Mother Tongue-BasedMultilingual Education

(MTB-MLE)

Teacher’s Guide Sinugbuanong Binisaya

Mother Tongue-Based Multilingual Education

(MTB-MLE)

Teacher’s Guide(Unit 1- Week 3)

Sinugbuanong Binisaya

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Department of EducationRepublic of the Philippines

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Mother Tongue Based Multilingual Education – Grade 2Teacher’s Guide: Sinugbuanong BinisayaFirst Edition, 2013ISBN: ___________

Republic Act 8293, section 176 states 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.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of EducationSecretary: Br. Armin A. Luistro FSCUndersecretary: Yolanda S. Quijano, Ph.D.

Printed in the Philippines by ____________

Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)Office Address: 2nd Floor Dorm G, Philsports Complex

Meralco Avenue, Pasig CityPhilippines 1600

Telefax: (02) 634-1054, 634-1072E-mail Address: imcsetd@yahoo.com

Development Team of the Teacher’s Guide

Consultant and Coordinators: Gurmensinda Sasam, Carmencita C. DenampoAuthors: Caren S. Selgas, Gea C. Alonso, Irene T. Pilapil, Ma. Mariza A. Manlangit, Lucia L. Zapanta, Rochelle L. Binoya, Jovelyn C. Quindao, Lorna C. Mahilum.

Reviewers: Nena V. Miñoza, Ma. Jesusa C. Despojo, Marcelita S. Dignos

Illustrators: Rosanna S. Andales

Layout Artist: Jocelyn M. Conta, Tomas T. Pastor, Sheila Marie Laurel, Alberto M. Adlawan

Week 3

Objectives

1. Oral Languagea. Listen and retell a story heard in their own words, citing the

characters, setting, and important events.2. Book and Print knowledge

a. Observe some mechanics when copying/writing sentences:capitalization, proper spacing between words and correct punctuation marks.

3. Word Recognitiona. Give meaning of the words being read through matching them with

pictures, doing the action or giving its synonyms.b. Read phrases and sentences consisting with words being studied

and answer higher order questions about them.4. Fluency

a. Read aloud Grade 2 level text with an accuracy of 95% – 100%.5. Spelling

a. Spell correctly words with consonant clusters (appropriate to the MT).

6. Handwritinga. Observe mechanics when copying/writing sentences, paragraph and

stories; capitalization, proper spacing between words and correct punctuation marks.

7. Composinga. Write through dictation simple phrases, sentences, and paragraphs

observing correct punctuation marks, capitalizations, indentions and format.

8. Grammara. Use nouns in culturally appropriate manner in sentences and

paragraph in;1) Singular form (ang)2) Plural form (ang mga)3) These are/those are with plural nouns

9. Vocabularya. Recognize common abbreviation (e.g. Jan., Sun., St., Mr., Mrs).

10. Reading Comprehensiona. Activating Schema and Prior Knowledge

1) Predict a folktalebased on personal experiences and based on what one knows about.

2) Confirm predictions after listening to a story. 3) Modify prior knowledge based on new knowledge from the

folktale. 4) Sequence 3 events in the folktale by telling which happened

first, second, or last.

11. Comprehension of Literary Texts

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Day 1

a. Describe orally in simple sentences a character in a literary selection according to his/her actions.

b. Give the correct sequence of events in literary selectionsc. Sequence the events of a literary selection read using cohesive

devices, (create picture).12. Attitude Towards Language, Literacy and Literature

a. Show love for reading by listening attentively during story reading and answering higher order thinking questions.

Subject MatterA. Nouns (Singular & Plural Form)B. Recognize Common AbbreviationsC. Synonyms

References1. “Two-Track Approach to Teaching Pupilsto Read and Write Their First

Language (L1): A Guidebook for Trainers” Susan and Dennis Malone, 20102. Developing Comprehension in Young Readers (Lesson Plans from RAP

Conventions -Vol. 1)

Materials Article: “Why Chickens Scratch the Ground”;

Source: Cebuano and Visayan Folktales Pictures of a hen with chicks and a crow; story “Why Chicken scratch the Ground”, pictures of community helpers, name card of community helpers, chart of a song “The community helpers”

Theme Things I Enjoy and People I Like – e.g. food - fruits, vegetables, local delicacies

Value Focus Never envy others.

