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Name Ma.Ligaya G.

Panganiban Grade Level: Grade 1


of
Teach
er
Learni M Quarter: 4th Quarter Module No. (MT1OL-Iva-i-1.3)
ng T
Area: B
-
M
L
E
Competen Talk about family and friends using descriptive words. (MT1OL-Iva-i-1.3)
cy:
iPlan No. 1
Key Talk about family using describing words
Understan
ding to be
developed
Learning Knowledge Tell about family members using describing words.
Objectives Skills Use describing words in sentences about family
( MTI GA IV-e 1.5).
Attitudes Display appreciation to the different family members
through the use of describing words
Resources Teacher’s Guide,pp 60 ( Story )
Needed Learner’s Material, pp 51-52,
K to 12 Curriculum Guide
Family pictures, metacards
Elements
of the
Plan
Preparatio Introdu 1. Group singing “ Usa ka Panimalay” ( TG p.100 ).
ns ctory 2. Unlocking of difficulties (Use picture clues)
Activity A.malipayon
(option B.nagtinabangay
al) 3. Unsa ang gihisgotan sa kanta?
Unsa nga klase sa panimalay ang gihisgotan sa kanta?

` Activity 1.Story Reading ( Read A -loud)


“ Ang Malipayong Pamilya “ TG p.60
2.Second Reading of the story with interaction
from the pupils
3.Comprehension Check-up
a.Unsa ang ulohan sa estorya?
b.Kinsa ang mga sakop/ miyembro sa
pamilyang Ranario?
c. Unsa ang buluhaton sa mga miyembro
sa pamilyang Ranario matag Sabado?
d. Unsa ang inyong ikasulti mahitungod
sa pamilyang Ranario?
d. Nganong kinahanglan nga magtinabangay
ang matag sakop sa pamilya?
e. Unsay laing pulong nga atong
ikahulagway kanila?
Analysi Ask: What words can we use to describe
s each member of the family.
Tatay Jose Nanay Inday Beta Dodong
Maria Carlo
kugihan matina limpyada Kugihan
bangon
kusgan buotan buotan matina
bangon
maantuson kugihan matina Kusgan
bangon

Applica “ Show and Tell”


tion 1. Group the children into 4.
2. Assign each group to describe one family member.
3. Give examples.

Mother Father Ate Kuya

1.pution
2.gwapa

Note : ( The teacher add describing words )


Assessme Assess
nt ment
Matrix
Levels
of
Assess
ment
Process What will I How will I How will I score?
/Skills assess? assess?
(25%) Talk about Individual Rubrics:
your family {Authentic 5 Points- Delivered
members Assessment} the description
using with difficulty
describing 10 Points- Delivered
words. the description
hesitantly
15 Points- Delivered
the description
with mastery
20 Points- Delivered
the description with
excellence
Assignme Enhanci Read and answer page 51-52 Buluhaton 42
nt ng the
days
lesson

Edited/ Proofread by :

DELIA DELA CRUZ


ARTURO E. GASO
BEATRIZ E. INCOG
RUDESA C. GECONCILLO
HEIDI L. HERMOSO

Date : Jan. 27, 2015

Appendix A : Song

Usa ka Panimalay
Usa kami ka panimalay
Malipayon kami kanunay
Si tatay ang among punoan
Si nanay ang dahon sa sanga
Kaming mga anak maoy bunga
Sa paghigugma.

Ang Malipayong Pamilya


( - Odisa B. Ranario )

May usa ka malipayong pamilya sa Sitio Sun-oc. Kini ang pamilya Ranario.
Kada Sabado, walay klase. Si tatay Jose, si nanay Maria ug mga anak nga
silang Inday Beta ug Dodong Carlo nagtinabangay sa buluhaton sa balay.
Si Tatay Jose nangahoy ug namupo og prutas nga mangga ug santol
para ibaligya sa merkado. Si Nanay Maria nanglaba para makatabang kay
Tatay Jose.Si Inday Beta nanglimpyo sa panimalay. Si Dodong Carlo naghakot
og tubig para sa labada ni Nanay Maria.Silang tanan nagtinabangay.
Busa malipayon ang ilang banay.
Name of Geraldine T. Paculanang Grade Level: Grade 1
Teacher
Learning MTB- Quarter: 4th Quarter Module No. ( MT10LIVa-j1.3)
Area: MLE
Competency: Talk about friends using descriptive words. ( MT10LIVa-j1.3)
iPlan No. 2
Key Understanding to Talking about friends using descriptive words
be developed
Learning Objectives Knowledge Describe your friends using
descriptive words
Skill Use appropriate describing
words in sentences
Attitude Display friendliness towards
your classmates.
Resources Needed Teacher’s Guide,pp 74-76
Learner’s Material, pp 44-45l,
K to 12 Curriculum Guide
Realias, metacards
Elements of the Plan
Preparations Introductory Song ,”Kon kita Magakauban”
- How will I make the Activity ( Tune: The More We Get Together)
learners ready?
- How do I prepare the ( 5 mins.) Kon kita magakauban,kauban, kauban
learners for the new Kon kita magakauban maglipay kita
lesson? Ang imong higala
- How will I connect Ako sang/mang higala
my next lesson with Kon kita magakauban maglipay kita
the past lesson?
Find your friend and hold hands
together while singing the song.
Talk with each other and tell him/
her how you describe him/her as a
person.

Ask:
 Why do you like your friend?
( Nganong ganahan ka sa
imong higala?)
 What other words can you use
to
describe your friend?
( Unsa pa ang laing pulong nga
imong magamit sa paghulagway sa
imong higala?)

Si ( pangalan sa higala ) ___________


kay _____________.

Presentation Activity Group activity: Give each group 1


- (How will I present picture
the new lesson? ( 15 mins.) to describe.
- What materials will I Group 1: Classmates cleaning the room
use? Group 2: Classmates helping each
- What generalization other
/concept /conclusion Group 3: Classmates doing their
/abstraction should project
the learners arrive at? Group 4: Classmates weeding the
garden
Analysis Describe the picture.
Teacher posts their answers on the
( 10 mins.) board.
Use concept map.
1. Classmates cleaning the room
2: Classmates helping each other
3: Classmates doing their project
4: Classmates weeding the garden

Example:

Pix of
Group I
Abstraction Talk about friends using descriptive
words.
( 5 mins.)
What do we call words that describe
your friend?
( Unsa ang atong tawag sa mga
pulong nga gahulagway sa usa ka
higala?)

(Pulong panghulagway o pungway


ang gamiton sa paghulagway sa atong
higala.)
Practice Application I. Guided Practice by group
- What practice Let pupils pick out pictures from
exercises/application ( 5 mins.) the Magic bag.
activities will I give to Describe the picture and use it in one
the learners? sentence.
Example:
 boy helping his neighbors,
 sister taking care of her
brother
II. Independent Practice
Refer to the story, “ Ang Kaluha”
( Refer to TG, p. 102 )
Assessment Assessment Matrix
(Refer to DepED Order Levels of What will How will I How will I
No. 73, s. 2012 for the Assessmen I assess? assess? score?
examples) t
Knowledge

( 5 mins.)

Process or Do Buluhaton Individual One point


Skills 37- B , every correct
LM p.44-45 answer.

Understan
ding(s)
Products/p
erformanc
es
(Transfer
of
Understan
ding)
Assignment Reinforcing
the day’s
lesson
( 5 mins.) Enriching
the day’s
lesson
Enhancing Draw and describe your best friend .
the day’s Edit
lesson ed/
Pro
Preparing ofr
for the new ead
lesson by :

DELIA DELA CRUZ


ARTURO E. GASO
BEATRIZ E. INCOG
RUDESA C. GECONCILLO
HEIDI L. HERMOSO
Date : Jan. 27, 2015
Name of MARY GRACE N. GUERRERO, ESP-1 Grade Level: Grade 1
Teacher Bayawan City Division

Learning M Quarter: 4th Quarter Module No.


Area: T
B
-
M
L
E
Compete Talk about school using descriptive words. (MT1OL-Iva-i-1.3)
ncy:
iPlan No. 3
Key Words that describe things in school are called adjectives or describing words.
Understa
nding to
be
develope
d
Learning Knowledge Identify words that describe in talking about
Objective one’s school
s Skill Construct sentences using describing words in
talking about one’s school
Attitude Display loveand appreciation of one’s school by
keeping it clean and beautiful
Resource TG p.110-111
s Needed chart, pictures, word cards, meta strips
Elements Methodology
of the
Plan
Preparati Introducto Reading a Poem “Ang Akong Eskuylahan” (TG p. 110)
ons ry
- How will Activity Unsa ang imong ikasulti mahitungod sa eskuylahan?
I make (optional)
the Ihulagway ang eskuylahan nga anaa sa balak.
learners
ready?
- How do
I prepare
the
learners
for the
new
lesson?
- How will
I connect
my next
lesson
with the
past
lesson?
Presentat Activity Group Activity
ion
- (How Pagporma kamo og upat ka grupo.
will I Tan-awa ang palibot sa atong eskuylahan.
present Ihulagway kini.
the new Isulat ang mga pulong nga naghulagway kabahin sa eskuylahan diha sa
lesson? meta strips ug ibutang kini sa pisara.
- What
materials (The group with the most number of correct answers wins.Have pupils
will I use? read the words.)
- What
generaliz Unsaon nimo pag-atiman aron magpabiling limpiyo ug maanindot ang
ation atong eskuylahan?
/concept
/conclusi
on Analysis Unsa ang mga pulong nga naghulagway?
/abstracti
on should
the
learners
arrive at?
Abstractio Unsa ang pungway?
n

Practice Applicatio Pagkuha og pulong gikan sa kahon nga naghulagway sa eskuylahan.


- What n Gamita kini sa pahayag.
practice
exercises
maanindot hapsay limpyo
/applicati
on dako lapad daghan
activities
will I give
to the
learners?
Assessme Assessment Matrix
nt Levels of What How will I assess? How will
(Refer to Assessmen will I I score?
DepED t asses
Order No. s?
73, s. Ilha ang pulong nga naghulagway sa matag pahayag.
2012 for Knowledge 1 point
Lingini kini.
the for
examples 1. Dako ang among eskuylahan. every
) 2. Lapad ang dulaanan. correct
3. Buotan ang mga magtutudlo answer
4. Limpyo ang palibot niini.

Process or .
Skills

Understan
ding(s)

Products/p
erformanc
es
(Transfer
of
Understan
ding)

Assignme Reinforcing
nt the day’s
lesson
Enriching
the day’s
lesson
Enhancing
the day’s
lesson

Preparing Pagdala og bisan unsang klase sa butang nga inyong ganahan.


for the
new lesson
Name of Kristine Louisa Q. Momongan Grade Level: Grade 1
Teacher
Learning MTB- Quarter: 4th Quarter Module No.
Area: MLE
Competency: MT1VVCDIVa-j3.2 Identifying synonyms and antonyms
iPlan No. 5
Key Understanding to Synonyms are words having the same meaning while antonyms are words
be developed having opposite meaning.
Learning Objectives Knowledge Identify pair of words which are synonyms and
antonyms
Skill Classify synonyms and antonyms from the given pair of
words.
Attitude Practice the value of cooperation in accomplishing a
task
Resources Needed  Pictures, chart, box, manila paper, metastrips, Learner’s Material p. 79
Elements of the Plan Methodology
Preparations Introductory Game:
- How will I make the Activity  Have a drill on describing words.
learners ready? (optional)  Form two groups with 5 members. Let them stand
- How do I prepare the in column.
learners for the new  The first to read would move one step forward.
lesson?  The first group to reach the finish line wins the
- How will I connect game.
my next lesson with
the past lesson?
Activity (10 mins.) A. Group Game
 Group the pupils into 3. Give each group a box
containing metastrips with pair of words. Let the
pupils classify the pair of words whether the words
have the same meaning (synonyms) or opposite
meaning (antonyms) by pasting the metastrips on
the the chart.

Pareha og Kahulogan Magkaatbang ang


Kahulogan

Mga Pulong: (Teacher may add more examples)


init- bugnaw taas- habog
dako gamay maanyag- gwapa
B. Hisgoti ang mga hulagway gamit ang mga pulong
panghulagway. Unsa ang imong ikasulti bahin niini?
e.g.
tambok - himsog

taas - mubo

 Have the pupils read the following words:


tambok- himsog taas- mubo
Ask:
1. Unsa nga pulong ang naghulagway sa baboy ug sa
bata? (tambok- himsog)
2. Unsa nga pulong ang naghulagway sa duha ka lapis?
(taas- mubo)
3. Hain ang pares sa mga pulong nga managsama ang
kahulogan? Hain ang magkaatbang?
e.g.
Tambok ang baboy. Himsog ang bata.
Taas ang bag-ong lapis. Mubo ang lapis nga kanunay
mabunggo.

Analysis (5 mins)
Ask:
Unsa nga pulong ang magkapareha ang kahulogan?
Unsa ang mga pulong nga magkaatbang?

Abstraction 1. Unsa man ang kahulogan sa kapulong?


(5 mins.) (Ang kapulong mao ang mga pulong nga magkapareha ang
kahulogan.)
2. Unsa man ang kahulogan sa suhingpulong?
(Ang suhingpulong mao ang mga pulong nga
magkaatbang.)
Practice Application Contest:
- What practice (10 mins.) Teacher calls one group to describe any object using
exercises/application synonyms. Another group gives its antonyms. (One point
activities will I give to for every correct answer).
the learners? Example:
SYNONYMS ANTONYMS
1. Lab-as ang utanon sa hardin. Dubok
Presko kini.
2. Nalipay si Nena kay Naguol
nakadawat og regalo.
Nagmaya siya.

Asks: How do you find the activity?


(Unsa man ang inyong nakat-onan sa inyong gibuhat
karon?
Assessment Matrix
Levels of What will I How will I assess? How will I
Assessment assess? score?

Identification Isulat ang K kon One point for


Knowledge of pair of kapulong ug S kon every correct
words which suhingpulong. answer
are synonyms ___1. taas-habog
and antonyms ___2. pobre-adunahan
___3. bugnaw- init
___4. maanyag- gwapa
Process or Skills .

Understanding(s)

Products/perform
ances
(Transfer of
Understanding)

Assignment Reinforcing the


day’s lesson

Enriching the day’s


lesson
Enhancing the Isulat ang K kon kapulong ug S kon suhingpulong.
day’s lesson _____1. itom- puti
_____2. ngitngit- hayag
_____3. naguol- nagsubo
_____4. presko- lab-as
Preparing for the
new lesson
Name of Delia O. Dela Cruz Grade Level: Grade 1
Teacher
Learning MTB- Quarter: 4th Quarter Module No.
Area: MLE
Competency: MT1VCDIVa-j3.2 Identify homonyms in sentences
iPlan No. 6
Key Understanding to Homonyms are words that are spelled alike but different in meanings and
be developed pronunciations.
Learning Objectives Knowledge Identify homonyms in the sentence
Skill Give the meaning of homonyms used in the
sentence
Attitude Demonstrate cooperation in accomplishing a
group tasks
Resources Needed  Pictures, box, metastrips, chart
Elements of the Plan Methodology
Preparations Introductory  Checking of Assignment
- How will I make the Activity  Review on synonyms and antonyms
learners ready? (optional) Match Column A with the correct synonym in Column
- How do I prepare the B by writing the letter on the blank.
learners for the new
lesson?
- How will I connect
my next lesson with
the past lesson?
Presentation Activity Presentation of Pictures
- (How will I present e.g.
the new lesson?
- What materials will I
use? 1.
- What generalization
/concept /conclusion Adunay lata sa sardinas. Lata ang dunot
/abstraction should nga saging.
the learners arrive at?

2.
Lami utanon ang Lami kaonon ang
puso sa saging. Init nga puso.

Analysis Asks:
1. Unsa ang inyong namatikdan sa mga
pulong nga gibagaan?
2. Giunsa sila paglitok?
3. Pareha ba sila og kahulogan?
4. Unsa ang buot ipasabot sa maong
pulong? (based on how it is
pronounced)

Abstraction Asks:
What does homonym mean?
Practice Application
- What practice Group Activity (Choose and Pick)
exercises/application
activities will I give to The teacher provides a box containing sentences with
the learners? homonyms. Each group will pick and read the
sentences with homonyms correctly. Each group will
be given 2 minutes to practice each sentence.
e.g.
1. Adunay pito ka pito si Mario.
2. Wala nabasa ni Rowena ang libro kay
nabasa kini.
3. Gustong kuhaon ni Romeo ang lata sa
dalan apan sa paglakaw niya nakatamak
siya og lata nga saging og nadakin-as
siya.

Asks: How do you find the activity?


Assessment Assessment Matrix
(Refer to DepED Order Levels of What will I assess? How will I assess? How will I
No. 73, s. 2012 for the Assessment score?
examples)

Knowledge

Process or Skills Group Activity: Encircle the One point


Identify the homonyms in the every item
homonyms in the sentence
sentence 1. Mahadlok
moduol si Kyle sa
iyang papa didto
sa sala kay siya
adunay sala.
2. Si Marta hilig
modebuho gamit
ang iyang wala
nga kamot apan
wala siya
makadebuho pag-
usab kay napiang
kini.
Understanding(s) .
Products/perform
ances
(Transfer of
Understanding)

Assignment Reinforcing the


day’s lesson

Enriching the day’s Write 5 sentences using homonyms


lesson
Enhancing the
day’s lesson

Preparing for the


new lesson

Edited/proofread by :

JOELYZA M. ARCILLA DELIA DELA CRUZ


ARTURO T. GASO RUDESA C. GECONCILLO
GRECELITA C. HERNANDEZ JENNIFER ARTIAGA
BEATRIZ E. INCOG HEIDI L. HERMOSO
GRECELITA C. HERNANDEZ

Date : Jan. 27, 2015


Name of Teacher: ZENAIDA L. BOYLES Grade/Year Level: I Grade One
MA. JEANNA B. POLINAR-Bohol
Division
Learning Area: MTB – MLE Quarter: 4 Module No.:MT1VCDIVa-j3.1
Competencies: Identify, give meaning and use compound words in a sentence
iPlan No. 7 Identifying, giving of meaning and using Duration 50 mins.
compound words in a sentence (minutes/hours
Key Understandings Compound words are two words combined together
to be developed with only one meaning.
Learning Objectives Knowledge Give meaning of compound words
Skills Construct sentences using compound words
Attitudes Display love and care of family members.
Resources Needed TG Week 35, p. 36, Kto12 Curriculum Guide, charts and pictures
Elements of the Plan Methodology
Preparations Show picture/real kamotengkahoy.
-How will I make the Introductory 1. What picture is this?
learners ready? Activity Unsa kini nga hulagway?
-How do I prepare 2. Have you eaten kamotengkahoy?
the learners for the (5 mins.) Nakakaon naba kamoog kamotengkahoy?
new lesson? 3. Do you like it?
-How will I connect Lami ba?
my new lesson with 4. What have you noticed with the word
the past lesson? kamotengkahoy?
Unsay namatikdan ninyo sa pulong
Kamotengkahoy?
How many words does it compose?
Pilakapulong ang naghugpong niini?
Presentation Activity Unlock the following words using pictures.
-How will I present 1. matagtiki
the new lesson? 2. taladkan –anan
-What materials will I ( 15 mins.) 3. balay-alampoanan
use?  Present a selection “AngPamilya ni Mang Ambo”
-What on a chart.
generalization/conce Ang Pamilya ni Mang Ambo
pt/conclusion/ Usa kaadlaw niana, malipayong nagpundok ang pamilya ni
Abstraction should Mang Ambo sa taladkan-anan. Nangaon sila og
the learners arrive
kamotengkahoy. Abot kini nila sa ilang umahan. Gitawag
at?
nila ang ilang anak nga si Ron aron mokaon uban kanila
apan wala kini mogawas. Sa dihang ilang gisusi, may
matagtiki diay si Ron. Ilang gidala si Ron sa klinika sa
barangay. Sa ilang pagpaulimi hapit sila sa balay-
alampoanan aron mag-ampo alang sa kaayohan ni Ron.
Pupils read the selection on the chart (orally).
 Asa nagtapok ang pamilya ni Mang Ambo?
- Taladkan-anan
 Unsa ang ilang gikaon?
- Kamotengkahoy

 Nganong wala mogawas si Ron?


