1Mother Tongue-Based Multilingual Education

(MTB-MLE)

Teachers Guide

(Unit 4- Week 33)

Sinugbuanong Binisaya

Department of Education

Republic of the Philippines

Mother Tongue Based Multilingual Education Grade 1Teachers Guide: Sinugbuanong BinisayaFirst Edition, 2013ISBN: 978-971-9981-79-4

Republic Act 8293, section 176 indicates that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may among other things, impose as a condition the payment of royalties.

The borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC

Undersecretary: Dr. Yolanda S. Quijano

Assistant Secretary: Dr. Elena R. Ruiz

Printed in the Philippines ____________

Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)Office Address:2nd Floor Dorm G, PSC Complex, Meralco Avenue. Pasig City, Philippines 1600

Telefax:

(02) 634-1054, 634-1072

E-mail Address:

imcsetd@yahoo.com

I. Objectives: At the end of the week, the pupils are expecte to1. Use culturally appropriate expressions in giving opinion, ideas, views, etc. In a given situations/issues/news/events.

2. Read stories, legends, essays, news articles, blogs, etc. containing high frequency words and words studied.

3. Read grade one level text in four to five word-phrases with appropriate intonation, expression and punctuation cues.

4. Correctly spell descriptive words as it is used in the sentences.

5. Observe proper spacing between words, punctuation marks, and capitalization in essay and story writing.

6. Predict what the story, school and community events, situations, activity, legends, blogs, etc. based on context clues.

7. Write essay and story observing correct punctuation marks, capitalization, indentions and format.

8. Use appropriate describing words expressing degree of comparison in talking about persons, places and things.

9. Recognize words that show the degree of a descriptive words (e.g. More, most)

10. Retell story, legends and etc. read using own words with emphasis on the correct sequence of events.

11. Retell news articles, TV broadcast and etc. Read and listened using own words with emphasis on the correct sequence of events.

12. Show love for reading by listening attentively during story reading and making comments.

II. Subject Matter

A. Topics

1. Oral Language Using culturally appropriate expressions in giving opinion, ideas, views, etc. In a given situations/issues/news/events.2. Word RecognitionReading stories, legends, essays, news articles, blogs, etc. containing high frequency words and words studied.3. FluencyReading grade one level text in four to five word -phrase with appropriate intonation, expression and punctuation cues.4. Spellinga. Spelling correctly of previously learned words b. Spelling of descriptive words as they are used in the sentences.5. Handwriting

a. Spelling correctly of previously learned words

b. Spelling correctly of descriptive words use in a sentence.6. ComposingWriting essay and story observing correct punctuation marks, capitalization, indentions and format.

7. Grammar AwarenessUsing appropriate describing words expressing degree of comparison in talking about persons, places and things.8. VocabularyRecognizing words that show the degree of a descriptive words (e.g. More, most)9. Comprehension on Literary TextRetelling story, legends and etc. read using own words with emphasis on the correct sequence of events.10. Comprehension on Informational TextUsing own words with emphasis on the correct sequence of events.11. Attitude towards LiteratureShowing love for reading by listening attentively during story reading and making comments.

B. References

K- 12 CurriculumTwo Track Approach to teaching Children to Read and Write Their First Language

C. Materials:

Story: Sa Umahan news article, pictures to show comparison, objects, charts

Sinulat : Cristita R. Toradio

III. Learning Activities:

SHAPE \* MERGEFORMAT

A. Pre-Reading1. Unlocking of Difficulties

a. umahan (through picture clue)

b. punoan (through picture clue)

c. nanuk/ nanuktok (through demonstration)

pis (chick) (through picture clue)

d. moadto (through context clue)

mas dako (through demonstration, picture clue)

2. Activating Prior Knowledge Developing Motivation for the story

Present a picture of a tree/ an animal. Describe it.

Can you name some trees/ animals found in your locality?

Let the pupils name trees /animals found in the place.

3. Developing a purpose for reading

Say: Karon, magbasa kita og usa ka sugilanon. Susihon nato unsay nakita sa bata nga laki sa iyang pag-adto sa umahan.

B. During Reading (shared reading)

(Use the Reading Plan)

Bigbook

Sa Umahan

ni : Cristita R. Toradio

Sayo nga nimata si Ador. Gitabangan niya si Lolo Isko pag-andam sa ilang pagkaon. Moadto sila sa umahan. Samtang naglakaw sila padulong sa umahan, nakita ni Ador ang dako nga punoan sa santol. Sa unahan nakita niya ang mas dako nga punoan sa mangga kay sa punoan sa santol. Paspas nga naglakaw si Lolo Isko ug si Ador. Misinggit siya pag-abot sa umahan. Nakita niya ang kinadak-an nga punoan sa abokado.

Adunay mga hayop sa umahan. May gamay nga itik nga naglakaw-lakaw ilalom sa kinadak-ang punoan sa abokado. Kalit milupad ang manok nga mas gamay pa kaysa itik. Nagtuk usab ang pis sa kinagamyan nga wat.

Nalingaw si Ador sa iyang nakita didto sa umahan. Malipayon siya nga nipauli sa ilang balay.

1. Answering comprehension questions.

Who went to the farm? (Kinsa ang niadto sa umahan?) What did Ador see as they were walking to the farm?

