ilokano mtb gr 2 tg

5/21/2018 Ilokano MTB Gr 2 TG

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Patnubay ng Guro

Kagawaran ng EdukasyonRepublika ng Pilipinas

Ang kagamitan sa pagtuturong ito ay magkatuwang na inihanda

at sinuri ng mga edukador mula sa mga publiko at pribadong paaralan,

kolehiyo, at / o unibersidad. Hinihikayat namin ang mga guro at ibang

nasa larangan ng edukasyon na mag-email ng kanilang puna at

mungkahi sa Kagawaran ng Edukasyon sa [email protected].

Mahalaga sa amin ang inyong mga puna at mungkahi.


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Mother Tongue-Based Multi-lingual EducationIkalawang Baitang

Patnubay ng Guro sa Ilokano

Unang Edisyon, 2013

ISBN

Paunawa hingil sa karapatang-sipi. Isinasaad ng Seksiyon 176 ng Batas

Pambansa Bilang 8293: Hindi maaaring magkaroon ng karapatang sipi sa ano mang akda ng

Pamahalaan ng Pilipinas. Gayon pa man, kailangan muna ang pahintulot ng pamahalaan o

tanggapang kung saan ginawa ang isang akda upang magamit sa pagkakakitaan a ng

nasabing akda. Kabilang sa mga maaaring gawin ng nasabing ahensiya o tanggapan ay ang

patawan ng bayad na royaltybilang kondisyon.

Ang mga akda/materyales (mga kuwento, seleksiyon, tula, awit, larawan, ngalan ng

produkto o brand names, tatak o trademarks, atbp.) na ginamit sa aklat na ito ay sa

nagtataglay ng karapatang-ari ng mga iyon. Pinagsikapang mahanap at mahingi ang

pahintulot ng mga may karapatang-ari upang magamit ang mga akdang ito. Hindi inaangkin

ng kinakatawan ng mga tagapaglathala (publisher) at may-akda ang karapatang-aring iyon.

Inilathala ng Kagawaran ng Edukasyon

Kalihim: Br. Armin A. Luistro, FSC

Pangalawang Kalihim: Yolanda S. Quijano, Ph.D.

Inilimbag sa Pilipinas ng

Department of Education- Instructional Materials Council Secretariat(DepEd-IMCS)

Office Address: 2ndFloor Dorm G, Philsports Complex, Meralco Avenue,

Pasig City, Philippine 1600

Telefax: (02) 634-1054 or 634-1072

E-mail Address: [email protected]

Mga Bumuo ng Patnubay ng Guro

Consultant: Rowena T. Nefangui

Mga Manunulat: : Marcelli G. Macob, Perlita P. Quinto

Aidena L. Nuesca, at Vilma Alcayaga

Tagarepaso: Lourdes M. Baldos.

Dibuhista .Lorie Ann P. Pugad

Layout Artist: Maria Luisa D. Naval at Aileen Tumalip-Espinas
mailto:[email protected]:[email protected]


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TABLE OF CONTENTS

First Quarter

Week 1 2

Week 2 15Week 3 30

Week 4 45

Week 5 56

Week 6 69

Week 7 81

Week 8 98

Week 9 111

Second Quarter

Week 10 126

Week 11 137

Week 12 149

Week 13 160

Week 14 169

Week 15 182

Week 16 194

Week 17 206

Week 18 218

Third Quarter

Week 19 229

Week 20 241

Week 21 254

Week 22 268

Week 23 282

Week 24 293

Week 25 303

Week 26 317

Week 27 328

Week 28 340

Week

Week


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Fourth Quarter

Week 29 354

Week 30 373

Week 31 390

Week 32 405Week 33 422

Week 34 437

Week 35 450

Week 36 462

Week 37 481

APPENDICES

Dagiti Sungbat 503

Glossary 522

Bibliography 525


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MTB-MLE (ILOKANO)

(GRADE 2 TEACHERS GUIDE)

FIRST QUARTER


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Theme:Me and My Family-likes and dislikes; daily tasks/activities

Objectives

1. a. Listen to and interact with others in a group or classdiscussion on texts heard

b. Recite/sing with ease and confidence 3 to 5-stanzarhymes, chants, songs in culturally appropriatemanner

2. Use common culturally-appropriate social greetings inintroducing oneself3. Identify rhyming words in poems consisting of two or

three stanzas4. Supply rhyming words to two to three stanza poems5. Observe mechanics when copying and/or writing

sentence, paragraph and story; capitalization, spacebetween words, correct punctuation mark, indention and

format6. Use spelling knowledge and skills to correctly spell high

frequency words appropriate to the grade level

Domains

1. Oral Languagea. Listening to and interacting with others in a group

or class discussion on texts heardb. Reciting/singing with ease and confidence 3 to 5

stanzas, rhymes, jingles, riddles, chants, songs,

lullaby in culturally appropriate manner2. Phonological Awareness

Identifying rhyming words in poems consisting of 2 or3 stanzas3. Spelling

Spelling content words correctly

4. Composing, Handwriting

Observing mechanics when copying/writing sentences,paragraph and stories such as spaces between words,

correct punctuation mark, indention, and format

TE CHING GUIDE FOR GR DE TWOMOTHER TONGUE

FIRST QUARTER-Week 1


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5. Grammar Awareness

Using culturally appropriate common

social greetings in different situations

6. Comprehension of Literary Text

Identifying the basic elements of a poem

Value FocusRespect for family members

Subject Matter

A. Topic

Rhyming Words

B. Reference

K to 12 Curriculum 2 (Mother Tongue Competencies)

C. Materials

Songs, chants, rhymes, pictures,poem:Ti Pamiliakby Perlita P. Quinto

D.Procedure

DAY 1

Objectives

a. Listen to and interact with others in a group or classdiscussion on text heard

b. Recite/sing with ease and confidence a rhyme, chant, or

song in a culturally appropriate mannerc. Use common culturallyappropriate social greetings in

introducing oneself

A.Preliminary ActivitiesAsk: How did you spend your summer vacation? Did you

enjoy your summer vacation?

B. MotivationSay: Do you want to learn a new song about friends?Listen as I sing the song first, then later, we will singtogether.

No Addatayo Amin


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(Ayug: The More We Get Together)

No addatayo amin,Addatayo amin, addatayo amin

No addatayo amin,

Naragsaktayo.

Gayyemmo, gayyemkoGayyemko, gayyemmo

No addatayo aminNaragsaktayo

Ask: How do you feel while singing the song? Are youhappy seeing some of your classmates again?

Can you be friends with those whom you just met today?What will we do? How do you introduce yourself?

C. Presentation/Modelling:

Say: I am going to introduce myself

Naimbag a bigatyo ubbing.

Komustakayo?

Siak ni______________________. Siak ti maestrayo.

______ ti tawenko. Ni Rogelio Fernandez ti tatangko. NiHermelina Fernandez ti nanangko. Maragsakanak amakakita kadakayo amin.

(Please refer to Aramaten Dagiti Agad-adal, Aramiden 1,page 2)

D. Developmental Activity Recite the jazz chant. Have pupils find a partner and

tell them to introduce themselves while reciting thejazz chant. (Have pupils find another partner and do

the same.)Komustaka gayyemSiak ni ________________Sika ania ti naganmo?

Inka man ibaga?Ita nagam-ammotaAggayyemtan a dua

Inta pay agsala


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Ken agkanta

E. Engagement Activity

Ask: How did you introduce yourself? Why is it

important to use courteous expressions in introducingoneself?

F. Evaluation

Ask each pair to carry out a dialog on introducing oneselfusing courteous expression.

( Give different situations in introducingoneself)

1. Adda baro a kaeskwelaam a nakatugaw laengiti maysa a suli, kasanoka a makiam-ammo?

2. Napanka iti pagay-ayaman, adda nakitam ngaubing nga awan kaay-ayamna, kasanoka amakiam-ammo kenkuana?

G. Enrichment Activity

Have pupils play the game Passing the Ball whilereciting the rhyme. As the rhyme stops, the pupil

holding the ball introduce himself/herself usingcourteous expressions.

Rima: Adda gayyemko,Pudno a nadungngo,Nadayaw nga agsao,

Ti amin a tao.

Iti panaki-am-ammo,Masapul nadayawtayo,

Tapno kaay-ayo,Ti amin a tao.

Tatta ngarud gayyemko,

Ibagam man ti naganmo,Aginnabrasa ta a dua,Kalpasanna agsala.


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Ask: How did you feel while playing? How did you

introduce yourself?

Use the rubrics in assessing the pupils.

Ikkan ti tsek (/) ti detalye a naibaga ti agadal amaipapan ti bukod a nagan, tawen, nagan ti tatang kennanang ken pagtaengan.

Detalye

Naibaga ti:a. bukod a nagan

b. tawen

c. nagan ti tatang

d. nagan ti nanange. pagnaedan

H. Assignment

Tell the pupils to list down at least three courteousexpressions use in introducing oneself.

DAY 2

Objectives

a.Locate specific information in the text to answerspecific questions

b.Listen and interact with others in a group or class

discussion on text heard

A. Preliminary Activities1. ReviewAsk: How do you introduce yourself? What courteousexpressions do you use in introducing yourself?

B. Motivation

How many members are there in your family? Whatare the things that you do together?


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C. Pre-reading

1. PresentationSay: Today we are going to read a poem about Ti

Pamiliak.

2. Activating Prior Knowledge/Motive QuestionAsk: What are the things that you do at homewith your family?

Encourage pupils to share the activities done bytheir family at home.

3. Developing a purpose for readingAsk: What do you think is the poem about?

We will see if you can read with proper

expression and correct intonation.Post the poem on the board so that pupilswill have the chance to familiarize with the

poem.

D.During Reading1. First reading of the poem by the teacher.2. Second reading of the poem by the teacher

(modelling)

Ti Pamiliak

Ni: Perlita P. Quinto

Da tatang ken nanang

Da manong ken manangTallokami nga agkakabsat

Pudnokami nga agiinnayat.