Procedure:

Ojectives a. Listen and retell a story heard in their own words, citing the characters,

setting, and important events.b. Give the meaning of the words being read through matching them with

pictures, doing the action or giving its synonyms.c. Predict a folktalebased on personal experiences and based on what

one know about.d. Confirm predictions after listening to a story.

e. Show love for reading by listening attentively during story reading and answering higher order thinking questions.

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Pre-Reading1. Unlocking of Difficulties

Alahas (through picture clue)Parada(through picture clue)Kakha (through demonstration)Himungaan (through picture)Uwak (through picture)

2. Activating Prior Knowledge (Developing Motivation for the story)Ask:

Have you seen a hen scratching the ground? (Nakakita ba kamo og himungaan nga nangakha sa yuta?)

What is it looking for? (Unsa man ang iyang gipangita?) When a crow sees the hen with the chicks, what does it do to the

chicks? (Kon makakita ang uwak og himungaan nga adunay mga pisô, unsa man ang buhaton sa uwak?)

What does mother hen do, too? (Unsa man ang buhaton sa himungaan?)

Do you have any idea why the crow would get the chicks, and why do chickens scratch the ground? (Aduna ba kamo’y ideya nganong kuhaon sa uwak ang mga pisô, ug ngano man nga mangakha ang manok sa yuta?)

How about you? What are the things that you love to do? (Kamo? Unsa man ang inyong ganahan buhaton?)

Unsa man ang relasyon sa manok ug sa uwak

niadtong una?

Nganong nag-away man sila? Isulti ang panghitabo

base sa istorya. Nganong mangakha man ang manok?

Unsaon man pagkuha og balik sa uwak sa iyang

kulintas? Unsa man ang ilang gikasabutan?

Ihulagway ang ilang mga kinaiya.

Asa man nagsige og pangita ang manok sa nawala nga kulintas?

Nganong mangakha man ang manok sa yuta?

3. Developing a purpose for readingSay: In the story that we will be reading today, let’s find out why the chickens scratch the ground, and why the crow would seize the chick/s

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Day 2

from the hen.(Sa istorya nga atong basahon karon, atong susihon nganong mangakha man ang manok sa yuta ug nganong kuhaon man sa uwak ang pisô sa himungaan.)

During Reading

LISTENING STORY1. Read a short one-page story to the pupils.

a. Tell the pupils to listen as you read the story about the theme for the week.

b. Read the story to the pupils in a lively and interesting way.c. As you read, stop 2 or 3 times to ask the pupils, “What do you think will

happen next?” (Unsa kaha ang sunod?) Let the pupils answer. Then say: We will continue reading so we will know what happen next. (Mopadayon kita og basa aron mahibaloan nato unsay sunod.)

d. Read the whole story. When you are finished reading, ask the pupils to summarize the story then ask them higher level thinking questions about the story.

e. Let the pupils open their Learner’s Material Unit 1, Week 3 (Magbasa Kita)

Post Reading1. Comprehension questions (Literal and Motive)

a. What was the relationship of the chicken and the crow at first?(Unsa man ang relasyon sa manok ug sa uwak?)

b. Why did they become enemies? Relate the events as they happen in the story.(Nganong nag-away man sila? Isulti ang panghitabo base sa istorya.)

c. How would the crow be able to get its necklace back? What was their agreement? Describe the attitude of the crow.(Unsaon man sa uwak pagkuha og balik ang iyang kulintas? Unsa man ang ilang kasabutan? Isulti ang kinaiya sa uwak.)

d. Where did the chicken seek for the lost necklace?(Asa man nagsige og pangita ang manok sa nawala nga kulintas?)

e. What is the reason for the chicken to keep scratching the ground?(Unsa ang rason sa manok nga nagsige man siya og kakha sa yuta?)

Objectivesa. Give the meaning of the words being read through matching them with

pictures, doing the action or giving its synonyms.b. Listen and retell a story heard in their own words, citing the characters,

setting, and important events.c. Observe some mechanics when copying/writing sentences: capitalization,

proper spacing between words and correct punctuation marks.d. Sequence 3 events in the folktale by telling which happened first, second, or

last.

