Quarter 4 Grade 1 Sinugbuanong Binisaya Teachers Guide Second Edition1 PDF

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BASA PILIPINAS
TEACHER’S GUIDE
GRADE 1 MOTHER TONGUE
(SINUGBUANONG BINISAYA)
QUARTER 4
Developed based on DepEd’s K–12 Curriculum Guide

in Mother Tongue, July 2015
MARCH 2016
This learning resource was produced with the generous support of the American people through the
United States Agency for International Development (USAID) under the Basa Pilipinas Project and
the Department of Education.
TEACHER’S GUIDE GRADE 1 MOTHER TONGUE – SINUGBUANONG BINISAYA
MTB-MLE – Grade 1 Quarter 4
Teacher’s Guide - Sinugbuanong Binisaya
Second Edition, 2016
Published by U.S. Agency for International Development (USAID)
Produced under USAID/Basa Pilipinas with support from the Department of Education (DepEd)
Technical Director: Nancy Clark-Chiarelli, EdD
Author: Bonita Marie Cabiles
DepEd Reviewer: Rosalina Villaneza, EdD

OIC Chief – Curriculum Development Division,
DepEd – Bureau of Elementary Education
Content Reviewer: Perla Cuanzon, EdD
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Language Reviewer: Richel Dorotan
Layout Artists: Gail Rae Javier, Ryan Garcia, and Harry James Creo
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Non-text materials, i.e., songs, stories, poems, pictures, photos, brand names, etc. included in
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this book are copyright to their respective owners. The publisher and authors claim no credit or
ownership over them. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners.
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A selection of stories from Adarna House, Anvil Publishing, and LGM/Vibal Publishing House were
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used with permission from the publishers.

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No part of this material may be reproduced or transmitted in any form or by any means, electronic
or mechanical, including photocopy, or any information storage and retrieval system without
permission from the publisher.
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GOVERNMENT PROPERTY. NOT FOR SALE.
Printed in the Philippines
Department of Education - Bureau of Learning Resources (DepEd - BLR)

Ground Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City
Telefax: +63 (02) 634-1027; 634-1054; 631-4985
E-mail Address: blr.lrqad@deped.gov.ph * blr.lrph@deped.gov.ph
DEPED COPY. All rights reserved. No part of this learning resource may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. Second Edition, 2016.
GRADE 1 MOTHER TONGUE – SINUGBUANONG BINISAYA TEACHER’S GUIDE
CONTENTS
Week 31: Respeto ug Kaluoy para sa Uban
(Respect and Kindness for Others). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Week 32: Respeto ug Kaluoy para sa Uban

(Respect and Kindness for Others). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Week 33: Pagkonserbar sa Enerhiya ug Kalikopan

(Conserving Energy and the Environment). . . . . . . . . . . . . . . . . . . . . . . . . . 51
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Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
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Week 34: Pagkonserbar sa Enerhiya ug Kalikopan
(Conserving Energy and the Environment) . . . . . . . . . . . . . . . . . . . . . . . . . 73
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Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
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Week 35: Pagpanglimpiyo ug Pagpanindot sa atong Palibot

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(Making our Surroundings Clean and Beautiful) . . . . . . . . . . . . . . . . . . . . . 95

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Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
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Week 36: Pagpanglimpiyo ug Pagpanindot sa atong Palibot

(Making our Surroundings Clean and Beautiful). . . . . . . . . . . . . . . . . . . . . 123
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Week 37: Pagpuyo nga Luwas ug Himsog sa Akong Komunidad

(Staying Safe and Healthy in My Community) . . . . . . . . . . . . . . . . . . . . . . 145
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Week 38: Pagpuyo nga Luwas ug Himsog sa Akong Komunidad

(Staying Safe and Healthy in My Community) . . . . . . . . . . . . . . . . . . . . . . 169
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
CONTENTS
Week 39: Pagpangandam sa Emerhensiya ug Katalagman
(Emergency and Disaster Preparedness). . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
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QUARTER 4 WEEK 31
WEEK
31
TEACHER’S GUIDE
GRADE 1
MOTHER TONGUE
SINUGBUANONG
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BINISAYA
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THEME: RESPETO UG KALUOY PARA SA UBAN

(RESPECT AND KINDNESS FOR OTHERS)
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READ ALOUD STORY: LINGIN NGA ITLOG (BILOG NA ITLOG)

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. Second Edition, 2016. 1
OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 1

SINUGBUANONG BINISAYA
QUARTER 4, WEEK 31 (50 MINUTES PER DAY)
Theme: Respeto ug Kaluoy para sa Uban (Respect and Kindness for Others)
Read Aloud Story: Lingin nga Itlog (Bilog na Itlog)
(Retold by: Al Santos; Illustrator: Josefina Sanchez)
Day Domain Objectives Subject Matter
OL • MT1OL-IVa-i-9.1 • Storytelling
Tell/retell stories previously read or
• Using Descriptive Words
heard
• Sight Words
• MT1OL-IVa-i-6.2
Participate actively in class
discussions on familiar topics
Daily
• MT1OL-IVa-i-1.3
Talk about familiar objects using
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descriptive words
PWR • MT1PWR-IVa-i-7.1
Read sight words and other grade
level words
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G • MT1GA-IVa-d-2.4 • Read Aloud Story:
Identify describing words that refer Lingin nga Itlog (Bilog na Itlog)
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to shapes in sentences
• Describing Words/Adjectives
V • MT1VCD-IVa-i-2.1.1
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Give meanings of words through • Noting Important Details

picture clues and context clues
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LC • MT1LC-IVa-b-1.2
Note important details in grade
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level literary text listened to
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DOMAINS: OL – Oral Language PWR – Phonics and Word Recognition F – Fluency

C – Composing G – Grammar Awareness and Structure V – Vocabulary Development
2 electronic or mechanical including photocopying – without written permission from the DepEd Central Office. Second Edition, 2016.
QUARTER 4 WEEK 31
Teacher Activities Learner Activities

1. Daily Routine can be any of the following: 1. Daily Routine can be any of the following:
a. Storytelling a. Storytelling
• Teacher asks pupils to tell or retell stories • Pupils tell or retell stories heard or read
they have heard or read in the past
b. Sharing
b. Sharing • Pupils talk about familiar topics such as family,
• Teacher prompts pupils to talk about familiar friends, and school
topics such as family, friends, and school
c. Reading of sight words and other grade level
c. Reading of sight words and other grade level words
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words
• Pupils read sight words and other grade level
• Teacher drills pupils on reading sight words words correctly
and grade level words
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1. Routine (Refer to Daily activities) 1. Routine (Refer to Daily activities)
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• Sharing: Objects and Shapes • Sharing: Objects and Shapes
2. Read Aloud Story: Lingin nga Itlog 2. Read Aloud Story: Lingin nga Itlog
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(Bilog na Itlog) Bilog na Itlog)

Pre-Reading Activities Pre-Reading Activities
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• Teacher unlocks unfamiliar words and • Pupils talk about words, phrases or
expressions expressions that are unfamiliar
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• Teacher asks questions to stimulate pupils’ • Pupils talk about experiences related to the
interest about the story story. They talk about the cover of the story,
and set a purpose for reading.
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During Reading Activities

• Teacher reads the first part of the story to During Reading Activities
the pupils • Pupils listen attentively to the story read
After Reading Activities After Reading Activities
• Teacher asks questions about details in the • Pupils answer questions about the story. They
story talk about the important details in the story.
3. Concluding the Session 3. Concluding the Session

• Teacher gives homework • Homework: Pupils answer given worksheet
for homework
LC – Listening Comprehension RC – Reading Comprehension SS – Study Strategies
ATR – Attitude Towards Language, Literacy, and Literature * – Basa-added Objective

PWR • MT1PWR-IVa-i-6.2 • Read Aloud Story:
Spell correctly Grade 1 level words Lingin nga Itlog (Bilog na Itlog)
consisting of letters already learned
• Spelling Words
LC • MT1LC-IIh-8.2
Retell a story listened to • Story Retelling
• MT1LC-IVh-i-10.1
Respond to text listened to through
illustrations and dramatization
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G • MT1GA-IVa-d-2.4 • Storytelling
Identify describing words that refer
• Adjectives: Feelings
to feelings in sentences
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V • MT1VCD-IIIa-i-3.1 • Synonyms
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Identify and use synonyms and
• Antonyms
antonyms correctly
3 PWR • MT1PWR-IVa-i-3.2.1
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Write phrases and simple sentences

correctly
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V • MT1VCD-IVa-i-3.1 • Sight Words and Grade Level

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Identify, give the meaning of, and Words

use compound words in sentences
• Compound Words
SS • MT1SS-IVa-e-4.2
Get information from a simple bar • Bar Graphs
graph
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QUARTER 4 WEEK 31

• Sight Words and Grade Level Words • Sight Words and Grade Level Words
2. Spelling Words 2. Spelling Words

• Teacher gives activity on spelling words from • Pupils participate in the activity on spelling
the story words.
3. Retelling of the Read Aloud Story: 3. Retelling of the Read Aloud Story:
Lingin nga Itlog (Bilog na Itlog) Lingin nga Itlog (Bilog na Itlog)
• Teacher instructs pupils, in groups, to make • Pupils make puppets for characters in the
puppets for characters in the story. Then, he or story. Then, pupils act out the events in the
she asks them to act out the story using puppets. story using puppets.

• Teacher asks pupils to show their homework • Pupils show their homework to a classmate
to a classmate and talk about it
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• Retelling stories showing emotions of • Retelling stories showing emotions of

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happiness, sadness, or fear happiness, sadness, or fear
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2. Synonyms and Antonyms 2. Synonyms and Antonyms
• Teacher synonyms and antonyms of words • Pupils participate actively in discussion
that describe feelings of synonyms and antonyms. They make
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sentences from synonyms and antonyms.

3. Concluding the Session
• Teacher gives homework 3. Concluding the Session
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• Homework: Pupils draw their favorite

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emotion and write situations when they feel

these emotions
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2. Compound Words 2. Compound Words

• Teacher introduces compound words • Pupils participate actively in the discussion
on compound words. They form compound
3. Bar Graphs
words from given words.
• Teacher introduces a bar graph. He or she
gives an activity on interpreting bar graphs 3. Bar Graphs
• Pupils participate actively in the activity. Pupils
talk about the information presented in the
• Teacher gives homework
bar graph.

• Homework: Pupils review spelling words

PWR • MT1PWR-IVa-i-6.2 • Read Aloud Story:
Spell correctly Grade 1 level words Lingin nga Itlog (Bilog na Itlog)
• Spelling Words
WC • MT1C-IVa-i-1.3
Express ideas through phrases,
sentences, or longer texts using
both invented and conventional
spelling
ATR • MT1ATR-IVa-j-4.1
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Show interest in texts by browsing/
reading available print materials

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QUARTER 4 WEEK 31

• Shapes • Shapes
2. Spelling Test 2. Spelling Test

• Teacher gives spelling test • Pupils correctly spell grade level words
3. Shared Reading of the Read Aloud Story: 3. Shared Reading of the Read Aloud Story:
• Teacher reads the story again. He or she • Pupils actively participate in the story reading.
asks pupils to participate in the reading of the They volunteer to read parts of the story.
story.
4. Making a Character Profile
4. Making a Character Profile • Pupils participate actively in the activity.
• Teacher discusses making a character profile
through a graphic organizer as a class. He or
• Homework: Pupils retell the Read Aloud
she models the process.
Story to their family members
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NOTES
ADLAW OBJECTIVES
• MT1OL-IVa-i-6.2 Participate actively in class discussions on
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familiar topics
• MT1GA-IVa-d-2.4 Identify describing words that refer to
shape in sentences
• MT1VCD-IVa-i-2.1.1 Give meanings of words through picture clues
and context clues
• MT1LC-IVa-b-1.2 Note important details in grade level literary text
listened to
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b
Aa B
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Gg H
Ee F
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RUTINA: PAGPAAMBIT (ROUTINE: SHARING)
MATERIALS
• Teacher shows pupils a picture of a white circle and asks them
1. Copy of Read Aloud
what they see.
Book: Lingin nga Itlog
(Bilog na Itlog)
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2. Vocabulary word written
on flashcards
3. Picture of a circle O
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Teacher says: Unsay inyong makita sa hulagway?

(What do you see in the picture)
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• Once pupils have answered lingin (circle), teacher asks questions

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about things they know that are round.