Ti panagdalus iti pagtaengan,

Agtinnulong da nanang ken manang.Dagiti ayup met,

Tarakenen da manong ken tatang.

Simple man ti adda a biagmiNaragsak unay ta agtitinnulongkamiKasta ti pamiliakNapateg a gamengko iti biag.


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E. Post Reading Activity

1. Comprehension questions:What is the title of the poem?Who is the author?

Who are the persons in the poem?

Describe the family in the poem.Why is the family happy?Do you do the same at home?Is your family happy, too? Why?/Why not?

What do you think makes a family happy?

2.Pupils recite the poem by group, by pair, and byindividual with correct expression and properintonation.a.The teacher asks:

How many lines are there?How many groups are there?How many lines are there in each group?

The teacher says:These groups are called stanzas.

F. AssignmentThe teacher tells the pupils to bring their family picture

and tells them to talk about it.

DAY 3

Objectives

a. Identify rhyming words in poem consisting of two orthree stanza

b. Supply rhyming words to two to three stanza poems

A. Preliminary Activities

a. ReviewAsk: What is the title of the poem that we read

yesterday? What is the poem about?Have pupils recite the poem Ti Pamiliak

B. Developmental Activity1. Ask: How many stanzas are in the poem? How many

lines in each stanza are there?Who are the members of the family as mentioned in the

poem?


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2. Ask the pupils to look for pairs of words that rhyme in

the poem.

nanang-manangkabsat- agiinnayat

Ask: What do you observe with these words? Do they have

the same sound? These words have the same sound,they are called rhyming words.

3. Ask: What are rhyming words?4. Have the pupils give other examples of rhyming words.

Write these words on the board.

C. Engagement Activity1. Matching Game

Distribute some pictures to the pupils. At a signal, pupilfind your partner by looking for the picture whose name

rhymes with the name of the picture. The pair shows thepicture to the class and says the rhyming words together.

2. Fishing GameLet the pupils go fishing (words are written at theback of cut outs of fish which they match with wordsthat rhyme). Place the rhyming words in the pocketchart.

3. Word Ladder

The class is divided into four groups. Each group isassigned an area. The teacher gives each group blankword cards and pentel pen. The teacher gives each

group a word. For a given period, the group shouldthink as many words as possible that rhyme with the

word given to their group. Pupils write these words onthe blank word cards. The group who make thehighest ladder wins. (Please refer to Learners Material,

Aramiden 2, page 3.)

D. Evaluation

Tell the pupils to complete the rhyme. Choosefrom the pair of rhyming words below:

bassit-nangisit agdigos-nadalus

tulang-lelang gayyem-isem


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Adda asok a _______Maris na ket _______

Kanayon nga _______

Tapno ________

Mangmangan ti _______Nga ited ni _________

Pudno a _________Mangted amona ti _____

(Please refer to Aramaten ti Agad-adal, Aramiden 3, page 4)

E. AssignmentAssign the pupils to write three pairs of rhyming words.

DAY 4

Objectives

a. Copy/write sentence and paragraph observing the

correct mechanics like capitalization, space betweenwords, correct punctuation mark, indention, andformat

b. Spell high frequency words appropriate to grade level


ReviewGive pair of words with rhyming words

B.MotivationSay: In the poem Ti Pamiliak the members of the

family are mentioned. Who are they?

Ask: Are there other members of the family that are notmentioned in the poem?Listen to the song and find out what things the

family does together.Song: Naragsak ti Pamiliak


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(Tune: This is the Way I Brush My Teeth)

Naragsak (ti pamiliak) 3xNaragsak ti pamiliakTa agiinnayat.

Ni tatang ken ni nanang

Ni manong ken ni manangTrabaho pagtitinnulonganTapno aramid lumag-an.

Ask: What is the song about?Why is the family happy?What are the things that the family dotogether?What things does your family do together?

C. Developmental Activity1.Show a picture of a family and ask.What do you see/observe in the picture? What are they

doing? Why do they help one another?( Write pupilsresponses on the board.)

Naragsak ti pamiliada Ana.Agmulmulada tatang ken manong.

Agkaykaykay ni nanang.Agsibsibog ni manang.

2. DiscussionAsk: What do you call these groups of words?

Do they express a complete thought?

Have pupils read the sentences.

How is the first word in each sentence written?

What punctuation mark is used in each sentence?

3. Talk about things that you do together with yourfamily by answering the following questions.

Write the pupils responses on the board.

a.On what day are all family members at home?

b.What does father do?


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c. How about mother?

d. What does brother do?e. What is the work assigned to sister?f. Describe how they work together.

4.What is the paragraph all about? How is the first word

written? What end punctuation mark is used in eachsentence?

D. Writing Activity

1. Have pupils copy the following sentences.Naragsak ti pamiliada Ana.Agmulmulada tatang ken nanang.

2. Have pupils copy the paragraph observing the correctmechanics like capitalization, space between words, correctpunctuation mark, indention, and format.

3. Check pupils output using the checklist.Put a checkmark(/) if you have followed the correct

mechanics in writing a paragraph and crossmark (x) if not.

Did I use capital letter correctly?

Did I observed space between words?

Did I use correct punctuation mark?Did I indent the first sentence?

E. Spelling1. Guided spelling

Show pictures and let the pupils complete the word bygiving the missing letter.

Aldaw ti Sabado. Amin a kameng tipamiliami ket adda iti balay. Ni tatang ketagmulmula. Ni nanang ket agdaldalus itibalay. Tultulungan ni manang ni nanang. Ni

manong ket agsibsibog ti mula.Naragsakkami ta agtitinnulongkami ititrabaho iti balay.


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n_n_ng ta_a_g m_n_n_ m_n_n_

Ask the following questions:Siasino dagiti adda iti ladawan? Ania ti ar-aramiden nitatang?

- ni nanang?- ni manong?- ni manang?

(Refer to Aramaten ti Agad-adal, Aramiden 4, pages 5-6)

2. Dictate the following words. Let the pupils write thewords on their slates.

3. Dictate the words again. Let the pupils write the wordson their paper. Check their work.

4. Dictate short sentences containing the words that theylearned. Let the pupils write each short sentence on theirpaper. Check their work.

5. Write the spelling words clearly on the chalkboard. Letthem write these words on their paper. Supervise them

as they do the activity.

G.Assignment

Rewrite the paragraph observing the correct mechanics.

Day 5

Evaluation

Objectivesa.Supply rhyming words to two to three stanza

poems

nanang tatang manong manang


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b.Observe mechanics when copying and/or

writing sentence and paragraph;capitalization, space between words, correctpunctuation mark, indention and format

I. Complete the rhyme by supplying the correct wordinside the box.

Adda maysa a ________.Daytoy ket ________.

Pudno a _______,Uray no _______.

Naimas a ________,Uray narigat a ________.

II. Rewrite the following sentences.

ni tatang ket nagagetni nanang ket naanusnasingpet da manong ken manang

III. Rewrite the paragraph following the correct

mechanics.

bunga-mangga

nasam-it-bassit

kanen-purusen

aldaw ti Sabado. nasapa a nagriing

dagiti sangapamilia. Nagdalus da

nanang ken manang iti uneg ti balay.

Nagmula ken nagsibog da tatang ken

manong


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ThemeMy Family and I

Objectives

1. Listen to and interact with others in a group or classdiscussion on text heard

2. Give the meaning of through pictures, actions or contextclues

3.Tell the distinguishing features of story

4. Predict what the story is about based on personalexperiences and contextModify prior knowledge based on a new knowledge from

story read5. Show love for reading by listening attentively during story

reading and making comments or reactions6. Correctly fill up personal, family and other information using

data sheet and form

7. Introduce significant people, places, events, etc. usingnaming words in a culturally appropriate manner

8. Use spelling knowledge and skills to correctly spell high

frequency words appropriate to the grade level9. Observe mechanics when copying/writing sentence and

paragraph ; capitalization, space between words, correct

punctuation mark, indention and format10.Participate actively during story reading by making

comments and asking questions using phrases and simplesentences

Domains

1. Oral LanguageListening to and interacting with others in group orclass discussion on texts heardParticipating actively during story reading by makingcomments and asking questions by using phrases andsimple sentences


FIRST UARTER-Week 2


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2. Book and Print Awareness

Telling the distinguishing features of a paragraph anda story

3. Word Recognition

Giving the meaning of words through pictures, actions

or context cluess5. Spelling

Using spelling knowledge to correctly spell highfrequency words appropriate to grade level

6. HandwritingObserving mechanics when copying/writing sentences;capitalization, space between words and correctpunctuation marks

7. ComposingFilling up correctly of personal and family information

using simple data sheet8. Grammar AwarenessIntroducing significant people using naming words in

culturally appropriate manner9. Reading Comprehension- Activating Schema and Prior

KnowledgePredicting what the story is about based onpersonal experiences and context.

Modifying prior knowledge based on new knowledgefrom the story

10. Reading Comprehension - Attitude towards

Language, Literacy and LiteratureListening attentively during story reading and makingcomments or reactions about text read

Value Focus

Developing Health Habits

Subject Matter

A. Topic

Nouns

B. ReferenceK to 12 Curriculum Guide 2 (Mother TongueCompetencies)


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C. Materials

Biography A School Nurse byVilma F. AlcayagaGraphic Organizers, Realia, Pictures, Activity Sheets

D.Procedure

DAY 1

Objectives

a. Listen to and interact with others in a group or classdiscussion on text heard

b. Give the meaning of words through pictures, actions orcontext clues

c. Predict what the story is about based on personalexperiences and contextd. Listen attentively during story reading and making

comments and reactions

A. Preliminary ActivitiesSong: (about Community Helpers)

B. MotivationAsk: What do you want to be when you grow up?

C. Pre-Reading1.Unlocking of Difficulties

Use the following words in sentences with

pictures so that pupils can give the meaning of the words.

inauna - (use synonyms)kaub-ubinganna - (use synonyms)nadalus - ( picture clues)

naanus - ( contextual clues)nasirib - (use synonyms)

arapaap - ( contextual clues)nars - ( picture clues, contextual clues)

2. Activating Prior KnowledgeShow the class a picture of a nurse and ask: Whois in the picture? What is her work in thecommunity? Do you know a person in your


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community who looks like the person in the

picture?Encourage the pupils to tell something about thisperson in your community.

