pupils to
2. Book: Kalo nga Walay recite as a class and in groups.
Tag-iya
Kalo nga Walay Tag-iya
(Rereading of the Read Aloud story:

Nobody’s Hat)
• Teacher rereads the story to the pupils. Ask volunteers to read

some parts of the story.
3 Buluhaton sa Pagsulat:
Pagpataas sa EstoryA
(Composing Activity: Extending the Story)
• Teacher lets pupils explore about extending the story.
Teacher says: Asa kaha padulong ang kalo? Kinsa kaha ang iyang
matagboan ug asa na sad siya motugpa? (Where will the hat go
next? Who will it meet and where will it land?)
• As pupils give their answers, teacher writes the answers on the

board. Come up with a story from the pupils’ answers.
• Teacher tells pupils to write and draw their ideas about where the
hat will go next.
After writing, teacher asks pupils to sit in groups of three and talk
about their outputs.
• Teacher gives homework: Bring their outputs home and show it to

their family members.
162
QUARTER 2 WEEK 18
NOTES
ADLAW
RUTINA (ROUTINE)
1
• Teacher asks pupils to share with a partner the outputs they made
yesterday. d
Cc D
b
Aa B
h
Gg H
• Teacher asks two volunteers to share to the class. Provide sentence Ee F
f
prompts or guide the pupils when sharing before an audience. Materials

b. Balak o Kanta (Poem or Song) 1. Song or poem written on
• Teacher asks pupils to recite a poem or song they learned in pairs. a chart or manila paper
Balik-Tuon: Mga Karatula sa Palibot

(Review: Environmental Prints) 2
• Teacher asks pupils to go around the school and read signs
around the school.
• Once in the classroom, teacher asks pupils what they have read.
Ask pupils to talk about it.
• Teacher asks pupils to try spelling the signs on the board.
3
Buluhatong Panggrupo: Pag-akto
(Group Activity: Role Playing)
• Teacher divides the class into 8 groups. Ask groups to role play or
dramatize parts of the story. Guide pupils as they are working in
groups. NOTE
Examples: Take this opportunity to

work with struggling pupils
a) Pag-abot sa kalo nga galupad (Arrival of the hat flying) in the class, assess their
Note to teacher: Let the pupils think how they can make the hat
observations. For pupils
talk. Will there be a voice over? How will the hat fly?
b) Ang pagsayaw sa kalo sa ulo ni Lolo ug nakatawa si Lolo (The hat some words, guide pupils
dancing on Grandfather’s head that lead to Grandfather laughing) by letting them do any of
the strategies mentioned in
Note to the teacher: Have the pupils think about how they will Week 12
portray the hat dancing.
c) Ang masulub-on nga bata ug ang pagtugpa sa kalo sa ulo sa bata (The
sad child and the hat landing on the child’s hat)
Note to the teacher: Again, have pupils in this group think about
how they will portray the hat talking. Will there be voice over?
163
NOTES
4
Pagtapos sa Sesyon
• Teacher gives homework: Bring your favorite toy to school.

Be ready to talk about it.
ADLAW
1 RUTINA (ROUTINE)
• Teacher asks pupils to show and talk about their favorite toy to
their partners.
d
Cc D
b
Aa B
Ee Ff
Gg H
h
• Teacher asks for volunteers to share to the class. Provide sentence
Materials
1. Song written on a chart or
manila paper • Teacher lets pupils recite a poem or song in pairs or individually.
2. Flash cards with high
frequency words
3. Flash cards with phrases 2 Giniyahang Pagbasa sa Levelled Text:
“Ang Kahibulongang Kahon ni Nona?”
Ang Kahibulongang (Guided Reading of the Levelled Text:
Kahon ni Nona Nona’s Magical Box)
a. Buluhaton sa dili magbasa (Prereading Activities)
1) Pag-ugba og Pulong (Word Work)
• Teacher shows the high frequency words in flash cards. Ask pupils
to read the words.
usahay usa kini
2) Pagbasa og Pulongan (Phrase Reading)
• Teacher shows phrases from the levelled text in flash cards. Ask
kahibulongang kahon ka eroplano
ka rocketship ka jeepney
3) Pasunding sa mga Hulagway (Picture Walk)
• Teacher lets pupils look at the pictures on each page of the book.
Teacher lets pupils talks about it. Ask a couple of questions.
Example:
Unsay inyong nakita sa hulagway? (What do you see in the picture?)
Unsay nahitabo sa kahon? (What happened to the box?)
164
QUARTER 2 WEEK 18
4) Pagpahiluna sa Senaryo (Setting the Scene) NOTES
• Teacher shows a box to the pupils. Ask them what they can do
with it.
Teacher says: Ang ulohan sa atong basahon kay “Ang Kahibulongang