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e. Give the correct sequence of events in literary selections.f. Describe orally in simple sentences a character in a literary selection

according to his/her actions.

Preliminary Activity

Review the Story “Nganong Mangakha Ang Manok?”Engagement Activities

a. Game (Message Relay) 1) Divide the pupils into two groups and give an envelope containing word

cards to the first group. Alahas Parada Kakha Himungaan Uwak

2) He/She then gives Group 2 an envelope with pictures that match the word cards in Group 1.

3) At the count of three, instruct the first pupil from Group 1 to get one word card, read it silently and whisper it to the pupil next to him/her in the line.

4) Let the pupils pass the words to the group mate next to them till they reach the last member.

5) Instruct the last pupil to run in front and say the word.6) Let Group 2 form a circle and look for the picture that matches the word

announced by the last pupil in Group 1. 7) The group that earns the most points wins the game. Give incentives

to the winning game. 8) Post the matched word cards and pictures on the board and ask the

pupils to read the words aloud.

b. “Match My Skit Game”1) Have pupils re-tell yesterday’s story.2) Divide the pupils into teams and give each team a few minutes to plan a

3-4 minute skit about the story.3) Teams take turns in doing their skits.4) When everyone is finished, instruct the pupils to look into the “mystery

corner” to find the phrase or sentence which has similar thought or meaning as the one they uttered in their skit.

c. “Writing from Dictation” (Observing mechanics of writing.)(Use the Mother Tongue)

1) Nangakha nga manok (chicken scratching)2) Naglupad nga uwak (crow flying )3) Nanagan nga piso (chicks running)4) Nindot nga kulintas (beautiful necklace)5) Ilalom sa pako (under the wings)

d. Re-name the underlined wordsThink of other names that you can give that match to the words listed below.

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Day 3

(Paghunahuna og lain nga ngalan nga imong ikahatag nga pareha og kahulugan sa mga pulong nga anaa sa ubos.)

(Synonyms)scratch crow chicks necklace wings(kakha uwak pisô kulintas pako)

Developmental Activity1. Discussion (based on the story presented) by group. Let pupils fill up the

chart below.

2. Processing the ActivityTeacher processes the responses given by the group as written in the chart to arrive at the valuing level.

a. Is it proper for a hen to envy the crow? Why?(Husto ba nga mangige ang himungaan sa uwak? Ngano man?)

b. If you were the crow what will you do with the hen? Will you do the same as the crow did? (Kon ikaw ang uwak unsa man ang imong buhaton sa himungaan? Buhaton ba usab nimo ang gibuhat sa uwak?)

Enrichment ActivitySequencing Events

1. Prepare pictures and arrange them in the center. Tell the first event of the story and ask the pupils to start singing.

2. Pupilsform a circle with the teacher and the pictures at the center.3. Instruct them to sequence the events in the story heard yesterday and

hold green flaglet in the one hand and red flaglet in the other hand while pupils pass around the ball while singing a song.

4. When the teacher holds up the red flag, pupils stop singing and whoever holds the ball gives the next event in the story.

Objectivesa. Use nouns in culturally appropriate manner in sentences and paragraph in:

a.) singular form (ang);b.) plural form (ang mga).

b. Describe orally in simple sentences a character in a literary selection according to his/her actions.

c. Read phrases and sentences consisting with words being studied and answer higher order questions about them

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STORY CHARACTERSNagdala sa Istorya

ATTITUDEKinaiya

VALUE/SBili

1. Uwak2. Himungaan

Day 4

GRAMMAR LESSON

Preliminary Activity 1. Singing a song

Pupils will open their Learners Material, Unit 1, Week 3, Manganta Kita.

2. Who are the people mentioned in the song? What are their works or occupation? How are we going to call them? (Kinsa man ang mga tawo nga gihisgotan sa atong kanta? Unsa man ang ilang trabaho?Unsa man atong tawag nila?)

Developmental Activity1. Gallery walk

Work we do in the communityTell the pupils that you want them to see the work that people do in the

community through pictures being displayed. After singing, let the pupilsstand beside the picture of the person they want to become in the future.