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Teacher says: Unsang mga butanga ang adunay porma nga lingin?
Ang saging ba lingin? Ang Bulan? (What things are round? Does a
banana have a round shape? How about the moon?)
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• Teacher asks three volunteers to give examples of things that have

a round shape. Write their answers on the board. Then, ask pupils
to discuss with a partner an object that has a round shape.
Teacher says: Kuyog sa inyong kauban, paghunahuna og usa ka butang

nga ang porma kay lingin. Estoryahi ninyo kon unsaon paghulagway aning
butanga. Unsay mabuhat aning butanga? Asa kini makit-i? Unsay kolor
niini? (With your classmate, think of a thing that has the shape of
a circle. Talk about how you will describe this object. What can
this object do? Where can you find it? What color does it have?)
• After five minutes, teacher asks for three volunteer pupils to share
to the class. Ask them to describe the object but not reveal it.
Their classmates will guess what it is.
QUARTER 4 WEEK 31
Teacher says: Inyong ipaambit sa inyong mga kauban sa klase NOTES

kon unsa ang butang nga inyong giestoryahan. Pero inyo usa kining
ihulagway ug unya ipatag-an kini sa inyong mga kauban. (You are
going to share with your classmates the object that you and your
partner talked about. However, you will first describe it and then,
ask your classmates to guess it.)
• Teacher then asks pupils to form a group with another pair and
they take turns in guessing each other’s objects.
PAGBASA SA SUGILANON: LINGIN NGA ITLOG

2 (READING OF THE READ ALOUD STORY:
BILOG NA ITLOG)
BULUHATON SA DILI PA MAGBASA (PRE-READING ACTIVITIES)
a. Paglab-as sa mga Kanhing Nahibal-an
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(Activating Prior Knowledge)
Teacher says: Ganiha nag-estorya ta bahin sa mga butang nga
lingin. Aduna pa ba moy mahunahunaan nga mga butang nga lingin?
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(Earlier, we talked about things that have the shape of a
circle. Are there other things you can think of that have a circular
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shape?)
• As pupils give their answers, write the answers on the board.

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• Teacher shows a drawing of an egg or a real egg. To help pupils

decide, show the egg beside the picture of the circle.
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Teacher says: Aduna koy ipakita kaninyo. Tan-awa kini ug

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hunahunaa kon lingin ba kini. Unsa kini? Lingin ba ang porma niini?
(I have something to show you. Look at it and tell me if it is a
circle. What is this? Does this have the shape of a circle?)
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Teacher says: Nakakita na ba mo og lingin nga itlog? … Ang

atong sugilanon karong adlawa kay bahin sa lingin nga itlog. Pero usa
ko magbasa, aduna usa koy mga pulong nga gustong ipaambit kaninyo.
(Have you seen an egg shaped like a circle? … Our story today
is about an egg that has the shape of a circle. However, before I
read, there are some words I want to share with you.)
b. Pagtangtang sa mga Kalisdanan

(Unlocking of Difficulties)
• Teacher uses pictures, context, or gestures to help pupils describe
some of the difficult words in the story. Below are some suggested
words.
–– Sidlakan (East)
• Teacher uses a yellow ball to demonstrate where the sun

rises and sets. As the teacher asks questions, he or she
demonstrates by moving east and west in the classroom.
NOTES Teacher says: Mga bata, nakabantay mo kon asa mosidlak ang adlaw
kada buntag? Asa kaha dapit? Dinhi? Didto? (Children, do you
notice where the sun rises in the morning? Where do you think?
Here? There?)
• Teacher leads pupils to giving the correct location, east, although

they may not know the term. Demonstrate and have pupils face
north. Let them raise their right hand and point to the right.
Teacher says: Karon gaatubang kamo sa norte. Ipataas ang inyong tuo
nga kamot ug itudlo sa tuo. Mao kana ang sidlakan. Mosidlak ang adlaw
kada buntag sa sidlakan. (Now, you are facing the north. Raise your
right hand and point to the Right. That is the East. The sun rises
in the east every morning.)
• Teacher uses the ball to demonstrate the rising of the sun in the
east. As he or she does this, he or she says: Mosidlak ang adlaw sa
Sidlakan. (The sun rises in the east.) Have the pupils repeat the
sentence and do the action. Show the word “Sidlakan” written on
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flashcard.
–– Kawanangan (outer space/universe)
• Teacher shows a picture of outer space. Ask pupils to describe it

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and if they know what it is called. They may give the term outer
space or universe if this is more familiar to them. If so, give them
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the term in mother tongue.
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–– Mohingkod (mature)
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• Teacher shows a picture of a young watermelon and a mature

watermelon. Ask pupils questions to compare the two and
determine which one is the young fruit and the mature
watermelon.
References:
1. Young watermelon - http://elephantsandrutabagas.wordpress.

com/2012/07/23/baby-watermelon-promises/
2. Mature watermelon - http://hubpages.com/hub/How-to-Grow-

Sugar-Baby-Watermelons
QUARTER 4 WEEK 31
Teacher says: Unsa kining prutasa? Itandi ang duha ka prutas. NOTES
Unsay inyong ikasulti? … Hain ang bata pa nga pakwan?
Hain ang mas gulang na nga pakwan? Nganong nakahibalo man mo
nga bata pa o mas gulang na ang mga pakwan sa letrato?
(What is this fruit? Compare the two fruits. What can you say? …
Which one is the young watermelon? Which one is the mature
watermelon? How can you tell which watermelon in the picture is
young and mature?)
• Teacher shows the word “mohingkod” written on a flashcard.

Have pupils read the word.
Teacher says: Kining maong pakwan (pointing to the picture of the

mature watermelon) kay hingkod na. Tam-is ang pakwan labi na kon
mohingkod. Unsay pasabot sa “mohingkod”? (This watermelon is
mature already. The watermelon is sweet especially when it gets
ripe. What does the word “mohingkod” mean?)
• Teacher lets pupils read the vocabulary words written on flash
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cards. Teacher asks pupils to pay attention to these words during
the reading of the story.
c. Pagtag-an ug Paghatag og Tumong sa Pagbasa

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(Prediction and Setting a Purpose for Reading)
• Teacher shows cover of the book and asks pupils questions to talk
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about it.
Teacher says: Tan-awa ang hapin sa libro. Unsay inyong makita?

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Kinsa o unsa kaha ang bida sa sugilanon? . Unsay ulohan sa

sugilanon? Kinsa ang nagsugilon? Unsay buot ipasabot sa “gisugilon
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og balik”? … Kinsa ang nagdibuho? (Look at the cover of the book.

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What do you see? Who or what is the main character in the

story? … What is the title of the story? Who is the writer? What
does “retold” mean? … Who is the illustrator?)
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• Teacher lets volunteer pupils read the title and give the names
of the author and illustrator. Teacher explains to pupils that the
story is written by someone who may have heard or read the story
before.
Teacher says: Bahin sa unsa kaha ang estorya? Unsay inyong

gustong mahibaw-an bahin sa estorya? … Unsay kalahian sa itlog sa
atong estorya? Unsa kahay iyang gibati nga lingin siya?
(What is the story about? What do you want to know about
the story? … What makes the egg in our story unique?
How do you think does the egg feel about having a
round shape?)
BULUHATON ATOL SA PAGBASA
(DURING READING ACTIVITIES)
• Teacher reads the story pausing at different pages to check pupils’

comprehension and focus on some significant parts of the story.
Below are some suggested pages.
NOTES • After reading pp. 4 – 5: Nganong naguol man si Lingin? Unsay gibuhat
sa iyang mga kaduwa? … Tan-awa ang hulagway. Nganong gisungog man
nila si Lingin? (Why is Lingin sad? What are his playmates doing?
… Look at the picture. Why are his friends teasing Lingin?)
• After reading pp. 8 – 9: Unsay gibuhat ni Lingin? Nganong iya man

kining gibuhat? Asa kaha paingon si Lingin? (What does Lingin do?
Why? Where do you think does Lingin go?)
• After reading pp. 14 – 15: Nganong malipayon man si Lingin?

(Why is Lingin happy?)
• After reading pp. 28 – 29: Nganong malipayon na man si Lingin sa

iyang pag-uli? Unsay nahunahunaan ni Lingin? Magul-anon kaha gihapon
siya tungod sa iyang porma? (Why is Lingin happy on his way home?
What is Lingin thinking? Do you think Lingin will still be sad
because of his shape?)
BULUHATON PAGKAHUMAN OG BASA
(AFTER READING ACTIVITIES)
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• Teacher asks pupils questions about the story. Below are some
examples:
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–– Unsay problema ni Lingin? (What is Lingin’s problem?)
–– Nganong gisungog man si Lingin? Unsay sayop sa pagka lingin ni

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Lingin? (Why is Lingin teased? What is wrong with Lingin being
round?)
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–– Kon kamo si Lingin, unsa kahay inyong bation?

(If you were Lingin, what would you feel?)
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–– Sa unsang mga butang gitandi si Lingin?

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(To which objects is Lingin compared?)
–– Kinsay mga natagboan ni Lingin? (Who does Lingin meet?)

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–– Unsay giingon sa iyang mga natagboan? Nakatabang ba kini kang

Lingin? (What do they say to him? Does this help Lingin?)
• Teacher asks pupils to identify the details in the story. Teacher

can use a story map for this. He or she lets pupils identify the
characters, setting, events, problem, and solution. These elements
are written on flash cards. Teacher lets volunteer pupils answer
and write their answers on the board.
QUARTER 4 WEEK 31
NOTES
Lugar sa
Ulohan sa Mga
Panghitabo
Libro Karakter
Solusyon Problema
3
PAGTAPOS SA SESYON
(CONCLUDING THE SESSION)
• Teacher gives homework.
PY
• Homework: Tubaga ang mga pangutana sa worksheet.
(Answer the worksheet.) O
Ngalan: _________________ Petsa: _________________
C
1. Isulat ang ulohan sa libro.
_______________________________________________
D
2. Nganong masulub-on si Lingin?

E
_______________________________________________
EP
3. Idibuho ang mga butang nga lingin nga natagboan ni Lingin.
_______________________________________________
D
NOTES
ADLAW OBJECTIVES
• MT1PWR-IVa-i-6.2 Spell correctly Grade 1 level words consisting of letters
2
already learned
• MTILC-IIh-i-8.2 Retell a story listened to
• MT1LC-IVh-i-10.1 Respond to text listened through illustrations and
dramatization
Aa B
b
Ee F
f
Cc D
d
Gg H
h
1 RUTINA: PAGBASA OG MGA PULONG
(ROUTINE: SIGHT AND GRADE LEVEL WORDS)
MATERIALS Teacher says: Mga bata, aduna koy mga pulong nga gustong ipabasa
kaninyo. Ang uban ining mga pulonga kay nabasa na ninyo sa una.
1. Copy of Read Aloud Book:
Ang uban kay mga pulong gikan sa sugilanon nga atong gibasa gahapon.
Lingin nga Itlog
(Children, there are some words that I want you to read. You
(Bilog na Itlog)
may have read some of these words before. Some of them are
2. Stick puppets of characters
from story from the book we read yesterday.)
PY
3. Sight words and grade level
• Teacher drills pupils on sight words previously read. He or she
words
4. Syllables for spelling words adds additional words from the book read. Ask pupils to read
these words and use them in sentences.
O
C
lingin itlog talinis ligid Adlaw
siyagit planeta Sidlakan samtang pakwan

E D
2 MGA PULONG PANITIK (SPELLING WORDS)

EP
Teacher says: Karon, atong sulayan pagtitik ang mga pulong nga inyong
nabasa gikan sa libro. Aduna koy mga silaba. Ikuyog ang mga silaba para
D
makahimo og pulong nga atong nakat-onan og basa ganiha. Isulat sa inyong

mga notebook. (Now, we will try to spell the words that you read
from the book. I have some syllables. Join the syllables to form
the words that we learned to read earlier. Write these in your
notebooks.)
• Teacher prepares flashcards with syllables that will form the

spelling words. Post the syllables on the board.
Example:
ngin it li log
QUARTER 4 WEEK 31
NOTES
PAGSUBLI SA SUGILANON: LINGIN NGA ITLOG
3 (RETELLING OF THE READ ALOUD STORY:
BILOG NA ITLOG)
• Teacher divides the class into groups. Each group is assigned parts
or pages of the book to act out or role play using stick puppets.
• Teacher prepares stick puppets and gives a set to each group

depending on their assigned parts of the story. Teacher also gives
strips of papers with their parts from the book written on it.
When they present, ask pupils to read the dialogue.
Examples:
PY
O
C
Group 1: Pages 4 – 7 – Parte nga gisungog si Lingin sa iyang mga

D
kaduwa ug nakig-estorya iyang mama niya. (Part where Lingin is teased

by his friends and his mother explaining why he is round.)
E
Puppets needed: sad circle, hen, other eggs

EP
Group 2: Pages 8 – 9 – Parte nga molakaw na lang si Lingin

(The where Lingin decided to leave)
D
Puppet needed: sad circle
Group 3: Pages 10 – 13 – Parte nga nakig-estorya si Lingin kang adlaw

(The where Lingin talked to the sun)
Puppets needed: sad circle and sun
Group 4: Pages 14 – 17 – Parte nga nakita ni Lingin nga lingin pod

ang adlaw (The where Lingin realized that the sun also has a round
shape)
Puppets needed: happy circle and sun
Group 5: Pages 18 – 21 – Parte nga natagboan ni Lingin ang mga

pakwan (The where Lingin met the watermelons)
–– Puppets needed: sad circle, happy circle, and watermelon
Group 6: Pages 22 – 25 – Parte nga natagboan ni Lingin ang ligid

(The where Lingin met the wheel)
NOTES Puppets needed: sad circle, happy circle and tire
Group 7: Pages 26 – 27 – Parte nga nagabhian si Lingin ug

naghunahuna (The where night is coming and Lingin is thinking)
Puppets needed: sad circle and moon
Group 8: Pages 28 – 29 – Parte nga miuli na si Lingin (The where

Lingin goes back home)
Puppets needed: happy circle, moon, eggs and hen
• After 10 minutes of practice, teacher asks pupils to present to the

class.
• Teacher then asks pupils to talk about their favorite part of the
story in pairs and why they like it.
Teacher says: Unsay inyong paboritong parte sa estorya? Ngano man?