Kahon ni Nona”. Gisulat kini ni Ani Rosa Almario ug gidibuho ni
Jericho Moral. (The title of our story is “Nona’s Magical Box”. The
author is Ani Rosa Almario and illustrator is Jericho Moral.)
B. Atol sa Pagbasa (During Reading) NOTE
• Teacher lets pupils read the story in pairs. Take this opportunity to
• Teacher goes around and listens in as they read. work with struggling pupils
in the class, assess their
c. Buluhaton Human og Basa (After Reading Activities) progress and take note of
observations. For pupils
Example: Bahin sa unsa ang estorya? (What is the story about?) some words, guide pupils
by letting them do any of
Nganong kahibulongan ang kahon ni Nona? (Why is Nona’s box the strategies mentioned in
magical?) Week 12
Aduna koy kahon. Unsang mga butanga puyde kini mahimo? (I have a
box. What things can it turn into?)
Pagtapos sa Sesyon
• Teacher gives homework: Show an empty water bottle to the
class. Ask the pupils what it can turn into. Let them think about it
at home. Ask them to prepare to talk about it the following day.
ADLAW
RUTINA (ROUTINE)
1
• Teacher asks pupils to talk about their homework: Think about
what kind of toy an empty water bottle can become.
d
Cc D
• Teacher asks for volunteers to share to the class. Provide sentence Aa B
b
f
Gg H
h
Ee F
Materials
1. Song written on a chart or
• Teacher lets pupils recite a poem or song individually.
manila paper
Ang Kahibulongang
Kahon ni Nona
165
NOTES
• Teacher shows a crossword puzzle to the class.
Example:
1) panagsa 2
k
2) kuwadrado a
ang porma 1
u s a h a y
n
Spelling words: kini, usa, ka
• Teacher lets pupils use additional spelling words to complete a
sentence.
Example: Milupad ang ______________. (eroplano)
Additional Spelling words: eroplano, jeep, duwa, kama, tren
Ang Kahibulongang Kahon ni Nona
(Re-reading of the Levelled Text: Nona’s

Magical Box)
• In a pair, teacher assigns Pupil A and Pupil B. Pupil A reads to

4 Buluhaton sa Pagsulat: Pagsulat og

Kaugalingong Bersiyon sa Levelled TexT
(Composing Activity: Making Their Own

Versions of the Levelled Text)
• Teacher shows pupils an old can. Ask pupils to imagine if the can
were magical. What would it turn into?
Teacher says: Kon kining daan nga lata parehas sa kahon ni Nona nga
kahibulongan, unsang butanga kaha kini puydeng mahimo? (If this old
can is magical like Nona’s box, what will it turn into?)
• Teacher writes the pupils’ answers. Turn it into a story similar to

the levelled text.
166
QUARTER 2 WEEK 18
Example: NOTES
Ang Kahibulongang Lata ni Rosa
Adunay kahibulongang lata si Rosa!

Usahay, usa kini ka bisikleta.
Usahay, usa kini ka iro.
Usahay, usa kini ka helicopter.
Kini ang kahibulongang lata ni Rosa!
• Teacher tells pupils that they will make their own story. Guide
pupils in their composing activity.
Pagtapos sa Sesyon
• Teacher gives homework: Bring their outputs home. Show and
read it to their family members.
ADLAW
RUTINA (ROUTINE)
1
5
• Teacher asks pupils to show and talk about their outputs yesterday
to their partners.
d
Cc D
b
• Teacher asks for volunteers to share to the class. Provide sentence

Aa B
h
Gg H
Ee Ff

Materials
1. Copy of poem on manila
• Teacher lets pupils recite a poem or song individually. paper