D. Developing a Purpose for Reading

Say: Today, we will read a story about the life of a schoolnurse. Lets find out who the person is, her parents,where she lives and her work.

E. During Reading (Shared Reading)

1. First ReadingRead the story without interruption while pupils

listen.

Name

Address

QualityWork

Parents


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2. Second Reading

Read the story again. Ask questions after readingeach page. Before proceeding to the next page, letpupils make predictions about what is going tohappen.

F. Post Reading

1. Answer comprehension questions:o Who is the school nurse in the story?o When is her birthday?o Where did she study during her elementary

grades?o What are the qualities of Eva Fernandez?

What was her dream?o Did she fulfill her dream? Why do you say so?o Being a nurse, what is her work?o What do you like to be when you grow up? Why?

Nars iti Pagadalan

Vilma F. Alcayaga

Nayanak ni Eva Fernandez idi Septiembre 11, 1975 idiayBaggoc, Caoayan, Ilocos Sur. Isu ti inauna nga anak da Mr. LitoFernandez ken Mrs. Carla Fernandez.

Nangrugi nga agbasa ni Eva idi innem ti tawenna diay Baggoc-Pantay Quitiquit Elementary School. Iti kaaddana iti pagadalan,nakita kenkuanan ti kinapintas, kinadalus, kinaanus,

kinamannakaawat ken kamaudianannakinasirib.Dagitoy a galad ti nangpalatak kenkuana saan laeng nga iti

uneg ti pagadalan no di ket pati iti sibubukel a komunidad.Nakagun-od isuna iti pammadayaw iti panagturposna iti

elementaria ken hayskul.Gapu ta arapaapna ti makapagserbi iti komunidad iti benneg

ti panangtaripato iti salun-at, nagenrol ni Eva iti kinanars itiUniversity of Northern Philippines a nagturposanna a Cum Laude.

Iti agdama, agpapaay ni Eva nga nars iti Caoayan NationalHigh School a nagturposanna iti hayskul. Naragsak nga agpapaayiti komunidad a pagnaedanna.


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o If you were Eva, would you also work in yourown community? Why?

F. Evaluation

What do you think may happen if Eva did notstudy hard?

G. Assignment

Say: Bring a picture of a nurse and be readytalk about it.

DAY 2

Objectives

a. Listen to and interact with others in a group orclass discussion on text heard

b. Fill-up personal, family and other informationusing data sheet and form correctly


1. ReviewAsk: What is the title of our story yesterday?Who is the school nurse?

B. MotivationWhat do you want to become when you grow up?

C. Developmental Activity

Discuss the events/timeline that happened in the story.a. Lets Complete the Web

Give the needed information using the web based onthe story that you have heard.


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b. Lets fill-up the form

Kompletuen ti pormas babaen ti panangisurat ti masapulnga impormasion (Refer to Aramaten Dagiti Agad-adal,Aramiden 5, page 7)

D.EvaluationPresentation and Processing of outputs.

Ask: How did you fill-up the form? How did you

write your name? the name of your parents?

Ikkan ti tsek (/) ti batog ti bilang no naisurat a nasayaat

ti impormasion a sapsapulen.

Impormasion

Naisurat nga umno ti:a. naganb. petsa ti

panakaiyanakc. lugar a

nakaiyanakan

Father Mother

Elementary

High School

1.

2.

Nars

Parents

School

Qualities


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d. nagan ti tatang

e. nagan ti nanang

E. AssignmentInterview your parents and fill up the form correctly.

Name of Father:___________________________Name of Mother:__________________________Birthday:_________________________________Address:__________________________________

DAY 3

Objective

a. Introduce significant people, places, events usingnaming words in culturally appropriate manner

A. Preparatory Activities1. Action Song

2. Review Who was the school nurse? Who are her parents?

Where does she live?

Where did she study?B. Motivation

Have you seen a policeman? What does he do?


1.Presentationa. Show pictures of community helpers, different

places, famous persons, objects and animals.

Picture of community helpers, different places, famous

persons, objects and animals.


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b. Let the pupils put each picture under the

proper column.

Persons Places Objects/Things Animals

2.Discussion

Ask:

What do you observe with the pictures?

What picture gives a name of a person?place?thing?

animal?

Let the pupils give also other names ofpersons, places, things and animals.

3.GeneralizationAsk: What do we call words that name persons,

things, places, and animals?

4.Guided Practice

Show some pictures or real objects and lets pupilsname each picture or real object and tellingwhether it is a name of a person, place, thing, oranimal.

5.Independent PracticeColor the naming words. ( Refer to Aramaten DagitiAgad-adal, Aramiden 6, page 8)


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Key to Correction

tatang tiendaanlapis Vigan

nanang aso

6.ApplicationShow the Magic Tree to the pupils. Call somepupils to pick the fruits with naming words.

7. Evaluation

Draw a before each number if the word is a name of aperson, name of a place, name of a thing, and

name of an animal. (Refer to Aramaten Dagiti Agad-adal,Aramiden 7, page 9)

Key to Correction

_____1. doctor ____6. bandera

_____2. kalding ____7. manang

_____3. aso ____ 8. baka

_____ 4. pagay-ayaman _____9. pulis

_____ 5. bag _____10. plasa

kuton

kumanta

turodagsala

Lourdes


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8. Assignment

List down three words that name a person, place, thingand animal.

DAY 4

Objectives

a. Give the meaning of words being read through

matching them with pictures doing the actions orgiving its synonyms

b. Use spelling knowledge and skills to correctly spellhigh frequency words appropriate to grade level

c. Observe mechanics when copying/writing sentenceand paragraph

A. Preliminary Activities1. Review

Ask: What are nouns?Say: Give words that name persons, places,things and animals.

B. Motivation

Have you seen a nurse? What does she/he do?


1. Show some pictures taken from the story. Have pupilsmatch them with their names/meaning.

inaunaan

innemnars

pagadalankomunidad

2. SpellingUse the following words in sentences. Have pupils write

the correct spelling in their paper.a. Ni Eva ti inaunaan nga anak da Mang Lito ken NanaCarla.

b. Nangrugi ni Eva nga agbasa idi innem ti tawenna.c. Ni Eva ket maysa a nars.d. Nalatak ni Eva iti pagadalan gapu iti kinasiribna.e. Ni Eva ket maysa a modelo iti komunidad.


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3. Have pupils play the Name Game

Complete the name of your classmate by writing themissing letter of each name. (Teacher provides a cardfor the pupils)

Example:

How did you complete the name of your classmate?How did you write the missing letter?

4. Writing a sentence.Eva is a nurse.

She is a school nurse.

5. Writing a paragraph

Ni Eva ti inunaan nga anak da Mang Lito kenNana Carla.Nangrugi ni Eva nga agbasa idi innem titawenna. Ni Eva ket maysa a nars. Nalatak ni Evagapu ti kinasiribna. Ni Eva ket maysa a modelo itikommunidad.

6. DiscussionDiscuss the use of capital letters in writing and copying

sentences.

Ask: How do we write the first letter in the sentence?

What do we do to separate the words in a sentence?What do we see at the end of a sentence?

What composes a sentence? (words)What will you form when you combine three or moreelated sentences? (Teacher discusses the features of

a paragraph).

D.Writing Activity Present the sentences/paragraph (modeling by the

teacher).

Have the pupils practice writing sentences on thechalkboard.

__orena


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E. Guided Practice

Pupils practice copying sentences/paragraph using thechackboard.

F. Independent Practice

Have pupils copy sentences/paragraph using theirworksheets.

G.Application

Kopyaen dagiti sumaganad a sarita ken parupo.1. Diay babai ket nalaing nga agsala.2. Ni Ana ket nagaget.3.Ti prinsipalmi ket ni Mr. Alcayaga.4. Maestra ni nanangko.5. Diay bag ket baro.

(Refer to Aramaten Dagiti Agad-adal, Aramiden 8 page 10)

H.Evaluation

Have the pupils write the sentences and paragraph correctly.1. nagdalus ni nena diay kuarto.2. nagaget ni manangko.

3. naalumanay iti panagsasaona.

Kanayon a masapa a mapan iti eskwela ni nena.Isu ti para dalus iti kuartoda. Tultulunganna paydagiti kaeskwelaanna. naulimek isuna

ngem nagaget nga agbasa.

Key to Correction

1. Nagdalus ni Nena diay kuarto.2. Nagaget ni manangko.3. Naalumanay ti panagsasaona.

Ni tatang ken nanang ket

agpada a naanus ken nagaget.

Agtintinnulong kami iti trabaho ti

balay. Naragsak kami a pada-pada

no mailippasmi dagiti aramidmi.


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I.Assignment

Practise writing sentences and paragraphs about the thingsyou do at home.

DAY 5

Evaluation

Objectives

a. Identify words that name a person, place, things, andanimals

b. Correctly fill up personal, family and otherinformation using the data sheet

I. Tell if the following words are namesof persons, places, things, and animals.

Tao Lugar Banag Ayup

II. Complete the form by filling up the needed information.

kalding lapis tiendaan doctorbag baboy maestra pagadalan

manok Vigan libro pulis

Nagan:___________________________________Lugar a Nakayanakan:____________________Petsa ti Panakayanak:____________________

Tawen:___________________________________

Kanayon a masapa a mapan iti

eskwela ni Nena. Isu ti para dalus iti

kuartoda. Tultulunganna pay dagiti

kaeskwelaanna. Naulimek isuna ngem

nagaget nga agbasa.