(What is your favorite part of the story? Why?)
PY
• After pupils share in pairs for 10 minutes, ask volunteer pupils to
share to the class.
4
O
PAGTAPOS SA SESYON
C
• Teacher asks pupils to show and read their homework to their
seatmates. After 10 minutes of sharing, collect the pupils’
D
homework.
E
ADLAW OBJECTIVES
EP
• MT1GA-IVa-d-2.4 Identify describing words that refer to feelings in
3
sentences
• MT1VCD-IIIa-i-3.1 Identify and use synonyms and antonyms correctly
D
• MT1PWR-IVa-i-3.2.1 Write phrases and simple sentences correctly
1 RUTINA: PAGPAAMBIT (ROUTINE: SHARING)
Teacher says: Mga bata, sa sugilanong, Lingin nga Itlog, unsang

mga emosyona ang gibati ni Lingin? … Kadtong gisungog siya sa iyang mga
Cc D
d kaduwa, unsay iyang gibati? … Pagkamatngon niya nga lingin pod ang
adlaw, unsay iyang gibati? (Children, in the story, Bilog na Itlog,
b
Aa B
h
Gg H
Ee Ff
what emotions does Lingin feel? … When he is teased by his

MATERIALS playmates, how does he feel? … When he sees that the sun is
1. Puppets of characters in also round, how does he feel?)
the story • Teacher can use the puppets with sad and happy faces used the
2. Flash cards with words previous day. Then, below it write the appropriate emotions –
showing emotions “malipayon” (happy) and “kaguol” (sad).
QUARTER 4 WEEK 31
• Teacher asks pupils if they know of any other emotions. NOTES
Teacher says: Unsa pang mga pulonga ang magpakita og emosyon?

… Kon gabii unya naay kalit mosiyagit, unsa man inyong bation? …
Kon naa moy kaaway, unsay inyong bation? (What other words
show emotion? … If at night someone suddenly shouts, how
would you feel? …
If you have an enemy, how would you feel?)
• As pupils answer, post the feelings written on flash cards on the

board. Let the pupils read the words.
Teacher says: Unsay gibuhat aning mga pulonga? … Aduna ba

silay gihulagway? Unsay ilang gihulagway? … Nakahinumdom pa mo
kon unsay tawag sa mga pulong nga adunay gihulagway? (What do
these words do? … Do they describe something? What do they
describe? …
Do you still remember what describing words are called?)
• Teacher informs pupils that the words describing feelings are
PY
called adjectives or pungway.
Teacher says: Aduna ba moy mga kasinatian nga naghatag og

kalipay, kaguol, kalagot o kahadlok? Pakig-estorya sa inyong tapad.
O
(Do you have any experience that gave you happiness,
sadness, anger, or fear? Talk to the person beside you.)
C
• After 10 minutes, ask for volunteer pupils to share to the class.
D
2 KAPULONG UG SUHINGPULONG
E
(SYNONYMS AND ANTONYMS)

EP
Teacher says: Ganiha nakat-onan ninyo ang mga pungway nga

nagpakita og emosyon. Tan-awa ang mga pulong sa pisara. Unsang mga
pulonga ang adunay parehas og kahulogan? (Earlier, you learned
D
about adjectives that show feelings. Look at the words on the

blackboard. Which words have similar meanings?) NOTE
Examples: Synonyms and Antonyms

have already been discussed
masulub-on magul-anon malipayon sadya in Quarter 3. Depending
hadlok kuyawan suko lagot on need, teacher can briefly
discuss if pupils still
Teacher says: Nakahinumdom pa mo unsay ngalan sa mga pulong
remember concepts of
nga parehas og kahulogan? (Do you still remember how you call
antonyms and synonyms.
words with the same meaning?)
Aduna poy mga pulong nga baliktad ang kahulogan. Pananglitan, ang
pulong nga “malipayon”, unsa may baliktad ani? (There are also words
that are opposites. For example, the word “malipayon”, what is its
opposite?)
• Teacher asks pupils to match opposite words or synonyms.
NOTES Examples:
masulub-on malipayon suko kalmado

malinawon lagot
• Teacher asks pupils to show on their faces the emotions written

on flash cards. Let them tell instances or situations that make them
happy, sad, angry, and calm.
• Teacher gives an additional activity on synonyms and antonyms.

The following are examples:
(1) A game asking pupils to identify if words are synonyms or

antonyms
(2) Teacher gives pupils flash cards with words. Then, ask pupils
to find another pupil that has a word synonymous to the word
they have.
PY
O
Ngalan: _______________________ Petsa: _______
I. Sirkoli ang pungway sa kapahayag.
C
a. Malipayon ang bata nga nagduwa sa gawas.
b. Naguol si Mama kay gihilantan si Ate.
D
c. Nadunggan nako nga suko kaayo si Papa.

d. Kalmado lang si Paolo.
E
EP
2. Pareson ang mga kapulong

malipayon kuyaw kaguol
hadlok kasubo sadya
D
a. _____________________
b. _____________________
c. _____________________
3. Pareson ang mga suhingpulong

suko kaguol sadya
lagot kalmado malinawon
a. _____________________
b. _____________________
c. _____________________
QUARTER 4 WEEK 31
NOTES
3 PAGTAPOS SA SESYON
Homework: Idibuho ang inyong paborito nga emosyon. Isuwat ang sitwasyon
nga maghatag sa maong emosyon. (Draw your favorite feeling. Write the
situation that gives you that feeling.)
OBJECTIVES ADLAW
• MT1OL-IVa-i-1.3 Talk about familiar objects using descriptive words
4
• MT1VCD-IVa-i-3.1 Identify, give the meaning of, and use compound words
in sentences
• MT1SS-IVa-e-4.2 Get information from a simple bar graph
PY
RUTINA: PAGBASA OG MGA PULONG (ROUTINE:
1 READING SIGHT WORDS AND GRADE LEVEL
WORDS)
O d
• Teacher asks pupils to show their homework to their partners and

Cc D
b
Aa B
h
Gg H
talk about it. After paired sharing, ask for volunteer pupils to share
f
Ee F
C
to the class. Write the emotions or feelings pupils drew on the MATERIALS
board. Let the pupils read the words.
1. Describing words written
D
Teacher says: Mga bata, nakahinumdom pa mo sa mga pulong nga on flash cards
atong gibasa sa una? Ato na pod silang basahon karon. (Children, do 2. Puzzles with words
E
you remember the words that you read before? You are going forming compound words
to read them again today.)
EP
3. Sample bar graph

• Teacher lets pupils read the sight words and spelling words that
were read on Day 2. Teacher also adds additional words that
D
describe feelings which were previously discussed.
Example:
malipayon masulub-on lagot hadlok
2 LINANGKOB NGA PULONG

(COMPOUND WORDS)
Teacher says: Karon maggrupo kamo ug aduna koy ipasulbad

kaninyo nga puzzle. Kada grupo kay adunay usa ka lider. Buhaton
ninyo ang puzzle nga dili kaayo saba. Kon human na ang inyong grupo,
mopakpak og katulo ug manglingkod.
NOTES (Now, you will group yourselves and I will have a puzzle for you to
solve. Each group will have a leader. You will solve a puzzle without
making too much noise. Once you are done, clap three times
and sit down.)
Group Work Tip for Teachers: Try to have a maximum of five

pupils per group for group activities. Depending on the level of task,
sometimes a smaller group is better to ensure participation of all
members. Be sure that each pupil has a chance to become a leader;
thus, rotate leader roles in group activities. Monitor participation of
all members during the activity.
• Teacher divides the class into groups. Each group receives a

puzzle which when put together will form a word. Have pupils
accomplish the task in three minutes.
Example:
bato
PY lata
O
C
• Here are some compound words: kamoteng kahoy, bungagsingot, bato-

D
lata, kontrabida, bukogpanit. Teacher can add more words to the list.
E
• Teacher asks each group to paste their puzzles on the board. Then,
he or she lets the pupils read the whole word. After, he or she
EP
separates the two words apart and let the pupils read the words.
Teacher says: Kon atong buakon ang pulong nga “batolata”, unsang
D
mga pulonga ang atong mahimo? … Sakto, bato ug lata. Unsa ang bato?
… Unsa ang lata? … Unsay pasabot sa “batolata”? Klase ba kini sa bato?
Klase sa lata? (If we break the word “batolata” what words do we
have? Correct, “bato” and “lata.” What is the meaning of “batolata”?
Is it a type of stone [bato]? Or a type of can [lata]?)
• Teacher shows a picture of “batolata.” “Batolata” is a traditional

Filipino game using a tin can and a slipper and participated by
two players. The goal of one player is topple over the can with the
rubber slipper and retrieve the slipper without being caught by the
“watcher.”
QUARTER 4 WEEK 31
Teacher says: Bag-o nga pulong ang atong nahimo. Mao kini ang NOTES
gitawag og linangkob nga pulong o compound word. Unsay nabantayan
ninyo aning mga pulonga? (We formed a new word. This word
is called a compound word. What do you notice about these
words?)
Kon ang duha ka pulong kay giipon para mahimong usa ka bag-o nga
pulong, mao kini ang linangkob nga pulong o compound word.
(If two words are combined to make one new word, we call it a
compound word.)
• Teacher shows illustrations of the compound words and posts

them in the classroom walls. Have pupils match the compound
words with the pictures. Give them clues to get the correct answer.
Examples:
PY
O
kamoteng kahoy bungagsingot
C
References:
1. kamoteng kahoy - http://cluster1.cafe.daum.net/_c21_/bbs_search_
D
read?grpid=vF5Q&fldid=pzw&datanum=138&openArticle=true&do-
cid=vF5Qpzw13820101026230215
E
2. bungagsingot - http://symptomstreatment.org/prickly-heat-rash/
EP
Teacher says: Asa ninyo makit-an ang kamoteng kahoy?

Unsay puyde ninyong mabuhat ani? Ganahan ba mo og kamoteng
kahoy? (Where can you find kamoteng kahoy? What can you do
D
with it? Do you like kamoteng kahoy?)
• Teacher asks similar questions to pupils for the rest of the

compound words.
• Teacher asks pupils to make sentences from the compound words.

Teacher can let pupils make sentences and she writes the sentences
on the board.
Examples: Lami ang kamoteng kahoy.
3 BAR GRAPH
Preparation: Before the class starts, teacher prepares a blown-up bar

graph on the classroom wall or board. It shows the number of eggs
laid by a hen each day. Below is an example.
NOTES
Mga Itlog sa Manok
6
5
4
3
PY
2
1
Lunes Martes Miyerkoles
O Huybes Biyernes Sabado Domingo
Teacher says: Nakahinumdom pa mo sa estoryang, Lingin nga Itlog?

C
Unsa gani si Lingin? Unsa ang iyang inahan? Aduna ba siyay mga igsoon?
… Aduna ba moy manok sa inyo? Nakakita na mo og itlog sa inyong
D
manok? Daghan ba o diyotay lang ang mga itlog niini?

(Do you remember the story, Bilog na Itlog? Who is Lingin in the
story? What is its mother? Does it have siblings? … Do you have
E
a hen at home? Have you seen an egg of your hen? Does your
EP
hen have many eggs or few eggs?)
• Teacher directs the pupils’ attention to the bar graph on the wall.
he or she asks them if they saw something like this or if this
D
is a familiar illustration to them. He or she leads the pupils to

remember about the lesson on pictographs in Quarter 3.
Teacher says: Kahinumdom pa mo sa pictograph nga atong nakat-onan

sa unang semestre? Unsa gani ang makita sa pictograph?… Tan-awa ang
naa sa bungbong karon. Aduna ba kiniy kaparehasan sa pictograph? Unsa
man? (Do you still remember the lesson on pictograph that we
talked about last quarter? What do you see in a pictograph? …
Look at what is on the wall now. Does it have similarities to a
pictograph? What are these?)
• Teacher draws pupils’ attention to the different parts of the bar

graph. He or she asks pupils questions to help them understand
what a bar graph is.
QUARTER 4 WEEK 31
Examples: Basaha ang naa sa taas. Unsa ang ulohan sa dibuho? NOTES
(Read the top. What is the title of the picture?)
Unsay inyong makita sa ubos? Basaha ang mga pulong.
Unsa kining mga pulonga? (What do you see at the bottom?
Read the words. What are these words?)
[Teacher points to the numbers on the side.]
Unsay buot ipasabot aning mga numero sa kilid?
(What do these numbers on the side mean?)
[Teacher points to the bar for Monday.]
Tan-awa ning sa Lunes. Hangtod sa unsang numero adunay
kolor ang bar? Unsay ipasabot ani? (Look at Monday.
Until what number is the bar colored? What does this
mean?)
Unsa diay atong makuha sa bar graph o unsay gamit niini?
(What do we get from a bar graph or what is its use?)
Teacher says: Ang bar graph kay maghatag og datos o impormasyon

para makatandi sa kadaghanon sa usa ka butang. Ang kadaghanon kay
PY
gipakita base sa gitas-on sa kolor sa bar. (A bar graph gives data or
information to compare the number of objects. The quantity or
number is presented by the height of the color of the bar.)
O
• Teacher asks students more questions about the information
C
presented in the bar graph.
D
Buluhaton (Activity):
E
Base sa bar graph, tubaga ang mga pangutana

EP
1. Nangitlog ang manok ug pila ka itlog pagka-Huybes?