2
• Teacher dictates the spelling words and asks pupils write on a
piece of paper or on their notebooks.
• Teacher dictates two sentences.
Example: Ang kahon naa sa kilid sa lamesa.
Balik-Tuon: Pangdayagon nga Pulingan

(Review: Demonstrative Pronouns) 3
• Teacher reviews demonstrative pronouns using pictures. Let
pupils read the comic strips. Ask them to act it out.
167
NOTES
Unsa kini?
Kini mga iring.
Unsa kadto?
Kadto mga buyog.
• Teacher lets pupils use demonstrative pronouns when talking with

classmates.
4 Kinaugalingong Pagbasa
(Independent Reading)
• Teacher asks pupils to exchange outputs from Day 4 with their

classmates. Read the outputs of their classmates.
• Teacher lets pupils talk about the outputs they read in pairs or
small groups.

your classmate’s work that you read today.
168
QUARTER 2 WEEK 19
WEEK
19
TEACHER’S GUIDE
GRADE 2
MOTHER TONGUE
SINUGBUANONG
BINISAYA
Theme: Mga Balak ug Rima (Poetry and Rhymes)
Read Aloud BOOK: Salamat! (Thank you!)
169

Theme: Mga Balak ug Rima (Poetry and Rhymes)

Read Aloud Book: Salamat! (Thank you!)

• Games
Daily
V • Give meanings of words through • Read Aloud: “Salamat!” (Author:

1 picture clues, gestures or context Russell Molina; Illustrator: Tokwa
clues Peñaflorida)
OL • Participate actively during read
• Spelling Words
alouds by making comments and
asking questions

170
QUARTER 2 WEEK 19

rhyming words.
c. Games
c. Games (optional)
previous week.
2. Read Aloud story: Salamat! 2. Read Aloud story: Salamat!
Teacher reads the story to pupils stopping at • Pupils answer questions or give comments

171
OL • Listen and respond to others in oral • Read Aloud: “Salamat!” (Author:

conversation Russell Molina; Illustrator: Tokwa
Peñaflorida)
• Respond to text through
dramatization
LC • Dramatize specific events in a story
read
• Re-tell a story read
SS • Get information from simple • Poems and Rhymes

environmental print
• Composing Activity: Making a
Diamond Poem
3 a rhyme, poem or song

172
QUARTER 2 WEEK 19

• Teacher lets pupils predict the ending of the • Pupils predict the ending of the story.
story.
c. After Reading
c. After Reading
3. Spelling Words
3. Spelling Words
• Pupils talk about spelling words presented.
• Teacher introduces spelling words from the
story.
• As homework, pupils thank family members
for what they do for them.
a. Sharing (same as above under Daily activities) a. News sharing (same as above under Daily
activities)
b. Poem or Song (same as above under Daily
activities) b. Poem or Song (same as above under Daily
activities)
c. Games (same as above under Daily activities)
c. Games (same as above under Daily activities)
2. Retelling of Read Aloud story: “Salamat!”
2. Retelling of Read Aloud story: “Salamat!”
• Teacher asks pupils to retell the story in
pairs. • Pupils retell the story in pairs.
3. Shared Reading of the Read Aloud story: 3. Shared Reading of the Read Aloud story:
“Salamat!” “Salamat!”
• Teacher re-reads the story. • Pupils read some lines from the story.
4. Group Work: Story Discussion 4. Group Work: Story Discussion
• Teacher asks pupils to dramatize the story. • Pupils work in groups and dramatize parts of
the story.
• Teacher encourages pupils to thank a
classmate who has helped them. • Pupils thank a classmate.

173
S • Spell and write correctly grade 1 • Review: Pronouns

level words consisting of letters
• Spelling Words Review
already learned
G • Use personal and demonstrative
pronouns in a sentence
C • Express ideas through words and • Read Aloud: “Salamat!” (Author:

phrases using both invented and Russell Molina; Illustrator: Tokwa
conventional spelling Peñaflorida)
5 S • Correctly spell grade level words
• Composing Activity: “Thank You”
LC • Re-tell the story card

174
QUARTER 2 WEEK 19

2. Poems and Rhymes 2. Poems and Rhymes
• Teacher presents a poem and recalls previous • Pupils identify rhyming words.
poems.
3. Composing Activity: Making a Diamond Poem
3. Composing Activity: Making a Diamond Poem
• Pupils work in groups to make a Diamond
• Teacher models composing activity. Poem.
• Teacher gives homework related to the • As homework, pupils make a poem at home
lesson. with the help of family members.
2. Review: Possessive Pronouns 2. Review: Possessive Pronouns
• Teacher lets pupils use possessive pronouns • Pupils use possessive pronouns to answer
in answering questions. questions.
• Teacher reviews pupils spelling words. • Pupils form words from syllables.
• Teacher gives homework related to the Read • As homework, pupils draw one thing they like
Aloud story. from the story.