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Key to Correction

Tao Lugar Banag Ayupmaestra Vigan bag kalding

pulis tiendaan lapis manokdoktor pagadalan libro baboy

Nagan: Rona CastroLugar a Nakayanakan: Pandan, Caoayan, Ilocos Sur

Petsa ti Panakayanak: Setyembre 24, 2006

Tawen: 6


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ThemeThings I Enjoy and People I Like e.g. fruits, vegetables and localdelicacies

Objectives

1. Listen to and interact with others in a group or classdiscussion of texts heard

2. a. Give the meaning of words thro pictures, doing the

action or giving synonymsb. Read phrases and sentences consisting of words beingstudied and answer higher order questions about them

3. Read aloud grade two level texts, with an accuracy of 95-100%

4. Modify prior knowledge based on new knowledge from thelegend read.

5. Show love for reading by listening attentively during story

reading and making comments and reactions6. Observe mechanics when copying/writing sentences,

paragraphs and stories; capitalization, space between

words and correct punctuation marksCorrectly spell words with consonant clusters and

blends

7. Write through dictation, simple phrases, sentences andparagraphs observing correct punctuation marks,

capitalization, indention and format8. Use nouns in culturally appropriate manner in sentences

and paragraph:

a. Singular form (ti)b. Plural form (dagiti)

c.These are/those are with plural nouns9. Recognize common abbreviation (e.g. Jan., Sun., Mr.,Mrs., etc.)

10. Express love for stories by reading more literary andinformational legends, etc. read


FIRST UARTER-Week 3


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Domain

1. Oral LanguageListening and interacting with others in a group or class

discussion of texts heard

2. Word Recognitiona. Giving meaning of the words through matching

them with pictures, doing the action or givingsynonyms

b. Reading phrases and sentences consisting withwords being studied and answer higher orderquestions about them

3. FluencyReading aloud Grade 2 level text with an accuracy of 95-100%

4. SpellingSpelling words with consonant clusters (appropriate tothe Mother Tongue)

5. HandwritingObserving mechanics when copying/writing sentences,paragraph and stories, capitalization, space betweenwords

6. Composing

Write through dictation, simple phrases, sentences, andparagraphs observing correct punctuation marks,capitalizations, indentions and format

7. GrammarUsing nouns in culturally appropriate manner insentences and paragraph:

a. Singular form (ti-ni)b. Plural form (dagiti-da)

c.These are/those are with plural nouns (dagitoy-dagidiay)

8. Vocabulary

Recognizing common abbreviation (e.g. Jan. Sun. St.Mr. Mrs. etc.)

9. Reading Comprehension-Activating Schema and PriorKnowledge

Modifying prior knowledge based on new knowledgefrom the story, legends, folktales news articles etc.

10. Reading Comprehension- Attitude Towards Language,Literacy and Literature

Expressing love for stories by reading more l iterary

and informational texts


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Showing love for reading by listening attentivelyduring story reading and making comments andanswering higher order thinking questions

Value FocusNever envy others

Subject Matter

A. TopicsUsing Nouns in SentencesCommon Abbreviation

B. Reference

K to 12 Curriculum Guide 2 (Mother Tongue Competencies)

C. Materials

Legend: How Baggoc Got its Name (Adapted)Picture of a ladyPicture of Community HelpersName card of Community HelpersChart of a song The Community Helpers

D.Procedure

DAY 1

Objectives

a. Listen to and interact with others in a group or class

discussion of texts heardb. Read phrases and sentences consisting of words being

studied and answer higher order questions about

themc. Read aloud grade two level texts, with an accuracy of

95-100%d. Modify prior knowledge based on new knowledge fromthe legends read

e. Show love for reading by listening attentively duringstory reading and make comments and answer higherorder thinking questions


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Song: Adda Maysa a Bituen (Ayug: Twinkle, Twinkle LittleStar)

Adda maysa a bituen

A nakitak ti tangatang

Napintas a buybuyaenAglalo no agrimat-rimatAdda maysa a bituenMagustuak a buybuyaen.

B. MotivationAsk: Are you observing the stars at night? How does it looklike?

C. Pre-Reading

1. Unlocking of Difficultiesnagdappat ( picture clues)

Baggac (picture clues)agnaed (use synonym)rimat ( picture clues)

2. Developing a Purpose for Reading

Say: In the story that we are going to read today, wewill find out how Baggoc got its name and who givethis name to the place.

D.During Reading

Listening StoryRead the story to the pupils.

Tells the pupils to listen as the story is read, about

How Baggoc got its

name?

Who was the firstfamily who live in

that place?

How manychildren do they

have?

What name didthe boy give to the

lady?

Who saw the beautifullady?


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the theme for the week.

Read the story to the pupils.

Read and stop 2 or 3 times to ask thepupils what they think will happen next.

Read the whole story. Have the pupils

answer higher order thinking questions(HOTS). The summary of the story is thenformed.

E.Post Reading1.Discussion questions

a. Who was the first family who lived in the place?b. Why did the family live in that place?

Ti Naggapuan ti Nagan ti Barangay Baggoc

Idi un-una a tiempo, adda maysa a lugar a kasla kabakiran.Adda met agasawa nga agsapsapul iti mabalinda a paggianan.Dagitoy nga agassawa ket addaanda ti maysa nga anak abalasang. Nakadanon dagitoy nga agasawa ken ti anakda iti

daytoy a lugar ket nakitada a mabalinda ti agnaed ditoy no laketdi ta madalusan. Nagtitinnulong ngarud dagitisangkapamiliaan iti panangdalus iti lugar agingana a mabalinda apaggianan. Nagpatakderda ngarud iti bassit a kalapaw.Mminulaanda ti aglawlawna. Inaldaw met a sibugan daytoy tianakda a balasang.

Maysa nga aldaw, kabayatan ti panagsibsibog ti balasang,nalabsan daytoy ti maysa a baro a naggapu iti kabangibang abarrio. Nagduyos unay ti rikna ti baro iti balasang gapu ti

kinapintasna. Adda amin a saguday a sapsapulenna iti maysa ababai. Addaan daytoy iti nangisit ken kulot a buok,lumablabbassit a pingping, nakinis a kudil, naemma ken

kangrunaanna ti amin ket addaan ti nasin-aw a mata a kaslaagrimat-rimat a Baggac ti agsapa. Ap-apalan dagiti dadduma a

babbalasang gapu iti kinapintasna.Manipud idi nakita ti baro ti balasang, kanayonnan daytoy

a mapan pasiaren iti balayda. Amin a tao a malabsanna nosaludsudenda ti papananna ket maymaysa laeng ti sungbatna,ibagana a mapan iti ayan ni Baggac. Kanayon a kastoy tisungbatna kadagiti tattao agsipud ta ti panagkitana iti balasang

ket maysa a narimat a bituen iti agsapa. Manipud idin

pinanaganan dagiti tattao daytoy a lugar iti Baggac, ngem itipanaglabas ti panawen nagbalin daytoy a Baggoc.


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c. How many children did they have?

d. Who courted the beautiful lady?e. Why did she call the lady as Baggac?

2.Engagement Activities

a. Read the following phrases and sentences.maysa a balasangnakitak iti tangatangMaysa a napintas a balasang ni Baggac.

Adu ti nakitak a bituen iti tangatang.

b. Game (Message Relay)Group the class into two. Give an envelope containingword cards to the first group. Give an envelope withpictures that match the word card in group 1 to the

second group. At the count of three, the first pupil ingroup 1 will get one word card. He/she will read itsilently, whisper to the next pupil next to him/her in

line. The pupils pass the message until it reaches thelast pupil in line. The last pupil will run in front andsay the word.

Group 2 will form a circle and look for the picture that

matches the word announced by the last pupil ingroup 1. The group who will do it accurately will begiven points. The group that earns the most points

wins the game.

c. Match My Skit Game

1.Have the children retell the story.2.Divide the class into three teams. Give the teams a

few minutes to plan a 3-4 minute skit about thestory.

3.Teams take turn in doing their skits.

4.When everyone is done, they have the class lookinto the mystery corner to find the phrase or

sentence which has similar thought or meaning asthe one used in the skit.The teacher asks: How do you feel while playing thegame? What should you do in order not to get hurtwhile playing?


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F. Evaluation

Instruct the pupils to draw a star and write something aboutBaggac inside it.

G.Assignment

Observe the sky tonight and draw the brightest star that youcan see.

Day 2

Objectives

a.Give the meaning of words through pictures, doing theaction or giving synonyms

b.Spell content words in the list of vocabulary words

correctlyc.Write through dictation, simple phrases, sentences andparagraphs observing correct punctuation marks,

capitalization, indention and format

A. Preliminary ActivitiesHave pupils sing Adda Maysa a Bituen

B. MotivationHave the pupils paste their drawing on the wall. Callvolunteers to say something about their drawing.

Write pupils responses on the board.a. Dakkel diay bituen a nakitak.b. Napintas a buybuyaen dagiti bitbituen.

c. Rumimat-rimat dagiti bitbituen a nakitak.

C. Development of the Lesson

1. Presentation

Form a paragraph using the sentences given by thepupils.

Binuyak idi rabii dagiti bitbituen. Dadakkelken babassit dagitoy. Kasla diamante a rumimat-rimat iti tangatang. Napintas a buybuyaen dagitoy.

2. DiscussionAsk: How do we write the first word in a sentence?

How about the first sentence in a paragraph? What


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punctuation mark is used at the end of each

sentence?

3.Writing through dictation (Observe mechanics of writing)

Instruct the pupils to listen to the following phrases. Tell the

pupils to write the words that the teacher dictates.

1.napintas a balasang2.nasamek a lugar

3.narimat a bituen4.bituen ti daya5.ummong ti tattao

4. Let the pupils give the synonyms of the underlined words.

Think of the synonyms of the words listed below.a. napintasb.nasamek

c. narimatd.bituene. ummong

5.Let the pupils fill up the chart below based on the legend

presented.