- Adunay matagtiki
 Diin nag ampo si Mang Ambo?
- Sa balay alampoanan
 What good behavior does the family
of MangAmbo show?
Unsa ang mga maayong pamatasanang
makita sa pamilya ni Mang Ambo?
 If you were Ron in the story, what would you
tell to your father?
Koni kaw pa si Ron sa estorya, unsa may
imong isulti sa imong amahan?
 How do you show your love and care
to your family?
Unsaon nimo pagpakita ug pagmahal ug pagpangga
sa imong pamilya?

Pupils read the words.


matagtiki balay alampoanan
kamotengkahoy
taladkan – anan

Analysis
 How the words are formed?
(5 mins) Giunsa pagsulat ang mga pulong ?
 How do we call these words?
Unsa ang tawag niining mga pulonga?

Call pupils to give other compound words commonly


used and use it in a sentence
Abstraction
 What are compound words?
( 5 mins ) Unsa ang ____________?
 How many meaning does the compound
word has?
Practice Application Activity: Present a magic box.( Call individual pupil)
-What practice Place different compound words in it.
exercises/application ( 10 mins )  Have the pupils pick some compound words
activities will I give to inside the box give the meaning and use
the learners? them in a sentence.
bungag singot batolata libod suroy

pobreng kahoy balay alampo-anan

Assessment Assessment Matrix


Levels of What will I How will I assess? How will I
Assessment assess? score?
Knowledge Giving meaning Connect the compound 1 point for
to compound words in Column A with every correct
words its meaning in Column B: answer

A B
1.libodsuro a.tawo nga
y walay
gikaon
2.pataygut b.tawo nga
om laagan
3.batolata c. katol sa
lawas
4.bungagsi d. usa ka
ngot dula
Process or Skills
Reinforcing the
day’s lesson
Enriching the Use these compound words in a sentence.
Assignment day’s lesson 1. irongbuang
2. dalagangbukid
(5 mins) 3. pisongdaog
4. kakhatuka
Enhancing the
day’s lesson
Preparing for
the new lesson

Edited/proofread by :

JOELYZA M. ARCILLA DELIA DELA CRUZ


ARTURO T. GASO RUDESA C. GECONCILLO
GRECELITA C. HERNANDEZ JENNIFER ARTIAGA
BEATRIZ E. INCOG HEIDI L. HERMOSO
GRECELITA C. HERNANDEZ

Date : Jan. 27, 2015


Name of Teacher: MA. JEANNA B. POLINAR Grade/Year Level: Grade One
ZENAIDA L. BOYLES – Bohol Division
Learning Area: MTB – MLE Quarter: 4 Module No.: MT1FIII-IV-4a.-j1.3
Competencies: Read words, phrases, sentences, paragraphs, story with appropriate intonation ,
expression and punctuation cues.
iPlan No. 8 Reading with appropriate Duration 50 mins.
intonation, and punctuation cues. (minutes/hours
Key Understandings to be Reading words, phrases, sentences, paragraphs with
developed correct expression and punctuation cues.

Learning Objectives Knowledge Answer wh-questions on a


selection/story read
Skills Read words, phrases, sentences,
paragraphs with correct expression
and punctuation cues.
Attitudes Demonstrates interest for reading
by listening attentively during
story telling.
Resources Needed TG Week 34, p. 27-28, Kto12 Curriculum Guide,
charts and pictures
Elements of the Plan Methodology
Preparations Introductory  Review on compound word
-How will I make the learners Activity by answering the assignment
ready?  Activation of prior knowledge
-How do I prepare the learners for ( 5 mins.) through a game. (TG p. 27)
the new lesson?  The teacher ask: Have you
-How will I connect my new lesson experienced that your family transfer
with the past lesson? from one place to another?

Presentation  The teacher present a story


-How will I present the new lesson? Activity “ Ang Lugar nga Among Pagabalhinan”
-What materials will I use? ( TG p. 28 )
-What ( 15 mins.)  Unlock the following words using pictures.
generalization/concept/conclusion/ 1. dakbayan
Abstraction should the learners 2. banay
arrive at? 3. tulunghaan
4. tyanggi
 Phrase reading
1. dakbayan nga adunay dakong tyanggi
2. mobalhin ang tibuok banay
3. dagkong tulunghaan
4. nindot nga shopping centers
 Giving of motive question:
Unsang mga talan-awon ang nakapadani
sa ilang pamilya sa lugar nga ilang
pagabalhinan?
 Teacher reads the story with proper
expression and intonation while pupils
read only with their eyes.
 Group the class into 4 and have them
read the story with proper expression
and punctuation cues
 Answering of motive question
and wh-questions.
(Refer TG Week 34, p. 29)

Analysis Activity:
Group of Four (The leader of the group leads
( 5 mins.) the reading with appropriate expression and
punctuation cues.)
Question:
 Is it good to read a story with correct
expression and intonation?
How does it feel?
Abstraction
1. What do you do if someone tells
5 (mins.) you a story?
2. During your free time, what will you do?
(Read or Play)?
3. How will you read a story or a selection?
(Note: The teacher gives emphasis on
this phrase “APPROPRIATE EXPRESSION
ANDPUNCTUATION CUES”by
writing it on the board.)

Practice Application Pupils read a story “Nakadaog Sa Bangga


-What practice sa Kanta” with proper expression and
exercises/application activities will ( 5 mins.) punctuation
I give to the learners? cues
Answer wh-questions
(Refer TG Week 34, p.32 )
Assessment Assessment Matrix
Levels of Assessment What will How will I How will I
( 10 mins.) I assess? assess? score?
Knowledge
Process or Skills
Understanding/s
Products/Performance Reading Reading by 5pts- 90-100%
s with group with of the words
(Transfer of appropri proper are
Understanding) ate expression read with
expressio and correct
n and punctuation expression
punctuati cues in a 5 4 pts-85-89%
on cues sentence of the words
paragraph are
from the read with
story “ correct
Nakadaog expression
sa Bangga 3pts.=75 to
sa Kanta” 84%
( TG p. 32 ) of the words
are
read with
correct
expression
Assignment Reinforcing the day’s
lesson
Enriching the day’s
( 5 mins.) lesson
Enhancing the day’s Copy the news item
lesson “Nakadaug sa Bangga sa Kanta”
using correct punctuation cues.
(Refer TG Week 34, p. 32)

(Note: Chart is prepared by the teacher.)


Preparing for the new
lesson
Edited/proofread by :

JOELYZA M. ARCILLA DELIA DELA CRUZ


ARTURO T. GASO RUDESA C. GECONCILLO
GRECELITA C. HERNANDEZ JENNIFER ARTIAGA
BEATRIZ E. INCOG HEIDI L. HERMOSO
GRECELITA C. HERNANDEZ

Date : Jan. 27, 2015


Name of Teacher MARIVIC C. CUI Grade/Year ONE
ANJANETTE E. DAYANAN Level
Learning Area: MTB-MLE Quarter: 4th Module No.: MT1FIII-IV-4a-j1.3
Competency: Read Grade one level paragraphs / story with proper expression
Read Grade one level text with an accuracy rate of 95-100%
iPlan No. 9 Reading Stories With Proper Expression and Duration 50
Accuracy Rate (Minutes) min.
Key To be a fluent reader, reading accurately with appropriate rate, phrasing,
Understandings and with expression is very important.
to be developed

Learning Knowledge Read Grade one level paragraphs / stories with proper
Objectives expression;
Skills Read Grade one level text with an accuracy rate of 95-
100%; and
Attitudes Express love for stories by reading available materials.
Resources Big Book: “Si Kabog”, Bisaya: Kabilin sa Atong Kaliwat 1 pp. 47-49,
Needed paragraph strips, Unang Bahin sa Pagbasa p. 50
Elements of the Plan Methodology
Preparation Introductory  Reading of words, phrases and sentences
Activity/ previously learned.
Motivation  Show a picture of animals having a meeting.
(5mins)  Ask:
Unsa ang mga hayop nga anaa sa hulagway?
Unsa kaha ang ilang gibuhat?
Presentation Activity  Present the Big Book: “Si Kabog”.
- (How will I present (10mins)  Point to and read the title. Introduce the
the new lesson? author and the illustrator.
- What materials will  Unlock difficult words.
I use? 1. nagprotesta – nisupak
- What Nagprotesta ang mga mag-uuma kay dili sila uyon sa
generalization bag-ong pamaagi sa pagkolekta sa buhis.
/concept 2. isalikway – biyaan, talikdan
/conclusion Ayaw isalikway ang mga karaan nga duwaan.
/abstraction should 3. desisyonan – hukman
the learners arrive Desisyonan sa mga ginikanan kung angay ba gayud
at?

nga isarado ang geyt sa eskwelahan.


4. kabog – kwaknit

 Instruct pupils to observe how the teacher


read the story.
 Read aloud the story to the class with
accuracy and proper expression.
Read the story again giving pupils a chance to
interact with the text.

SI KABOG
Nagprotesta ang mga langgam ug
hayop kay dili sila mosugot nga si Kabog adto
masakop sa usag-usa nila ka grupo.
Langgam:Dili mi mosugot nga ikaw Kabog ari
namo masakop.
Kabog: Ngano nga inyo man kong isalikway?
Langgam man ko, aduna koy mga pako ug
duha ka tiil.
Langgam:Dili ka langgam kay walay langgam
nga adunay ngipon. Busa adto ka ipon sa mga
hayop.
Miadto si Kabog tipon sa mga hayop.
Apan wala mosugot ang mga hayop.
Hayop: Dili mi mosugot nga ari ka namo, kay
walay hayop nga adunay mga pako.
Kabog: Sakop ako ninyo, kay naa akoy ngipon.
Hayop: Dili mi mosugot, gusto mi ug pulong-
pulong, aron maklaro og asa g’yud ka
masakop. Kanamo bang mga hayop, o sa ila
bang mga langgam ka angay mahisakop
Kabog!
Busa nagtapok ang mga langgam uban
sa mga hayop aron ilang desisyonan ug asa
g’yud masakop si Kabog. Human sa ilang
tigom, ilang nahukman nga si Kabog anha
lang sa tunga-tunga. Dili hayop, dili pud
Langgam, busa himoon nalang siyang
gwardiya panahon sa gabii samtang tulog ang
tanang hayop ug langgam. Mao na karon, ang
mga kabog sa gabii magmata ug maglupad-
lupad, samtang mipahulay ug matulog sa
tibuok adlaw.

 Answer the following questions:


1. Kinsa ang mga karakter sa istorya?
2. Asa nahitabo ang istorya?
3. Kinsa ang nagprotesta batok kang Kabog?
4. Nganong nagprotesta man sila batok sa
kaniya?
5. Kon ikaw si Kabog, asa man ka gusto
mahisakop? Ngano man?
6. Unsay angay buhaton aron dili madayon
ang protesta?
7. Makatarunganon ba ang hukom sa mga
hayop ug mga langgam nga si Kabog anha
lang sa tunga-tunga, dili hayop ug dili
usab langgam? Ngano man?
Analysis  Get some lines from the story.Post these
(5mins) sentences on the board.

1. “Dili mi mosugot nga ikaw Kabog ari


namo masakop.”
2. “Ngano nga inyo man kong isalikway?”
3. “Sakop ako ninyo kay aduna akoy
ngipon.”
4. “Dili mi mosugot, gusto mi ug pulong-
pulong, aron maklaro og asa g’yud ka
masakop. Kanamo bang mga hayop, o
sa ila bang mga langgam ka angay
mahisakop Kabog!”

 Read these lines in a monotone voice


without expression.
 Read again these lines with expressive voice.
 Ask:
Ikapila nga pagbasa ang mas nasabtan ninyo? Ngano
man?
Giunsa man ko kadto pagbasa?
Unsaon man pagbasa kon period ang punctuation
mark? kon question mark? kon exclamation point?
 Let pupils observe the facial expressions of
the teacher.
 Read again the same lines for the third and
fourth time. The third reading is without
facial expressions while the fourth has facial
expressions.
sad – sad voice and sad facial expression
happy – happy voice and happy facial expression
angry – angry voice and angry facial expression
 Ask:
Ikapila naman pud nga pagbasa nako ang mas
maayo ug mas masabtan ninyo? Ngano man?
Giunsa man ko kadto pagbasa?
 Teacher models how to read correctly other
lines from the story to be repeated by the
pupils.
Abstraction In reading short paragraphs / stories the reader
(5mins) needs to read it accurately with appropriate rate,
phrasing, and with expression.
Practice Application Group pupils into 4. Each group receives a
- What practice (10mins) paragraph strips. Let all members of the group come
exercises/applicatio in front and read the story with proper expression
n activities will I give and accuracy.
to the learners? Group 1: “Kumusta naman kamo diha? Nanghinaot
ko nga anaa kamo sa maayong panglawas ug
malipayon kamo sa adlaw sa Pasko.”
Group 2: “Maayo kaayo kay nakasulat si Papa Ben
bisan sa kadaghan niyang trabaho ug bisan sa iyang
kalayo”.
Group 3: “Unsa man ang nahitabo kang Tiyo?
Nganong wala naman siyay pakabana sa iyang
asawa ug mga anak?”
Group 4: “Nagpasalamat kaayo ako kay luwas mong
tanan sa mga katalagman nga naabot diha sa atong
lugar. Malipayon kaayo ako.
Note: Please refer to the rubrics below.
RUBRICS
Score
Read with correct expression and with
95 - 100 % accuracy rate 5
Read with correct expression and with
85 - 94% accuracy rate 4
Read with correct expression and with
80 – 84% accuracy rate 3
Read with less expression and with 75 –
79% accuracy rate 2
Read without expression and with 74%
and below accuracy rate 1

Assessment Assessment Matrix


Levels of What will I How will I assess? How will I
(Refer to Assessment assess? score?
DepED Order Performance Reading grade Individual reading. Please
No. 73, s. 2012 (10mins) one level text refer to
for the with correct Ang Kabo the
examples) expression and May kabo si Kiko. rubrics in
accuracy rate of May baki sa kabo. the
95-100% Kiko! Kiko!
Ang kabo! Ang kabo! appendic
Naay baki sa kabo! es.

Assignment Reinforcing Practice reading the short story: “Ang Mga Okra ni Ikko”
the day’s with accuracy and proper expression. Be ready to read the
lesson story in front tomorrow.
(5mins)
“Ang Mga Okra ni Ikko”

Ang mga okra ni Ikko.


Gibaligya sa merkado.
“Palit na kamo..!” sulti ni Ikko.
“Pila man ang kilo?” pangutana ni Ikka.
“Tag Ph5.00 ang kilo” tubag ni Ikko.
“Papalita ko og lima ka kilo” sulti ni Ikka.
Nahurot ang mga okra ni Ikko.
Malipayon nga niuli si Ikko.

Edited by:
Delia O. Dela Cruz
Beatriz G. Incog
Heidi L. Hermoso
Arturo T. Gaso
Rodesa C. Geconcillo
Grecelita C. Hernandez
Jennifer O. Artiaga
Joelyza M. Arcilla
Name of MARIVIC C. CUI Grade/Year One
Teacher Level
Learning Area: MTB-MLE Quarter: 4th Module No.: MTILCIVa-
b1.2
Competency: Note important details in grade level literary and informational
texts listened to/read

iPlan No. 10 Noting Details Duration (Minutes) 50 min.


Key Details help us understand what we are reading.
Understand
ings to be
developed
Learning Knowledg Note important details in grade level literary and
Objectives e informational texts listened to / read;
Skills Locate specific information in the literary or
informational text to find answer to simple questions;
Attitudes Demonstrate the value of helping friends.
Resources Big book: “Tinuod nga Higala” LM p. 46, stick
Needed puppets, tag boards, chalk, eraser
Unang Bahin sa Pagbasa pp. 26, 16, 20
Elements of Methodology
the Plan
Preparation Introductory Ask:
Activity/Motiv Aduna ba kamoy mga higala?
ation Kinsa kanila ang inyong matawag nga
suod nga higala? Ngano man?
Unsa nga mga kinaiya ang imong
nagustuhan niya?
Presentation Activity Show the stick puppets of animals.
- (How will I Bao Iring Iro
present the Unggoy Itik
new lesson?  Let pupils identify each animal.
- What  Present the big book “Tinuod nga Higala”.
materials will I  Point to and read the title. Introduce the
use? author and the illustrator.
- What  Unlock difficult words.
generalization 1. higala – amigo, suod nga kaila
/concept
/conclusion
/abstraction
should the
learners arrive 2. nahayang – nahigda gikan
at? sa pagkakulob
3. gahinamhinam – ganahan na kaayo
mobuhat sa usa ka butang
Gahinamhinam ang bata nga molangoy sa dagat
4. gakawaykaway (gesture / sentence)
Iyang gikawaykaway ang iyang kamot
sa dihang nakit-an niya ang iyang higala.
 Show again the Big Book. Have the pupils
tell
something about the cover.
 Ask: Unsa ang nahitabo kang bao?
Kinsa kaha ang makatabang niya?
 With the help of stick puppets, read
aloud the story to the class without interruption.
 Read the story again giving pupils a
chance to
interact with the text.