______________________________
D
2. Unsang mga adlawa nga parehas ang kadaghanon sa itlog sa

manok? ______________________________
3. Unsang adlawa nga kinadaghanan ang itlog sa manok?

______________________________
4. Unsang adlawa nga walay itlog ang manok?

______________________________
5. Pila ka buok ang itlog sa manok pagka-Domingo?

______________________________
As homework, teacher reminds pupils to review spelling words.
NOTES
ADLAW OBJECTIVES
5
already learned
• MT1C-IVa-i-1.3 Express ideas through phrases, sentences, or longer texts
using both invented and conventional spelling
• MT1ATR-IVa-j-4.1 Show interest in texts by browsing/reading available print
materials.
Aa B
E
b
e Ff
Cc D
d
Gg H
h 1 RUTINA: PAGPAAMBIT (ROUTINE: SHARING)
MATERIALS • Teacher shows the descriptive words referring to feelings and the
word “lingin” which were previously discussed. Let the pupils read
1. Cut-out shapes the words.
2. Names of shapes on flash
cards • Teacher asks question leading pupils to differentiate words that
PY
3. Picture of characters from describe feelings and words that describe shape of things.
the Read Aloud Story
Teacher says: Sa mga pulong, unsang pulonga ang nalahi? … Unsay
gihulagway sa mga pulong nga “malipayon”, “masulub-on” o “hadlok”?
O
… Unsay gihulagway sa pulong nga lingin? (From the group of words,
which word is different? … What do the words “happy”, “sad”
C
and “afraid” describe? … What does the word round describe?)
Teacher says: Magkat-on ta og uban pang mga pulong nga maghulagway

og porma sa mga butang. Aduna koy ipakita ninyo nga mga porma.
D
Paghunahuna og mga butang nga adunay parehas og porma niini.

(We will learn about other words that describe shapes of things.
E
I have some shapes that I will show to you. Think of things that
EP
have the same shapes as these.)

• Teacher shows the shapes and asks pupils if they know the names
of these shapes. He or she accepts English or Filipino answers,
D
if given; then, introduce the Sinugbuanong Binisaya terms.
kuwadrado trayanggulo rektanggulo

• After 3 minutes, teacher asks pupils to talk in pairs about the
objects that they thought about. After another 3 minutes, he or she
asks for volunteer pupils to share to the class letting them use the
following sentence frame to start the sharing:
Ang ____________ kay ___________

(kuwadrado, trayanggulo, o rektanggulo).
[Let the pupils talk about the object. What is it for? Where can it
be found?]
QUARTER 4 WEEK 31
NOTES
Pagsusi sa Panitik
I. Diktasyon. Isulat sa mga bata ang lima ka pulong gikan sa mga
Pulong Panitik nga idiktar.
II. Nagkalamukat nga Pulong. Gamit ang mga letra, isakto ang mga
pulong.
(1) g l t oi (2) g d l i i
NOTE
Add three more words

that they can spell using the
III. Pagsulat og mga kapahayag gamit ang mga pulong: jumbled letters and having
pictures as clues.
(1) lingin - _______________________________________
(2) adlaw - _______________________________________
(3) itlog - ________________________________________
• Teacher lets pupils exchange and check each other’s work except
for exercise III. He or she collects the pupils’ test and validates
PY
their answers and scores.
O
AMBITAY NGA PAGBASA: LINGIN NGA ITLOG
2 (SHARED READING OF THE READ ALOUD
C
STORY: BILOG NA ITLOG)
D
• Teacher rereads the story. Teacher asks volunteer pupils to read

parts of the story, specifically the dialogues involving the sun, the
E
watermelon, the tire, and the moon.

EP

parts of the story, specifically the dialogues involving the sun, the
watermelon, the tire, and the moon.
D
• Teacher asks questions about the story facilitating discussion on

the value of respect and kindness to others.
Nganong masulub-on man si Lingin? (Why was Lingin sad?)
Unsay gipakita sa adlaw, mga pakwan, ligid ug Bulan kang Lingin?

Maayo o buotan ba sila kang Lingin? Nganong nakaingon man mo?
(What did the sun, the watermelon, the tire, and the moon show
to Lingin? Were they good to Lingin? Why do you say so?)
Kon makita ninyo inyong higala o pamilya nga masulub-on unsa may inyong
buhaton? (If you see your friend or family sad, what do you do?)
Unsay puyde ninyong buhaton niining mga okasyona?

(What do you do on these occasions?)
NOTES –– Aduna moy kauban nga walay pagkaon sa recess.

(You have a classmate who has no food during recess.)
–– Aduna moy kauban nga nadagma sa playground.

(You have a classmate who falls down in the playground.)
–– Aduna moy kaila nga walay gusto makigduwa.

(You know of someone who has no playmates because no one
wants to play with him/her.)
3 PAGHUNAHUNA SA ISULAT: CHARACTER PROFILE

(BRAINSTORMING: CHARACTER PROFILE)
Step 1: Brainstorming/ Getting Ideas
Teacher says: Kinsa ang bida sa atong estorya? Ihulagway ninyo si

Lingin. Unsay iyang hitsura? Unsay iyang gibuhat? Asa siya makit-i?
(Who is the main character in our story? Describe Lingin.)
PY
• As pupils answer, teacher writes their answers on the board.
O
Example:
lingin puti itlog galigid-ligid milakaw masulub-on

C
Step 2: Organizing Ideas into a Character Profile
D
• Teacher presents the character profile below and asks pupils to

organize their answers using the headings. He or she lets the pupils
E
copy the answers they have given under each heading. Below is a
EP
sample.
Character Profile ni Lingin
Asa makita si
D
Gibuhat ni Lingin
Lingin
galigid-ligid sa dalan
malakaw sa ilaha
Hitsura ni Lingin
lingin nga itlog puti
• Teacher explains that they just made a character profile for Lingin.
Teacher says: Unsay atong unang gihimo sa wa pa nato grupoha atong

mga tubag?…. Naghunahuna usa ta bahin kang Lingin. Unsay iyang
porma, kolor ug uban ba. Ato pod gihunahuna unsay iyang gipangbuhat
og asa siya makit-i. Sa pagsuwat og usa ka komposisyon, importante nga
sugdan sa paghunahuna ug pagsuwat. (What did we do before we
QUARTER 4 WEEK 31
grouped our answers in the diagram?… We first thought about NOTES

Lingin. What is its shape, color, etc. We also thought about what
Lingin did and where to find him. In writing a composition, it is
important to start with thinking about and writing your ideas.)
Teacher says: Pagkahuman og hunahuna ug suwat og mga ideya,

unsay atong gibuhat? … Atong gigrupo ang mga ideya ug nakahimo
ta og character profile. (After thinking and writing about our
ideas, what did we do? We grouped our ideas and we made a
character profile.)
• Teacher displays the pictures of the different characters in the

story: sun, watermelon, tire, moon and mother. He or she asks
pupils to pick one character and let them write ideas about that
character. They are given five minutes to write the words or
phrases as the first step in writing.
PY
• After 5 minutes, ask pupils to organize their ideas using the
Character Profile discussed earlier. Give them 10 minutes to do
this. Then, ask pupils to find a partner and show their works to
each other.
O
• Teacher collects pupils work and keeps it for composition activity
C
next week.
4
D
PAGTAPOS SA SESYON
E

EP
Homework: Isugilon sa inyong pamilya ang estorya nga Lingin nga Itlog.
(Retell the story, Bilog na Itlog, to your family members.)
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QUARTER 4 WEEK 32
WEEK
32
TEACHER’S GUIDE
GRADE 1
MOTHER TONGUE
SINUGBUANONG
PY
O
BINISAYA
C
THEME: RESPETO UG KALUOY PARA SA UBAN

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(RESPECT AND KINDNESS FOR OTHERS)

E
READ ALOUD STORY: LINGIN NGA ITLOG (BILOG NA ITLOG)

EP
LEVELED READER: ANG NAWAGTANG NGA SIPA

(THE MISSING SIPA)
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Theme: Respeto ug Kaluoy para sa Uban (Respect and Kindness for Others)
Read Aloud Story: Lingin nga Itlog (Bilog na Itlog) (Retold by: Al Santos)
(Illustrator: Josefina Sanchez)
Levelled Reader: Ang Nawagtang nga Sipa (The Missing Sipa)
(Author: EDC Leveled Reader Library; Illustrator: Rea Diwata Mendoza)
OL • MT1OL-IVa-i-9.1 • Sharing
Tell/retell stories previously read or
• Storytelling
heard
• Sight Words
• MT1OL-IVa-i-1.3
descriptive words
Daily
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• MT1OL-IVa-i-6.2
O
level words
C
LC • MT1LC-IIIa-b-1.2 • Read Aloud Story: Lingin nga Itlog
Note important details in grade (Bilog na Itlog)
D
level literary text listened to

• Writing About a Character
C • MT1C-IVa-e-1.3
E
Express ideas through phrases, • Forming Sentences

EP

spelling
• MT1PWR-IVa-i-3.2.1
D
1
correctly
• MT1C-IVa-i-2.1
Write sentences or longer texts
with proper punctuation, spacing,
and capitalization
QUARTER 4 WEEK 32

a. Sharing a. Sharing
• Teacher asks questions related to the theme • Pupils talk about assigned topics
or lessons discussed
b. Storytelling
b. Storytelling • Pupils retell a story they have heard or read
• Teacher asks pupils to retell a story they have
c. Sight Words
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heard or read
• Pupils practice reading sight words and other
c. Sight Words grade level words
• Teacher introduces sight words
O
C
• Storytelling • Storytelling
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2. Rereading of the Read Aloud Story: 2. Rereading of the Read Aloud Story:
E
EP
• Teacher reads the story asking questions • Pupils participate actively during rereading of
in some parts to check pupils’ recall and the story. They answer questions and read
comprehension. In some parts, he or she asks parts of the story.
pupils to read the text
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3. Composing Activity: Writing About a

3. Composing Activity: Writing About a Character
Character
• Pupils write about a character they like from
• Teacher instructs writing activity to different the Read Aloud Story
groups
4. Concluding the Session • Homework: Pupils bring home their
• Teacher gives homework compositions and show it to family members


G • MT1GA-IVa-d-2.4 • Describing Words
to shapes and sizes in sentences
C • MT1PWR-IVa-8.1
Observe proper mechanics
2
(punctuation, capitalization, proper
spacing between words, indention,
and format) when copying/writing
words, phrases, sentences, and
short paragraphs
F • MT1F-III-IVa-i-1.4 • Leveled Reader: Ang Nawagtang nga
Read Grade 1 level texts with an Sipa (The Missing Sipa)
accuracy rate of 95 – 100%
• Spelling Words
PWR • MT1PWR-IVa-i-7.2.1
Read phrases, sentences, and/or
short stories
PY
Spell and write Grade I level words
RC • MT1RC-IVb-c-8.1
O
Sequence events in text read
C
D
3
E
EP
D

QUARTER 4 WEEK 32

• Sharing • Sharing
2. Adjectives 2. Adjectives
• Teacher reviews lesson on adjectives. He or • Pupils participate actively in discussion on
she talks about adjectives referring to shapes adjectives
and sizes.
3. Concluding the Session • Pupils sing the song, “Komusta Ka”
• Teacher teaches a song, “Komusta Ka”
2. Guided Reading of the Leveled Reader: 2. Guided Reading of the Leveled Reader:
“Ang Nawagtang nga Sipa” (The Missing Sipa) “Ang Nawagtang nga Sipa” (The Missing Sipa)
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• Teacher divides the class into two groups and Pre-Reading Activities
distributes appropriate text according to their • Pupils read high frequency words and phrases
level from the story
O
Pre-Reading Activities • Pupils look at the pictures and talk about
• Teacher presents high frequency words and them. Pupils give the title, author, and
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phrases from the story illustrator of the book.
• Teacher lets pupils look at the pictures on • Pupils answer questions from the teacher
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each page and to talk about them. Teacher

b. During Reading Activities
asks questions to activate prior knowledge
• Pupils read the leveled reader in pairs and to
and set motive question.
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each other
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After Reading Activities

• Teacher asks pupils to read the leveled
• Pupils answer questions about the story.
reader. Then, he or she has Pupil A read to
Pupils sequence events in the story.
Pupil B and reverse roles.
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3. Spelling Words
• Pupils spell grade level words correctly
• Teacher asks questions to discuss the story.
Teacher lets pupils sequence events in the 4. Concluding the Session
story. • Homework: Pupils retell the story in the
leveled reader to family members
3. Spelling Words
• Teacher highlights spelling words from the
story



F • MT1F-III-IVa-i-1.4 • Leveled Reader: Ang Nawagtang nga
Read Grade 1 level texts with an Sipa (The Missing Sipa)
• Writing a Letter
• MT1F-III-IVa-i-1.3
Read Grade 1 level words, phrases,
sentences, and short paragraph/
story with proper expression
C • MT1C-IVa-i-1.3
4
spelling
• MT1PWR-IVa-i-8.1
(punctuation marks, capitalization,
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proper spacing between words,
indentions, and format) when
copying/writing words, phrases,
sentences, and short paragraphs
O
F • MT1F-III-IVa-i-1.3 Read Grade 1 • Leveled Reader: Ang Nawagtang nga
C
level words, phrases, sentences, and Sipa (The Missing Sipa)
short paragraph/story with proper
• Spelling Test
D
expression
• Writing a Letter
• MT1F-III-IVa-i-1.4 Read Grade 1
E
level texts with an accuracy rate of