Story Characters Attitude Values

1. Baggac2. Baro

Processing the Activitya. What do you think are the values of Baggac? How

about the man?b. Is it proper for the other ladies to envy Baggac? Why?c. If you were one of the ladies, what shall you do with

Baggac?

D.EvaluationDictate a short paragraph for the pupils to write observing themechanics for writing.

E. AssignmentWrite a short paragraph about your parents considering themechanics of writing and correct spelling.


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DAY 3Objective

a.Recognize common abbreviations

A. Preliminary ActivitiesPreparatory ActivityTeach the song Dagiti Katulongan iti Komunidad (Ayug:Leron-Leron Sinta)

Dagiti Katulungan iti Komunidad

Serbisio publikoIsu ti trabaho

Tulong a maipaay

Iti pada a taoPolis, abogadoKen inheniero

Doktor, bomberoMangisursuro.

(Gallery Walk)

Work in the CommunityTell the pupils to look at the pictures of Community

Helpers displayed around the classroom. After singing, have

the pupils choose the picture of the community helper that theywish to become in the future and let them stand in front of it.

1.Presentation

Who is in the picture? Who are in the picture?What is he/she doing? What are they doing?(Answer the question using this pattern and supply the blankwith your family name)


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This is Dr. (family name of the child).He/She is a doctor.

He/She treats sick people.( Write on the board the responses of the pupils)

2.Discussion

How do we shorten the name of Doktor? Kapitan? Inhiniero?

3. Generalization(Have the pupils read the sentences or responses written

on the board. Let them fill the chart below with the informationtaken from the written sentences they read. The first line isdone.)

4. Engagement ActivityThe teacher shows pictures of community helpers. While

showing the picture, the first member in each group willwrite the abbreviation on a showcard. Repeat the sameprocedure until the last player (Group Relay Activity).

B. EvaluationLook at the picture. Write a sentence using the correct

abbreviation of names of the following community helpers.

Dagiti Katulungan ti

Komunidad

Pangyababaan

Doktor Dr.Inhiniero

KapitanArkitekto

Presidente


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(Refer to Aramaten Dagiti Agad-adal, Aramiden 10 pages 12-14)

Key to Correction

1. Dr.

2. Mrs.3. Inhin.

4. Atty.

5. Sgt.

C.Assignment

Write the abbreviation of the following:1. Inhiniero

2. Doktora3. Presidente

DAY 4

Objectives

a. Use nouns in culturally appropriate manner insentence and paragraph

b. Observe mechanics when copying/writing sentencesand paragraphs observing correct punctuation marks,

capitalization, indention and format

A. Preliminary ActivitiesHave pupils sing Dagiti Katulongan iti Kommunidad

B. MotivationAsk: Have you been to a clinic? Who are the personsthat you can see in the clinic?


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C. Develepmental Activity

1. Presentationa. Puppet Show (Encourage pupils to observe and listen

to the dialogue.)

b. Partner 1: I am Dr. Delos Reyes. I am a doctor.

Partner 2: I am Miss Suarez. I am a nurse.

Partner 1: I give medicine to the sick.

Partner 2: I help the doctor to take care of the sick.

Partners 1 & 2: We love to serve everybody.

c. Show a picture of community helpers. Let pupils view

the pictures.

Ask: What do you see in the picture? What are they

doing? Describe what you see.

Write pupils responses on the board.

Possible answers:

This is Mr. Cortez. He is a fireman. He puts out fire.


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These are Mrs. Cruz and Ms. Suarez. They are

teachers. They teach the children to write, read andcount.

3. DiscussionWhen do we use the word ti -dagiti

4. Independent Practice

Role Playing:

Let the pupils find their partner. Let them

pretend that they have already become successful

professionals. Have them use some form of nouns in their

conversation. Give them enough time to present their role

play in front of the class.

5. Application

a. Usaren iti sarita ti balikas a ti ken dagiti.

(Write pupils responses on the board.)

Ti ubing ket nadayaw.

Ti tatangna ket doctor.

Ti nanangna ket maestro.

Dagiti kakabsatna ket nagagaget.

Dagiti kaarrubada ket nasingpet.

b. Pagtitipunen dagiti sarita tapno makaaramid ti parupo.

(Check pupils output using the rubric)


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Idrowing ti iti batog ti kahon no naisurat a

nasayaat ti parupo.

D. Evaluation

Isurat ti ti wenno dagiti iti blanko.

1.______ ubing

2.______ tattao

3.______ doktor

4.______ ub-ubbing

5.______ maestro

Key to Correction

1. ti

2. dagiti

3. ti

4. dagiti

5. ti

E. AssignmentUsaren ti ti ken dagiti iti sarita. Pagtitipunen dagitoy tapno

makaaramid ti paraupo.

Mechanics

Naisurat ti parupo a sinurot dagiti sumaganad.a. Naipauneg a naisurat ti umuna a sarita.

b. Naisurat ti dakkel a letra ti umuna a balikas iti sarita.

c. Nausar ti umno a punctuation mark iti udi ti sarita.

d. Nasurot ti format iti panagsurat ti parupo.

e. Nadalus ti panakaisurat ti parupo.


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Day 5

Evaluation

Objectives

a. Write the correct abbreviation for each word.

b. Find meaning of words by giving its synonyms.

I. Isurat ti pangyababaan dagiti sumaganad nga katulungan ti

komunidad.

1. Doktor - _______________

2. Inhiniero - _____________

3. Kapitan - ______________4. Arkitekto - _____________

5. Presidente - ____________

II. Pagsilpuen ti balikas nga agpada ti kaipapanan iti Batog A

ken Batog B babaen iti uged.

Batog A Batog B

6. napintas a. baggak

7. nasamek b. agandap

8. narimat c. grupo

9. bituen d. nalasbang

10.ummong e. narukbos

Key to Correction

I. 1. Dr.

2. Inhin.

3. Kapt.

4. Ark.

5. Pres.

II. 6. d

7. e

8. b

9. a

10. c


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ThemeOur Body Needs (e.g. food, clothing, shelter)

Objectives

1. Communicate about ones basic needs2. Read paragraphs, stories, legends, etc. consisting of words

being studied3. Read short stories with ease and fluency

4. spell content words in the list of vocabulary words5. Write simple sentences about an experience generated from agroup story

6. Write through dictation sentences and paragraphs observingcorrect punctuation mark

7. Use plural form of demonstrative pronouns in sentences8. Confirm prediction after listening to a story/dialogue read

Domains

1. Oral Language

Communicating about ones basic needs.2. Word Recognition

Reading paragraphs, stories, legends, etc. consisting of

words being studied.3. Fluency

Reading short stories with ease and fluency.4. Spelling

Spelling content words in the list of vocabulary words.

5. HandwritingWriting simple sentences about an experience generated from

a group story.6. ComposingWriting through dictation sentences and paragraphsobserving correct punctuation mark.

7. Grammar AwarenessUsing plural forms of demonstrative pronouns in sentences.




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8. Reading Comprehension

Confirming prediction after listening to astory/dialogue read.

Value Focus

Taking Care of Oneself

Subject Matter

A. Topics

Plural form of demonstrative pronouns

B. Reference

K To 12 Curriculum Guide 2 (Mther Tongue Competencies)

C. MaterialsStory: My Body Needs, pictures of different clothes, bigbox containing pictures of clothes

D.Procedure

DAY 1

Objective

a. Communicate about ones basic needs

A.Preliminary ActivitiesSong: Ti Ubing a Nadalus (Ayug: Bahay Kubo)

Ti ubing a nadalusKawesna ket naurnos

No mapan ti eskwelaSuot nat unipormena.

No mapan agpasiarPangkasual ti suotna

No mapan ti simbaanPangpormal ti kawesna.

No isuna ket aginanaAgbuggo nga umunaKalpasanna, agsukatIti pangturogna.


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B.Motivation

How do you feel while singing the song? What are thekinds of clothes mentioned in the song?

C.Developmental Activity

1. Unlocking of Difficultiesa. kawes ( picture clue/visual clue)b. pangpormal ( picture clue/visual clue)

c. pangkasual ( picture clue/visual clue)d. pangturog ( picture clue/visual clue)

2. Presentation

Show different clothes hanging on the clothesline.

Have pupils tell something about the different clothesto develop oral fluency.

Guide them with the following questions:a. What do you see on the clothesline?b. When and where do you use these clothes?

3. Guessing and Sorting Game (Experience Story)

a. Have the pupils close their eyes for two (2) minutes.To arouse curiosity, show them the box and askthem to guess what is inside.

Ask:Ania ti ammoyo nga adda iti uneg ti kahon?Sino ti nakaawat ti regalo?

Ania ti naawat na a regalo?Ania ti inaramid na iti kawes?

Kasano ti panangipakita iti panagannad itikawes?(Write pupils responses on the board to form

an experience story.)

Adda naawat ni Nonoy a regalo. Naikabildaytoy iti asul a kahon. Maysa nga asul akamiseta ti inted ni uliteg na a Danny.Magustuanna unay ti kawes isu nga kasta unayti panangilalana. Saan na nga itulok a marugitanwenno mamantsaan.


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b. Sorting Game

Have pupils sort the clothes into three (3) sets(pangpormal, pangkasual, ken pangturog) Let thepupils share what happen in the activity.

1. What did you do with the clothes?2. What did you do to be able to sort them?3. How many groups did you make?4. Why did you group the clothes into three?

5. Did you enjoy the activity?

4. GeneralizationWhat are the different kinds ofclothes? How do we take care of our clothes?

D.EvaluationWhy do we consider clothes as one of our basic needs?Apay a ti kawes ket maysa kadagiti kangrunaan a

kasapulantayo?

E.AssignmentCut pictures of clothes and sort them acoording to:Pangpormal Pangkasual Pangturog

DAY 2

Objectives

a. Read paragraphs and stories consisting of words being

studiedb. Read short stories with ease and fluency

c. Write simple sentences about an experience generatedfrom a group story

d. Confirm prediction after listening to a story/dialogue

read

A.Preliminary Activities

1. ReviewAsk: How did you sort the clothes? Did you help oneanother? Did you enjoy doing the work by yourself orwith your classmates? What do you feel when you aredoing the activities you like? Why?