TINUOD NGA HIGALA


Dihay usa ka gamay nga bao nga
nagkalingaw og dula sa sapa. Ga langoy-langoy
ug galakaw-lakaw siya sa daplin.
Sa natagbaw na siya og dula, nikawas siya
sa tubig ug misaka sa dako nga bato.
Apan nahulog ang bao. Nahayang siya sa
balas. Naglisod siya og kulob. Nilabay ang
unggoy, nangayo siya og tabang apan
gikataw-an ra siya. Nilabay ang iring,
apan wala siya makit-i. Gadali ang itik nga
nilabay kay gahinamhinam sa tubig,
nisampit og tabang ang bao apan wala siya
madunggi.
Niabot si Puti, usa ka iro, gipaghot niya ang bao
pag-ayo unya gakawaykaway sa iyang mga kamot
nga nangayo og tabang.
Wala magdugay gipunit si Bao sa suod nga
higala ni Puti, gikulob ug gibalik siya sa sapa.
Malipayon kaayo ang bao. Mapasalamaton kaayo
siya sa iyang higala nga iro nga si Puti ug sa suod
nga higala ni Puti.

Analysis Pupils answer the following questions.


 Kinsa man ang mga karakter sa istorya?
 Diin nahitabo ang istorya?
 Unsa ang gibuhat ni Bao sa sapa?
 Unsa ang nahitabo kaniya?
 Kinsa ang mga hayop nga wala nitabang
ni Bao?
Nganong wala man siya natabangi nila?
 Asang dapita sa istorya makita ang
paghata
og importansya sa pagtabang sa higala sa
panahon sa kalisod?
 Kon ikaw si Puti, tabangan mo bas i Bao?
Ngano man?
 Sakto ba ang gibuhat ni Puti nga tabangan
si Bao?
Ngano man?
 Kon ikaw si Bao, unsa ang imong bation
kon
adunay motabang kanimo?
 Unsaon nimo pagkahibalo kon kinsa ang
imong tinuod nga higala?
Let pupils share their experiences about
helping friends to their seatmate.
Abstraction Ask:
 Sakto ba ang tubag ninyo sa mga
pangutana?
 Unsa ang mga angay timan-an kon
magbasa o maminaw og istorya?
 Asa makit-an ang mga importante
nga detalye sa istorya?
Pupils stress that one must take note of the
important details because it helps the
reader/listener
understand the characters and events easier.
Practice Application Group pupils into 4. Each group will be given
- What tag boards, chalk and eraser. Teacher reads a
practice short paragraph and asks questions. The first
exercises/appli group to raise their tag board with correct
cation answer
activities will I earns a point. The group with the highest score
give to the wins.
learners?
Ang Relo ni Rina
Ang relo ni Rina.
Regalo ni Rose ang relo.
Gusto ni Rina ang relo.
Gusto pud ni Roy ang relo.
Gipahulam siya ni Rina.
Nalipay si Roy.
Questions:
1. Kinsa ang adunay relo?
2. Kinsa ang naghatag sa relo?
3. Kinsa ang nakagusto pud sa relo?
4. Unsa ang gibuhat ni Rina nga naka
palipay kang Roy?
5. Sakto ba ang gibuhat ni Rina nga
pagpahuwam sa relo? Ngano man?
Ang Boda ni Ada
Ang boda ni Ada.
Berde ang kolor sa boda ni Ada.
Nindot kaayo ang boda ni Ada.
Regalo ni Tiyo Edu og Tiya Eda.

Questions:
1. Kinsa ang adunay boda?
2. Unsa ang kolor niini?
3. Unsa ang inyong ikasulti sa boda?
4. Kinsa ang gahatag sa boda?
5. Unsaon nimo pagpakita nga
mapasalamaton
ka sa mga butang nga gihatag kanimo?

Note: The teacher may or may not give options


or
choices to the answers depending on the level of
the pupils.

Assessment Assessment Matrix


(Refer to Levels of What will I How will I How will I
DepED Order Assessment assess? assess? score?
No. 73, s. 2012 Knowledge Answering Answer MTB 1 point for
for the questions. LM p.46 every
examples) correct
answer.

Assignment Enhancing Read the story and answer the questions that
the day’s follow.
lesson
Ang Baka ni Kiko

Ang baka ni Kiko.


Itom ang kolor sa baka ni Kiko.
Buntis ang baka ni Kiko.
Luya ug dili kini gusto mokaon.
Gipainom kini og gatas ni Kiko.
Wala na magluya ang baka ni Kiko.

1. Kinsa ang adunay baka?


2. Unsa ang binuhi niya?
3. Unsa ang mga pulong nga maghulagway
sa baka?
4. Unsa ang gipainom ni Kiko kaniya?
5. Unsaon nimo pag atiman ang imong
mga binuhing hayop?

Edited by:
Delia O. Dela Cruz
Beatriz G. Incog
Heidi L. Hermoso
Arturo T. Gaso
Rodesa C. Geconcillo
Grecelita C. Hernandez
Jennifer O. Artiaga
Joelyza M. Arcilla
Name of Joelyza M. Arcilla Grade Level: Grade
Teacher 1
Learning MTB- Quarter: 4th Quarter Module No.
Area: MLE
Competency: 1. Write sentences or longer texts with proper punctuation,
spacing, and capitalization MT1CIVa-j2.1
2. Observe proper mechanics (punctuation marks, capitalization,
proper spacing between words, indention, and format) with
copying/writing words, phrases, sentences, and short paragraphs
(MT1PWRIVa-j8.1)

iPlan No. 11
Key Understanding to Writing sentences should observe proper mechanics (punctuation
be developed marks, capitalization, proper spacing between words, indention,
and format) with copying/writing words, phrases, sentences, and
short paragraphs)
Learning Objectives Knowledge Give the proper mechanics to be observed
in writing sentences.
Skill Write sentences observing the mechanics
in writing.
Attitude Give the importance of writing sentences
following the mechanics in writing.
Resources Needed Teacher's Guide,
Learners' Material, pp.
K to 12 Curriculum Guide Page 54/154
Pictures, charts
Elements of the Plan
Preparations Introductory Have them sing “Kabahin sa Komunidad” in
- How will I make the Activity the tune of “ It’s I Who Build Community” .
learners ready? (optional)
- How do I prepare the Kabahin sa Komunidad
learners for the new
lesson? Ako, ako kabahin sa komunidad (3x)
- How will I connect Ako kabahin sa komunidad
my next lesson with Lalalala
the past lesson?
Motabang kanunay
Alang sa kahapsay
Mosalmot, moalagad
Sa atong komunidad.

Ask: As community member, what are we


suppose to do? Why?
Presentation Activity Show picture of community members having a
- (How will I present clean-up drive. Let the children tell something
the new lesson? about it. Write the shared ideas in sentences
- What materials will I on the board.
use?
- What generalization
/concept /conclusion Pix of community
/abstraction should members doing clean-
the learners arrive at? up drive

Example:
1. Naglusad og pagpanglimyo ang mga
molupyo sa Barangay Lahug, Dakbayan sa
Cebu sa kadalanan.
2. Gipangunahan kini sa ilang kapitan.
3. Nagdala sila og silhig tukog,”dust
pan”, ug sako nga masudlan sa mga basura.
4. Malipayon nga nagtinabangay ang
matag usa.

Have the children read the sentences.


Analysis Let the children focus their attention to the
sentences written on the board.

Ask:
1. How were the sentences written? ( By
observing proper mechanics) How do they
begin? ( In Capital letter) How do they end? (
By using period)

2. If there are several items, how do we


separate them? ( By using comma)

Guide the children to form a paragraph out of


the sentences observing the mechanics in
writing.

Naglusad og pagpanglimyo ang mga


molupyo sa Barangay Lahug, Dakbayan sa
Cebu sa kadalanan. Gipangunahan kini sa ilang
kapitan. Nagdala sila og silhig tukog,”dust
pan”, ug sako nga masudlan sa mga basura.
Malipayon nga nagtinabangay ang matag usa.
Abstraction What do we observe in writing sentence and
foming them into paragraphs?
Writing sentences should observe proper
mechanics (punctuation marks, capitalization,
proper spacing between words, indention,
and format) with copying/writing words,
phrases, sentences, and short paragraphs)
Practice Application Guided Practice
- What practice Divide the children into 4 groups. Give them
exercises/application numbered erroneous sentences. Have them
activities will I give to form a paragraph observing the mechanics in
the learners? writing.

Group 1
1. nangadto ang banay ni mr. lim sa parke
2. nagdala sila og pagkaon
3. gisaluhan nila kini
4. malipayon kayo sila

Group 2

2. unsaon nga mahimong limpyo ang


eskuylahan
3. kinahanglan nga dili pataka og labay sa
basura
4. ilain ang malata ug di-malata

Group 3

1. pagkaanindot nga sud-ongon ang lunhaw


nga palibot
2. nagbarog ang mga mangga nangka
bayabas ug kaimito
3. nag- alirong ang mga balili
4. naghatag kini og presko nga hangin

Group 4

1. suod nga higala sila si jenny ug caren


2. kanunay silang magdungan og kaon
3. magtinabangay sila sa ilang buluhaton
4. ehemplo sila sa ilang mga kauban

Assessment Assessment Matrix


(Refer to DepED Order Levels of What will I How will I assess? How
No. 73, s. 2012 for the Assessment assess? will I
examples) score?

Basaha ang mga pahayag.


Knowledge Paghimo og parapo gikan
sa mga pahayag. Bantayi
ang mga saktong pamaagi
sa pagsulat.

1. kinsa ang imong suod


nga higala

2., si mama ang akong


suod nga higala

3. kanunay ko niyang
gitabangan sa akong
assignments projects ug
buluhaton sa eskuylahan

4. pinangga nako kaayo


ang akong mama
Process or .
Skills

Understanding
(s)

Products/perf
ormances
(Transfer of
Understanding
)

Assignment Reinforcing the


day’s lesson

Enriching the
day’s lesson
Enhancing the
day’s lesson
Preparing for Pagdebuho og buluhaton sa panimalay nga
the new lesson gibuhat sa tibuok banay. Pagsulat og parapo nga
adunay 3 hangtod sa 5 ka mga pahayag.
Hinumdomi ang mga pamaagi sa ensaktong
pagsulat.
Name of Ma. Juvy Lugsanay Grade Level: Grade 1
Teacher
Learning MTB- Quarter: 4th Quarter Module No.
Area: MLE
Competency: Writing sentences with correct punctuations. ( MTIC- IIIf-I2.1.)
iPlan No. 12
Key Understanding to Write sentences with correct punctuations.
be developed
Learning Objectives Knowledge Construct sentences with correct
punctuation marks
Skill Write sentences with correct punctuation marks .
Attitude Display patience in constructing sentences
Resources Needed Landas ng Wika at Pagbasa I pp.174-175,
Basa Pilipinas pp.130-131, pictures, charts,
manila paper and pentel pens
Elements of the Plan
Preparations Introductor Have the pupils read the following short sentences:
- How will I make the y
learners ready? Activity a. Nagtudlo og basa ang maestra sa mga mga bata.
- How do I prepare the (optional) b. Unsa ang buluhaton ninyo sa MTB?
learners for the new c. Hala! Nalimot ko sa akong assignment.
lesson? ( 5min )
- How will I connect Ask: How are the sentences written?
my next lesson with What are their punctuation marks?
the past lesson?
Presentation Activity Show a picture of a carabao.
- (How will I present ( Teacher can use another picture.)
the new lesson? ( 5 min ) a. Let the chidren talk about it.
- What materials will I
use? Write the sentences given by the children.
- What generalization Ask questions that will give the children the
/concept /conclusion opportunity to discover the punctuation marks used.
/abstraction should
the learners arrive at? Analysis What punctuation marks are used in the sentences?
(5 min ) Why do we use punctuation marks at the
end of sentences?
Abstraction How do we construct sentences?
What do we place at the end of sentences?
( 5 min )

Practice Application
- What practice Divide the pupils into 3 groups.
exercises/application ( 15 min ) Let each group construct 5 sentences.
activities will I give to
the learners? Group 1 – Telling sentences

Group 2 – Asking sentences

Group 3 – Exclamatory sentences

How did you find the activity?


What should you remember in constructing
sentences so they will be correct?

Assessment Assessment Matrix


(Refer to DepED Order Levels of What How will I assess? How will I score?
No. 73, s. 2012 for the Assessmen will I
examples) t assess?

Knowledge .

Process or Writing Rewrite the following . 1 point for


Skills sentenc sentences using correct every correct
es with punctuation marks. answer.
( 10 min ) correct 1.Taas ang kahoy__
punctua 2. Unsay gihatag
tion kanato sa mga kahoy__
3. Bitin__ ka dako sa bitin
sa sanga sa kahoy__
4. Kanindot sud-ungon
ang lunhaw nga palibot sa
kakahoyan__
5. Nganong kinahanglan
man nga magpatubo kita og
kahoy__
Understan
ding(s)
Products/p
erformanc
es
(Transfer
of
Understan
ding)

Assignment Reinforcing
the day’s
lesson
Enriching Rerite the sentences correctly:
the day’s 1. naligo ang mga bata sa sapa
lesson 2. naglangoy-langoy usab ang mga
itik didto
(5 min ) 3. yehey makasakay na gyud ko
og balsa
4. nganong alimahan nato ang atong
kasapaan
5. unsay imong ikatabang aron magpabilin
nga limpyo ang sapa

Enhancing
the day’s
lesson

Preparing
for the new
lesson

Edited by:
Delia O. Dela Cruz Jennifer O. Artiaga
Joelyza M. Arcilla Grecelita C. Hernandez
Beatriz G. Incog
Heidi L. Hermoso
Arturo T. Gaso
Rodesa C. Geconcillo
Name of Teacher Jennifer O. Artiaga / Edmond Apora Grade/Year 1
Level
Learning Area: MTB Quarter: 4 Module
No.:
Competency: Give meanings of words through picture clues (MT1VCDIVa-j2.1.1)

iPlan No. 13 Duration 50


(minutes/hours)
Key
Understandings Giving meanings of words through picture clues
to be developed
Learning Knowledge Infer meanings of words through picture clues
Objectives Skills Create movements to show understanding of the
meaning of the words given
Attitudes Display teamwork and creativity in fulfilling a task
Resources K to 12 Curriculum Guide
Needed Pictures
Meta cards
Powerpoint presentation/chart
Activity sheet
Elements of the Plan
Methodology
Preparations Motivation/Introductory Nakasulay na ba kamo og sakay og
- How will I make the Activity (5 mins.) baruto?
learners ready? This part introduces the Unsa'y inyong buhaton aron dili
- How do I prepare the lesson content.. it is kini malunod?
learners for the new serves as a warm-up
lesson? activity to give the Game:
(Motivation /Focusing learners zest for the Malunod na ang baruto!
/Establishing Mind-set incoming lesson and an Paggrupo kamo og tag 10.
/Setting the Mood idea about what it to Malunod na ang baruto!
/Quieting /Creating follow. One principle in Paggrupo kamo og tag…..(8, 6, 5,4)
Interest - Building learning is that learning
Background Experience – occurs when it is
Activating Prior conducted in a
Knowledge/Apperception pleasurable and
- Review – Drill) comfortable
- How will I connect my atmosphere.
new lesson with the past
lesson?
Presentation Activity(5 mins) Guessing Game
- (How will I present the This is an interactive (Group Work)
new lesson? strategy to elicit
- What materials will I learner’s prior learning Malunod na ang baruto, unsa ang
use? experience. It serves as a atong buhaton?
- What generalization springboard for new (One group will do the
/concept /conclusion learning. It illustrates the movements/action, other groups
/abstraction should the principle that learning will guess. Encourage the pupils to
learners arrive at? starts where the learners be creative. Teacher distributes
(Showing/ are. Carefully structured rolled paper to each group.These
Demonstrating/ activities such as are the words to be used: )
Engaging/ Doing individual or group 1. Bugsay
/Experiencing /Exploring reflective exercises, 2. Ambak
/Observing group discussion, self-or 3. Salom
- Role-playing, dyads, group assessment, 4. Langoy
dramatizing, dyadic or triadic 5. Kapyot
brainstorming, reacting, interactions, puzzles,
interacting simulations or role-play,
- Articulating cybernetics exercise,
observations, finding, gallery walk and the like
conclusions, may be created. Clear
generalizations, instructions should be
abstraction considered in this part of
- Giving suggestions, the lesson.
reactions solutions Analysis (10 mins) Unsay inyong gibati samtang
recommendations) Essential questions are nagdula?
included to serve as a Giunsa ninyo paghulagway ang
guide for the teacher in mga pulong nga gihatag?
clarifying key Value Integration: Teamwork &
understandings about Creativity
the
topic at hand. Critical
points are organized to
structure the discussions
allowing the learners to
maximize interactions
and sharing of ideas and
opinions about expected
issues. Affective
questions are included to
elicit the feelings of the
learners about the
activity or the topic. The
last questions or points
taken should lead the
learners to understand
the new concepts or
skills that are to be
presented in the next
part of the lesson.
Abstraction (10 mins) Giunsa ninyo pagkahibalo nga mao
This outlines the key kini ang insaktong pulong sa
concepts, important maong hulagway?
skills that should be
enhanced, and the
proper attitude that
should be emphasized.
This is organized as a
lecturette that
summarizes the learning
emphasized from the
activity, analysis and new
inputs in this part of the
lesson.
Practice Application(10 mins.) Jigsaw Puzzle
- What practice This part is structured to Kauban ang inyong kagrupo,
exercises/application ensure the commitment sumpaya ang mga bahin-bahin sa
activities will I give to the of the learners to do jigsaw puzzle aron makaporma og
learners? something to apply their hulagway. Isulat ang pulong nga
(Answering practice new learning in their nahaom sa maong hulagway.
exercise- Applying own environment. (Note: Teacher can use any
learning in other available picture.)
situations/actual
situations/real-life
situations- Expressing
one’s thoughts, feelings,
opinions, beliefs through
artwork, songs, dances,
sports- Performing
musical
numbers/dances,
manipulative activities,
etc.)