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95 – 100%
Spell and write Grade 1 level words
5
D

spelling
ATR • MT1ATR-IVa-i-4.1

QUARTER 4 WEEK 32

2. Differentiated Writing Activity: 2. Differentiated Writing Activity:

Writing an Invitation Letter Writing an Invitation Letter
• Teacher models writing activity to pupils • Pupils participate actively in whole class
instruction of composing activity
3. Differentiated Activities: Guided Reading and
Writing 3. Differentiated Activities: Guided Reading and
Writing
• Teacher lets the pupils read the text together
as a group. Pupils assigned to read the easy • Pupils read the text as a group.
text will read their books.
• Depending on which group they belong, they
• The pupils belonging to the other group may do the composing activity or reading
(Group 2) will accomplish composing activity activity
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• Teacher lets Group 2 pupils read their work • Pupils in Group 2 read to Group 1 pupils
to Group 1 pupils
O
C
D
2. Spelling Assessment 2. Spelling Assessment

E
3. Differentiated Activities: Guided Reading and 3. Differentiated Activities: Guided Reading and
EP
Writing Writing
• Teacher lets the pupils read the text together • Pupils read the text together as a group.
as a group. Pupils assigned to read the Pupils assigned to read the challenging texts
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challenging texts (Group 2) will read their will read their books.
books.
• The pupils belonging to the other group
• The pupils belonging to the other group (Group 1) will accomplish composing activity
(Group 1) will accomplish composing activity
4. Concluding the Session • Homework: Pupils in Group 1 read their
• Teacher asks pupils in Group 1 to read their letters to pupils in Group 2
work to Group 2

NOTES
ADLAW OBJECTIVES
• MT1OL-IVa-i-9.1 Tell/retell previouly stories read or heard
1
• MT1LC-IIIa-b-1.2 Note important details in grade level literary text listened
to
• MT1C-IVa-e-1.3 Express ideas through phrases, sentences, or longer texts
• MT1C-IVa-i-2.1 Write sentences or longer texts with proper punctuation,
spacing, and capitalization
materials
Note to Teacher: For the week with Leveled Readers, most of

d
Cc D
b
Aa B
h
Gg H
Ee Ff
the activities will be differentiated. It might be better to already
MATERIALS have pupils seated according to groups on Day 1. It is suggested
that teacher groups together the lower 30% of the class or those
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1. Copy of Read Aloud who are still having difficulties in reading and writing. They can be
Book: Lingin nga Itlog seated in front, close to the teacher so he or she can have more
(Bilog na Itlog) time to conduct one-on-one, paired or small group with them.
O
For the purposes of this Teacher’s Guide, Group 1 will refer
to pupils having difficulties with reading and writing while those
C
in Group 2 are those who are performing on the average or
advanced.
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1 RUTINA: PAGSUGILON
E
(ROUTINE: STORYTELLING)
EP
• Teacher asks pupils to recall a story they have heard or read.

He or she asks pupils to tell the story to their classmates seated
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close to them.
• After 10 minutes, teacher asks volunteer pupils to share the story

to the class.
SUBLING PAGBASA SA SUGILANON: LINGIN NGA

2 ITLOG (REREADING OF THE READ ALOUD
STORY: BILOG NA ITLOG)
• Teacher rereads the story to the pupils. In rereading of the story,

ask for volunteer pupils to read some parts of the story such as
dialogues. Teacher can also ask pupils to dramatize short dialogues
from the story.
• Teacher asks questions while rereading the story to check
comprehension.
QUARTER 4 WEEK 32
NOTES
NAGKALAINLAING BULUHATON SA PAGSULAT:
3 PAGSULAT BAHIN SA USA KA KARAKTER

(DIFFERENTIATED WRITING ACTIVITY:
WRITING ABOUT A CHARACTER)
Teacher says: Mga bata nakahinumdom pa mo sa Character Profile

nga inyong gihimo sa miaging semana? Kinsang karaktera sa sugilanong
Lingin nga Itlog ang inyong gihimoan og character profile? Ihatag
nako og balik sa inyo ang inyong gihimo. Ipakita kini sa inyong mga tapad
ug pakig-estorya bahin niini. (Children, do you still remember the
Character Profile that you made last week? Who is the character
from the book, Bilog na Itlog, that you made a character profile
of? I will give back what you have given. Show this to the person
close to you and talk about it.)
• After 10 minutes, teacher tells pupils that they will write about the
character, Lingin. They are going to use the character profile that
they made the previous week to do the activity. Tell pupils that
PY
they will do the following:
(1) Draw the character of Lingin.

O
(2) Make sentences about the character – what the character looks
like; what the character did; where they saw the character
C
Example:
Si Lingin kay lingin nga itlog.

D
Puti iyang kolor.

E
Si Lingin galigid-ligid sa dalan.

EP
• Teacher gives differentiated instructions for the composing

D
activity. Group 2 starts working independently with the composing

activity. For Group 1 pupils, teacher gives them sentence frames
and list of words that they can use to make sentences. Teacher also
goes around while pupils are doing their work. He or she spends
most of her time with the struggling pupils.
Activity while Waiting
• For pupils who are done, teacher asks them to form groups of
four. While the other pupils are finishing their work, they show
each other’s work and talk about it.
NOTES
4
PAGTAPOS SA SESYON
Homework: Ipakita sa mga membro sa inyong pamilya ang inyong gihimo

nga komposisyon. Estoryahi sila bahin niini. (Show the character profile to
your family members. Talk to them about it.)
ADLAW OBJECTIVES
2
• MT1OL-IVa-i-6.2 Participate actively in class discussions on familiar topics
• MT1GA-IVa-d-2.4 Identify describing words that refer to shapes and sizes in
PY
sentences
• MT1PWR-IVa-8.1 Observe proper mechanics (punctuation, capitalization,
proper spacing between words, indention, and format) when copying/writing
words, phrases, and sentences
O
C
1 ROUTINE: PAGPAAMBIT (ROUTINE: SHARING)

D
d
Cc D
b
Aa B
h
Gg H
f
Ee F
E
MATERIALS • Teacher asks pupils to read their composition to the class.

Teacher can take this opportunity to call on pupils who are not yet
EP
1. Adjectives written on flash very confident with speaking in front of the class.
cards
2. Chart on shapes • Teacher can take note of the pupil’s ability to speak in front of the
class using the suggested rubric below. Teacher can also take down
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anecdotal notes of pupil’s competencies.
Formative Assessment Tip: Oral Language

Development
1 2
Does not use appropriate Uses appropriate
vocabulary or structures; vocabulary and structures;
OL speaks in incomplete displays ease and
sentences; lacks confidence in speaking in
confidence in speaking in front of the class
front of the class
QUARTER 4 WEEK 32
NOTES
2 MGA PUNGWAY (ADJECTIVES)
a. Mga Porma (Shapes)

Teacher says: Mga bata, unsa gani ang porma ni Lingin? …
Ang “lingin” kay porma … Ang lingin kay pungway … Unsa ang
pungway? (Children, what is Lingin’s shape? … It is round. …
Round is an adjective … What is an adjective?)
• Teacher reviews lesson on shapes from Week 31. Introduce the

other shapes; a chart may be used.
b. Gidak-on (Size)
• Once accomplished, teacher asks pupils to look for a big square
and a small square/circle/rectangle. Teacher introduces the words:
dako gamay
PY
Teacher says: Kanus-a gigamit ang mga pulong nga “dako” ug
“gamay?” … Unsay tawag sa mga pulong nga ingon ani? … Nganong
gitawag man sila og pungway? … Unsay gihulagway sa mga pulong –
O
ang kolor, ang porma o gidak-on? (When do you use the words “big”
and “small?” … What do you call words like these? … Why do
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we call them adjectives? … What do the words describe – color,
shape, or size?)
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Pagdibuho og butang base sa kapahayag.

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1. Pagdibuho og dako nga

EP
rektanggulo. Sa ilalom, pagdibuho og

gamay nga lingin.
2. Pagdibuho og gamay nga trayang-
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gulo sa tunga.
• Teacher lets pupils check each other’s activities. Then, collect their
works.
Buluhaton (Activity)
• For additional activity on adjectives, teacher can refer to DepEd
Sinugbuanong Binisaya Learner’s Material for Grade 1 p. 114.
Formative Assessment Tip: Grammar Awareness -

Adjectives
1 2
Cannot identify adjectives; Is able to identify
GA cannot illustrate an object adjectives; is able to
based on description given illustrate an object based
on description given
NOTES
• Teacher introduces the song “Komosta Ka.” He or she lets the

pupils sing with action.
Komosta Ka*
Komosta ka
Maglipay-lipay ta
Mopalakpak – mopalakpak
Hikap sa hawak
Apir sa tuo, apir sa wala
Motuyok ka, motuyok ka
Mangitag higala
* The song is taken from DepEd Sinugbuanong Binisaya Teacher’s Guide,
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page 268.
O
C
ADLAW OBJECTIVES
• MT1PWR-IIIa-i-7.1 Read sight words and other grade level words
D
3
• MT1F-III-IVa-i-1.4 Read Grade 1 level texts with an accuracy rate
of 95 – 100%
E
• MT1PWR-IVa-i-7.2.1 Read phrases, sentences, and/or short stories

EP
• MT1PWR-IIIa-i-6.2 Spell and write Grade 1 level words consisting of letters

already learned
• MT1RC-IVb-c-8.1 Sequence events in a text read.
D
Cc D
d Note to Teacher: If pupils have not yet been divided according
b
Aa B
Ee F
f
Gg H
h
to abilities into Group 1 and Group 2, ensure that for this day,
pupils are segregated according to Groups 1 and 2.
MATERIALS
For Group 1 pupils (struggling readers), teacher gives them
1. Copies of Leveled the easier text. This can be identified with the single dot mark
Readers: Ang Nawagtang indicated on the cover of the book. Group 2 pupils (average to
nga Sipa (The Missing Sipa) advanced readers) will read the more challenging text. This can be
identified with two dot marks on the cover of the book.

1 READING OF SIGHT WORDS AND OTHER
GRADE LEVEL WORDS)
• Teacher shows sight words that pupils will read. This serves as
review of sight words learned in Quarter 3. Teacher adds other
QUARTER 4 WEEK 32
words taken from the Leveled Reader. Below are some suggested NOTES
words from the leveled reader that the teacher can include in the
reading drill.
nagduwa pangita nakita lolo gipatiran

sipa sige kahoy balay amping
• Teacher asks four to five pupils to read the words individually. He

or she can use a running record or formative assessment of the
pupil’s skill (i.e. the number of words decoded/read). The rubric
below is an example that the teacher can use and improvise.
Formative Assessment Tip: Identifying High Frequency

and common words, matching sounds
1 2
Cannot identify or read Is able to identify high
PWR high frequency and frequency, common words
common words and other grade level
words introduced
2
PAGBASA SA LEVELED READER: ANG NAWAGTANG
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NGA SIPA (READING OF THE LEVELED READER:
O
ANG NAWAWALANG SIPA)
C
1) Pag-ugba og mga Pulong (Word Work)

D
• Teacher can show the high frequency words again although some
of the words were already presented in the activity earlier.
E
2) Pagbasa og mga Pulongan (Phrase Reading)

EP
• Teacher shows phrases from the leveled reader in flash cards.

Ask pupils to read them. Assist them if some phrases are difficult
D
to read.
• Since there are two groups, there are additional phrases that
teacher can give to pupils who are in Group 2 (challenging text).
nagduwa og sipa dayong mihangad nagdungan og siyagit

kusog mopatid si Carmen gitagak niya
wala didto si Lolo ko makanaog
Additional Phrases for Group 2 (challenging text).
maayo ko kanimo maayo gyod mao bitaw
3.) Pasunding sa mga Hulagway (Picture Walk)

• Teacher lets pupils look at the pictures on each page of the book.
NOTES Teacher asks questions so pupils can talk about them.
Example: Unsay inyong nakita sa hulagway?