(Samtang naglakaw sila sa umahan, unsay nakita ni Ador?) How did he describe the trees? (Giunsa niya paghulagway ang mga kahoy?)

What animals did he see? How did he describe each?

(Unsa man nga mga hayopan ang iyang nakita? (Giunsa usab niya paghulagway ang matag usa?) Upon arrival on the farm, what did he feel? Why?

(Sa pag-abot sa umahan, unsa ang iyang gibati? Ngano man?) SHAPE \* MERGEFORMAT

A. Engagement activities:

1. Recall the story2. Give each group the activity

Group I - Draw the trees as described in the story.

Discuss the questions and write your answer on the blank.

1. What did Ador say about santol tree?

(Unsa ang gikasulti ni Ador bahin sa kahoy nga santol?)

2. How did he compare the mango tree to the santol tree?

(Giunsa niya pagtandi ang kahoy nga mangga ug sa kahoy nga santol?)

3. What word describes the avocado tree when he compares it to the two trees? (Unsa nga pulong ang naghulagway sa kahoy nga abokado kon itandi sa nahisgotang duha ka kahoy?)

Group II Draw the animals found in the story. Arrange according to their sizes.

1. What is the size of the duck?

2. Which animal is smaller than the duck?

3. Where do you place the chick? Why?

Group III Arrange the pictures that happen in the story. Teacher prepares the picture.

Group IV Write the events that happened in the story.

First,

Next,

Then,

Finally,

SHAPE \* MERGEFORMAT

A. Grammar lesson

1. Preparatory Activity

Do the game BRING ME, Let pupils describe the object.

2. Presentation

Present real objects. Let pupils describe the objects. Compare the sizes of objects.

What object is long? Which one is longer? Which is the longest? ( taas, mas taas/taas-taas, kinatas-an)

3. Generalization:

How do we compare persons, things, and places? What words do we use to compare them?

4. Guided Practice

A. Present pictures. Let pupils describe each. Compare the person

5. Independent Practice

Compare the following pictures using the three degrees of adjectives.

6. Application

Fill the spaces with the correct form of adjectives:

7. Evaluation

Underline the adjective that makes each sentence correct.

SHAPE \* MERGEFORMAT

1. Present a news article about barangay.

Barangay Ko, Ampingan Ko

Ang Barangay Masagana usa ka talagsaon nga lugar. Ang mga pamilya nagpuyo sa nindot nga balay. Mas nindot nga tan-awon ang ilang limpyo nga palibot. Kinanindotan usab ang ilang plasa nga gitabangan pag-atiman sa tanan.

Ang mga buotan nga kabataan mitabang sa pagtanom sa mga tanaman. Gitabangan sila sa ilang mas buotan nga mga ginikanan. Nahimo kining nagmalampuson tungod sa ilang Kapitan nga labing buotan sa tanan. Angay ba silang sundon sa tanan?

1. What is the news about?

(Mahitungod sa unsa ang balit?)2. How did the people in the barangay keep their place clean and green? (Giunsa sa mga taga-barangay ang lugar nga

magpabiling lunhaw ug limpyo?).

3. What will happen if all of the barangays will do the same?

(Unsa kaha ang mahitabo kon ang tanang barangay

maghimo sama niini?)

4. Do we need to follow them? Why?

(Kinahanglan ba kitang mosunod kanila? Ngano man?)

2. Write the three degrees of adjectives used in the news.(Isulat ang tulo ka matang sa pagtandi ginamit ang pulong-ighuhulagway/pungway (adjectives) nga nahisulat sa balit(_______________ __________________ _________________

_______________ __________________ __________________

3. Retell the news you read.

SHAPE \* MERGEFORMAT

4. Let the children visit the different spots of the school campus. Let them observe the things they see, and record their observations. Have a group discussion.

5. Write 3 to 5 sentences on How to take care of our environment.

ISBN: 978-971-9981-79-4

For inquiries or feedback, please write or call:

DepEd-Bureau of Elementary Education,

Curriculum Development Division

2nd Floor, Bonifacio Bldg., DepEd Complex (ULTRA)

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 638-4799 or 637-4347

E-mail Address: HYPERLINK "mailto:bee-deped@pldtdsl.net" bee-deped@pldtdsl.net,

HYPERLINK "mailto:bee_director@yahoo.com" bee_director@yahoo.com

Development Team of the Teachers Guide

Authors: Nena V. Mioza, Gea Catalan Alonso, Caren S. Selgas, Virginia S. Cayon, Jennifer O. Artiaga, Ritchie C. Barrera, Ninie del Rosario and Jocelyn Conta

Consultant: Rosalina J. Villaneza

Editors: Atty. Manuel Lino Faelnar, Dr Romeo Macan, Mrs. Aida Zafra and Mr. Jes B. Tirol

Graphic Artists: Jason Villena, Jayson R. Gaduena, Bienvenido Saldua and Erich David Garcia

Layout Artist: Aileen Nacario Ilagan

This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at action@deped.gov.ph.

We value your feedback and recommendations.

Mother Tongue-Based

Multilingual Education (MTB-MLE)

Teachers Guide

Sinugbuanong Binisaya

DAY 5

DAY 4

DAY 3

DAY 2

DAY 1

Week 33