175

176
QUARTER 2 WEEK 19

2. Spelling Assessment 1. Routine
• Teacher gives spelling test. a. Sharing (same as above under Daily activities)
3. Retelling of the Read Aloud story b. Poem or Song (same as above under Daily
activities)
• Teacher asks pupils to re-tell the read aloud
using pictures. c. Games (same as above under Daily activities)
4. Composing Activity 3. Spelling Assessment
• Teacher models composing activity. • Pupils spell grade level words correctly.
5. Concluding the Session • Pupils write sentences using the spelling

words.
• Teacher lets pupils bring their outputs home.
2. Retelling of the Read Aloud story
• Pupils retell the story.
4. Composing Activity
• Pupils make a “Thank You” card.
• Pupils read the card to the person they wrote

to and give it to him/her
177
NOTES
ADLAW
1 RUTINA(ROUTINE)
• Teacher models news sharing about things to be thankful for.
Teacher says: Mga bata, karong adlawa mapasalamaton ko sa

maanindot nga adlaw. Mapasalamaton pud ko nga ania mo sa eskuylahan.
d
Cc D
b
Aa B
h
Gg H
Bisan og ang uban sa inyo sabaan sa klase, malingaw pod ko sa inyong mga
f
Ee F
Materials estorya. Malipayon ko nga nakakita ninyong tanan. (Children, today I am

thankful for a beautiful day. I am also thankful to see you in school.
1. Poem written on chart or Even if some of you can be noisy, I always enjoy your stories. I am
manila paper happy to see all of you.)
2. Book: Salamat
3. Pictures and flash cards Kamo, mga bata? Unsa may inyong gipasalamatan karong adlawa? Hisgoti
for vocabulary words kini uban sa inyong katapad. (How about you, children? What are you
4. Spelling words on flash thankful for today? Talk about it with your seatmate.)
cards
b. Balak o Kanta
• Teacher teaches a song or a poem that is about being thankful.
Have pupils sing or recite it as a class.
2 Sugilanon: Salamat!
(Read Aloud story: Thank You!)
a. Buluhaton sa Dili Pa Magbasa (Pre-Reading Activities)

• Teacher asks questions so pupils can talk about the words.
tuktugaok (cock-a-doodle-doo) – Ang tuktugaok mao ang tingog sa sunoy sayo

sa buntag. (Cock-a-doodle-doo is the sound of the chicken early in the
morning.)
giagni (urge) – Nindot ang pag-hulagway ni Danny sa lugar nga iyang suroyan.
Iyang gidani si Kris sa pagkuyog kaniya. (Danny described beautifully the
place where he will go for a stroll. He urged Kris to come with him.)
magpaugnat (exercise) – Sayo sa buntag magpaugnat ta sa atong lawas. Mag-

jogging o magsayaw-sayaw ta. (In the morning, let us exercise. Let’s jog or
dance.)
178
QUARTER 2 WEEK 19
Paglab-as sa mga Kanhing Nahibal-an (Activating Prior Knowledge) NOTES
Teacher says: Mga bata, sa unsang mga butanga nga kamo

mapasalamaton? Kanus-a mo magpasalamat? (Children, what things
are you thankful for? When do you say thank you?)
Teacher says: Ang ulohan sa libro kay “Salamat!”. Gisulat kini ni

Russell Molina ug gidibuho ni Tokwa Peñaflorida. (The title of the story
is “Thank you!”. The author is Russell Molina and the illustrator
is Tokwa Peñaflorida.)
Teacher says: Tan-awa ang hapin sa libro. Unsay inyong gusto

mahibal-an sa estorya? (Look at the cover of the book. What do you
want to know about the story?)
Sa unsa man mapasalamaton ang bata? (What is the child thankful for?)
b. Buluhaton Atol sa Pagbasa (During Reading
Activities)
On page 10
Teacher says: Kinsa kaha ang sunod nga pasalamatan sa bata?