Assessment Assessment Matrix


Levels of Assessment
(Refer to DepED Knowledge (5 mins) Itakdo ang hulagway sa Kolum A
Order No. 73, s. 2012 (refers to the substantive ngadto sa iyang pulong nga anaa sa
for the examples) content of the curriculum, Kolum B.(PPT/chart/activity sheet)
facts and information that Kolum A
the student acquires) Kolum B
What do we want students
to know?
(relevance and adequacy)
How do we want students to
express or provide evidence
of what they know kaon
Process or Skills 1.
(refers to skills or cognitive
operations that the student
performs on facts and
information for the purpose 2.
of constructing meanings or
inom
understandings.)
Skills as evidenced by
student’s ability to process
and make sense of
information, and may be 3.

assessed in the following hilak


criteria: understanding of
content and critical thinking
Understanding(s)
(refers to enduring big ideas,
principles and
generalizations
4.
inherent to the discipline,
atiman
which may be assessed
using the facets of
understanding or other
indicators of understanding
which may be specific to the
discipline 5.
Products/performances abli
(Transfer of Understanding)
(refer to the real-life
application of understanding
as evidenced by student’s
performance of authentic
tasks)

Assignment Reinforcing the day’s lesson Paggunting og usa ka hulagway


(5 mins) gikan sa mantalaan/magasin.
Pagsulat og pulong nga nahaom sa
maong hulagway ubos niini.
Enriching the day’s lesson
Enhancing the day’s lesson
Preparing for the new lesson
Name of Jennifer O. Artiaga / Edmond Apora Grade/Year
Teacher Level
Learning Area: MTB Quarter: 4 Module
No.:
Competency: Give meanings of words through picture clues (MT1VCDIVa-j2.1.1)
Lesson Word Meanings through Context Clues Duration 50
No. 14 (minutes/hours)
Key Giving meanings of words through context clues
Understandi
ngs to be
developed
Learning Knowle Infer meanings of words through context clues
Objectives dge
Skills Construct meaning of words through context clues
Attitud Practice safety and cleanliness of oneself
es Integrate the value of sharing
Resources K to 12 Curriculum Guide
Needed Pictures
meta-cards
Powerpoint Presentation
Chart
activity sheet
Elements of the Methodology
Plan
Preparations Motivation/Introd Game:
- How will I make uctory Activity
the learners ready? This part Dulapulong
- How do I prepare introduces the Magdula kita.
the learners for the lesson content.. it Isulat ang insaktong pulong diha sa mga kahon.
new lesson? is serves as a Mahimo kini nga pababag o baubos.
(Motivation warm-up activity
/Focusing to give the
/Establishing Mind- learners zest for
set /Setting the the incoming 2 k 4 n
Mood /Quieting lesson and an idea 1 n i h ka g t o k g
/Creating Interest - about what it to k
a l a
Building follow. One
Background principle in t 3 n i s u l b o n g 6
Experience – learning is that a t g p
Activating Prior learning occurs 7 g 5 d a l a g
Knowledge/Apperc when it is
n a h i m u o t t
eption - Review – conducted in a
Drill) pleasurable and k i
- How will I connect comfortable d
my new lesson with atmosphere.
the past lesson? PABABAG PAUBOS
1. napingki; naigo 1. nahulog
3. nagpataas; nipaibabaw 2. dali; diriyut
5. bulok sa hinog nga mangga 4. buka sa baba
7. nalipay 6. sikad

Presentation Activity Unsa ang imong ganahan nga dula?


- (How will I present This is an (Reading of the Story, “Takyan”.)
the new lesson? interactive
- What materials strategy to elicit Takyan
will I use? learner’s prior Sinulat ni:Jennifer O. Artiaga
- What learning
generalization experience. It Adunay lima ka buok dalag nga takyan si Nilo.
/concept serves as a Iyang gihatag ang tulo niini kang Tito nga iyang
/conclusion springboard for amigo.
/abstraction should new learning. It Nahimuot kaayo si Tito.
the learners arrive illustrates the Nahimuot usab si Nilo.
at? principle that Gusto ni Nilo nga magdula silang duha ni Tito og
(Showing/ learning starts takyan.
Demonstrating/ where the Unang nipatid sa takyan si Nilo ug natagak dayon
Engaging/ Doing learners are. ang takyan ni Nilo.
/Experiencing Carefully Nisunod usab pagpatid sa takyan si Tito.
/Exploring structured Nisulbong ug nagpaibabaw ang takyan ni Tito.
/Observing- Role- activities such as Nagtulo ang sip-on ni Tito samtang naghangad sa
playing, dyads, individual or takyan.
dramatizing, group reflective Nagsiga usab ang mga mata ni Nilo nga nagtan-
brainstorming, exercises, group aw sa takyan ni Tito.
reacting, discussion, self-or Nagnganga ang baba ni Tito nga naghangad sa
interacting- group assessment, takyan.
Articulating dyadic or triadic Sa kalit lang, nihagtok ang takyan sa baba ni Tito.
observations, interactions,
finding, puzzles, Mga Pangutana:
conclusions, simulations or
generalizations, role-play, Kinsa ang adunay takyan?
abstraction- Giving cybernetics Pila ka buok ang iyang takyan ni Nilo?
suggestions, exercise, gallery Unsay gihimo ni Nilo sa tulo ka buok takyan?
reactions solutions walk and the like Pila na lang ka buok ang nahabilin nga takyan
recommendations) may be created. kang Nilo?
Clear instructions Nganong gitagaan man ni Nilo si Tito og takyan?
should be Unsa ang gibati ni Tito ug Nilo?
considered in this Kinsa ang unang nipatid ?
part of the lesson. Unsay nahitabo sa takyan?
Kinsa ang sunod nga nipatid sa takyan?
Unsay nahitabo niini?
Nganong nihagtok man ang takyan sa baba ni
Tito?
Unsay angay natong buhaton aron malikay sa
sakit ug peligro?
Kon ikaw usab adunay daghang takyan, unsa
man ang imong buhaton?Ngano man?

Values Integration: Cleanliness, Safety and


Sharing

Analysis Unsa ang kahulugan sa mga pulong nga


Essential gibadlisan?
questions are Pagbasa sa mga pahayag gikan sa sugilanon.
included to serve
as a guide for the 1. Nahimuot si Tito kay gitagaan siya og
teacher in takyan.
clarifying key 2. Nagnganga ang iyang baba nga
understandings naghangad sa takyan.
about the topic at 3. Natagak ang takyan padulong sa ubos.
hand. Critical 4. Nihagtok ang takyan sa dihang naigo kini
points are sa iyang ngipon.
organized to 5. Nisulbong ang takyan pataas pagpatid ni
structure the Tito.
discussions
allowing the
learners to
maximize
interactions and
sharing of ideas
and opinions
about expected
issues. Affective
questions are
included to elicit
the feelings of the
learners about the
activity or the
topic. The last
questions or
points taken
should lead the
learners to
understand the
new concepts or
skills that are to
be presented in
the next part of
the lesson.
Abstraction Giunsa nimo pagkuha sa maong kahulugan?
This outlines the
key concepts,
important skills
that should be
enhanced, and the
proper attitude
that should be
emphasized. This
is organized as a
lecturette that
summarizes the
learning
emphasized from
the activity,
analysis and new
inputs in this part
of the lesson.
Practice Application Game:
- What practice This part is Mystery Word
exercises/applicati structured to
on activities will I ensure the (Divide the class into 4.Read the clues. Pupils
give to the commitment of guess the letters to complete the mystery box.
learners? the learners to do Whoever has the correct guess of the mystery
(Answering practice something to word will spin the wheel with corresponding
exercise apply their new points for their team.)
- Applying learning learning in their
in other own environment.
situations/actual
situations/real-life
situations
- Expressing one’s
thoughts, feelings,
opinions, beliefs
through artwork,
songs, dances,
sports
- Performing
musical
numbers/dances,
manipulative
activities, etc.)

MYSTERY WORD
#1
Clue Gusto kaayo nga dula ni Sofia ang
bato-lata. (paborito)

MYTERY WORD
#2
Clue Abtik kaayo siya modagan pabalik sa
iyang puwesto. (paspas)

MYSTERY WORD
#3
Clue Pirmi gayod makadaug ang ilang
grupo. (kanunay)

MYSTERY WORD
#4
Clue Sadya kaayo sila nga nagdula kay
ang tanan nagkatawa. (nalipay)

MYSTERY WORD
#5
Clue Wala gayod sila nagreklamo kay
silang tanan nakuntento. (nakauyon)

Assess Assessment Matrix


ment Levels of What will I assess? Ho How will
Assessment w I score?
(Refer will
to I
DepED asse
Order ss?
No. 73, Knowledge
s. 2012 (refers to the Basaha ug sabta ang matag pahayag.
for the substantive Isulat ang pulong nga nihaom niini.
exampl content of the Pilia kini gikan sa kahon.
es) curriculum,
facts and
information
that the student nag-amuma matinahuron
acquires)
What do we maalamon pagpangga
want students kugihan daginotan
to know?
(relevance and
adequacy) 1. Usa ka __________ nga bata si Maria. Kanunay
How do we siyang motabang sa mga
want students Buluhaton sa balay.
to express or 2. Kanunay siyang maminaw sa tambag sa iyang mga
provide ginikanan ug magulang. Usa usab siya ka
evidence of __________ nga bata.
what they know 3. Kanunay siyang __________ sa mga tanom sa ilang
Process or Skills tanaman.
(refers to skills 4. Matag adlaw, maghipos siya og pipila ka sinsilyo sa
or cognitive iyang alkansya kay ___________ man siya.
operations that 5. Puno kaayo siya sa___________ sa iyang mga
the student ginikanan tungod sa iyang pagkabuotan.
performs on
facts and
information for
the purpose of
constructing
meanings or
understandings.
)
Skills as
evidenced by
student’s ability
to process and
make sense of
information,
and may be
assessed in the
following
criteria:
understanding
of content and
critical thinking
Understanding(
s)
(refers to
enduring big
ideas, principles
and
generalizations
inherent to the
discipline, which
may be
assessed using
the facets of
understanding
or other
indicators of
understanding
which may be
specific to the
discipline
Products/perfo
rmances
(Transfer of
Understanding)
(refer to the
real-life
application of
understanding
as evidenced by
student’s
performance of
authentic tasks)
Assign Reinforcing the Isulat ang kahulugan sa pulong nga gibadlisan.
ment day’s lesson
1. Nahimuot kaayo si Lara kay gihatagan siya og regalo sa
iyang Mama.
2. Kanunay siyang gipangga kay matinabangon man siya.

Enriching the
day’s lesson
Enhancing the
day’s lesson
Preparing for
the new lesson
Heidi Hermoso /Gemma Doroy Grade/Y Grade One
Name of ear Level
Teacher
Learning Area: MTB-MLE 1 Quarter: 4 Module
No.: (MTILCIVe3.2)
Competency: Infer important details of a story listened to
iPlan No. 15 Duration 50
(minutes/hou mins.
rs)
Key
Understandi When you infer, you make a guess.
ngs to be
developed
Learning Knowled Infer important details in a story listened to
Objectives ge
Skills Respond attentively to the story heard
Attitudes Demonstrate kindness and care to animals
Resources Charts of the song and the story
Needed Picture of a dog and a puppy
Curriculum Guide in MTB-MLE I, T. G. pp.73-74
Elements of
the Plan Methodology
Preparation Introductory Song: BINGO
Activity Dunay iro sa among balay
Bingo ang iyang ngalan
B-i-n-g-o (3x) Bingo ang iyang ngalan
Ask: What animal was mentioned in the song?(dog) What
is the name of the dog?(Bingo) Do you think Bingo is a
small or a big dog?(big dog)
Activity Unlock the difficult words:
1. itoy/puppy (through pictures)
2. gigutom/hungry (acting out)
3. basa/wet (actual/real act)
4. labay/throw (through action)
Motive question: What could have happened if Ben did
not show kindness to his puppy?
SI BEN UG ANG ITOY
Usa ka adlaw, si Ben nakakita og usa ka itoy.
Basa kini ug gigutom.
Iya kining gidala sa balay.
“Ilabay kana sa layo”, ingon sa iyang inahan.
Mitan-aw ang itoy sa iyang inahan.
Mitan-aw kini nga dunay kaguol sa iyang mga mata.
Mikuha og gatas si Ben kay naluoy siya sa itoy.
Analysis/ What was the story all about? ( Ben and a Puppy)
Discussion When did the story happen? (one day)
Who was the boy in the story? (Ben)
What did Ben do to the puppy? (brought it home/fed with
milk)
Why do you think the puppy was wet?
Did mother like to keep the puppy? (No) Why? (She told
Ben to throw it)
Why did Ben get some milk?
What could have happened to the puppy if Ben did not
feed with milk?
VALUING: What value did Ben show to the
puppy?(kindness)
How do you take care of your pet?

Abstraction/ How did you find your answer to the questions? When you
Generalizatio infer, what do you do?
n (When we infer, we make guess.)

Practice Application Read the story “ Si Estoy Nga Buotan”,TG, pp.73-74


Answer the following questions:
1. Kinsa ang bata nga gihisgutan sa estorya?
2. Unsay gibati ni Estoy sa dihang gitabangan niya ang
iyang mga ginikanan?
3. Kon padayon si Estoy sa pagpanglimpyo sa ilang
Barangay, unsa kaha ang mahitabo sa palibot sa tibuok
Barangay?
4. Unsa kaha ang buhaton sa mga tawo sa Barangay
ngadto ni Ben?
Assessment Assessment Matrix
Levels of Assessment What How will I assess? How will I
will I score?
assess
?

Knowledge

Process or Skills Draw a happy face One point


if the sentence shows for every
kindness and care to correct
animals; sad face answer.
if it does not.
____1. Giving a nice
shelter to animals.
____2. Provide food
for animals.
____3. Beat and kick
the animal.
____4. Let animals
fight.
Understanding(s)

Products/performances
(Transfer of
Understanding)
Assignment Reinforcing the
day’s lesson
Enriching the
day’s lesson
Enhancing the Draw an animal you like to take care and keep as your
day’s lesson pet.
Preparing for
the new lesson

Edited by:
Ma. Divina M. Flores
Macrina K. Villaluz
Daisy Cecilia S. Bonita
Catherine T. Maglinte
Geraldine T. Paculanang
Marivic C. Cui

Date: January 27, 2015


Name of Heidi L. Hermoso/ Gemma L. Doroy Grade Level: Grade 1
Teacher
Learning MTB- Quarter: 4th Module No.
Area: MLE
Competency: Recite a poem individually with ease and confidence
iPlan No. 16
Key Understanding to Reciting a poem is one way of building/creating self-confidence.
be developed
Learning Objectives Knowledge Identify the correct phrase, pronunciation and
intonation of the words in the poem
Skill Recite the poem with correct phrase,
pronunciation and intonation with ease and
confidence
Attitude Demonstrate the importance of regular
attendance in school
Resources Needed : A. Reference: Curriculum Guide in MTB-MLE I, T.G. pp. 110 -111
B. Materials: Picture of a school, chart of the poem, Ppt presentation

Elements of the Plan


Preparations Introductory Rap/Chant: Mag-andam-andam Kita
- How will I make the Activity
learners ready? (optional) Mag-andam-andam kita
- How do I prepare the sa atong mga dala
learners for the new Mangadto na kita
lesson? sa atong eskuylahan
- How will I connect La-la-la…
my next lesson with Ask: Asa padulong ang mga bata?
the past lesson?
Presentation Activity Unlock through context clue:
- (How will I present 1. Naghinamhinam-
the new lesson? Gusto na kaayo si Mara muadto sa eskuylahan.
- What materials will I Naghinamhinam na gayud siya.
use? Presenting the poem, Ang Akong Eskuylahan.
- What generalization Sinulat ni
/concept /conclusion Jennifer O. Artiaga ug Hinan-ay nila ni Caren S.
/abstraction should Selgas ug Virginia S. Cayon
the learners arrive at?
Motive question: Unsa man kahay atong buhaton
sa eskuylahan?

Pagpakita sa Balak TG, pp.110-111


Ang Akong Eskuylahan

Maanindot, limpyo ug dako kaayo


Mao kini ang eskuylahan ko.
Sa matag adlaw, ako naghinamhinam
Nga makaadto na usab sa akong eskuylahan.
Pagbasa, pagsulat ug labina ang pag-ihap,
Kining tanan akong nakat-onan sa akong
eskuylahan.

1. Reading the whole poem by the teacher.


2. Reciting the poem line by line and letting the
pupils repeat after the teacher.
3. Reciting the poem by groups.
4. Reciting by the whole class.
5. Reciting by volunteers.
*Expected: Reading/reciting with correct phrasing,
pronunciation and intonation.
Analysis 1. What was the poem all about?(Mahitungod
sa unsa man ang atong balak?)
2. What did we do with the poem?(Unsay
atong gibuhat sa balak?) (recited the poem)
3. How did we recite the poem?(Gi-unsa man
nato pagsulti ang balak?)We recited the
poem with correct phrasing, pronunciation,
intonation and with ease and confidence.
4. In reciting the poem, what is being
developed in you?
5. In order for you to learn many things in
school, what should you do?(By being
present always)
(accept varied answers)
Abstraction  In reading/reciting a poem, what is being
developed in you?

Practice Application  Reciting the poem by pairs with correct


- What practice phrasing, intonation and
exercises/application pronunciation.(use another poem)
activities will I give to
the learners?
Assessment Assessment Matrix
(Refer to DepED Order Levels of What will I How will I assess? How will I
No. 73, s. 2012 for the Assessment assess? score?
examples)

Knowledge
Process or Skills .

Understanding(s)

Products/perform Group How the pupils Group the


ances recitation recite the poem pupils by 5.
(Transfer of (following the RUBRICS
Understanding) correct phrasing, 5 - When all
pronunciation, the
and intonation) members of
the group
recited the
poem with
correct
phrasing,
pronunciati
on,
intonation
and
delivered
with ease
and
confidence.
4- When 1
member of
the group
failed to
pronounce
a word but
delivered
with ease
and
confidence.
3-When 2
members
failed to
pronounce
a word
but…
2 – When 3
members of
the group
failed to
pronounce
….etc.
1-When all
members of
the group
failed to
pronounce
…etc.
Assignment Reinforcing the
day’s lesson

Enriching the day’s


lesson
Enhancing the Make and bring at least one poem which is
day’s lesson common in the community and paste it on a sheet
of bond paper.(Magdala og usa ka balak nga
nahibaw –an sa komunidad ug ipapilit kini sa
puting papel.)
Preparing for the
new lesson

Edited by:
Ma. Divina M. Flores
Macrina K. Villaluz
Daisy Cecilia S. Bonita
Catherine T. Maglinte
Geraldine T. Paculanang
Marivic C. Cui

Date: January 27, 2015


Name of Mrs. Juliet P. Pinero Grade Level: Grade 1
Teacher
Learning MTB- Quarter: 4th Module No. MTB-MLE CG,
Area: MLE p.MTICIVg 4.3

Competency: Identifying the problem and solution in the story read


iPlan No. 17
Key Understanding to  A problem is something that causes trouble for the characters
be developed in a story.
 A solution is the way the characters fix, or solve, the problem.
Learning Objectives Knowledge Identify the problem and solution in the
story read
Skill Give meaning of words through picture and
context clues
Attitude Manifest the value of cooperation
Resources Needed pictures, charts, Ppt presentation, story books
Elements of the Plan
PREPARATIONS Introductory A. Poem: Mga Katabang sa Komunidad
- How will I make the Activity
learners ready? (optional) Ang atong mga katabang
- How do I prepare the Magtutudlo kanunayng andam
learners for the new Motabang sa mga kabataan
lesson? Ihap, basa, ug sulat
- How will I connect Angay nilang mahibaloan.
my next lesson with Pulis sa kalinaw tigbantay
the past lesson? Dyanitor, palibot mahapsay
Mangingisda, naghatag og panud-an
Mag-uuma, bugas modaghan
Mao ng ato silang palanggaon ug
respetuhan.