2. Post the chart on the board. Let the pupils observe the pictures. Let them say something about it. (Teacher will provide pictures of the community helpers)

Ang Ang mga

policeman policemen

teacher teachers talking

doctor doctors

fireman firemen

3. Ask the following questions leading to the lesson on “Ang”, “Angmga”a. Look at the pictures in the first column. (Tan-awa ang mga hulagway sa

unang ling-on o column.)b. When are we going to use the word “ang”?(Kanus-a man nato gamiton

ang pulong “ang”?)c. In the second column, how many persons are being mentioned? What

are we going to use when we mean two or more persons? (Sa ikaduha nga column, pila man ka tawo ang atong gihisgotan? Unsa ang atong gamiton kon duha o daghan nga mga tawo ang atong hisgotan?)

4. GeneralizationWhen are we going to use “ang”? “ang mga”?

Ang “ang” atong gamiton kon usa ka tawo o butang ang atong gihisgotan.Ang “ang mga” atong gamiton kon duha o daghan nga mga tawo o butang

ang gihisgotan.

5. ApplicationLet the pupils open their Learner’s Material, Unit 1, Week 3 Unang Buluhaton.

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Objectivesa. Use nouns in culturally appropriate manner in sentences and paragraph in:

a.) singular form (ang);b.) plural form (ang mga).

b. Correctly spell words with consonant clusters (appropriate to the MT).c. Recognize common abbreviation (e.g. G.,Gng., Bb., Dr., Engr.,etc.).

Preliminary Activity1. Review

Let the pupils give sentences using ang, ang mga. 2. Spelling

Write dictated words from the story “Nganong Mangakha Ang Manok”

a. manok b. uwak c. mangakha d. Kulintas

Developmental Activity1. “Puppet Show”: (Select pupils to act as a doctor, a teacher and an engineer.

Encourage the others to observe and listen to the conversation.

Pupil 1: I am Dr. Delos Reyes. I am a doctor.I will cure sick person.

(Ako si Dr. Delos Reyes.Usa ako ka doctor.)(Akong tambalan ang masakiton.)

Pupil 2: I am Mr. Santos. I am a teacher.I will teach the children how to read and write.

(Ako si Mr. Santos.Usa ako ka matutudlo.)(Tudloan nako ang mga bata sa pagbasa ug pagsulat.)

Pupil 3. I am Engr, Lopez. I am an engineer.I will design houses.

(Ako si Engr. Lopez.Usa ako ka engineer.) (Modisenyo ako og mga balay.)

2. Give pupils few minutes to study the conversation and ask the following questions .

a. How do we call the underlined words?(Unsa man ang mga pulong nga gibadlisan?)

b. What have you observed in the words?(Unsa man ang inyong nabantayan sa mga pulong?)

c. Can you give examples of abbreviated words? (Makahatag ba kamo og mga pulong nga minubo o abbreviated?)

3. Let the pupils read the common abbreviations on their Learner’sMaterial Unit 1, Week 3, Magbasa Kita.

4. GeneralizationAsk:What does abbreviation mean? (Minubo sa mga pulong) Why do we need to abbreviate words?

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Day 5

ApplicationLet the pupils open their Learner’s Material, Unit 1, Week 3, Ikaduhang Buluhaton.

Objectivesa. Observe some mechanics when copying/writing sentences:

capitalization, proper spacing between words and correct punctuation marks.

b. Use nouns in culturally appropriate manner in sentences and paragraph in:

a.) singular form (ang);b.) plural form (ang mga).

c. Write simple phrases, sentences, and paragraphs observing correct punctuation marks, capitalizations, indentions and format.

d. Modify prior knowledge based on new knowledge from the story.

Evaluation (Assessment Day)Pupils answer their Learner’s Material, Unit 1, Week 3, Ikatulong Buluhaton A, B, C.

A. Look at the pictures. Write sentences using “ang” and “ ang mga”. B. Based on the story “Why Do the Chickens Scratch?”,write short sentences or

aparagraph on this.C. Rewrite the paragraph using correct punctuation marks,

capitalization,indentions and format on your paper.

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there was once a crow that bought a fine necklace from a merchant. he was very proud of his necklace which he immediately put around his neck for everybody to see it. then he flew away and came to a beautiful little garden where he met his old friend, the hen, strutting about with her chicks following her. the hen said to him, "Oh, what a fine necklace you have. may i borrow it? i will return it to you tomorrow.

ISBN No. _________________________

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