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B. Motivation

Ask: What kind of clothes do you wearwhen you go to the church? How do you take care ofyour clothes?


1. Give questions to guide the pupils in composing astory about an experience.

Write on the board the sentences that pupilsdictate/say.

2.The teacher writes the story as the pupils give theirsentences.

Ask: Is that what you want to say? If the pupils wantto change the sentence, let them do it until they are

satisfied.

Ask the pupils. What would you like to say next?

Write only what the pupils tell. ( Encourage pupils to

keep their story using 6 to 7 sentences only.)

3. Have pupils read the sentences.

4. Read the story to the pupils. ( Allow them to make

changes if they want to.)

5. Have the pupils give their story a title. Write it above

the story.

Ask: What title do you want to give our story?

(Allow the pupils to discuss before writing the title

just as the pupils say it).

Dagiti Nadumaduma a Kawes

Adda naduma-duma a klase ti kawes. Tikawes ket mabalin a pangpormal, pangkasual

ken pangturog. Ti pangpormal a kawes ketisuot no mapan iti simbaan. Agsuot met tipangkasual no mapan agpasiar. Usaren met ti


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pangturog iti rabii. Masapul nga annadan

dagiti kawes tapno saan a nadaras a madadael.

6. Read the story again, using the Reading Plan.

D. Answer Comprehension Questions1. Ania dagiti naduma-duma a klase ti kawes?2. Ania ti isuotmo no mapan ka makimisa?3. Ania ti isuotmo no mapanka agpasiar?4. Ania ti aramidem tapno saan a daras

madadael dagiti kawesyo?

Cite situations for the pupils to predict.1. Kagapgapo ni Abe a napan nagbasa. Napan

nagay-ayam sigida a saan a nagsukat ti

unipormena.2. Napan nakimisa da Alma. Pagsangpetda

sinukatanna a dagus iti para balay ti kawesna.

Ania ti mabalin a mapasamak iti kawesna?

C. EvaluationCite situations for the pupils to predict.1. Nagbasa ni Ben ti leksionna. Agtest

kabigatanna. Ania ngata ti mapasamak.2. Nalaing a mangan ti prutas ni Carla. Nasapa pay

a matmaturog.

3. Adu ti mula ni Nana Aning. Innaldaw na asibsibugan dagitoy.

D. Assignment

Read the story and predict what will happen.Nasapa a nagriing ni Nana Soleng. Innalana ti

basket ket napan naguray ti luganna iti kalsada.Papanan ngata ni Nana Soleng?

1. Read the entire text to the pupils.2. Read the text withthe pupils.3. Read one part of the text with or more pupil

volunteers.4. One or two pupil volunteers read that part of

the text by themselves. (Note: Do not forceanyone to read alone. If no pupil volunteer, thengo on to Step 5).

5. Read the entire text again, withall the pupils.


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DAY 3

Objective

a. Use plural form of demonstrative pronouns in sentences


The teacher asks: What are the different kinds of clothes?

How do we take care of our clothes?

B. Developmental Activity

1. Show and Tell

Say: Come in front and select the clothesyou like most.

After each pupil has shown and talked about the clothes.Ask: What did you use to present your favorite clothes?

2. Presentation

Write sentences on the chalkboard based on theirresponses using demonstrative pronoun in plural form.

Say: Lets read the sentences.

a.These are my favorite dresses.(Dagitoy ti magusgustuak a badbado.)

b.These are blouses.(Blusa dagitoy.)

c.Those are shorts.

(Shorts dagidiay.)d.Those are t-shirts.

(T-shirtsdagidiay.)e.Those are skirts.

(Palda dagidiay.)

Present demonstrative pronouns and how they are usedin sentences.

After the demonstrative pronouns have been presented,let the pupils spell the singular and plural forms ofdemonstrative pronouns.


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3. Generalization

Ask: When do we use these are? When do we use those are?

Singular PluralPerson holding the object This is These are

Person pointing the object That is These are

4. EvaluationRefer to Aramaten Dagiti Agad-adal, Aramiden 13, page

20-23.

Key to Correction

1. Dagitoy2. Dagidiay

3. Dagidiay4. Dagitoy

5. Dagitoy6. Dagitoy7. Dagidiay8. Dagitoy9. Dagitoy

10. Dagidiay

5. Assignment

Use demonstrative pronouns in sentences. (dagitoy ken

dagidiay)

DAY 4

Objectives

a. Write through dictation sentences andparagraphs observing correct punctuation marks

b. Spell content words in the list of vocabulary words


Have pupils use this is (dagitoy) and these are

(dagidiay) in sentences.B. Motivation

Ask: Ania ti paboritoyo nga ay-ayam? Apay nga daytoy tipaboritoyo?


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1. Reviewa. Partner/Dialogue

Read a dialogue using the demonstrative

pronouns learned. Let pupils confirm predictionafter the teacher reads the dialogue.

Example:

Partner 1: Dagitoy ti ay-ayamko. Adda kotse, trenken dadduma pay. Ginatang ninanangko dagitoy. Ket sika, gayyem, ania tiinted ni nanangmo kenka?

Partner 2: Oh! Ginatang ni nanangko dagidiay a lobopara kaniak. Intedna pay kaniak dagitoy a

tsokolate.Partner 1: Ay-ayatennak unay ni nanangko. Dagitoy tiinted ni nanangko kaniak.

Partner 2: Ipatpategnak met ni nanangko ! Magustuakamin dagidiay intedna kaniak.

2. PresentationGroup Activity

Each group will tell something about the picture usingappropriate demonstrative pronoun in plural form.

Partners will write a simple dialogue about the picture.

Group 1: Picture in the canteen

Group 2: Picture inside the classroomGroup 3: Picture in the playground

Ask: Did you enjoy the activity? Did you use thedemonstrative pronoun correctly?

3. Evaluation

Refer to Aramaten Dagiti Agad-adal, Aramiden 14, pages24-25.

Key to Correction1. asom2. hardinmo

3. Manangmo


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4. gayyemmo

5. tatangko6. lapisko7. dingwenda

8. bayyabasko

9. librona10.balaymi

D. Spelling

1. Dictate the following words. Let the pupils write the words ontheir slates.

2. Dictate the words again. Let the pupils write the words ontheir paper. Check their work.

3. Write the spelling words clearly on the chalkboard. Let themwrite these words on their paper. Supervise them as they dothe activity.

DAY 5

Evaluation

Objectives

a. Fill in the blank with this is(dagitoy) and these are(dagidiay).

b. Write the correct spelling of words learned.

I. Kompletuen ti sarita babaen ti panangisurat ti umno a

panangtagikua a pangsandi a nagan iti blanko. Pilien tisungbat iti uneg ti kahon.

kawes uniporme kasual pormal

librok adingko asok sapatosna

badona balayda baboyda

nanangko papelna mulami


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1. Adda baro a ____________.2. Nangisit ti ____________ nga immay nagbasa.

3. Matmaturog ni ___________.

4. Adda _______ a puraw.5. Adu ti _________ manang Selya.6. Nalangto ti ________ a mais.7. Dakkel ti _________ manang Marceli.

8. Ni _________ ket maestra.9. Napukaw ti _________.10. Napuskol ti ___________.

II. Write the correct spelling of the following words.

1. kamiseta2. kawes

3. uniporme

4. kasual5. pormal

Key to Correction

1.badona 6. mulami2.sapatosna 7. balayda

3.adingko 8. nanangko4.asok 9. papelna5.baboyda 10. librok


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Theme

My Favorite Plants and Animals

Objectives

1. Listen to and interact with others in a group orclass discussion on texts heard

2. Read with understanding paragraphs, stories, legends,etc. consisting of words being studied

3. Use possessive pronouns (my, you, his, her, your)4. Spell words in the list of content words in the

vocabulary

5. Write sentences and paragraphs about an experiencegenerated from a group story

6. Recite with ease and confidence 3 to 5 stanzas

poem in culturally appropriate manner7. Supply rhyming words to complete a rhyme, poem or

song8. Recognize sound/symbol relationships in ones own

writing9. Observe some mechanics when copying/writing

sentences: capitalization, spaces between words andcorrect punctuation mark

Domain

1. Oral LanguageListening to and interacting with others in a group or class

discussion on texts heard.Reciting/singing with ease and confidence 3 to 5 stanzas(rhymes, jingles, riddles, chants, song, and lullaby) in

culturally appropriate manner.Supplying rhyming words to complete a rhyme

2. Phonological Skills

Recognizing sound/symbol relationships in ones ownwriting.


FIRST UARTER-Week 5


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3. Book and Print Knowledge

Observing some mechanics when copying/writing sentences:capitalization, spaces between words and correctpunctuation mark.

4. Word Recognition

Reading with understanding paragraphs, stories, legends,etc. consisting of words being studied.

5. SpellingSpelling words in the list of content words in the vocabulary.

6. HandwritingWriting sentences and paragraphs about an experiencegenerated from a group story.

7. ComposingIllustrating ability to give personal information needed toidentify oneself.

8. Grammar AwarenessUsing possessive pronouns (my, you, his, her, your)

Value FocusTaking care for plants and animals

Subject Matter

A. Topics

Possessive Pronouns

B. ReferenceK To 12 Curriculum Guide 2 (Mother Tongue Competencies)

C. MaterialsStory: Diay Baluarte ni Perlita P. Quinto

Poem: Diay Hardin ni Perlita P. QuintoPicture of a nature with animals

D.Procedure

DAY 1

Objectivesa. Listen to and interact with others in a group or

class discussion on text heardb. Read with understanding paragraphs and stories

consisting of words being studied


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c. Predict what the story is about based on personal

experiences


Song: Adda Bassit a Balay (Ayug: Bahay Kubo)

B. MotivationAsk:Have you been to a zoo? What animals can yousee in the zoo? (Use a graphic organizer for pupils to

place their answers).