Kinsa ang gihisgutan sa balak?


B. Pre-reading Activities
 Nakakita na ba kamo og dakong baha?
 Kinsay nakaluwas nila sa dakong
katalagman?
 Unlocking of difficult words through picture
and context clues
nikuso-kuso pintas
 Use KWL chart
Know(nahibalua What to know What you learned
n) (Unsay angayng (Unsay nakat-unan)
mahibaluan)
Presentation Activity Pagtag-an ( Making Predictions )
- (How will I present  Unsay gusto ninyong mahibaluan bahin sa
the new lesson? estorya?
- What materials will I Buluhaton atol sa Pagbasa
use? Sugilanon: “Ang Payag ni Puloy”
- What generalization  Pagbasa sa magtutudlo sa estorya ug
/concept /conclusion mohunong karon ug unya para sa mga
/abstraction should pangutana.
the learners arrive at?  Pagtubag sa mga pangutana
Unsay ulohan sa sugilanon?
Unsa man ang dakong katalagman nga
nahitabo?
Kinsay nakaluwas nila sa dakong katalagman?
Analysis Pangutana:
 Unsay dakong panghitabo nga niabot sa
ilang kinabuhi?
 Unsa ang nahitabo sa payag ni Puloy?
 Asa nasangit ang payag ni Puloy?
 Unsa may nahimong problema sa sugilanon?
 Nasulbad ba ang iyang problema?
Value Integration:
 Unsay gibuhat ni Puloy human sa bagyo?
 Kahibalo ba kita mo-atubang sa unsang
katalagman nga moabot sa atong kinabuhi?
Abstraction  Sa matag problema, adunay solusyon o
kasulbaran.
 Ang solusyon maoy tubag sa atong
problema.
 Unsa man ang atong bation kon kita may
problema?
 Unsa man ang atong bation sa dihang
masulbad na ang problema?

Practice Application Paminawa ang hamubo nga estorya ug tubaga


- What practice ang mga pangutana gamit ang “graphic
exercises/application organizer”.
activities will I give to Si Mario niadto sa eskuylahan. Nagdali siya
the learners? kay basin maulahi sa klase. Nalimtan siya’g
hatag og balon. Nitug-an siya sa iyang
magtutudlo ug gitagaan siyag pagkaon.Nalipay
siya ug nagpasalamat. Sa pagpamuhi, wala siya
gikuha sa iyang Mama. Nihilak siya ug
nangayog tabang sa pulis. Diha-diha gihatud
siya sa ilang balay.
Problema Solusyon
Unsay gibuhat ni Mario sa
dihang…
1. Nalimtan siya’g
hatag og balon?
2. Wala siya makuha
human sa klase?

Assessment Assessment Matrix


(Refer to DepED Order Levels of What will I How will I assess? H
No. 73, s. 2012 for the Assessment assess? o
examples) w

w
il
l
I
s
c
o
r
e
?

Knowledge Write your answer in the


graphic organizer.
 5 points for all
answers(Provide rubrics)
Problema Solusyon
1. Nawala
ang imong
bag
2. Wala kay
papel
3. Gigutom
ka
4. Naulahi ka
sa klase
Process or Skills .

Understanding(s)

Products/perform
ances
(Transfer of
Understanding)

Assignment Reinforcing the Buluhaton sa Balay:


day’s lesson Unsay imong unang buhaton kung pag-abot
nimo sa balay hugaw ug nagkatag ang mga
butang?

Enriching the day’s


lesson
Enhancing the
day’s lesson

Preparing for the


new lesson

Edited by:
Ma. Divina M. Flores
Macrina K. Villaluz
Daisy Cecilia S. Bonita
Catherine T. Maglinte
Geraldine T. Paculanang
Marivic C. Cui

Date: January 27, 2015

Ang Payag ni Puloy


By: Eugene F. Calingacion

Kugihan mananom si Puloy.


Mga utanon, lagotmon ug kahoy ang tanom niya.
Sa tanang adlaw giatiman ni Puloy ang mga tanom niya.
Katahom sud-ungon ang luna ni Puloy.
Usa ka adlaw, adunay bagyo nga naglumpag sa lugar.
Nakita ni Puloy nga nidako ang sapa ug kini nibaha hangtod sa iyang luna.
Sa sobrang dako sa baha naanod ang payag ni Puloy.
Maayo gani nga sa kadaghan sa kahoy na sangit ang payag niya.
Nalipay si Puloy nga bisan naanod ang payag niya wala kini naguba.
Sukad niadto, daghan pang punuan ug kahoy nga gitanom ni Puloy.
Name of Susan T. Balbuena Grade Level: Grad
Teacher e1
Learning MTB- Quarter: 4th Module No. TG,
Area: MLE Week 23, page 19

Competency: Identify cause and effect of events in text read.


iPlan No. 18
Key Understanding to A cause is why an event happens while an effect is the result of
be developed an event that happens.
Learning Objectives Knowledge Determine the cause and effect of
certain text read.
Skill State the cause and effect of certain
text read.
Attitude Demonstrate readiness in times of fire
Resources Needed Envelope, meta strips, pictures, masking tape, song
Elements of the Plan
Preparations Introductory Song: “Payag Ni Superman”
- How will I make the Activity Refer to TG, Week 23, page 19
learners ready? (optional) Ask: What happened to Superman’s house?
- How do I prepare the (Unsa may nahitabo sa payag ni
learners for the new Superman?)
lesson? What is superman’s problem?
- How will I connect (Unsa may problema ni Superman?)
my next lesson with What will he do to solve his problem?
the past lesson? (Unsa may iyang buhaton sa pagsulbad
sa iyang problema?)
Valuing: If you were Superman, what
would you do?
(Kon ikaw si Superman, unsa may
imong buhaton?)
Note to the teacher: You may use other
situations, songs, stories that focus on
disaster preparedness.
Presentation Activity Activity 1 (Role Playing on fire
- (How will I present preparedness)
the new lesson? Group the pupils into 3.
- What materials will I Give each group a situation to perform.
use? Group Task
- What generalization I You are in school,
/concept /conclusion heard that your ho
/abstraction should on fire.
the learners arrive at? II At home while on
III At neighbor’s hous

Show this chart


Cause Effect
Nagdula og posporo ang bata nasunog ang balay
Ang lamparilya natumba nasunog ang balay
Na over-charged ang cellphone, nasunog ang balay
nibuto
Analysis What are the causes of fire?
What are the things that we should do in
case of fire?

Abstraction What is cause and effect?

Practice Application Group Activity:


- What practice Each group will be given an envelope
exercises/application containing pictures with causes and strips
activities will I give to of cartolina with effects.
the learners? Match its causes and effects.
Post your answers on the board and choose
a reporter to present in class.(Teacher will
provide pictures and strips.)
ex. Hugaw nga
bata, naligo limpyo nga bata(strip)
(picture)

Assessment Assessment Matrix


(Refer to DepED Order Levels of What will I How will I assess? H
No. 73, s. 2012 for the Assessment assess? o
examples) w

w
i
l
l

s
c
o
r
e
?

Knowledge Isulat ang H kung hinungdan 1


ug E kung epekto sa gigahin
nga badlis. p
___1. Si Sam nakakuha ug o
taas nga marka sa eksamin. i
___2. Si Rosa nikaon ug n
daghang candy/karmelitos. t
___3. Kusog kaayo nga ulan.
___4. Si Maria naulahi pag- f
abot sa klase. o
___5. Hugaw nga palibot. r

e
v
e
r
y

c
o
r
r
e
c
t

a
n
s
w
e
r
Process or Skills .

Understanding(s)

Products/perform
ances
(Transfer of
Understanding)

Assignment Reinforcing the Tiwasa sa balay ang mosunod nga pulongan


day’s lesson aron ma-kompleto ang iyang hinungdan ug
epekto.
1. Sayong natulog si Bebe
______________________.
2. Nidako ang tubig sa sapa
_____________________.
3. Taas ang nakuha sa test si Ben
___________________.
4. Nagdula og kandila nga nagsiga sila ni
Dan ug Miko___________________.

Enriching the day’s


lesson
Enhancing the
day’s lesson
Preparing for the
new lesson

Edited by:
Ma. Divina M. Flores
Macrina K. Villaluz
Daisy Cecilia S. Bonita
Catherine T. Maglinte
Geraldine T. Paculanang
Marivic C. Cui

Date: January 27, 2015

Name of Geralyn Ampalaya Grade Level: Grad


Teacher e1
Learning MTB- th
Quarter: 4 Quarter Module No.
Area: MLE
Competency: Show interest in text by browsing /reading available print.
iPlan No. 19
Key Understanding to In browsing/reading any printed material, one has to follow the
be developed steps:
 Identify the ff.;
* front and back cover, title, author/writer
 Table of contents
 Pages of the book
 Glossary and Index
Printed materials are books, magazines, newspapers, brochures,
etc…
Learning Objectives Knowledge Identify steps in browsing /reading
available print materials.
Skill Follow steps in browsing /reading
available print materials
Attitude Manifest love for browsing and reading
any printed material.
Resources Needed Newspaper, magazines, small books and brochures
Elements of the Plan
Preparations Introductory Checking of assignment
- How will I make the Activity Review: Cause and Effect
learners ready? (optional) Motivation:
- How do I prepare the Show different printed materials to class.
learners for the new Ask:
lesson? What are these materials? Do you have
- How will I connect these at home?
my next lesson with
the past lesson?
Presentation Activity Activity 1
- (How will I present Divide the class into 4. Give each group
the new lesson? printed material. Do a round robin or a hot
- What materials will I potato technique.
use? 1. Small Book
- What generalization 2. Magazines
/concept /conclusion 3. Brochure
/abstraction should 4. Newspaper
the learners arrive at? Have each group browse each material and
let the group talk about it and choose
somebody to talk in front of the class.
Analysis What do you see in the printed materials?
Were you able to browse/read the
materials? In a printed material, there are
steps to be followed, (Teacher discusses the
different steps to follow in browsing/reading
printed material.)
Abstraction 1. What will you do to be able to know
what is written on each printed
materials?
2. What are the steps to follow in
browsing/reading printed material?
3. Valuing: Is reading important? Why
or Why not?
Practice Application Distribute printed materials and let them
- What practice browse/read.
exercises/application 1. magazines
activities will I give to 2. small books
the learners? 3. brochure
4. newspaper

Assessment Assessment Matrix


(Refer to DepED Order Levels of What will I How will I assess? H
No. 73, s. 2012 for the Assessment assess? o
examples) w
wi
ll I
sc
or
e?

Knowledge

Process or Skills Paper-pencil test 1


* Identify the p
kind of printed oi
material the nt
teacher shows. fo
Pupil writes r
corresponding ev
answer.(5 items) er
y
co
rr
ec
t
a
ns
w
er

Understanding(s)
Products/performan
ces
(Transfer of
Understanding)

Assignment Reinforcing the


day’s lesson
Enriching the day’s
lesson
Enhancing the day’s Bring any printed material tomorrow and
lesson be ready to say something about it to the
class.
Preparing for the
new lesson

Edited by:
Ma. Divina M. Flores
Macrina K. Villaluz
Daisy Cecilia S. Bonita
Catherine T. Maglinte
Geraldine T. Paculanang
Marivic C. Cui

Date: January 27, 2015

Name of Mary Grace C. Turceno Grade Level: Grade 1


Teacher
Learning MTB- Quarter: 4th Quarter Module No. MT1SSIVa-e4.2
Area: MLE
Competency: Getting information from a simple graph.
iPlan No. 20
Key Understanding to Pictograph is the representation of data in a form of pictures.
be developed
Learning Objectives Knowledge Interpret the information given from a simple graph
Skill Make a simple graph from a given information
Attitude Participate actively in group activities
Resources Needed pictograph, stickers of different kinds of insects and fruits, strips of cartolina
Elements of the Plan
Preparations Introductory Ask: Who has a flower garden in their house?
- How will I make the Activity Show a picture of a flower garden with different kinds of
learners ready? (optional) insects like: 8 butterflies, 6 grasshoppers, 4 bees,
- How do I prepare the 2 spiders and 7 dragonflies.
learners for the new Ask: What do you see in the picture?
lesson? What can you see in the flower garden?
- How will I connect What are the different kinds of insects found in the
my next lesson with garden?
the past lesson? Are insects helpful to us? In what way?
Presentation Activity Activity: Show a blank sheet of pictograph and stickers of
- (How will I present different kinds of insects found in the garden.
the new lesson? Ask: How many butterflies are there in the garden?
- What materials will I Ask somebody to paste the number of butterflies in
use? the pictograph using the sticker.
- What generalization (Continue asking “How many grasshoppers?bees?
/concept /conclusion spiders?dragonflies?
/abstraction should Until all the insects are being pasted in the graph.)
the learners arrive at? Introduce the word PICTOGRAPH to the students and
explain.

Analysis Ask: Which kind of insect in the garden has greatest in


number?
Which has least number of insects?
How many more butterflies than the dragonflies?
How did you know?
Valuing: What did you do in your group to come up with
correct and accurate answers?
Abstraction What kind of graph are we learning now?
What is a pictograph?
How do we interpret the given information?
Are graphs important to us? In what way?

Practice Application Divide the class into 2. Each group will perform and answer
- What practice Activity Sheet using the same information.
exercises/application The grade one children are asking: “What is your
activities will I give to favorite fruit?”
the learners? 10 like mangoes, 8 like bananas, 5 like oranges, 5 like
guavas and 3 like pineapples.
Activity
Groups 1 and 2- Interpret the given information using a
blank sheet of pictograph.
Both Groups 1 and 2 will answer the following questions:
a. Which fruit do pupils like most?
(Unsa nga prutas ang ganahan gyud kaunon sa kadaghanan
nga mga bata?)
b. Which fruit do pupils don’t like most?
(Unsa nga prutas ang dili kaayo ganahan sa kadaghanan sa
mga bata?
c. Which fruits have the same in number that pupils
like to eat?
(Unsa nga prutas ang may kaparehas nga gidaghanon sa
mga bata nga ganahan ani?)

Assessment Assessment Matrix


(Refer to DepED Order Levels of What will I How will I assess? How will I
No. 73, s. 2012 for the Assessment assess? score?
examples)
Knowledge Look at the graph below. 1 p0int/
What color do you like best? correct
(See Appendix C for the graph) answer
Answer the following
questions:
1. Which color do they
like best?
(Unsa nga kolor ang ganahan
sa kadaghanan sa mga bata?)
2. Which color do pupils
don’t like most?
(Unsa ang dili kaayo ganahan
nila nga kolor?)
3. How many pupils like
red color?
(Pila ka mga bata ang ganahan
ug pula nga kolor?)
4. How many likes green
color?
(Pila ka mga bata ang ganahan
sa kolor nga lunhaw?)
5. What colors do the
same number of pupils
like?
(Unsa nga mga kolor ang may
kaparehas nga gidaghanon nga
ganahan ang mga bata?)
Process or Skills .

Understanding(s)
Products/perform
ances
(Transfer of
Understanding)

Assignment Reinforcing the


day’s lesson
Enriching the day’s Ask 5 of your classmates on how many family members do
lesson they have and we will interpret it into a graph tomorrow.

Enhancing the
day’s lesson
Preparing for the
new lesson

Edited by:
Ma. Divina M. Flores
Macrina K. Villaluz
Daisy Cecilia S. Bonita
Catherine T. Maglinte
Geraldine T. Paculanang
Marivic C. Cui

Date: January 27, 2015

Name of Juliet D. Ydemni Grade Level: Grade 1


Teacher
Learning MTB- Quarter: 4th Module No.
Area: MLE
Competency: Interpret the data found in the table of contents
iPlan No. 21
Key Understanding to The table of contents is a part of the book that tells about the title of
be developed the chapter and its pages
Learning Objectives Knowledge Identify the page number of a book
Skill Tell the topic or the title of a particular page
Attitude Manifest love for reading
Resources Needed charts, strips, model of the table of contents, books, activity cards
Elements of the Plan
Preparations Introductory Guessing Game, “Tell Me Who am I?”
- How will I make the Activity I am an object with many written letters, numbers
learners ready? (optional) and words. Some have numbers, others have
- How do I prepare the pictures, and others have none at all. These words
learners for the new tell a story, others give important information and
lesson? data.
- How will I connect What am I?
my next lesson with (I am a book.)
the past lesson?
Presentation Activity Group the pupils with 4 – 5 members in a group.
- (How will I present Let the group skim through the book and identify
the new lesson? its parts.(books may vary)
- What materials will I Ask:
use? What is the title of the book?
- What generalization How many pages does the book have?
/concept /conclusion What part of the book tells the
/abstraction should chapters/lessons/units
the learners arrive at? and its page numbers?
On what page of the book will you find
information
about _________?
On what page number can you find pictures
about
___________?
Analysis What page talks about ____________?
What is the topic found on page 5? page 20? page
43?
How many chapter/lessons/units are in the book?
What is the title of the first chapter/lesson/unit?
Abstraction What is a table of contents?
What makes up the table of contents?
What is the importance of table of contents?
Valuing: As a pupil, how will you use the table of
contents to show your love for reading?
Practice Application Group Activity
- What practice Group the pupils with 4 – 5 members in a group.
exercises/application Each group will be given activity cards and sample
activities will I give to table of contents.
the learners?
Assessment Assessment Matrix
(Refer to DepED Order Levels of What will I assess? How will I assess? How will
No. 73, s. 2012 for the Assessment I score?
examples)
Knowledge Show the model 1 point
of the table of for
contents. every
Questions: correct
1. How many answer
chapters are in
the book?
2. What is the
title of the third
chapter?
3. What pages
can you find
information
about how to
guard against
disease?
4. What chapter
talks about how
your body works?

Process or Skills .

Understanding(s)
Products/perform
ances
(Transfer of
Understanding)

Assignment Reinforcing the


day’s lesson
Enriching the day’s
lesson
Enhancing the Make your own table of contents. Write it on a
day’s lesson bondpaper.