Nganong mapasalamaton man siya? (Who will the child be thankful
for next? Why do you think he is thankful?)
After reading p. 15
Teacher says: Unsa kahay buhaton ni lola sa bata? Kanus-a kaha ni

mahitabo? (What does grandmother do to the child? When does
this usually happen?)
On page 20
Teacher says: Asa ang bata? Unsa nay iyang buhaton?

(Where is the child? What is the child about to do?)
c. Buluhaton Human og Basa
(After Reading Activities)
Example:
Unsa ang mga gipasalamatan sa bata? (What is the child thankful for?)
Nganong mapasalamaton man siya niini? (Why is the child thankful for
these?)
179
NOTES Kanus-a nagpasalamat ang bata? (When did the child give thanks?)
Kinsa kaha ang pasalamatan sa bata? (Who is the child thanking?)
Kamo, nagapasalamat ba pod? Kanus-a? Unsay inyong buhaton para

magpasalamat? (How about you? Do you give thanks too? When?
What do you do to give thanks?)
Teacher says: Unsang bahina sa estorya ang inyong nagustuhan?

(Which part of the story did you like?)

share to the class.
• Teacher presents spelling words by relating them to the Read

Aloud story.
Example: Unsa ang gisulti sa bata aron pagpasalamat?

(What does the child say to give thanks?)
salamat
Spelling words:
bunga kapyot higala adlaw tabanog
mangga sapa bisikleta bituon
(Concluding the session)
• Teacher gives homework: Think about one good thing that your
parents and siblings did to you. Say thank you to them for what
they did when you go home today.
ADLAW
1 RUTINA (ROUTINE)
• Teacher asks pupils how their family members reacted when they
said thank you. Have them talk in pairs.

• Teacher asks pupils to sing a song or recite a poem in groups.
180
QUARTER 2 WEEK 19
NOTES
Pagsubli sa Sugilanon: Salamat!

2
(Returning to the Read Aloud story:
Thank You!)
• Teacher shows pictures of the different things that the child is b

Cc D
d
Aa B
thankful for. Ask them details about the story.

h
Gg H
Ee Ff
Example: Nganong mapasalamaton ang bata sa sunoy? (Why is the child Materials
thankful for the rooster?)
Unsa ang ginabuhat sa igsoong lalaki sa bata? (What does the child’s manila paper
brother do?) 2. Book: Salamat
3. Pictures from Read Aloud
Ngano mapasalamaton siya sa iyang igsoong lalaki? (Why is the child still story
thankful for his brother?)
Nganong mapasalamaton siya sa iyang lolo? (Why is the child thankful

for his grandfather?)
Hain ang papa sa bata? (Where is the child’s father?)
Nganong mapasalamaton ang bata sa bituon? (Why is the child thankful

for the stars?)
Ambitay nga Pagbasa : Salamat!

3
(Shared Reading of the Read Aloud:
Thank You!)
Example:
Page 3: Sa mga lugas sa bugas nga among gilung-ag.
Page 7: Salamat sa ulan kay nakiglumba-ay ko sa sapa.
Page 11: Salamat sa akong iro nga kanunay ko nga sugaton.
Page 12: Salamat sa sud-an nga anaa sa akong plato.
Page 14: “Oras sa pag-exercise! Magpaugnat! Dali na!”
Page 16: Salamat kang Papa bisan siya tua sa layo.
Page 17: Sa kusog nga katawa, agik-ik, ug mga gitik.
Page 23: Salamat. Salamat. Ugma na pod, ha.
181
NOTES
4 Buluhaton Panggrupo: Pag-akto sa