C. Pre-Reading

1. Unlocking of Difficultiesa. parke ( picture clue/visual clue)b. gayyem ( context clue/picture clue)c. sabong ( picture clue/visual clue)d. aglawlaw ( picture clue/context

clue/visual clue)e. agsapa (though context clue)

Zoo


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2. Activating Prior Knowledge

Show a picture of a zoo.Write down what a pupil says and then read itback to the pupil to develop print awareness.

(Individual pupil contributes words, one sentence at

a time, to compose a story)Print words on chart (so that the class has apermanent copy), modelling reading each word asyou write.

D. During ReadingRead the entire story, then the entire group or individualpupil may do another reading.

Read the entire story using the reading plan.

1.Read the entire text to the pupils.2.Read the text withthe pupils.3.Read one part of the text with or more pupil

volunteers.4.One or two pupil volunteers read that part of thetext by themselves. (Note: Do not force anyone toread alone. If no pupil volunteer, then go on toStep 5).



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E. Post Reading1. Comprehension questions

a.Talk about the storyb.The teacher asks comprehension questions about

the story:

Siasino dagiti tallo nga agkakabsat a napan

diay Baluarte?Ania ti napan inaramid dagiti agkakabsatdiay Baluarte?Ania ti nakita dagiti agkakabsat diayBaluarte?Siasino ti kabsatda a saanda a makitakabayatan ti panagsarsaritada Emma ken

Karen?

Diay BaluarteNi: Perlita P. Quinto

Agsapa ti Sabado, napan dagiti tallo nga agkakabsat, ni

Emma nga agtawen ti 18, Karen nga agtawen ti walo, kenniNonoy nga agtawen ti tallo diay Baluarte. Napanda kinita dagitinadumaduma a klase ti ayup ken mulmula nga addasadiay. Adda nakitada nga uleg, lion, tigre, sunggo ken

dadduma pay. Kinuna ni Karen, manangko, kasla diaypusak dayta a tigre. Kalanglanga na la unay diay

pusak. Kayatko ti tigre nga aywanan diay balay. Mabalinkadi ti gumatang ditoy? Saan a mabalin ti gumatang ditoy kenmaiparit nga aywanan ti tigre adingko ta masapul nga aggianda

iti umno a pagtaengan a kas iti zoo. Daytoy Baluarte ket maysa azoo. Nasayaat pay a pagtaenganda diay kabambanyatan,insungbat ni Emma.

Kalpasan a makitada dagiti ayup napanda iti ayan dagitikulibangbang. Adu sadiay dagiti nadumaduma a sabsabong.Oh! Ania a pintasna daytoy a sabongen, kinuna ni Emma.Kayatko ti mangala ti maysa a sabong, kinuna ni Karen. Saana mabalin, maiparit ti mangala ti sabong ditoy, insungbat niEmma.

Kabayatan ti panagsarsaritada Emma ken Karen,kimmitada ti aglawlaw. Saanda met a makitan ni Nonoy.

Ayanna ni ading Karen? kinuna ni Emma. Simmungbat ti

ubing a lalaki ti asidegda, Dayta kadi ti ubing a birbirukenyo?


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c. Engagement ActivitiesGroup the class into three.Give some situations based on the story where they

can predict based on their personal experiences.

Group 1:Pimmanaw ni adingda a Nonoy iti ayanda.Ania ngata ti napasamak kenni adingda a

Nonoy?

Group 2:Napan kayo diay Baluarte, nakitam ditoydagiti nadumanduma nga ayup.Nagpagatang ka ken nanangmo ti tigre ngem

inbagana a saan a mabalin.Apay a saan a mabalin a taraknen ti tigre itipagtaengan?

Group 3:Adu a sabsabbong ti nakitada apagbatbatayan dagiti kulibangbang.Mangtukkol koma ni Nonoy ngem inparit

Ni manangna.Apay ngata a maiparit ti mangala ti sabongdiay ayan dagiti kulibangbang?

(Process the predictions of pupils)

d. Value infusion

Kasano a maipakita ti panangipateg kadagiti ayupken mulmula?

F. EvaluationThe teacher gives another situation/another short story

and let the pupils predict what happens next.

Maysa nga aldaw nagmula ni Marielleiti bukel ti balatong. Inaldaw na daytoy a

sibugan. Kalpasan ti sumagmamano nga

aldaw napanna kinita ti mulana. Nasdaaw

unay ni Mariele iti nakitana. Ania ti nakita

ni Marielle?


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G.Assignment

Read the story and tell what happens next.

DAY 2Objectives

a. Listen to and interact with others in a group or

class discussionb. Use possessive pronoun

A. Preliminary ActivitiesReview the story Diay Baluarte

B. Development of the Lesson1. Present the story again. Call on some pupils to read it

aloud in the class.

2. Ask higher order thinking skills (HOTS) questions

about the story.a. Apay a napan dagiti agkakabsat diay Baluarte?b. Ania dagiti nadumaduma nga ayup a nakitada

diay Baluarte? Kasanoda nga inpakita tipanagayatda kadagiti ayup?

c. Apay nga maiparit ti agala iti sabsabong? Ania timapasamak no maibus amin a mulmula kensabsabong?

3. Ask pupils to pick out the possessive pronoun found inthe story. (Teacher writes the pupils responses on the

metacards)4. Tell the pupils to post the metacards on the board.

5. Discuss the use of possessive pronoun and give moreexamples.a. Have pupils read the following possessive pronoun.

Nasapa a nagriing ni Frances. Insimpana ti nagiddaanna.

Kalpasanna napan nagdigos. Nagsukat ti unipormena ken

nag-almusar. Nagsipilyo ti ngipenna, kalpasanna innalana

ti bagna. Papanan ngata ni Frances?

kayatko manangko pusak


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b. Use the following words in sentences.

Kayatko ti agtaraken ti tigre kuna ni Nonoy.Sino ti mangayat nga agtaraken ti tigre?Ni manangko Selina ket nasingpet.

Sino ti nasingpet?

Diay pusak ket kalanlanga ti tigre kuna ni Nonoy.Sino ti akinpusa diay kalanglanga ti tigre?

c. Have pupils give more examples of possessivepronoun.

6. GeneralizationWhat are possessive pronouns?

C. Engagement ActivitiesThe teacher divides the class into three (3) groups.

The teacher gives the standards for grouping

a. Activity 1-Group 1

Write the correct possessive pronoun in each sentence.Choose your answer from the words inside the box.

kayatko adingmo manangko pusak

1. Agkakaingas dayta tigre ken tay ______.

2.________________ nga aywanan ti tigre.3. Mapanmo biruken ti ___________.

4. Mabalin kadi nga aywanan ti tigre diay balay______________?

b. Activity 2-Group 2

Use the following possessive pronouns in sentences.Write your answer on a sheet of paper.

librona balaymi bayyabasko lapismo pagadalanda

c. Activity 3-Group 3

Complete the sentences using the correct possessivepronoun inside the box.

D. Processing of the Activity

Each group leader presents his/her outputs. The teacher

processes the activity done by each group.


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E. Enrichment Activity

The teacher identifies the common possessive pronouns not

mastered by the pupils out of the presentations of each

group.

The teacher gives an enrichment activity for the mastery of

the lesson.

F. Evaluation

(Refer to Aramaten Dagiti Agad-adal, Aramiden 16, pages

26-29)

G. Assignment

Write 5 sentences using prossessive pronouns.

DAY 3

Objectives

a. Spell words being studied in the list of vocabularywords

b.Write sentences and paragraph about an experiencegenerated from a group story

c. Recognize sound/symbol relationships in ones ownwriting

d. Observe mechanics when copying/writingsentences; capitalization, spaces betweenwords and correct punctuation mark.

A. Preliminary ActivitiesSong: Aso, aso aw (2x)

Aso, aso aw, aw, aw

Pusa, pusa meow(2x)Pusa, pusa meow, meow, meow.Kalding, kalding mee(2x)Kalding, kalding mee, mee, mee.

B. Developmental Activity

A. Writing Engagement1. Give spelling activity words found in the story Diay

Baluarte. Check the work of the pupils.


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2. Have pupils read the following words.

waloayuptigre

Ask: Ania ti umuna nga aweng iti balikas a walo?

Kasanoyo nga isurat ti letra para ti aweng a /w/?(Do the same with the other letters/words)

3. Present the story Diay Baluarte.

a. Have the pupils read the whole text.b. Have them observe some mechanics for writing

sentences. Give examples on the board.The teacher discusses the important mechanics inwriting sentences and paragraphs.The teacher gives board work examples.

4. GeneralizationAsk: What are the mechanics in writing sentences in

a paragraph form? Why do we need to write correctsentences using proper capitalization? proper spacingbetween words? correct punctuation marks? and properindention at the beginning of paragraphs?

5. Guided Writing PracticeLet the pupils copy the story Diay Baluarte with propermechanics in writing.

C. ComposingThe pupils write their own story based on their own

experiences using proper capitalization, proper spacingbetween words, correct punctuation mark and proper

indention between paragraphs.Evaluates and process pupils output.

D. EvaluationPut a / if you followed the correct mechanics in writing a

a story x if not.

MechanicsNaisurat ti istoria a sinurot dagitisumaganad:

a. Naipauneg a naisurat ti umuna a sarita.

b. Naisurat ti dakkel a letra ti umuna a


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D.Assignment

Rewrite your stories.

DAY 4

Objectivesa. Recite with ease and confidence 3 to 5-stanza poem

b. Supply rhyming words to complete a rhyme


ReviewAsk: What are the different plants that the sisters saw inBaluarte?

B.Motivation

Ask: Do you have a garden at home? What are the differentplants in your garden? How do you take care of your plants?