Preparing for the


new lesson

Edited by:
Ma. Divina M. Flores
Macrina K. Villaluz
Daisy Cecilia S. Bonita
Catherine T. Maglinte
Geraldine T. Paculanang
Marivic C. Cui
Date: January 27, 2015

Activity Card 1
Mga Mananap sa Palibot

Nakaila ba ka mo kanila? 3

Pagbasa I
Pag-ensayo sa Pagbasa 10
Si Baki ug Si Itik 14
Mag-ensayo Kita! 17
AngIro ug Ang Iring 20
Mag-ensayo Kita! 26
Ang Isda saTubig 29
Mag-ensayo Kita! 31
1. Unsa ang ulohan sa libro?
2. Unsa ang gihisgutan sa libro?
3. Unsa ang mabasa sa panid 20?
4. Asa nga panid mabasa ang bahin sa iring ug iro?
5. Unsa ang ulohan sa panid 29?
6. Unsa nga panid mabasa ang pag-ensayo kabahin sa mga baki ug itik?
7. Unsa ang ulohan sa panid 3?
8. Asa makita ang mga mananap?
9. Unsa nga mga mananap ang gihisgutan sa libro?
10. Isip usa ka maayo nga estudyante, unsa ang angay buhaton sa mga mananap sa
palibot?
Activity Card 2 (teacher can make her own questions)
Magbasa Kita

Ang mga Alpabeto 2

Pagbasa I
Ang mga Patinog 5
Si Anita ug ang Iyang Apo 6
Elmo ang Elepante sa Zoo 10
Ising ang Isda sa Sapa 13
Ang Orasan ni Oscar 17
Ang Upat ka Unlan ni Ursula 21
Pagbasa II
Ang mga Katingog
Si Bimbo ang Baka nga Buotan 25
Ang Dyip sa Bag-ong Dalan 29
Ang Gatas sa Galon 32
Ang Halas sa Hardin 34
Si Kokoy ang Batang Kaka sa Kahoy 39
Si Lentoy ug ang Lata sa Lemon 41
Ang Manok ni Mando 43
Si Nanay Nita 47
Ang Ngipon ni Agring 50
Pining ang Pinalanggang Pabo 52
Si Ramon og ang Regalong Relo 56
Ang Sista ni Sisa 58
Tulo ka Talong sa Tampipi 61
Walo ka Wati sa Walog 63
Si Yaya Yolly ug ang Yoyo 65

Name of HEIDI R. CUBAO Grade Level: Grade 1


Teacher
Learning MTB- Quarter: 4th Module No. MT1OLIVe-j5.1, MT1RCIVd5.2
Area: MLE MT1OLIVa-j6.2, MT1OLIVh-j6.1
Competency: 1. Listen and respond to others in oral conversation
2. Relate events to one’s experiences
3. Participate actively in class discussions on familiar topics and during story
reading by making comments and asking questions
iPlan No. 22
Key Understanding to In reading stories, it is important to note the details of the story in order to
be developed make comments by asking questions and relate events of the story to one’s
experiences.
Learning Objectives Knowledge Relate events to one’s experiences

Skill *Read stories and make comments by asking questions


*Create a graphic organizer about the character of the
story read

Attitude Identify ways of helping other people

Resources Needed Curriculum Guide p.2


TG Week 32, Day 1 pp. 72-74
Lyrics of the Song “Mohalok sa Kamot”, Big Book “Si Estoy Nga Buotan",
pictures, graphic organizer

Elements of the Plan


Preparations Introductory  Action Song: “Mohalok sa Kamot”
- How will I make the Activity (Tune: Leron, Leron Sinta)
learners ready? (optional)  Teacher asks:
- How do I prepare the 1. Have you met elder persons? (Nakahinagbo na ba
learners for the new kamo og usa ka tigulang?)
lesson? 2. What did you say when you met them? (Unsa may
- How will I connect imong gisulti kaniya?)
my next lesson with
the past lesson?
Presentation Activity Teacher presents the Big Book “Si Estoy Nga Buotan” and
- (How will I present encourages pupils to talk about the book cover, title,
the new lesson? author and illustrator.
- What materials will I
use? Unlocking of difficult words through pictures:
- What generalization - pagkabuotan - matinahuron
/concept /conclusion - mahigugmaon - matinabangon
/abstraction should
the learners arrive at? Pupils read the story and note the important details of the
story read.
Teacher asks:
1. Who is the boy in the story? (Kinsa ang bata nga
gihisgotan sa sugilanon?)
2. What can you say about Estoy? (Unsay imong
ikasulti mahitungod kang Estoy?)
Pupils draw Estoy and create a graphic organizer of his
character.
Analysis Pupils answer the following comprehension questions:
1. What did Estoy say when he met elder persons? (Unsay
gisulti ni Estoy ngadto sa mga edaran na o magulang sa
edad nga iyang gikatagbo?)
2. How did Estoy feel when he helped his parents and
other people? (Unsay gibati ni Estoy sa dihang
gitabangan niya ang iyang mga ginikanan ug ang ubang
mga tawo?)
3. Did Estoy do it the correct way? Why? (Husto ba
gibuhat ni Estoy? Ngano man?)
Pupils relate events of the story to one’s experiences of
meeting elder persons.
Abstraction Pupils explain that in reading stories, it is important to note
the details of the story in order to make comments and ask
questions.

Practice Application In groups of 4, pupils role play different ways of helping


- What practice other people. They listen and respond to others in oral
exercises/application conversation. Prior to the grouping activity, the teacher
activities will I give to sets norms and standards for groupings.
the learners?
Assessment Assessment Matrix
(Refer to DepED Order Levels of What will I assess? How will I assess? How will I score?
No. 73, s. 2012 for the Assessment
examples)
Knowledge

Process or Skills Creating a graphic Read the story 1 point for every
organizer about the “Ang Batang correct answer
character of the Buotan”, (TG p.
story 77) and create a
graphic organizer
about the
character of the
story.
Understanding(s)

Products/perform
ances
(Transfer of
Understanding)

Assignment Reinforcing the


day’s lesson The pupils read their favorite story and create a graphic
organizer about the character of the story read.
Enriching the day’s
lesson
Enhancing the
day’s lesson

Preparing for the


new lesson

Edited by:
Ma. Divina M. Flores
Macrina K. Villaluz
Daisy Cecilia S. Bonita
Catherine T. Maglinte
Geraldine T. Paculanang
Marivic C. Cui

Date: January 27, 2015

Name of MA. DIVINA M. FLORES Grade Level: Grade 1


Teacher
Learning MTB- Quarter: 4th Quarter Module No.
Area: MLE
Competency: Spell correctly grade one level words consisting of letters already learned
Read sight words listed in appendix
iPlan No. 23 50 minutes
Key Understanding to In spelling, one should remember the following tips:
be developed  Understand that there is a correct way to spell words
 Look at the teachers’ mouth formation on the word being pronounced
 Listen carefully to the word dictated and how it is used in the sentence
 Recheck/review one’s work
In reading, one should have fluency and mastery of the sight words.

Learning Objectives Knowledge Read sight words listed in appendix.


Skill Use sight words in sentences.
Spell grade one level words consisting of letters already
learned correctly.
Attitude Demonstrate cooperation in all activities.

Resources Needed Learner’s Material, p. 29(Buluhaton 24)


K to 12 Curriculum Guide, pp. 5-6
Pictures, flashcards, chart, pocket chart, search a word puzzle, meta cards, word
wall

Elements of the Plan Methodology


Preparations Introductory Teacher shows pictures with jumbled letters on the board. She
- How will I make the Activity calls some pupils to arrange the jumbled letters to name the
learners ready? (optional) picture shown.
- How do I prepare the (3 mins) (Magpakita ang magtutudlo og mga jumbled nga letra sa
learners for the new “blackboard”. Motawag siya og mga bata nga mobahig sa mga
lesson? jumbled nga letra aron maporma ang insaktong pangalan sa
- How will I connect hulagway.)
my next lesson with
the past lesson?

kabul hadon

waye abos
Presentation Activity Have a group contest game on “Search A Word Puzzle”. Group
- (How will I present (15 mins) the class into 4(may vary depending on the class size). Per
the new lesson? group is given 4 sight words to search. The words are arranged
- What materials will I vertically and horizontally. The first one to complete searching
use? all the words given wins the game.(Reminder: Set norms and
- What generalization standards before grouping happens.)
/concept /conclusion Mag-“Search A Word Puzzle” nga dula kada grupo. Grupohon
/abstraction should ang mga bata ka-upat(kini mo-depende sa gidaghanon sa mga
the learners arrive at? bata sa klase). Tagaan og upat ka mga pulong nga ilang
pangitaon sa “puzzle” patindog ug pahigda. Ang pinaka-unang
mahuman sa pagpangita, maoy mananaug.(Pahimangno: Sa dili
pa ang pag-grupo kanila, ihatag una ang mga kinahanglang
sundon ug buhaton.)
Group 1(kay, sila, mga, og) Group 3(niya, kami, si, ikaw)
Group 2(ug, ang, siya, nila) Group 4(ako, ni, kamo, kon)
Let one representative of each group write all the sight words
they were able to search and let the other group members
read them altogether. Afterwhich, teacher reads the sight
words and asks pupils to repeat. Present meta cards with sight
words. Call some pupils to use these words in sentences and
post on a Word Wall.
( Pagkahuman, mopili sila og usa ka bata nga maoy mosulat sa
“blackboard” sa tanang pulong nga ilang naporma og ila kining
pagabasahon tanan. Unya, basahon kini sa magtutudlo ug
balikon paglitok sa mga bata. Magpakita siya og “meta cards”
nga sinuwatan sa mga pulong. Motawag og mga bata aron
mopapilit niiini sa “word wall”.)
Analysis Ask: What are the different sight words that we learned
(7 mins) today?
(Unsa man ang mga nagkalain-laing pulong nga atong
nakat-onan karon?)
Were you able to read them correctly?
(Nakabasa ba gyud dayon kamo og insakto niining
tanan?)
Did you find it easy or difficult?Why?
(Sayon ba kini o lisud?Ngano man?)
Valuing: How did you make your group work fast and easy?
(Gi-unsa man ninyo pagpasayon ug pagpadali sa inyong
“group activity”?
Why?(Nakabasa ba dayon kamog insakto nila?)(Lisud ba
kini o sayon ra?)
What did your group do to make the activity fast and
easy?

Abstraction Ask: What tips should we remember in spelling words?


(5 mins) (Unsa ang angay natong hibalo-an o hinumdoman kon
adunay “spelling”?)
How about in reading sight words?
(Sa pagbasa og mga pulong, unsa man pud?)

Practice Application A. Board Work: Call pupils to answer the exercise on the
- What practice (10 mins) board.
exercises/application (Pagtawag og mga bata para motubag sa buluhaton 24 nga
activities will I give to anaa sa Learner’s Material, panid 29.)
the learners? Pahimangno: Bahiga ang mga letra aron maka-porma
og lain nga pulong.

B. Read, Spell and Write activity of the sight words.


Teacher posts sight word on the board. Ask a pupil to read and
spell the word. Teacher covers the whole word and let the
pupil write its correct spelling beside then verify his/her
answer.
(Magpaskin og pulong ang magtutudlo sa “blackboard”.
Pagtawag og usa ka bata nga mobasa ug mo-“spell” sa usa ka
pulong atubangan sa klase. Pagkahuman, tabonan kini unya
ipa-sulat sa tapad dayon pagatan-awon kon kini insakto ba.)

Assessment Assessment Matrix


(Refer to DepED Order Levels of What How will I assess? How will I score?
No. 73, s. 2012 for the Assessment will I
examples) assess
?

Knowledge

Process or Skills Teacher gives spelling test 1 point for every


(5 mins) through dictation.(a paper correct answer.
pencil test)
Note to the teacher: Be sure
to use these words in
sentences.
(Mohatag og pagsulay sa
“spelling” pinaagi sa pagdiktar
sa mga pulong ug paggamit sa
hugpulong.)

1. balay 5. singot
2. wati 6. adlaw
3. talong 7. dalan
4. basurahan 8. mangga
Understanding(s)

Products/perform
ances
(Transfer of
Understanding)

Assignment Reinforcing the


day’s lesson

Enriching the day’s Write two sentences of three to four words using different
lesson sight words learned.
(5 mins) (Magsulat og duha ka hugpulong nga adunay tulo o upat ka
mga pulong ginamit ang mga “sight words” nga nakat-
onan.)
Enhancing the
day’s lesson

Preparing for the


new lesson

Edited by : Date Edited : January 26-27,2014


Edna Y. Bato
Zenaida L. Boyles
Maria Vilma A. Torreda
Evan T. Lisondra
Mary Grace C. Turceno

Name of Daisy Cecilia S. Bonita Grade Grade 1


Teacher Level:
Learning MTB- Quarter: 4th Quarter Module
Area: MLE No.
Competency: Reading phrases and sentences.
iPlan No. 24 50 minutes
Key Understanding Read phrases (mga pulongan ) having no thought and sentences
to be developed ( pahayag) that tells complete thought.
Learning Objectives Knowledge Identify phrases and sentences
Skills Arrange words to form phrases and sentences
Attitudes Manifest love for reading.
Resources Needed TG : Page 106-111
Bisaya:Kabilin sa atong Kaliwat
Learner’s Material, pp 56-57
K to 12 Curriculum Guide
Picture of people planting rice,doing household chores,metacards
Elements of the Plan
Preparations Introductory 1.Teacher reads the poem.
Activity
(optional) Ang Akong Mga Paborito
(3 mins)
Mata ang una, kay kanako maghatag og giya
Tiil ang ikaduha,kay aron sa akong padulngan
Ako pagadalhon niya.

Dunggan dili kalimtam,kay maoy mamati


Ug maminaw sa mga kasikas sa dalan
Nga akong gilaktan

Baba ang gamiton, sa pagpadayag,


Unsay maayo ug matarong
Kamot ang kinahanglanon, aron

Matuman ang tanang gimbuhaton.


Ilong aron paghatag ug kinabuhi,aron
Magpabilin nga mulihok ang tawo
Ug kanunay buhi ang iyang mga damgo.

2. Unlocking of difficulties
A.pagadalhon ( pictures clue )
B.kalimtan ( context clue )
Ask: Unsang parte sa lawas ang gamiton kon
motan-aw kita?

3.Giving of motive question.


Ask: Unsang parte sa lawas nga atong gigamit
sa
balak.
Presentation Activity 1.Story Reading
(15 mins) Read the Poem
2.Second Reading of the story with interaction
from the pupils
3.Comprehension check-up
a.What is the title of the story?
( Unsa ang uluhan sa istorya?
b.What parts of the body are being
mention in the story?
( Unsa nga parte sa lawas ang gihisgotan sa
balak?
Mga pulongan
Mata ang una
Tiil ang ikaduha
Dunggan dili kalimtan
Mga pahayag
Mata ang una sa pagtan-aw.
Tiil ang ikaduhan sa atong paglakaw.
Dunggan ang dili kalimtan aron sa
pagpaminaw.
Analysis Group 1:Jumbled Word in phrases
(7mins) Arrange the jumbled words
1.Tiil ang ikaduha
2. Dunggan dili kalimtan
3. Baba ang gamiton
Group 2: Jumbled Word in sentences
Arrange the jumbled words into sentences
1. Tiil ang ikaduha kay aron kita makalakaw.
2.Dunggan dili kalimtan kay mao kini ang
mamati.
3. Baba ang gamiton sa pagdayag sa
matarong.

Absraction What is a phrase o pulongan?


(5 mins) What is a sentence o pahayag?

Application Read the poem by group.


(10 mins) Rubrics:
Qualitative Description:
4 – Proficient ( Insakto pagkabasa ug Kusog )
3 – Approaching (Insaktong pagkabasa pero
hinay)
2 – Developing (Ugtad (halting)ang pagbasa
1 – Beginning (Hinay kaayo mobasa)
Edited by
Assessment Assessment Matrix :
Date
Levels of What will I How will I How will I Edited :
Assessment assess? assess? score? January
Process/Skills Isulat ang PU 26-
(25%) kon pulongan. 27,2014
(5 mins) PA kon pahayag Edna
sa gigahin nga Y. Bato
badlis.
Zenaida
___1. L. Boyles
Madunggog nato Maria
ang mga Vilma A.
tinggog. Torreda
___2. sanga sa Evan T.
kahoy Lisondra
___3.Akong Mary
gihatagan og Grace C.
pagkaon si Turceno
Karla.
___4.sapnot ang
panit
___5.Baba ang
gamiton sa
pagtabi.
Assignment Enhancing the Make 5 sentences about the following pictures:
day’s lesson 1. spring o tubod
(5 mins) 2. stone o bantilis
3. running water in the faucet
4. tree o nigad
5. girl o ate

Name of Daisy Cecilia S.Bonita City of Naga Grade Level: Grade 1


Teacher Division
Artemia Aro
Learning MTB- Quarter: 4th Quarter Module No.
Area: MLE
Competency: Retell events from a story
iPlan No. 25 50 minutes
Key Understanding to Noting details from a story
be developed
Learning Objectives Knowledge Note details from a story.
Skill Retell events from a story.
Attitude Show love of nature.
Resources Needed Teacher- made listening story, newspaper,pictures of the
differentevents,flashcards, realias
Elements of the Plan Methodology
Preparations Introductory Balak: Ang Kahoy
- How will I make the Activity Ni Artemia Aro
learners ready? (optional) Ang kahoy nagsayaw-sayaw
- How do I prepare the (3 mins) Paghuyop sa huyuhoy nga mabugnaw
learners for the new Giatiman sa mga Katawhan
lesson? Kay kini adunay kagamitan
- How will I connect
my next lesson with Mga katawhan ug mga kahayupan
the past lesson? Ang iyang landong gikalipayan
Ato siyang mahalon ug panggaon
Aron siya magmalipayon
 ASK: Unsa man ang atong gihisgutan?

Presentation Activity  Unlocking of difficulties


- (How will I present (15 mins) Picture – words
the new lesson? Bantilis-batong buhi
- What materials will I Dagayday-sigi ug agos
use? Nigad-Usa ka dakong kahoy
- What generalization Lumulupyo- mga tawo nga nagpuyo sa lugar
/concept /conclusion  Motive Questions
/abstraction should Nakakita na ba kamo ug tubod?
the learners arrive at? Karon mga bata aduna ako’y istorya
mahitungod sa KAHOY:Ang ulohan sa sugilanon
‘’NIGAD’’Sinulat ni Virginia S.Cayon p.108-109
 Ngano man kaha ang atong
sugilanon nag ulohan man kini og
NIGAD?
 Unsa man kaha ang Nigad?
 Reading of the story following the
reading plan.
Analysis Value: Nganong mahinungdanon man kanato
(7 mins) ang kahoy?
Abstraction Retell the story using the pictures below.
(5 mins) Nagkalos ug tubig.
Nitubo ang kahoy.
Bugnaw nga tubod ilalom sa bato nga adunay
nagtubo nga kahoy.
Gihinganlan kini og Nigad.
Practice Application Isugid pag usab ang sugilanon.
- What practice (10 mins)
exercises/application
activities will I give to
the learners?
Assessment Assessment Matrix
(Refer to DepED Order Levels of What will How will I assess? H
No. 73, s. 2012 for the Assessment I assess? o
examples) w

w
i
l
l

s
c
o
r
e
?