Sugilanon
(Group Work: Role Play or Dramatization)
• Teacher divides the class into groups. Each group acts out a part
of the story.
• Teacher uses the pictures earlier and gives one to each group.
They will role play or dramatize the part of the story shown in the
picture.
• Teacher gives 5 - 10 minutes for the group to practice before they

perform in class. Ask one student to be the narrator. Teacher can
also be the narrator.
(Concluding the session)
• Teacher asks pupils to go around and thank one classmate for a

good thing that the classmate may have done.
ADLAW
1 RUTINA (ROUTINE)
• Teacher asks pupils to talk in pairs about what they are thankful
d
about for the day.
Cc D
b
Aa B

h
Gg H
f
Ee F

Materials
manila paper • Teacher asks pupils to sing a song or recite a poem in groups.
2. Book: Salamat
3. Sample of diamond
poem
2 Mga Balak og Rima (Poems and Rhymes)
• Teacher recalls 2 or 3 rhyming poems discussed in the previous

weeks. Show the poems and ask pupils to identify the rhyming
word.
Teacher says: Ang usa ka balak adunay mga estansa ug sumbanan o

pattern. Usahay nagtapos kini og mga pulong nga nagrima. (A poem has
stanzas and a pattern. Sometimes it ends with words that rhyme.)
182
QUARTER 2 WEEK 19
• Teacher shows pupils a sample of a diamond poem. Let them read NOTES
it. Let them identify the words that make up each line.
Line 1 – name of animal (noun)
Line 2 – 2 words that the animal does (action words)
Line 3 – 3 words to describe the animal (adjectives)
Line 4 – 2 more words that the animal does (action words)
Line 5 – its classification (noun)

Example: BRIDGING
Unggoy Poem as a genre of

mokaon mokapyot literature is the same in
Filipino and English as
itom dako abtik
in Mother Tongue. The
molakaw matulog
concept can be easily
mananap transferred and further
reinforced in the two
• Teacher uses chicken as another example. Get answers from languages.
pupils and write their answers on the board to make another
diamond poem.
Teacher says: Mao ni atong gitawag og diyamanteng balak. Tan-awa

ang porma sa atong balak, di ba diyamante. (This is what we call a
diamond poem. Look at its shape; it’s a diamond.)

Diyamanteng Balak 3
(Composing Activity: Writing a Diamond
Poem)
• Teacher lets pupils to work in groups of three. Ask them to think

of an animal and make their own diamond poem.
• Teacher asks pupils to share their poems to the class.
Pagtapos sa Sesyon
4
• Teacher gives homework: Make a diamond poem or a 4-stanza

poem together with your parents and siblings.
183
NOTES
ADLAW
1 RUTINA (ROUTINE)
• Teacher asks pupils share in groups of three the poems they have
d
made with their family members.
Cc D
b
Aa B
• Teacher asks volunteer pupils to share to the class.

h
Gg H
f
Ee F
Materials • Teacher lets pupils display their poems on the classroom walls.
1. Poem written on chart or b. Balak o Kanta (Poem or Song)
manila paper
2. Book: Salamat • Teacher asks pupils to sing a song or recite a poem in groups.
3. Sample of diamond poem
2 Balik-Tuon: Panghupot nga Pulingan

(Review: Possessive Pronouns)
• Teacher tells pupils to get one thing from their bags. Randomly
collect 10 things from the pupils and put then on the teacher’s
table.
• Teacher asks questions that allow pupils to use pronouns.
Example: Kang kinsa kini? (Who owns this?)
Buluhaton (Activity). Pilia ang saktong pulingan. Isuwat sa blanko.

(Choose the correct pronoun. Write it on the blank.)
1. Aduna koy libro. Kini ________ (akoa, imoha).
2. Si Tina ug Ben miadto sa dagat. Mangaligo ____________ (siya, sila).
3. Moa ni ang gipangita nimo nga lapis. _______ (imoha, akoa) kini.
4. Si Joel kay nasakit. Miadto _________ (siya, ikaw) sa doktor.
5. Ang mga tag-iya sa iro kay sila Neil ug Jon. ________ (Imoha, Ilaha)
ang iro.
3 Pagsubli bahin sa mga Pulong Pantitik

(Review: Spelling Words)
• Teacher posts different syllables around the classroom walls. Ask
pupils to find the syllables needed to form the word that matches
the picture.
Example:
bisik leta
184
QUARTER 2 WEEK 19
NOTES
Pagtapos sa Sesyon
• Teacher gives homework: Draw one thing from the Read Aloud
story that you like. Write 2 sentences about it. Be ready to share
tomorrow.
ADLAW
RUTINA (ROUTINE)
1
5
• Teacher asks pupils to share in groups of three their homework.
• Teacher asks volunteer pupils to share to the class.