(What do you see in the picture?)
4) Pagpahiluna sa Senaryo (Setting the Scene)

• Teacher asks pupils to look at the cover of the book and give the
title, author, and illustrator of the book.
Teacher asks: Bahin sa unsa kaha ang estorya? (What do you think
is the story about?)
BULUHATON ATOL SA PAGBASA (DURING READING ACTIVITIES)
Teacher says: Mga bata, adunay usa ka libro nga akong gihatag
matag pares. Basaha ninyo. Pagpili kinsa ang unang mobasa ug kinsa
ang ikaduha. Hinumdomi, kon maglisod mo og basa sa pulong mahimong
buhaton ang mosunod: (1) tan-awa ang hulagway o letrato, basin adunay
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timailhan sa pulong nga lisod basahon; (2) ipatingog ang unang letra sa
pulong dayon ipatingog ang tanang letra sa pulong; (3) kon nabasa na ninyo
ang pulong, basaha ang tibuok kapahayag ug hunahunaa kon sakto ba ug
masabtan ba ang kapahayag. (Children, I will give a book to every
O
pair. Read the story in pairs. Choose who will be the first to read,
and who will be next. Remember, if you have a hard time reading
C
a word, you can do three things: (1) look at the picture for clues
about the difficult word; (2) look at the first letter and give the
sound then do this for the rest of the letters; (3) once you have
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read the word, read the whole sentence and check if the sentence
makes sense.)
E
• Teacher distributes the leveled readers to respective group of

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pupils.
• Teacher goes around and listens in to pupils. More time may

D
be spent to pupils who are struggling to facilitate their skills in

decoding.
• Teacher also uses the time to do formative assessment and takes

notes of pupils’ progress. Teacher can use and/or improvise the
rubric below to assess pupils’ fluency.
QUARTER 4 WEEK 32
NOTES
Formative Assessment Tip: Reading with appropriate
speed, accuracy, and expression
1 2
Reads text with hesitation Is able to read text with an
with an accuracy rate of accuracy rate of 95 – 100%
less than 90%
F
Reads slowly and without Is able to read studied
expression, makes mistakes texts with appropriate
and the reading is laborious speed, accuracy and
expression
• Teacher takes note of pupils who are able to use certain strategies
to decode. He or she praises and mentions them in the class.
He or she asks them to show or narrate to the class how they were
able to decode a word on their own.
Activities while waiting: NOTE
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• Teacher instructs that those who have finished reading will do the Considering the different
following: skills of pupils, some may
finish earlier than others.
For Group 2: While waiting for other
O
(1) Look for sentences that end with an exclamation point (!) or a pupils to finish, the following
question mark (?). activities can be given to
C
pupils.
(2) Copy one or two sentences in their notebook to practice
handwriting and mechanics in writing.
D
For Group 1:
E
(1) Let pupils look for common words such as “sipa” and “pangita.”
Let them keep a tally of the frequency that “sipa” and “pangita”
EP
appeared in the text.

D
BULUHATON PAGHUMAN OG BASA (AFTER READING ACTIVITIES)
• Teacher asks pupils questions about the text read. Here are some
suggested questions:
Unsay gibuhat ni Carmen ug ni Lolo?

(What were Carmen and Lolo doing?)
Sa ilang pagduwa, samtang nagpatas-anay silag patid, unsay nahitabo sa

sipa? (While they were trying to kick the sipa as hard as they could,
what happened to the sipa?)
Diin nila pangitaa ang sipa? (Where did they look for the sipa?)
NOTES Kinsay nakakita sa sipa? Diin diay kini?

(Who saw the sipa? Where was it?)
Unsay gibuhat ni Carmen? (What did Carmen do?)
Unsay problema ni Carmen pagkahuman niya og kuha sa sipa?

(What was Carmen’s problem after she got the sipa?)
Buluhaton (Activity)
Sunod-sunoron ang mga panghitabo sa sugilanong, Ang Nawagtang

nga Sipa. Gamita ang mga numero 1 hangtod 5.
Nawala ang sipa. Nagsige og pangita si Lolo ug
Carmen kon diin ang sipa.
Mihangad si Carmen, nakita niya ang sipa sa
ibabaw sa kahoy.
Nangayo og tabang si Carmen kay naglisod siya og
kanaog.
Misaka sa kahoy si Carmen para kuhaon ang sipa.
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Iyang gitagak ang sipa kang Lolo.
Nagduwa si Lolo ug Carmen og sipa. Nagpataasay
ug nagpakusganay sila sa pagpatid sa sipa.
O
3
C
MGA PULONG PANTITIK (SPELLING WORDS)
Teacher says: Karon mga bata, adunay mga pulong nga gusto nako
D
makat-onan ninyo sa pagtitik o spelling. Basahon nato ang mga pulong ug

sulayan nato pagtitik. Dayon mangayo ko og kapahayag gikan ninyo nga
E
gigamit ang pulong. (Now children, I have some words that I want
EP
you to learn how to spell. Let’s read the words and try to spell
them out. After, I will ask you to make sentences using these
words.)
D
Example: kahoy --> k … a … h … o … y --> kahoy
Here are the suggested spelling words:
kahoy nagdungan Mihangad gitagak koral

mopatid siyagit Tabangi nataran makanaog
• Teacher gives homework:
Homework: Isugilon sa membro sa inyong pamilya ang nabasa ninyong libro,

Ang Nawagtang nga Sipa. (Read to your family members the story
your read, The Missing Sipa.)
QUARTER 4 WEEK 32
NOTES
OBJECTIVES ADLAW
• MT1PWR-IVa-i-7.1 Read sight words and other grade level words
4
• MT1F-III-IVa-i-1.4 Read Grade 1 level texts with an accuracy rate of 95 –
100%
• MT1F-III-IVa-i-1.3 Read Grade 1 level words, phrases, sentences, and short
paragraph/story with proper expression
• MT1PWR-IVa-i-8.1 Observe proper mechanics (punctuation marks,
capitalization, proper spacing between words, indention, and format) when
copying/writing words, phrases, sentences, and short paragraphs
d
Cc D
b
Aa B
h
Gg H
Ee Ff

1 READING OF SIGHT WORDS AND GRADE
LEVEL WORDS)
MATERIALS
1. Copies of Leveled
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Readers: Ang Nawagtang
• Teacher asks pupils to read sight words and other grade level nga Sipa (The Missing Sipa)
words presented the previous day. Also include reading of spelling
words introduced.
O
BULUHATON SA PAGSULAT: SULAT PARA
2
C
IMBITASYON (WRITING ACTIVITIES:
INVITATION LETTER)
D
Teacher says: Mga bata, aduna ba moy gusto nga duwaon?

Kinsay inyong gustong kaduwa ani? Inyong mama, papa, igsoon o mga
E
higala? Pakig-estorya bahin ani sa inyong tapad. (Children, do you

want to play with someone. Your mother, father, sister/brother,
EP
or friend? Talk to the person beside you.)

• Teacher asks for volunteer pupils to share to the class.
D
Teacher says: Karon, magsulay ta paghimo og sulat para imbitaron

ang inyong higala sa inyong adlawng natawhan. Isulat kon unsang mga
duwaa ang inyong gustong duwaon. (Now, we will try to write
a letter inviting your friend to your birthday party.
Write the games you want to play with them.)
• Teacher calls on a volunteer pupil to fill in the format in writing an

invitation letter.
NOTES Example:
________ (Petsa)
Mahal nakong ________________,
Gusto ko ikawng imbitaron sa akong ____________________

__________________________ inigka _________________ .
Magduwa ta og ____________________________________
________________________________________________ .
Imong higala,
________________
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NAGKALAINLAING BULUHATON: PAGBASA UG
3 PAGSULAT (DIFFERENTIATED ACTIVITIES:
READING AND WRITING)
O
Teacher says: Mga bata, gitunga mo sa duha ka grupo. Ang Unang
Grupo magbasa og balik sa sugilanong, Ang Nawagtang nga Sipa.
C
Ang Ikaduhang Grupo kay magsulat og sulat para imbitasyon parehas sa
atong gihimo ganiha. (Children, you are divided into two groups.
Group 1 will read again the story, The Missing Sipa. Group 2
D
will write a letter of invitation like what we did earlier.)

E
• While Group 2 pupils are writing their letters of invitation, teacher

lets Group 1 pupils read the story as a whole group. Focus on
EP
the dialogues and the expressions in the Leveled Reader. Teacher

models the dialogues and the expressions. Then, he or she lets
pupils read in pairs with proper expression. Pairs can take turns in
D
reading the text to each other.
• Teacher goes around and spends time with struggling readers.
Activity while waiting:
• For pupils in Group 2 who are done with the writing activity,
teacher lets them find a pair and read their letters to each other.
Pupils can also draw or decorate on their letters.
• For reference, below is a matrix of activities:
QUARTER 4 WEEK 32
NOTES
Group 1 Activities Group 2 Activities
1. Whole Group Reading of 1. Writing of Letters of Invi-
the Leveled Reader tation
• Teacher focuses on reading • Pupils do writing activity
dialogues and sentences independently.
with expression. Teacher
• Teacher finds time after
models how these lines are
supporting struggling
read.
readers to go around and
2. Reading in Pairs monitor the group doing
• Teacher goes around to writing activity in order to
support struggling readers. check on their progress
and answer questions they
may have.
2. Showing of Works
• Pupils who finish early
writing their letters can
PY
exchange work and read to
each other their letters.
• Pupils can also draw on

their letters.
O
C
E D
• Teacher asks pupils to form groups with Group 1 and 2 pupils.

He or she lets pupils from Group 2 read their letters to the pupils
EP
in Group 1.
• Teacher reminds pupils to review spelling words for the following

day.
D
NOTES
ADLAW OBJECTIVES
5
• MT1F-III-IVa-i-1.4 Read Grade 1 level texts with an accuracy rate of
95 – 100%
• MT1PWR-IVa-i-6.2 Spell and write Grade 1 level words consisting of letters
already learned
d
Aa B
b
Cc D
Gg H
h Teacher says: Mga bata, aduna koy hagit kaninyo. Gusto nako nga
PY
mangita mo og pares nga wala pa ninyo mahimong kapares sa nangaging
f
Ee F
MATERIALS mga adlaw. Pakig-estorya nila bahin sa gusto ninyong duwa og kinsay
inyong gustong kaduwa niini? (Children, I have a challenge for you.
1. Copies of Leveled I want you to look for a partner who has not been your partner
Readers: Ang Nawagtang
O
in the past days. Talk to them about a game you like to play and
nga Sipa (The Missing Sipa) who you want to play this game with.)
C
• After 10 minutes, teacher asks for volunteers to share to the class.
2
D
PAGSUSI SA PANTITIK (SPELLING TEST)

E
• Teacher gives spelling test. He or she can use the format below for
EP
giving the spelling test.
Pagsusi sa Pantitik
D
1. Diktasyon. Isulat sa mga bata ang lima ka pulong gikan sa mga

Pulong Pantitik nga idiktar.
II. Pagporma og mga Pulong. Gamita ang mga silaba para makahimo
og pulong.
(1) [ral] [ko]
(2) [git] [siya]
(3) [pa] [m o] [si]
(4) [ran] [na] [ta]
(5) [hoy] [ka]
QUARTER 4 WEEK 32
NOTES
III. Pagsulat og mga kapahayag gamit ang mga pulong:
(1) nataran - __________________________________________
(2) mosipa - __________________________________________
(3) kahoy - ___________________________________________

Teacher says: Mga bata, karon mag-ilis na pod og buluhaton ang mga
grupo. Ang naa sa Ikaduhang Grupo magbasa og balik sa sugilanong,
Ang Nawagtang nga Sipa. Ang naa sa Unang Grupo kay mao ang
magsulat og sulat para imbitasyon.
(Children, now the groups will exchange activities. Those in
PY
Group 2 will read again the story, The Missing Sipa. Those in
Group 1 will write a letter of invitation.)
• Teacher lets pupils in Group 2 read the text again in pairs. Pairs
O
can take turns in reading to each other.
• While pupils in Group 2 are reading, instruct the writing activity

C
again to Group 2 pupils. This time however, teacher provides a
sentence frame for the writing activity that pupils can use.
D
________ (Petsa)
E
EP
Mahal nakong ________________,
Ganahan ko makigduwa nimo og ___________________ inigka

___________. Kon puyde, magkita ta sa _________________.
D
Magpaabot ko sa imong tubag.
Imong higala/ anak/ igsoon,
_____________________
• Once pupils in Group 1 are writing their letters, teacher lets pupils
in Group 2 read the leveled reader as a whole group.
Teacher focuses on reading dialogues and lines with expression.
Teacher models this and pupils follow reading with appropriate
expression and speed.
For pupils in Group 1 who are done with the writing activity,
teacher lets them find a pair and read their letters to each other.
Pupils can also draw on their letters.
NOTES • For reference, below is a matrix of activities:

1. Guided Writing 1. Reading of the Leveled
Reader
• Teacher gives instruction
on writing activity. • Pupils read the text in
pairs. They can take turns
• Pupils start their writing
reading to each other.
activity. Writing activity has
sentence frames to scaffold
activity.
2. Sharing of Work 2. Whole Group Reading
• Pupils who finish early • Teacher models how to

writing their letters can read with appropriate
exchange work and read to expression and speed.
• Pupils read the text
• Pupils can also draw on as a whole group with
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their letters. appropriate expression and
O speed.
C
D
• Teacher asks pupils to form groups with Group 1 and 2 pupils. He

or she lets pupils from Group 1 read their letters to the Group 2
E
pupils.
EP
D
QUARTER 4 WEEK 33
WEEK
33
TEACHER’S GUIDE
GRADE 1
MOTHER TONGUE
SINUGBUANONG
PY
O
BINISAYA
C
THEME: PAGKONSERBAR SA ENERHIYA UG KALIKOPAN

D
(CONSERVING ENERGY AND THE ENVIRONMENT)

E
READ ALOUD STORY: SI INGGOLOK UG ANG PLANETA PAKASKAS

EP
(SI INGGOLOK AT ANG PLANETANG PAKASKAS)