Knowledge
Process or Skills Unsa man ang mga panghitabo .
(5 mins) sa istorya nga ‘’Nigad”?Isulat ang
inyong tubag sa Story Web sa
ubos.

Nigad

Understanding(s)

Products/perform
ances
(Transfer of
Understanding)

Assignment Reinforcing the


day’s lesson

Enriching the day’s Pangutana kamo sa inyong ginikanan o sa mga


lesson katigulangan kon unsa ang istorya mahitungod
(5 mins) sa inyong lugar

Enhancing the
day’s lesson

Preparing for the


new lesson

Edited by : Date Edited : January 26-27,2014


Edna Y. Bato
Zenaida L. Boyles
Maria Vilma A. Torreda
Evan T. Lisondra Mary Grace C. Turceno

Name of AGNES M. ALMAGRO Grade Level: Grade 1


Teacher
Learning MTB- Quarter: 4th Quarter Module No.
Area: MLE
Competency: Tell/ retell legends, fables, and jokes
iPlan No. 26 50 minutes
Key Understanding to A legend is a story of a famous person who is known for doing something.
be developed A legend is a story about how a place got its name.
Learning Objectives Knowledge Recognize what a legend is
Skill Explain how a place got its name
Attitude Display appreciation of one’s culture through legends
Resources Needed K to 12 Curriculum Guide MT1OL-Iva-i-9.1 , Teacher’s Guide Week 37, pp.44-46
Teacher –made story book ( Legend: Kasugiran sa Siaton), chart, flash cards,
pictures of natives, mountain, river, etc.
Elements of the Plan
Preparations Introductory 1. Rhyme: May unggoy kong gamay,
- How will I make the Activity Gisugo kog kalamay
learners ready? (optional) Nganong nagdugaydugay
- How do I prepare the (3 mins) Kay niapil og gukdanay.
learners for the new (Teacher may use their own local story/legend)
lesson? Ask: Kinsa ang gihisgutan ?
- How will I connect Unsay nahitabo?
my next lesson with Ngano siyang nalangay?
the past lesson?
2. Show pictures.:
What do you see in the picture? Tell what you see in the
picture.\

river
Ita (Black
man with
crly hair)
Basahon ug tukion:
daplin sa suba
pagkaylap sa dapit
nangalagiw ang mga lumulupyo
nagmagno(nagmando)

Pangutana sa dili pa basahon ang sugilanon:


Unsay inyong nadungog nga estorya kabahin sa Siaton?
Dis –a/Asa /Diin man gikan ang ngalan Siaton?
Tinuod ba nga nahitabo ang estorya nga inyong madungog
karon?
Presentation Activity 1. Read aloud the story to the class.
- (How will I present (15 mins) “Ang Kasugiran sa Siaton”
the new lesson? 2. Comprehension Check
- What materials will I Unsa kabahin ang sugilanon?
use? Kinsa ang pangulo sa mga lumulupyo?
- What generalization Kinsa ang nagpuyo duol sa suba?
/concept /conclusion Nganong gihinganlan man og Siaton ang maong lugar?
/abstraction should Uyon ba kamo sa maong hitabo?Ngano man?
the learners arrive at?
Analysis Ask: What have you learned today? Unsay inyong nakat-
(7 mins) unan karon?
What kind of story did you read today? Unsay klase
sa sugilanon?
Who was the old man believed to have amulet for
protection?
Kinsa ang tawo nga may anting-anting?
Why was Siaton named after him? Ngano man nga
gisunod sa iyang
ngalan ang Lungsod sa Siaton?
Did you understand how Siaton got its name?
Nakasabot na mo
ngano nga Siaton ang gihingalan sa atong lungsod?

Value Integration
Do you like the story? Why?
Nalingaw ba kamo sa sugilanon? Ngano man?
If you were Aton, what would have you done to protect
your place from enemies? Kung ikaw si Aton, unsaon nimo
pagluwas sa imong lugar kontra sa mga kaaway?
Look at Aton in the picture, what does he wear? Do you
still see people in Siaton wearing this outfit? Tan-awa si
Aton sa litrato, naa pa bay nagsul-ob og ingon ani karon?
What festival do Siatanons celebrate to remind us about
the Agta? Unsang kasaulogan sa lungsod ang
nagpasidungog sa mga Agta?
-talk about the Inagta Festival

Abstraction Retell the story using the guide questions.


(5 mins) Who lived at the riverbank? Kinsa ang nagpuyo daplin sa
suba?
How was he related to the leader? Ig-unsa man siya sa
pangulo?
Why wasn’t he disturbed by the Moros? Nganong wa man
siya naapil sa kasamok sa mga Moros?
Was he afraid of the Moros? Why? Nahadlok ba siya sa
mga Moros?
When the residents transferred to another place, did Aton
go with them? Why? Niuban ba si Aton sa pagbalhin sa
lungsod sa bukid?Ngano kaha?
How did Siaton get its name? Giunsa man pagkuha ang
ngalan sa Siaton?
What made Ruler Apak come to this decision? Ngano man
nga nakadesisyon si Pangulong Apak nga tawgon og Siaton
ang lungsod?
What is a legend? Unsa man ang kasugiran?
A legend is a story of a famous person who is known for
doing something.
Who is the person in the story? Kinsa ang tawo sa
kasugiran?
A legend is a story about how a place got its name.
What is the place named after the person? Unsa man ang
lugar nga nahinganlan gikan sa iyang ngalan?
Practice Application Practice: Complete the Story
- What practice (10 mins) (see appendix)
exercises/application
activities will I give to
the learners?

Assessment Assessment Matrix


(Refer to DepED Order Levels of What will I assess? How will I assess? How will I score?
No. 73, s. 2012 for the Assessment
examples) True or False
Knowledge Put a check (√)on
(5mins) the blank if the
event happened
in the story and X
if no.
(see appendix)
Process or Skills .

Understanding(s)

Products/perform Draw Aton wearing Through the use Scale of 1-10


ances his amulet of Rubrix (10 highest,1
(Transfer of necklace. Color lowest)
Understanding) nicely.

Assignment Reinforcing the Ask your elders of what they know about Aton. Write in
day’s lesson your notebook.
(5 mins)
Enriching the day’s
lesson
Enhancing the
day’s lesson

Preparing for the


new lesson

Edited by : Date Edited : January 26-27,2014


Edna Y. Bato
Zenaida L. Boyles
Maria Vilma A. Torreda
Evan T. Lisondra
Mary Grace C. Turceno

Appendix

Ang Sugilanon sa Siaton (ni Juan Ege Gadiane)


Sa unang panahon may usa ka tawo nga gihinganlan ug Aton, nga igsoon sa Amahan
ni Apak nga unang Pamuno sa Lungsod. Siya nagpuyo sa daplin sa suba dapit sa Panliguiran.
Gituohan nga siya may “Anting-Anting mao nga wala siya paghilabti sa mga “moros”.
Hangtud nga niabot ang mga tawong Puti “Catchila”, nga nagsugod na sa pagkaylap sa mga
dapit niining Silangang Kapupud-an.
Sila nagsusi “Conquista” kon pila ang hidaghanon sa mga tawo niining dapita. Nakita
ug nasusi ni Rev. Fr. Martin Zuniega OSA, ang kalohaan ug pito (27) ka pamilya nga nagpuyo
duol sa Cementeriong daan, duol pud sa suba sa Canaway nga dapit sa lugar nga gihinganlan
ug “Bokoboko”. Ang ilang panginabuhi, mag-uuma, manalagat ug ang ilang bisti lanot gikan
sa abaka. Niabot ang tuig 1777, diin gisulong sa mga moros ang mga tawo niining dapita.
“Apak, adunay mga kaaway nga moros, daghan sila! Unsay atong buhaton?” Diha-diha
dayon gimanduan ni Apak ang iyang mga guinsakpan. “Moangat kita sa taas nga bukid sa
Olambid. Luwas kita didto!” Dali nga hukom ni Apak.
Tungod sa ilang ka dyutay, nangalagiw na lamang sila. Gisunog ang ilang kapilya ug
ang tanang kabalayan. Tungod sa ilang kahadlok nga usban sila pagsulong, nagmando ang
ilang kapitan nga si Apak nga balhinon sa bukid sa Olambid ang lungsod.
Bisan ug nabalhin na ang lungsod, nagpabilin ra gihapon si Aton sa pagpuyo sa daplin
sa suba, kilid / imaba sa Panliguiran. “Putli gayod ang gugma ni Aton sa suba, atong tawgon
og Aton ang suba tungod sa kadugay na niyang pagpabilin dinhi”. Sugyot ni Apak uban sa
mga Capitanes Pasados. Mao nga sa kaulahiang mga adlaw ug tuig, guikauyunan sa
Napulong-Tulo (13) ka mga “Capitanes Pasados” ug sa tanang mga sakop sa pagbutang ug
ngalan sa suba nga “Aton”, kon diin gikuha ang ngalan sa Lungsod nga SIATON.

Practice: Complete the Story


Siaton Aton gugma nibiya
anting-anting daplin sa suba Moros
Sa unang panahon may usa ka tawo nga gihinganlan ug ______, nga igsoon sa Amahan
ni Apak nga unang Pamuno sa Lungsod. Siya nagpuyo sa __________ dapit sa Panliguiran.
Aduna siyay ____________ mao nga wala siya hilabti sa mga ________. Bisan nabalhin na
ang lungsod sa bukid, wala gayud __________ si Aton sa iyang gipuy-an. Tungod sa dako
niyang ____________ sa lungsod, kini gihinganlan og ________.

Assessment:True or False
Put a check (√)on the blank if the event happened in the story and X if no.
____1. Si Apak ang unang Pamuno sa Lungsod.
____2. Si Aton uyuan ni Apak.
____3. Gisulong ang lungsod sa mga Moros.
____4. Nikuyog si Aton sa pagbalhin sa bukid.

Optional Activity
Guessing game using pictures. Call a representative from each group to answer .
Ask: Why do you think the characters are acting this way in the picture?
What would you do if you were one of them?

Bata nga Iring ug iro


nag-ugpot naglanat
sa kalipay
Name of CORAZON A. TATEL Grade Level: Grade 1
Teacher
Learning MTB- Quarter: 4th Quarter Module No.: MT1LC-IVc-d-9.1/ MT1RC-IVd-
Area: MLE 3.2
Competency: Sequence events from informational texts
iPlan No. 27 50 minutes
Key Understanding to Sequencing events shows the order in which things happen or should
be developed happen.
Learning Objectives Knowledge Sequence events according to when they happen
in the legend.
The same
Skill Arrange events in correct order
Attitude Practice teamwork and cooperation
Resources Needed K to 12 Curriculum Guide MT1OL-Iva-i-9.1 , Teacher’s Guide Week 37,
pp.46-48
Teacher –made story book ( Legend: Kasugiran sa Siaton), chart, flash cards,
meta strips showing the events in the story, group task cards
Elements of the Plan Methodology
Preparations Introduct 1. Song: Balay, balay , balay ni Aton…
- How will I make the ory (Teacher may use another song related to the legend)
learners ready? Activity 2. Review: Tinuod o Dili
- How do I prepare the (optional) ____1. Si Apak ang unang Pamuno sa Lungsod.
learners for the new (3 mins) ____2. Si Aton uyuan ni Apak.
lesson? ____3. Gisulong ang lungsod sa mga Moros.
- How will I connect ____4. Nikuyog si Aton sa pagbalhin sa bukid.
my next lesson with ____5. May anting-anting si Aton.
the past lesson?
Presentation Activity Group work - Distribute task cards:
- (How will I present (15 mins) Group 1- Arrange the pictures to tell the order of events in the
the new lesson? story
- What materials will I
use? Group 2- Complete the story map
- What generalization
/concept /conclusion Ulohan:_____________________
/abstraction should Nagsulat: ____________________________________________
the learners arrive at? Lugar nga nahitaboan: _________________________________
Kanus-a nahitabo:_____________________________________
Mga Tawo: __________________ ______________________
Tulo ka importanteng nahitabo:
1)_________________________________________
2)_________________________________________
3)_________________________________________

Group 3- Filling the blanks


_____________________________
Siaton
__________________________ Aton
gugma nibiya anting-
anting daplin sa suba Moros

Sa unang panahon may usa ka tawo nga gihinganlan ug ______,


nga igsoon sa Amahan ni Apak nga unang Pamuno sa Lungsod.
Siya nagpuyo sa __________ dapit sa Panliguiran. Aduna siyay
____________ mao nga wala siya hilabti sa mga ________.
Bisan nabalhin na ang lungsod sa bukid, wala gayud
__________ si Aton sa iyang gipuy-an. Tungod sa dako niyang
____________ sa lungsod, kini gihinganlan og ________.

Group 4- Jigsaw Puzzle


Gather the pieces to form a picture.

Unsay naporma sa puzzle?

Analysis Reporting of Group Work


(7 mins) Ask: How did you feel while doing the activity?
Nalingaw ba kamo sa inyong gihimo? Ngano kaha?
Was it easy ? How did you come up with your answers?
Giunsa ninyo paghimo ang inyong buluhaton?
What did you do with the pictures in Group 1? In Group 4?
Unsay inyong gibuhat sa mga litrato?
Value Integration
Did everybody participate in your group? Niapil ba ang tanan sa
buluhaton?
Helping and working as a team make our work easy and
enjoyable.
Pagtinabangay ug pag-uyonay sa buluhaton….
Abstracti
on What are the important events in the legend, “Kasugiran sa
(5 mins) Siaton” ?
Unsa man ang mga nahitabo sa kasugiran ?
What happened first, second, next, then, and last?
Unsa man ang unang nahitabo, ikaduha, sunod,katapusan?
Look at the pictures that you have arranged. Balikan ang mga
hulagway.
Why did you arrange them this way? (to show the order of
events)
Sequencing events shows the order in which things happen or
should happen. Paghan-ay sa mga panghitabo sumala sa
sugilanon...
In Sequencing Events, we

 Arrange the pictures to tell the order of events in the


story
 Arrange the events in the story using numbers 1-5
 Jigsaw Puzzle
 Filling the blanks

Practice Applicati Practice:


- What practice on Using the meta strips, write the events in the legend,
exercises/application (10 mins) “Kasugiran sa Siaton”
activities will I give to Isulat sa meta strips ang mga panghitabo sa kasugiran.
the learners? Direction: Number the events 1-5 according to when they
happen in the story.
Niabot ang mga puti “Catchila” sa lungsod.
__ lungsod. lungsod.
Sa unang panahon, may gamay nga lungsod nga gipamunoan ni Apak.
__
Gisunog sa Moros ang mga kabalayan sa lungsod.
__
Si Aton nagpuyo sad daplin sa suba.
__
Nabalhin ang lungsod sa bukid sa Olambid.
__

Assessment Assessment Matrix


(Refer to DepED Order Levels of What will I assess? How will I assess? How will I
No. 73, s. 2012 for the Assessment score?
examples)

Knowledge

Process or Skills Number the events Written 1 point/


(5 mins) 1-5 according to correct
when they happen answer
in the story.
(use the story found
in the TG Wk 31)

Understanding(s)

Products/perform
ances
(Transfer of
Understanding)
Assignment Reinforcing the
day’s lesson

Enriching the day’s


lesson
Enhancing the
day’s lesson

Preparing for the Bring a picture of your favorite animal


new lesson
(5 mins)

Edited by : Date Edited : January 26-27,2014


Edna Y. Bato
Zenaida L. Boyles
Maria Vilma A. Torreda
Evan T. Lisondra
Mary Grace C. Turceno
Name of Catherine T. Maglinte Grade Level: Grade 1
Teacher
Learning MTB- Quarter: 4th Quarter Module No.
Area: MLE
Competency: Tell/retell fables
iPlan No. 28 50 minutes
Key Understanding to Telling fables with correct rate, accuracy and prosody (phrasing, pausing and
be developed emphasis)
Learning Objectives Knowledge Identify the correct rate, accuracy and prosody in
telling/retelling fables.
Skill Tell/retell fables with proper observance of the
mechanics in retelling fables.
Attitude Display self-confidence in telling/retelling a fable.
Resources Needed Teachers Guide in MTB-MLE, pp. 54-57
K-12 Curriculum Guide
Big Book (Si Jessie Ug Ang Puno-An)

Elements of the Plan Methodology


Preparations Introductory 1. Sing an Action song “May Kahoy sa Ibabaw sa
- How will I make the Activity Bukid” TG pp. 54-55.
learners ready? (optional) 2. Ask questions based on the song
- How do I prepare the (3 mins) a. What did they do to the tree?
learners for the new (Unsa’y ilang gibuhat niadtong kahoy?
lesson? b. What happened after they cut the tree?
- How will I connect (Unsa man ang nahitabo human maputol ang kahoy?)
my next lesson with
the past lesson?
Presentation Activity 1. Tell the fable to the children
- (How will I present (15 mins) “Si Jessie Ug ang Puno-An”,TG pp. 55-56.
the new lesson?
- What materials will I Observe how I told the fable focusing on phrasing,
use? pausing and emphasis.
- What generalization (Please see attached appendix A)
/concept /conclusion
/abstraction should
the learners arrive at?
Analysis 1. Who are the characters of the story?
(7 mins) (Kinsa ang nagdala sa papel diha sa estorya?
2. What did Jessie request from the tree? ( Unsa man
ang mga gipangayo ni Jessie sa kahoy?
Why did he request those things?
Ngano man nga nihangyo siya niadtong mga butanga?
When the tree granted his last request, what did Jessie
do? Sa dihang ang kahoy nihatag sa katapusang gihangyo ni
Jessie unsa man ang iyang gibuhat? If You were Jessie
would you do the same? Kon ikaw si Jessie, mao ba usab
ang imong buhaton?
3. How did I tell the fable? Where did I stop, pause ,
raise my voice? Giunsa man nako pag-asoy ang mugnang
estorya? Diin man ako mihunong, miginhawa, ug miusab sa
akong tingog?

4. Valuing: What trait will you display in retelling the


fable? Unsa nga kinaiya ang imong gipakita sa pag-
asoy sa minugna nga estorya?

Abstraction What have you noticed when I tell the fable?


(5 mins) (Unsa man ang inyong nabantayan sa dihang gi-asoy ko ang
estorya?) Did I stop? (Nihunong ba ko?)Did I say it aloud? (
Gikusog ba nako ang akong tingong para madungog sa
tanan?) When I emphasize a word what did I do with my
voice/intonation? (Nag-usab-usab ba ang akong tuno?)