C.Pre-Reading

1. Unlocking of difficultiesa. aglawlaw (picture clue)

b. tarigagay (context clue)c. dumar-aw (context clue)

2. Developing Purpose for Readinga. First reading of the story by the teacher

Say: Today we are going to read a poem about DiayHardin Find out the different things that you can see in thegarden.

balikas ti saritac. Nausar ti umno a punctuation markitiudi ti sarita.

d. Nasurot ti formatiti panagsurat tiistoria.


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D.During ReadingDiay Hardin

Ni: Perlita P. Quinto

Sabsabong a nadumaduma

Adda amarilio, puraw ken nalabagaMakaay-ayo kadagiti mata

Nababanglo ken napipintasda.

Kulibangbang iti aglawlawPudno a makapukawTi bisin ken uwaw

A tarigagay ti amin a dumar-aw.

Ania a pintasnanToy hardin ni PerlanPasiarem.umaykan

Ta makitam ti hardin nan.(Refer to Aramaten Dagiti Agad-adal, Aramiden 16-17, pages30-33)

a.The teacher does the reading plan

E. Post Reading

1. Comprehension Questionsa. What is the title of the poem? Who wrote the poem?How many stanzas are there in the poem?

b. What are the different things that we can see in thegarden?

c. Why do we have to protect the plants and insects inthe garden? What will happen if we dont protect

them?

1.Read the entire text to the pupils.

2.Read the text withthe pupils.

3.Read one part of the text with or more pupilvolunteers.4.One or two pupil volunteers read that part of thetext by themselves. (Note: Do not force anyone to

read alone. If no pupil volunteer, then go on toStep 5).



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2. Engagement ActivityDivide the class into five (5) groups. Have each group recitethe poem with expression in front of the class.

3. Have pupils read the poem .Ask: How many stanzas are in the poem?

How many lines in each stanza?Give the pair of rhyming words in the poem.

4. ApplicationAramiden 16 page 30-31.

5. Independent PracticeAramiden 17 page 32-33

F. EvaluationSupply the rhyming words to complete the rhyme.

1. Dagiti sabsabong ket _________________.2. Nadumaduma iti _______________.3. Makaay-ayo kadagiti _______________.4. Sabsabong a kasta unay __________________.

G. AssignmentMemorize the poem.

DAY 5

Evaluation

Objective

a. Complete the sentences using the correct possessivepronoun

Aramiden 18 page 26-29.


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Theme

Things I Love to Do (activities, hobbies, sports)

Objectives

1.a. Listen to and interact with others in a group or class

discussion on texts heardb. Retell familiar stories and short conversations using

appropriate gestures, expressions, and illustrative

objectives

2. Read phrases and sentences consisting of words beingstudied and answer higher order questions about them

3. Read stories, fables, legends, news articles, etc. withease and fluency

4. Spell content words in the list of vocabulary words5. Write short narrative stories that include elements of

setting and characters

6. Illustrate ability to give personal information needed toidentify oneself

7. Use possessive pronouns (my, you, his, her, your)

8. Modify prior knowledge based on new knowledge fromthe story, legends, fables, etc. read

9. Show love for reading by listening attentively during

story reading and making comments and answeringhigher order thinking questions

Domains

1. Oral Languagea. Listening to and interacting with others in a group

or class discussion on texts heard.

b. Retelling familiar stories and short conversationsusing appropriate gestures, expressions, andillustrative objectives.

2. Word RecognitionReading phrases and sentences consisting of words

being studied and answer higher order questionsabout them.




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3. Fluency

Reading stories, legends, news articles, etc. with easeand fluency.

4. Spelling

Spelling content words in the list of vocabulary words

5. HandwritingWriting short narrative stories that include elements ofsetting and characters.

6. Composing

Illustrating ability to give personal information neededto identify oneself

7. Grammar AwarenessUsing possessive pronouns (my, you, his, her, your)

8. Reading Comprehension: Activating Schema/PriorKnowledge

Modifying prior knowledge based on new knowledgefrom the story, legends, fables, etc. read9. Reading Comprehension: Attitudes Towards

Language, Literacy and LiteratureShowing love for reading by listening attentivelyduring story reading and making comments andanswering higher order thinking questions.

Value Focus

Work and save for the future

Subject Matter

A. Topics

Possessive Pronouns

B. Reference

K To 12 Curriculum Guide 2 (Mother TongueCompetencies)

C. Materials

Fable: Ni Dudon Ken ni Kuton(Adapted)pictures and songs


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D. Procedure

DAY 1

Objectives

a. Listen to and interact with others in group orclass discussion on texts heard

b. Retell familiar stories and short conversation

using appropriate gestures, expressions andillustrative objectives

c. Read phrases and sentences consisting of wordsbeing studied and answer higher order questionsabout them

d. Read fables with ease and confidence

e. Show love for reading by listening attentivelyduring story reading and making comments andanswering higher order thinking questions

A. Preliminary Activities1. Guessing Game:

Bassit pay ni kompareUmul-ulin iti torre.

Ania daytoy?

Show a picture of different

animals/insectsa. kuton b. dudon c. kulibangbang

B. Motivation

Ask: Have you ever tried to save moneyfrom your allowance? Where did you keep it? Whatwill happen if you will not save some of your money?

Show a picture of an ant and a

grasshopper. Ask the pupils to say something aboutthe character of the grasshopper and the ant.

C. Pre-Reading Activities

1. Unlocking of difficulties(using pictures and gestures)


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agdaldalus iti balay agitubtubong iti kuarta

nagawit iti labba mabisin nga ubing

2. Developing Purpose for Reading

Show the front cover of the book. Read the title,

the author and the illustrator.Ask: What do you think is the story about?

3. Reading phrases and sentences.

C. During ReadingRead the fable to the pupils.

Tell the pupils to listen as you read them about thetheme for the week.As you read, stop 2 to 3 times to ask the pupils

questions about the story.Read the whole story. When you finish, ask thepupils to summarize the story.

Ask them higher order thinking questions about thestory.Let the pupils read the fable.

Ni Dudon Ken ni Kuton

Naragsak nga agkankanta ni dudon diay karuotan.Kastunay met ti alisto ni kuton nga agur-urnong ti taraonna.

Gayyemko a kuton, isardengmo pay ta ar-aramidem.Umayka ta agay-ayamta, kinuna ni dudon. Saan a mabalingayyem ta agurnongak pay ti taraonmi. Asideg man ngaminen ti

panagtutudo, insungbat ni kuton. Masapul nga isardeng mon tiagay-ayam dudon. Agurnongka metten ti taraonmo. Dumteng tomanen ti panawen ti panagtutudo, awan ton ti panawenmo ngaagbiruk ti taraonmo, kinuna ni kuton.

Intultuloy ni dudon iti nagay-ayam. Saanna a dinengngeg ti

bilin ti gayyemna. Siak ti kagagasatan ta agay-ayam laeng tiaramidko, kinunana iti bagina.

Masapulko a doblien ti panagurnongko ti taraon. Siakngamin ti namnamaen ti pamiliak no panawen ti rigat, ti nasaomet ni kuton iti bagina.


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D. Post Reading1. Comprehension Check-Up

Who are the two friends?(Siasino dagiti dua nga aggayyem?)What does the ant always do? The grasshopper?

(Ania ti kanayon nga ar-aramiden ni kuton? Nidudon?)

What happened to the grasshopper when rainy seasoncame? How did he feel? Where did he go?

(Ania ti napasamak kenni dudon idi panawen iti

panagtutudo? Ania ti nariknana? Ania tinapananna?

Why does the ant always save food?

(Apay a kanayon nga agur-urnong ti taraon nikuton?) If you were the ant what would you do?Why?

What happened at the end of the story? Are they bothhappy? Why?

(Ania ti napasamak iti kamaudianan ti istoria?Naragsakda kadi a dua? Apay?)

Which of the two characters would you like to

follow/imitate? Why?(Siasino kadagiti dua ti kayatmo a tuladen?)

2. Engagement ActivitiesGroup the pupils into three.

Group 1- Lights, Camera, Action!Act out the part of the fable that you like best.

Iti maysa nga aldaw, simangbay iti panagtutudo. Saanmetten nga agsardeng ti panagtudo. Mabisinen ni dudon. Napanngarud daytoy kenni kuton tapno dumawat iti taraon. Gayyemkoa kuton, dumawatak man iti taraon, mabisinakon, kinuna ni

dudon. Wen gayyem, daytoy ti taraon, umayka ta mangankatapno saanka a kumapsot. Ngem ikarim nga agurnong kanto

metten ti taraonmo tapno adda nadadaan nga inka kanen itipanawen iti panagririgat, kinuna ni kuton. Kastunay ti yamanni dudon gapu ti kinasayaat ni kuton. Manipud idi, naragsak anagkuykuyog dagiti dua tapno agurnong ti taraonda.


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Group 2- One, Two, Three

Give the three important events in the story.

Group 3- Lets Draw

Draw the scene that you like best.

3. Process the pupils output.

E. Evaluation

Choose your partner and dramatize the fable/story.

F. AssignmentRead one story and retell it to class.

DAY 2

Objectives

a. Retell familiar stories and short conversations usingappropriate gestures, expressions and illustrativeobjectives

b. Modify prior knowledge based on new knowledgefrom fables read

c. Sequence events in a story using picturesd. Retell a fable read

A. Preliminary Activity1. Review

Roleplay the story read yesterday.

B. Motivation

Ask: Have you seen a grasshopper? Howabout an ant?Describe the grasshopper. -the ant


1. PresentationTell the story about the The Ant and theGrasshopper (TPR story).

Model and demonstrates the action.Ask volunteers to do the action while he/shenarrates the story.


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Have pupil tell the story while another pupil does

the action.

2. Engagement Activities

a. Picture Story (Distribute pictures to the

pupils. Have them arrange pictures accordingto the sequence of the story)

b. Let the pupils retell the story in their own

words.

3. Application1. Guided Exercise

Present again anoth

ilokano mtb gr 2 tg

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