D

Theme: Pagkonserbar sa Enerhiya ug Kalikopan

(Conserving Energy and the Environment)
Read Aloud Story: Si Inggolok ug ang Planeta Pakaskas
(Si Inggolok at ang Planetang Pakaskas) (Retold by: Rene O. Villanueva and Lem Garcellano;
Illustrator: Bernard Bunag and Jojo Topacio)
OL • MT1OL-IVa-i-6.2 • Song/ Poem/Chant/ Riddle
• Descriptive Words
• Sight Words and Grade Level
• MT1OL-IVa-i-1.3
Words
Use descriptive words in
discussions
Daily
PY
• MT1OL-IVc-d-4.2
Recite and sing individually, with
ease and confidence, songs, poems,
chants, and riddles
O
PWR • MT1PWR-IIIa-i-7.1
C
level words
V • MT1VCD-IVa-i-2.1.1 • Read Aloud Story: Si Inggolok ug ang
D
Give meanings of words through: Planeta Pakaskas (Si Inggolok at ang

a. picture clues; b. context clues Planeta Pakaskas)
E
LC • MT1LC-IVc-d-9.1
• Sequencing Events
Sequence events in a text listened
EP
to or read
D

QUARTER 4 WEEK 33

a. Song, Poem, Chant, or Riddle a. Song, Poem, Chant, or Riddle

• Teacher introduces song, poem, or chant • Pupils learn and recite poem or chant, or sing
a song
• Teacher may also give riddles
• Pupils answer riddles
b. Sharing
• Teacher prompts pupils to talk about familiar b. Sharing
PY
topics. • Pupils talk about familiar topics
c. Reading of Sight Words and Grade Level c. Reading of Sight Words and other Grade
Words Level Words
O
• Teacher drills pupils on reading sight words • Pupils read sight words and other grade level
C
and grade level words words presented by the teacher
D
• Poem/Song/Chant/Riddle • Poem/Song/Chant/Riddle
E
2. Read Aloud Story: 2. Read Aloud Story:

Si Inggolok ug ang Planeta Pakaskas Si Inggolok ug ang Planeta Pakaskas
EP
(Si Inggolok at ang Planeta Pakaskas) (Si Inggolok at ang Planeta Pakaskas)

• Teacher asks questions to stimulate pupils’ • Pupils talk about e periences related to the
D
and set a purpose for reading.
• Teacher reads the story to the pupils During Reading Activities
• Pupils listen attentively to the story read
• Teacher asks questions about details in the After Reading Activities
story • Pupils answer questions about the story. They
talk about the important details in the story.
3. Sequencing Events in the Story
• Teacher asks pupils to sequence events in the 3. Sequencing Events in the Story
story based on pictures from the story • Pupils sequence events as they happen in the
story

PWR • MT1PWR-IVa-i-6.2 • Read Aloud Story: Si Inggolok ug ang

Spell correctly Grade 1 level words Planeta Pakaskas (Si Inggolok at ang
consisting of letters already learned Planeta Pakaskas)
LC • MT1LC-IIIh-i-8.1
• Spelling Words
Retell a story listend to
GA • MT1GA-IVa-d-2.4 • Story Retelling
• Adjectives
to color in sentences
2
PY
O
C
V • MT1VCD-IVa-i-3.1 • Compound Words
Identify, give the meaning of, and
D
• Writing phrases and simple

use compound words in sentences
sentences correctly
E

EP

3
and capitalization
D
Write simple sentences correctly

QUARTER 4 WEEK 33

• Teacher gives homework • Homework: Pupils retell the story to their
family members. They answer additional
questions given by the teacher.
• Teacher asks pupils to retell the story • Pupils retell the story
3. Describing Words/Adjectives 3. Describing Words/Adjectives

• Teacher discusses adjectives referring to • Pupils identify describing words in sentences
color
4. Spelling Words
PY
4. Spelling Words • Pupils participate in the activity on spelling
• Teacher gives activity on spelling words from words
the story
O
• Pupils exchange works with each other
• Teacher asks pupils to show their drawings to
C
their seatmates
D
2. Review: Compound Words 2. Review: Compound Words

E
• Teacher reviews compound words • Pupils give the meaning of compound words
EP
and use them in sentences

3. Writing Sentences
• Teacher discusses proper way of writing 3. Writing Sentences
sentences • Pupils arrange words to make meaningful
D
sentences. Pupils write sentences properly.

• Homework: Pupils draw a planet they imagine

V • MT1VCD-IVa-i-3.2 • Sight Words and Grade Level
Identify and use words with multiple Words
meanings correctly
• Words with Multiple Meanings/
SS • MT1SS-IVa-e-4.2
Homonyms
Get information from a simple bar
4 graph • Bar Graphs
C • MT1PWR-IVa-i-8.1
• Composing
spelling
PWR • MT1PWR-IVa-i-8.1 • Read Aloud Story: Si Inggolok ug ang
Spell correctly Grade 1 level words Planeta Pakaskas (Si Inggolok at ang
consisting of letters already learned Planeta Pakaskas)
• Spelling Words
PY
(punctuation, capitalization, proper • Composing Activity
sentences
O
C
5 Show interest in texts by browsing/
E D
EP
D

QUARTER 4 WEEK 33

2. Words with Multiple Meanings/Homonyms 2. Words with Multiple Meanings/Homonyms

• Teacher reviews homonyms • Pupils identify homonyms and use them in
sentences
3. Bar Graphs
• Teacher reviews a bar graph 3. Bar Graphs
• Pupils get information about the bar graph
• Teacher gives homework to pupils 4. Concluding the Session
• Pupils take note of homework
• Colors • Colors

• Teacher gives spelling test. • Pupils correctly spell grade level words
PY
O
C
story
• Pupils brainstorm for a writing activity
D
• Teacher leads pupils in brainstorming about a

4. Brainstorming Activity: My Planet
writing activity
• Pupils talk about an imaginary planet
E
4. Brainstorming Activity: My Planet

EP
• Teacher asks pupils to brainstorm about an

• Homework: Pupils bring their graphic
imaginary planet. They discuss this in class and
organizers home and talk about it to their
teacher models task.
family members about it
D

NOTES
ADLAW OBJECTIVES
• MT1OL-IVc-d-4.2 Recite and sing individually, with ease and confidence,
1
songs, poems, chants, and riddles
• MT1VCD-IVa-i-2.1.1 Give meanings of words through:
a. picture clues; b. context clues
• MT1LC-IVc-d-9.1 Sequence events in a narrative text
Aa Bb
Cc D
d
Gg H
h
1 RUTINA: KANTA (ROUTINE: SONG)
f
Ee F
• Teacher introduces the song, “Ang Kalibotan, Naa sa Atong Kamot”

MATERIALS to the tune of “We’ve Got the Whole World in our Hands.”
“Ang Kalibotan, Naa sa Atong Kamot”
Book: Si Inggolok ug ang
Planeta Pakaskas
Ang kalibotan naa sa atong mga kamot (3x)
(Si Inggolok at ang Planeta
Ang kalibotan naa sa atong mga kamot
PY
Pakaskas)
2. Copy of lyrics of song:
Ang mga dagat ug tubig, sa atong mga kamot
“Ang Kalibotan, Naa sa
Ang mga bungtod ug wawog, sa atong mga kamot
Atong Kamot”
O
Ang mga lawod ug sapa, sa atong mga kamot
3. Pictures of events from
Ang kalibotan naa sa atong mga kamot
the Read Aloud story
C
• Teacher asks pupils to sing as a group. Then, ask for pupils to sing
individually. Call pupils who rarely present or talk in front of the
D
class to sing in pairs or individually.
Teacher says: Mga bata, bahin sa unsa ang kanta? Matod sa kanta
E
unsang mga butanga ang naa sa atong mga kamot? Unsa kahay pasabot
EP
sa linya nga “Ang kalibotan naa sa atong mga kamot”? … Unsaon nato
pag-atiman ug pagpanalipod ang atong kalibotan? (Children, what is the
song about? According to the song, what things are in our hands?
What is the meaning of the line, “We’ve got the whole world in
D
our hands”? … How do we take care and protect our world?)
• Teacher leads pupils in talking about protecting the Earth and

conserving the resources.
PAGBASA SA SUGILANON: SI INGGOLOK UG ANG
2 PLANETA PAKASKAS
(READING OF THE READ ALOUD STORY:
SI INGGOLOK AT ANG PLANETA PAKASKAS)
A. BULUHATON USA MAGBASA (PRE-READING ACTIVITIES)
Paglab-as sa mga Kanhing Nahibal-an

Teacher says: Ganiha, nanganta ta bahin sa kalibotan. Unsay ngalan
sa atong planeta? … Kahibalo ba mo unsa ang planeta? Aduna pa ba moy
nahibaw-an nga ngalan sa mga planeta? (Earlier, we sang a song about
QUARTER 4 WEEK 33
our home planet. What is the name of our planet?… Do you NOTES
know what a planet is? What are the other planets in the solar
system?)
Pagtag-an ug Paghatag og Tumong sa Pagbasa NOTE

The words used in the story
• Teacher shows the cover of the book and asks pupils questions to are simple and appropriate
talk about it. for the grade level. Teacher
has the option of unlocking
Teacher says: Tan-awa ang hapin sa libro. Unsay inyong makita?
difficult words, when
Unsay ulohan sa sugilanon? Unsay inyong namatikdan sa mga butang
applicable.
sa planeta? Kinsa o unsa kaha ang bida sa sugilanon? (Look at the
cover of the book. What do you see? What is the title of the
story? Who are the author and illustrator of the story? What do
you notice about the things in the planet? Who or what is the
main character in the story?)
• Teacher lets volunteer pupils read the title.
PY
Teacher says: Bahin sa unsa kaha ang estorya? Unsay inyong NOTE
gustong mahibaw-an bahin sa estorya? (What do you think is the
story about? What do you want to know about the story?) The cover of the book
does not have the authors
O
BULUHATON ATOL SA PAGBASA (DURING READING ACTIVITIES) and illustrators. During story
• Teacher reads the story pausing at different pages to check pupils’ reading, teacher mentions
C
comprehension and focus on some significant parts of the story. that authors and illustrators
Below are some suggested pages. after reading the title.
D
After reading p. 4 – Parehas ba sa atong kalibotan ang Planeta

Pakaskas? Unsay kalahian niini? (Is Planeta Pakaskas the same as our
E
world? What is its difference?)

EP
Before reading p. 5 [Show the picture to the pupils.] – Unsa

pa kaha ang makaon sa Planeta Pakaskas? Unsa ang dagat sa Planeta
Pakaskas? (What other things can be eaten in Planeta Pakaskas?
D
What is the sea made of in the planet?)
After reading p. 9 – Nganong nahadlok man si Inggolok? Unsa kahay

buhaton ni Inggolok ug sa iyang pamilya? (Why was Inggolok afraid?
What will Inggolok and his family do?)
Before reading p. 13 [Show the picture to the pupils.] – Ngano

kahang gahilak si Inggolok? Unsay iyang nakita? (Why was Inggolok
crying? What did he see?)
• Teacher asks pupils questions about the story. Below are some
examples:
Kinsa ang bida sa sugilanon? (Who is the main character in the story?)
Unsay ngalan sa planeta? (What is the planet’s name?)
NOTES Parehas ba ang Planeta Pakaskas sa atong planeta? Nganong parehas o

nganong dili parehas? (Is Planeta Pakaskas the same as our planet?
Why or why is it not the same?)
Unsay ngalan sa mga tawo sa Planeta Pakaskas? Unsay ilang pirmeng

ginabuhat? (What is the name of the people in Planeta Pakaskas?
What are they always doing?)
Unsay nahitabo sa Planeta Pakaskas? (What happened in Planeta

Pakaskas?)
PAGSUNOD-SUNOD SA MGA PANGHITABO SA
3 SUGILANON: SI INGGOLOK UG ANG PLANETA

PAKASKAS (SEQUENCING EVENTS IN THE
STORY)
• Teacher posts jumbled pictures of events in the story.