Practice Application Call two pupils to retell the fable “Si Jessie ug ang Punuan”
- What practice (10 mins) and the rest of the class will perform the following signals:
exercises/application Wave right hand – raise intonation (Kon mausob ang
activities will I give to tunada sa akong tingog iwara-wara pataas ang tuo nga
the learners? kamot)
Raise up left fist – stop (Kon mohunong ko ug dugay
ibawog ang wala nga kumo)
Cross arms – pause ( I porma og ekis ang duha ka bukton
kon moginhawa.)

Assessment Assessment Matrix


(Refer to DepED Order Levels of What will I assess? How will I assess? How will I score?
No. 73, s. 2012 for the Assessment
examples)
Knowledge
Process or Skills .

Understanding(s)

Products/perform Tell a short Group Rubrics


ances common fable in presentation 1. Observan
(Transfer of your community ce of all
Understanding) and observe the the
(5 mins) mechanics in telling mechanic
fables. s in
(I-asoy ang inyong telling
nahibalu-an nga fable (5
fables(mugna nga points)
estorya) sa inyong 2. Failure of
komunidad.) one
compone
nt (4
points)
3. Failure of
two
compone
nts (3
points)
4. Failure of
three
compone
nts (2
points)
5. No
presentat
ion (1
point)

Assignment Reinforcing the Ask your parents one fable and be ready to submit it
day’s lesson tomorrow.
(5 mins) (Pangutana sa inyong mga ginikanan bahin sa mga mugna
nga estorya unya ihatag nako ugma ang usa niini.)

Enriching the day’s


lesson
Enhancing the
day’s lesson

Preparing for the


new lesson

Edited by : Date Edited : January 26-27,2014


Edna Y. Bato
Zenaida L. Boyles
Maria Vilma A. Torreda
Evan T. Lisondra
Mary Grace C. Turceno

Appendix A:

Si Jessie Ug Ang Puno-an


Sinulat ni: Anni S. Gako

Sa unang panahon, samtang makigsulti pa ang mga puno-an sa kahoy


ngadto sa mga bata, dihay managhigala nga puno-an ug si Jessie. Sa bata pa si Jessie,
magdula kini sa mga sanga ug kon kapoyon siya moingon ang puno-an nga “anhi lang dinhi
pahulay”, ug tuod man gibuhat usab kini ni Jessie. Milabay ang mga katuigan, si Jessie
nidako na. Nibalik siya didto sa iyang higala nga puno-an ug miingon “dako na ko, busa dili
nako angay magdula pa sa imong puno-an, ang akong kinahanglan kay kwarta”. Ug miingon
ang puno-an “wala ako’y kwarta, pero naa ko’y bunga. Kuhaa kini ug makakwarta ka niini.”
Tuod man gibuhat kini ni Jessie. Milabay pa gyod ang mga katuigan ug mibalik si Jessie didto,
ug nalipay kaayo ang puno-an. Miingon si Jessie “Duna na ako’y asawa, ug ang akong
kinahanglan ang balay. “Mitubag ang puno-an “wala ako’y balay mahatag nimo pero
magamit nimo ang akong mga sanga sa pagbuhat ug balay, putla lang kini”. Ug giputol kini ni
Jessie ug gihimo og balay. Us aka adlaw niana, nahibulong ang puno-an kay kalit nitungha si
Jessie, miingon ang puno-an “wala na ako’ybunga ug mga sanga, tuod na lamang ang
nahibilin.” Mitubag si Jessie “Salamat higala sa tanan nimong gibuhat para nako. Pero sige
lang, magtanom ko ug daghan sama nimo para dili ka mawala sa akong panumduman aron
pirme kita nga mag-uban – uban”. Nalipay og daku ang puno-an.
Name of Shirley A. Laborte Grade Level: Grade 1
Teacher
Learning MTB- Quarter: 4th Quarter Module No.
Area: MLE
Competency: Tell /Retell Jokes
iPlan No. 29 50 minutes
Key Understanding to There are different kinds of jokes. Some heard or intentionally composed .
be developed Thus, people tell, retell it to others.
Learning Objectives Knowledge Tell / Retell jokes .
Skill Distinguish good jokes from bad jokes.
Compose jokes .
Attitude Display cheerfulness to others through
telling/retelling good jokes
Demonstrate critical thinking in composing jokes
Resources Needed CG MT1 OL IVa j9.1, Sample jokes, laptop, LCD projector, cassette tape, CD ,
picture
Elements of the Plan
Preparations Introductory Listening/Singing from any funny music e.g.“ Si Iko
- How will I make the Activity Manananggot”
learners ready? (optional) Asks: 1.What do you feel upon listening to the music
- How do I prepare the (3 mins) played?
learners for the new 2.What other instances that you laugh or you made other
lesson? people laugh?
- How will I connect Note : Teacher may use another funny songs in her/his
my next lesson with own choice.
the past lesson?
Presentation Activity  Show jokes in LCD presentation on “ Dos
- (How will I present (15 mins) Companeros “
the new lesson? or playing jokes using cassette tape
- What materials will I Asks:
use? 1. What is the show all about ? / What do you hear?
- What generalization 2. Did you enjoy watching it? Why ? / Did you enjoy
/concept /conclusion listening on
/abstraction should it ? Why ?
the learners arrive at? 3. What is the difference in joke no. 1 from joke no.
2?
4. How do we consider that it is a good joke? bad
joke?

1. Read the following jokes :


Teacher: Pedro! Asa ang HAWAII?
Pedro: Mao na diha mam! Bisan asa man gud ibutang!
Nya akoy pangitaan!
2. Group Activity.
Compose jokes out from the funny pictures.
e.g. from the comic strips

Tell to the class the composed jokes ( group output )


Analysis How do you find the activity?
(7 mins) What trait/s you develop in composing jokes?
Pupils retell the jokes they heard from the other
group.
Which joke is good? bad?
Is cheerfulness displayed in telling the joke?
Note : Teacher expound that there is cheerfulness in telling
jokes.
Abstraction How do you tell/ retell jokes?
(5 mins) What are the things to consider in composing
jokes?

Practice Application Group the class by 4 pupils. Each group will present one
- What practice (10 mins) joke for the class.
exercises/application The class will identify whether the joke is good or bad.
activities will I give to
the learners?
Assessment Assessment Matrix
(Refer to DepED Order Levels of What will I How will I assess? How will I score?
No. 73, s. 2012 for the Assessment assess?
examples)
Knowledge Group retelling good joke 5- most
(5 mins) they learned humorous
4- more
humorous
3- less
humorous
Process or Skills .

Understanding(s)

Products/perform
ances
(Transfer of
Understanding)

Assignment Reinforcing the


day’s lesson

Enriching the day’s


lesson(5 mins) Write 1 good joke in a sheet of paper.
Enhancing the
day’s lesson
Preparing for the
new lesson

Appendix :

Songs :

“Si Iko Manananggot “

Si Iko manananggot
Sa lubing walay udlot
Pagbira bakukang
Si Iko natikangkang.

Name of TALISAY CITY DIVISION Grade Level: Grade 1


Teacher
Learning MTB- Quarter: 4th Quarter Module No.
Area: MLE
Competency: Respond to an informational text through discussions and illustrations.

iPlan No. 30 50 minutes


Key Understanding to
be developed Children can react to varied informationaal text through discussions and illus trat

Learning Objectives Knowledge Give their own interpretation regarding discussions and
illustrations presented.
Skill Perform situations given.
Attitude Relate their learnings from the discussions and
illustrations to real life situations.

Resources Needed
Pictures/ posters of family, school and scenery
Elements of the Plan
Methodology
Preparations Introductory Teacher will present different jokes.
- How will I make the Activity Joke 1.
learners ready? (optional) Foreigner: Hey, man!
- How do I prepare the (3 mins) Please call me a taxi.
learners for the new Boy: Yes, Sir.... You are a
lesson? taxi?
- How will I connect Joke 2.
my next lesson with Juan:
the past lesson? Knock,knock
Pedro: Who's there?
Juan: Tuna
Century
Pedro: Tuna Century
who?
Juan: On the first day of C

Ask: 1. Why are you


laughing?
* Pupils will expla
reactions.
Presentation Activity 1. Show pictures/ posters of family, school and scenery.
- (How will I present (15 mins) Ask: 1. What you see in the pictures/posters?
the new lesson? 2. What can you say about it?
- What materials will I 3. What do you feel?
use? 2. Group Activity
- What generalization The class will be divided into 5 groups.
/concept /conclusion Each group will be given different pictures.
/abstraction should Goup 1: Pictures of a Happy Family
the learners arrive at? Group 2: Pictures of pupils attending Flag
Ceremony
Group 3: Pictures of people attending mass
Group 4: Picture of Magellan's Cross
Group 5: Pictures of Community Helpers
* Each group will answer the following questions:
Ask: 1. What can you see in the pictures/posters?
2. What can you say about it?
3. What do you feel?

Analysis
(7 mins) 1.Let the pupils tell /share what they understand on the giv
slogan:
" Ginadili ang paglabay og sagbot/basura dinhing dapita"
* teacher-pupil interaction
2. Let the pupils react on his/her thoughts and feelings to va
informational text through discussions and illustrations.

Abstraction
(5 mins)

If you happened to see different signs/illustrations,what wil


Why?

Practice Application
- What practice (10 mins) Group Presentation: Pupils will present different reminders
exercises/application found in the classroom.
activities will I give to
the learners? 1. May basurahan dinhing
dapita.
2. Kung musulod sa C.R. gamit
tsinelas.
3. Sulod sa classroom magpam
usa'g usa.

Assessment Assessment Matrix


(Refer to DepED Order Levels of What will I assess? How will I assess? How will I score?
No. 73, s. 2012 for the Assessment
examples)
Knowledge

Process or Skills Perfrom the Performing the .


(5 mins) given given situations 5-4 - klaro ang pa
situatio : Role through role mensahe
ns of playing 3-2 - di kaayo kla
the members of pagpakita
the sa mensah
family. 1 - nakaperform
mapakita an
mensahe
0 - Wala nakap

Understanding(s)

Products/perform
ances
(Transfer of
Understanding)

Assignment Reinforcing the Let the pupils do this with their


day’s lesson parents.
(5 mins) Isuwat kung unsa ang buot ipasabot sa panultihon sa atong
nga si
Doktor Jose Rizal nga " Ang Kabataan maoy Paglaum sa Nas
.

Enriching the day’s


lesson
Enhancing the
day’s lesson

Preparing for the


new lesson

Edited by : Date Edited : January 26-27,2014


Edna Y. Bato
Zenaida L. Boyles
Maria Vilma A. Torreda
Evan T. Lisondra
Mary Grace C. Turceno
Name of Teacher Felicitas C. Ramirez Grade/Year Level One
Learning Area: MTB-MLE 1 Quarter: 4 th Module No:
Competencies: Respond to an informational text listened to through songs

iPlan No. 31 Duration 50


(minutes/hours) minutes

Key Understandings to Children can react/respond to an informational text through songs.


be developed
Learning Knowledge Tell the specific works of the community helpers
Objectives Skills Respond to an informational text through a song

Attitudes Demonstrate the spirit of teamwork and cooperation in


doing group activities

Resources K to 12 Curriculum Guide,pictures(community helpers), chart song.


Needed TG, p. 24

Elements Methodology
of the
plan
Preparati Introduct A. Review Lesson
ons ory B. Pupils sing: “Ako Alagad sa Komunidad”
-How will Activity 1. Who are the community helpers mentioned in the song?(Kinsa man ang
I make (Optional mga alagad sa komunidad nga nahisgutan sa kanta?)
the ) 2. Which community helper do you like best? Why?
learners (3 mins) ( Kinsa man gyud ang nagustuhan ninyo?
ready? Ngano man?)
-How do I 3. Show pictures of the following community helpers:
prepare a. Farmer
the b. Driver
learners c. Fisherman
for the d. Policeman
new e. Dressmaker
lesson? f. Carpenter
-How will
I connect
my new
lesson
with the
past
lesson?

Presentat Activity Group Activity: Guessing Game “Who Am I?”


ion (15 mins) 1. Divide the class into 3 groups.
-How will 2. Teacher gives same instructions to all the groups.
I present 3. Teacher, then reads a text about certain community helpers while pupils listen.
the new 4. Pupils respond to the text thru songs related to the community helpers
lesson? mentioned in the text.
-What 5. Each group is given 10 minutes to prepare/practice the songs.
materials 6. Another 10 minutes is given for the group presentation.
will I use? (See Appendix for the text and the Visayan songs)
-What
generaliz
ation/ Analysis 1. How did you feel while doing the activity? Why?
concept/ (7 mins) (Unsa man ang inyong gibati samtang gabuhat mo sa inyong buluhaton? Ngano man?
conclusio 2. What helped you come up with a good presentation? Explain.
n/ (Unsa may gibuhat sa kada miyembro sa inyong grupo haron makahatag og maayong
abstracti presentasyon?)
on should
the Abstracti >Children respond to an informational text listened to in different ways. One way is
learners on relating it through songs.
arrive at? (5 mins) >Spirit of teamwork and cooperation can be demonstrated while doing any group
activities.

Practice Applicati Group Activity: (Same groupings shall be observed)


-What on
practice (5 mins) Teacher reads short texts about community helpers one at a time. Let pupils relate
exercises them through songs.
/
applicatio
n
activities
will I
give to
the
learners?
Assessment Assessment Matrix
Levels of What How will How will I
Assessment will I Assess? Score?
assess?

Knowledge

Process or
Skills

Understand
ing(s)

Divide Thru a Rubric


Products/p the class (found in the Appendix)
erformance into 4
s groups.
(Transfer of Each
Understand group
ing) performs
(10 mins) the songs
individual
ly.

Groups I
and II: “
Magtano
m Dili
Siaw”

Groups III
and IV:
“Ako Kini
Si Angge”
Assignment Reinforcing
the day’s
lesson
Enriching
the day’s
lesson

Enhancing
the day’s
lesson
Preparing Choose a community helper that you like best and be ready to act out his/her work
for the new infront of the class.
lesson
(5 mins)
Prepared by:
FELICITAS C. RAMIREZ
Master Teacher I
Plaza C/S Tanjay City Division

Edited by : Date Edited : January 26-27,2014


Edna Y. Bato
Zenaida L. Boyles
Maria Vilma A. Torreda
Evan T. Lisondra
Mary Grace C. Turceno

Instructional Plan in MTB – Grade I


Name of Evan T. Lisondra (Toledo, Division) Grade Grade 1
Teacher Level
Learning Area: MTB-MLE Quarter: 4th
Fourth
Competency: (MT1LCIVh-j10.1) Respond to an informational text through dramatization
listened to.

i plan No. Duratio 50


32 n minutes
Key Respond to an informational text through dramatization listened to about the
Understa role of community helpers.
nding to
be
develope
Learning Knowledge Pupils react to an informational text through dramatization
d
Objective listened to.
s Skill Respond to an the informational text through dramatization
listened to about the role community helpers
Attitude Cite ways in showing appreciation about the roles of community
Resource helpers.
s Needed Learner’s Material, pp.11-12
K to 12 Curriculum Guide
IM’s:Pictures of community helpers, charts and flashcards

Elements Methodology
of the
Plan
Preparati Introductor
ons y Activity 1 Checking Assignment on choosing a community helper they like
- How will (Optional) best.
I make (3 mins) Why do like them?
the ( Let a pupil stand and tell why he like to be a fireman, doctor,
learners teacher ,fireman)
ready?
- How do 2. Show pictures of the different community helpers.
I prepare Let the pupils identify the role of each community helpers.
the
learners
for the
new
lesson?
- How will
I connect
my new
lesson
with the
past
lesson?
Presentat Activity 1. Group the pupils into four.
ion (15 mins) 2. Distribute one (1) envelope in each group and let them
- (How dramatize or act out the situation inside the envelope.
will I Situation I: ( Teacher teaching in the classroom)
present Situation 2: (Firemen putting off fire)
the new Situation 3: ( Vendors Selling of goods in the market)
lesson? Situation 4: (Garbage Collector collecting garbage)
- What
materials Analysis Ask: 1.How do you feel doing the activity?
will I use? (7 mins) 2.What does a teacher do? a fireman?a vendor? a garbage
- What Collector?
generaliz 3, Which community helper do you want to be when you
ation grow
/concept up? Why?
/conclusi Valuing : How did community helpers help us? Do we need to
on thank
/abstracti them? Why?
on should (Angay ba nato silang pasalamatan?)Ngano man?
the
learners Abstraction L Based on the dramatization shown by the group,
arrive at? (5 mins) 11 . What did each community helpers do? Do they have the
same role in the community?
L (Pareha ba sila og buluhaton ang mga alagad sa
komunidad?)

Practice Application Group Activity:( Guessing Game- Guess Who?)


- What (10 mins) 1. Group the pupils into eight (8) groups
practice 2.Four (4) groups will pick-out act out situations in the box
exercises/ and the other
applicatio four groups will guess the answer
n
activities Situations:
will I give 1.Si Noy Pedro naghipos ug nanguha sa mga basura para
to the malimpyo ang palibot.
learners? 2.Si Nang Maria namaligya og isda sa merkado
3. Si Ana mahilig mo kaon og candy.Usa ka adlaw niana ni sakit
ang iyang ngipon ug gidala
siya sa klinika sa iyang mama.Gi tan aw ug gi-ibot ang iyang
ngipon.
4.Si Noy Lando nanahi og gubang sapatos ,

Assessme Assessment Matrix


nt Levels of What will How will I assess? How
Assessme I assess? will I
(Refer to nt score?
DepED Knowledg How 1
Order No. e pupils Copy and answer Buluhaton 9,p.11 (LM) point
73, s. (5 mins) respond for
2012 for to every
the informati correc
examples onal text t
) about answe
the role r
communi
ty helpers
through
dramati
zation
listened
to.
Process or
Skills

Understa
nding(s)

Products/
performa
nces
(30%)
(Transfer
of
Understa
nding)
Itakdo ang Hanay A ngadto sa Hanay B.
Hanay A Hanay B
1. Pulis
A . Nag-atiman sa mga
masakiton

Doktor
Assignme Reinforcing the 2. B . Tighatod og sulat.
nt day’s lesson
(5 mins) Panadero C. Magbalantay sa kalinaw
3.

Kartero
D. Tigpabilin sa kahapsay
3. ug kalinaw.

Enriching the
day’s lesson
Enhancing the
day’s lesson
Preparing for the
new lesson

Prepared by:
EVAN T. LISONDRA
Teacher III
Toledo City Division

Edited by : Date Edited : January 26-27,2014


Edna Y. Bato
Zenaida L. Boyles
Maria Vilma A. Torreda
Evan T. Lisondra
Mary Grace C. Turceno