• Teacher asks pupils to sing a song or recite a poem in groups.

2
• Teacher gives spelling assessment. It can be through dictation or
filling in the missing letters.
Example:
b s l t a
Clue: Modagan kon pedalan.
• Teacher asks pupils to write 1 or 2 simple sentences from the
words learned.
Subling Pagsugilon: Salamat!

3
(Retelling of the Read Aloud story:
Thank You!)
• Teacher asks pupils to retell the story in pairs. Display pictures

used in Day 2 to help pupils.
Paghimo og Thank You card 4
(Composing Activity: Making a Thank
You card)
Teacher asks pupils to think about one thing that their parents or
siblings or any family member do which they are thankful about.
185
NOTES • Teacher asks one volunteer to share. Tell pupils that they will
make a thank you card for the special person they want to thank.
• Teacher shows pupils how to fold a card, where to draw and

where to write. Teacher shows sample of a “Thank You” card.
For example:
Mahal kong Ate,
Daghang salamat sa paglaba

sa akong uniporme. Naa koy
sul-obon kada adlaw. Humot pa
gyud!
Imong igsoon,
Titing
• Teacher asks pupils to show and talk about their cards in pairs.
• Teacher gives homework: Give your “Thank You” card to your
family member. Read it to him or her.
186

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1

MTB-MLE – Grade 1 Quarter 2

Teacher’s Guide - Sinugbuanong Binisaya

First Edition, 2014

Published by U.S. Agency for International Development (USAID)

Technical Director: Dr. Nancy Clark-Chiarelli

Author: Bonita Marie Cabiles

DepEd Reviewer: Dr. Rosalina J. Villaneza, OIC Chief - Curriculum Development

Content Reviewer: Dr. Perla Cuanzon

Language Reviewers: Richel Dorotan and Edgar Godin

DONATED COPY. NOT FOR SALE.

Printed in the Philippines

Basa Pilipinas Program

Telephone: +63 (02) 631-1970; 631-1871

E-mail Address: [email protected]

Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132

Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154

Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170

OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 1

Theme: Akong Eskuylahan ug mga Higala (My School and Friends)

Day Domain Objectives Subject Matter

• Use vocabulary words referring to

• Identify the title, author and

LEGEND: AK – Alphabet Knowledge; OL – Oral Language;

Teacher Activities Learner Activities

Day Domain Objectives Subject Matter

LEGEND: AK – Alphabet Knowledge; OL – Oral Language;

Teacher Activities Learner Activities

• Pupils practice using vocabulary and spelling

• Teacher asks comprehension questions after

4. Group Work: Role Playing

• Teacher asks pupils to role play some parts of

• Teacher gives homework to reinforce spelling

Day Domain Objectives Subject Matter

• Match words with pictures/ objects

• Blend syllables to form words

G • Identify possessive pronouns • Possessive Pronouns

LEGEND: AK – Alphabet Knowledge; OL – Oral Language;

Teacher Activities Learner Activities

• Pupils form phrases from words learned.

• Pupils use personal pronouns in

5. Concluding the Session

• Teacher gives homework to enhance lesson

Day Domain Objectives Subject Matter

LEGEND: AK – Alphabet Knowledge; OL – Oral Language;

Teacher Activities Learner Activities

• Teacher gives homework to enhance lesson

1 a. Pagpaambit og Balita (News Sharing)

• Teacher asks pupils to share some news about what happened

Mga classmate, aduna koy balita nga ipaambit kaninyo. Kagahapon/

Mga Butang nga Bag-o

• Teacher asks pupils to identify the rhyming words. NOTES

Teacher says: Unsang mga pulonga sa kataposan sa kada linya

Pagtangtang sa mga kalisdanan (Unlocking of Difficulties)

a. Buluhaton sa dili magbasa (Pre-reading Activities)

highway – Ang bus nga among gisakyan paingon sa sunod

nanghupaw (sighing) – Samtang naghunahuna og solusyon sa

balyena (whale) – Dako ang balyena nga napadpad sa baybayon.

Paglab-as sa mga Kanhing Nahibal-an (Activating Prior Knowledge)