These can be blown-up pictures from the book without the text.
Ask volunteer pupils to arrange the events as they happen in the
story. Let pupils talk about the events depicted in the pictures.
PY
Ngalan: ________________________ Petsa: ______________

O
Seksiyon: ______________________________________
Sunod-sunoron ang mga panghitabo sa sugilanon. Isulat ang numero
C
uno (1) sa unang panghitabo, (2) sa ikaduha, (3) sa ikatulo, (4) sa
ikaupat ug (5) sa ikalima.
D
Ang mga tawo sa planeta nga gitawag og Nguyamyam kay

walay hunong sa pagkaon. Hapit na mahurot ang Planeta
E
Pakaskas.
Nagkagamay ang Planeta Pakaskas hangtod nga nawala na
EP
kini.
Adunay usa ka planeta nga ang ngalan kay Pakaskas. Sa
Planeta Pakaskas, tanang butang kay makaon.
D
Nagsugod og atiman si Inggolok ug ang iyang pamilya sa

ilang bag-ong planeta.
Nabalaka si Inggolok mao nga mibiya siya kauban ang iyang
pamilya. Nanugpa sila sa usa ka gamay nga planeta.
QUARTER 4 WEEK 33
NOTES
Homework: Isugilon sa mga membro sa inyong pamilya ang estoryang “Si
Inggolok ug ang Planeta Pakaskas.” Ganahan ba mo mopuyo sa Planeta
Pakaskas? Ngano o nganong dili? Unsay inyong gusto bahin sa planeta?
Ipaambit ang inyong mga tubag ugma. (Retell the story, Si Inggolok at ang
Planetang Pakaskas, to your family members. Do you want to live
in Planeta Pakaskas? Why or why not? What do you like about the
planet? You will share your answers tomorrow.)
OBJECTIVES ADLAW
(1) MT1OL-IVa-i-6.2 Participate actively in class discussion on familiar topics
2
(2) MT1OL-IVa-i-1.3 Use descriptive words in discussion
(3) MT1PWR-IVa-i-6.2 Spell correctly Grade 1 level words consisting of
PY
letters already learned
(4) MTILC-IIIh-i-8.1 Retell a story listend to
(5) MT1GA-IVa-d-2.4 Identify describing words that refer to color in
sentences
O
d
Cc D
b
Aa B
h
Gg H
f
C
Ee F

MATERIALS

D

Teacher says: Mga bata, kagahapon aduna koy gibilin nga Planeta Pakaskas
E
homework kaninyo. Mao kini ang mga pangutana: Ganahan ba (Si Inggolok at ang Planeta
EP
mo mopuyo sa Planeta Pakaskas? Ngano o nganong dili? Unsay Pakaskas)

inyong gusto bahin sa planeta? Pakig-estorya sa inyong tapad bahin sa 2. Pictures of events from
inyong tubag sa mga pangutana. (Children, yesterday I left you with the Read Aloud story
D
homework. These were the questions: Do you want to live in 3. Color names written on
Planeta Pakaskas? Why or why not? What do you like about the flash cards
planet? Talk to the person beside you about your answers to the 4. Spelling words written on
questions.) flash cards
• After 10 minutes of sharing, teacher asks for volunteer pupils to

share their answers to the class.
PAGSUBLI SA SUGILANON: SI INGGOLOK UG ANG
2 PLANETA PAKASKAS (RETELLING OF THE READ

ALOUD STORY:
• With the pictures used in Day 1, teacher asks pupils to retell the
story in parts. Pupils will pass around a stuffed toy or a ball while
music is played. When the music stops, the pupil holding the ball
will start retelling the first part of the story using the picture from
the story. After the pupil finishes the story, the music starts again
NOTES and the ball is passed. This goes on until the whole story is told
and all of the pictures have been used.
• Teacher can also record pupils’ ability and progress in story

retelling by using or improvising on the rubric below and by
keeping informal observations.
Formative Assessment Tip: Retelling a story

1 2
OL Is not able to retell a Is able to retell the main
story events in a story
• After story retelling, teacher asks questions about the story.

Here are some examples:
Unsay inyong mahinumdoman bahin sa Planeta Pakaskas?

Unsay mga makaon didto? (What do you remember about Planeta
Pakaskas? What can you eat there?)
Unsay gibuhat ni Inggolok ug ang iyang pamilya? Sakto ba ilang gibuhat?
PY
Ngano man? (What did Inggolok and his family do? Did they do
the right thing? Why?)
O
Kon kamo ang pamilya ni Inggolok, unsa may inyong buhaton para
maprotektahan ug maatiman ang inyong bag-ong planeta?
(If you were Inggolok’s family, what would you do to protect and
C
take care of the planet?)
• Teacher asks pupils to imagine what Planeta Pakaskas would look

D
like if they were there. What would they like to see? What would
they like to taste? Let them draw these in their notebooks.
E
3
EP
MGA PUNGWAY (ADJECTIVES)
• Teacher shows pupils the cover of the Read Aloud Story,

D
Si Inggolok ug ang Planeta Pakaskas. Ask pupils about the colors

found in the cover of the book.
Teacher says: Unsay mga kolor nga inyong makita sa hapin sa libro?
… Unsay kolor sa dagat? … Unsay kolor sa lollipop? … Unsay kolor
sa cupcake? (What colors do you see in the cover of the book? …
What is the color of the sea? … What is the color of the lollipop?
… What is the color of the cupcake?)
• Teacher points to objects that will make pupils give primary colors
and common colors as answers. Teacher accepts answers given
in English and Filipino, and when there is an appropriate and
common term in Mother Tongue, he or she gives and explains the
term to the pupils.
• Teacher shows the pupils the color names written on flash cards.
Have pupils read the words. Here are some suggested color
names:
QUARTER 4 WEEK 33
NOTES
dalag pula asul itom puti tabunon
• Teacher asks pupils to think of things with the above colors [yellow,
red, blue, black, white and brown]. He or she lets them use the
words in sentences.
Examples: Dalag ang adlaw.
Asul ang langit.
Pula ang rosas.
Teacher says: Unsay ginabuhat sa mga pulong nga dalag, asul ug

pula? … Unsay gihulagway sa pulong nga “dalag”? … Unsay gihulagway
sa pulong nga “asul”? … Ang mga ngalan sa kolor kay mga pulong nga
naghulagway. Unsay tawag sa mga pulong nga naghulagway? (What kind of
words are yellow, blue and red? … What does the word “yellow”
describe? … What does the word “blue” describe? … The color
names are words that describe. What do we call describing words?)
PY
• Teacher lets pupils color the drawings they made from the previous
activity.
Mga Buluhaton (Activities):

O
I. Gamita ang mga pungway sa kapahayag.
C
a. itom - ________________________________________
b. berde - _______________________________________
c. pula - ________________________________________
D
II. Sirkoli ang mga pungway sa mga kapahayag.

a. Aduna koy itom nga bag.
E
b. Habog ang kahoy sa nataran.

c. Berde ang palda ni Norma.
EP
d. Ang iyang bag pula.

e. Tam-is ang saging.
D
4 MGA PULONG PANTITIK (SPELLING WORDS)
• Teacher introduces spelling words and asks questions about the

story that will elicit the spelling words. As pupils answer, he or she
displays the spelling words written on flashcards.
Unsa ang Pakaskas? planeta

Sa estorya, unsay gama sa pan? panimalay
Nabalaka sa Inggolok kay _________ niya namatikdan
nga hapit na mahurot ang planeta.
Unsay gibuhat ni Inggolok ug sa iyang pamilya biyaan
sa Planeta Pakaskas?
Diin manglupad sila si Inggolok? kawanangan
NOTES
Paglili ni Inggolok sa bentana, unsa na lang ang katunga
nahabilin sa planeta?
Unsa ang gidak-on sa bag-ong planeta nga gamay
gitugpahan ni Inggolok ug sa iyang pamilya?
Sa kataposan, naunsa ang Planeta Pakaskas? nahanaw
Unsay gisaad ni Inggolok nga iyang buhaton sa atimanon
bag-ong planeta?
Ang pag-atiman sa bag-ong planeta mao ang saad
_________ ni Inggolok.
• Teacher lets pupils read the words and copy them in their
notebooks.
5
PAGTAPOS SA SESYON
• Teacher asks pupils to show their drawings to their seatmates.
PY
After 10 minutes of sharing, he or she collects the pupils’ work.
O
C
D
ADLAW OBJECTIVES
E
3
• MT1VCD-IVa-i-3.1 Identify, give the meaning of, and use compound words
EP
in sentences
D
• MT1PWR-IVa-i-3.2.1 Write simple sentences correctly
d
1
Cc D
b
Aa B
h
Gg H
Ee F
f
READING SIGHT WORDS AND OTHER GRADE
MATERIALS LEVEL WORDS)
1. Flashcards with words

Teacher says: Mga bata, aduna koy ipabasa kaninyong mga pulong.
Ang uban aning mga pulonga kay nabasa na ninyo sa una. Mas maayo
nga permanenteng mag-ensayo sa pagbasa og mga pulong para mapalambo
ang pagbasa ug pagsulat. (Children, I have some words I want you
to read. You have met some of these words before. It is good to
always practice reading words to improve reading and writing.)
QUARTER 4 WEEK 33
• Teacher drills pupils on sight words learned previously. Depending NOTES

on the level of mastery of the pupils, teacher has the option of
presenting the same words or different set of words. Teacher also
adds words recently discussed such as the color names and the
spelling words.
2 BALIK-TUON: LINANGKOB NGA MGA PULONG

(REVIEW: COMPOUND WORDS)
• Teacher reviews compound words with pupils. Teacher gives

sentences for pupils to identify the compound words.
Examples: Nagluto si Nanay og kamoteng kahoy gahapon.
• Teacher asks pupils to use compound words in sentences. Teacher

asks pupils to write sentences on the board.
PY
Ngalan: Petsa:
I. Sirkoli ang linangkob nga pulong sa kapahayag.
1. Katol kaayo ang bungagsingot.
O
2. Magduwa ta og batolata.
II. Gamita ang mga pulong sa kapahayag.
C
1. kamoteng kahoy
2. kontrabida
D
3
E
PAGSULAT OG MGA KAPAHAYAG

(WRITING SENTENCES)
EP
• Using words from the spelling list, teacher jumbles words to form
sentences and asks pupils to arrange the words in order to make
D
sense. Use 5-7 words from the spelling list.
Examples:
planeta gamay ang layo ug

kinahanglan ang nato palibot atimanon
biyaan lisod among ang panimalay
• After arranging the sentences, teacher asks pupils to write the

sentences properly. Draw their attention on the beginning letter of
the sentences, and how the sentences end.
Examples: Ang planeta gamay ug layo.
Kinahanglan nato atimanon ang palibot.
Lisod biyaan ang among panimalay.
• Teacher asks pupils to write the sentences in their notebooks and

reminds them of proper punctuation and capitalization.
NOTES
4
PAGTAPOS SA SESYON
Homework: Kon puyde mo maghimo og inyong planeta, unsay hitsura niini?

Unsay naa sa inyong planeta? Idibuho ang planeta. Kolori inyong gidibuho.
(If you can make your own planet, how will it look like? What will be
in your planet? Draw the planet. Color your drawing.)
ADLAW OBJECTIVES
4
• MT1VCD-IVa-i-3.2 Identify and use words with multiple meanings correctly
• MT1SS-IVa-e-4.2 Get information from a simple bar graph
PY
O
C
d
Cc D
b
Aa B
1
h
Gg H
f
Ee F

MATERIALS
D
1. Homonyms written on • Teacher asks pupils to show their homework to their partners and
E
flashcards talk about it. After the paired sharing, he or she asks for volunteer
2. Bar graph written on pupils to share to the class. He or she asks pupils to talk about the
EP
manila paper colors and shapes of the planet that they illustrated.
2 KASAMPULONG (WORDS WITH MULTIPLE

D
MEANINGS/HOMONYMS)
• Teacher shows words that are homonyms written on flashcards
Examples:
wala tuo para
Teacher says: Mga bata, kahinumdom mo aning mga pulonga? Gamita

ang mga pulong sa kapahayag. (Children, do you still remember these
words? Use these words in a sentence.)
• Teacher leads pupils in using the words in different context.

For instance, using “wala” to mean nothing and “wala” to mean
left. Teacher draws attention to the words and asks if they notice
anything with the words used.
QUARTER 4 WEEK 33
NOTES
Teacher says: Kining mga pulonga kay adunay duha ka kahulogan.
Pananglitan, ang “wala”, sa kapahayag nga “Milingi ko sa wala”,
unsay pasabot sa “wala”? …. Sa kapahayag nga “Wala koy
kuwarta”, unsay pasabot sa “wala”? Nakahinumdom mo aning klasehang
pulong? Ato ning gitun-an sa una. Unsay pasabot aning mga pulonga?
(These words have two meanings. For example, in the sentence,
“Nilingi ko sa wala” [I looked to the left], what is the meaning
of “wala”? … In the sentence, “Wala koy kuwarta” [I don’t have
money], what is the meaning of “wala”? Do you remember this
kind of words? We studied this before.
What is the name for these words?]
Kompletoha ang estorya gamit ang mga kasampulong.

wala para tuo
Misakay si Lorenzo sa dyip. Hapit na kini mapuno. Miingon ang
drayber, “Sikit-sikiti lang sa wala ug __________.” Dili maigo si
PY
Lorenzo sa ______________ maong milingkod siya sa _________.
Pagkakita niya sa balay ni Lola, misiyagit si Lorenzo,
“________!” Minaog si Lorenzo sa dyip. Misulod siya sa balay ni
Lola dala ang buwak ___ kang Lola.
O
C
3 BALIK-TUON: BAR GRAPHS

(REVIEW: BAR GRAPHS)
D
• Teacher shows a sample bar graph and asks pupils if they

E
remember what it is. He or she gives pupils five minutes to talk

EP
about the graph, and another five minutes to talk in pairs. He or

she provides guide questions for pairs to discuss.
Examples:
D
Unsay inyong makita sa hulagway? (What do you see in the picture?)
Bahin sa unsa ang bar graph? (What is the bar graph about?)
Unsay mga kapahayag nga inyong mahimo base sa bar graph?

(What sentences can you make based on the bar graph?)
• Teacher calls on volunteers to share what they have talked about

in pairs. He or she lets them write a sentence based on the bar
graph.
NOTES
Mga Porma nga Makita sa Balay
6
5
4
3
2
1
Ngalan: ________________________Petsa: ____________

Mga Paboritong Pagkaon sa Mga Bata
5
4
PY
3
2
1
Banana-que
O Biko Bingka Binignit
Pagsulat og tulo ka kapahayag base sa bar graph.
C
1. _____________________________________________
2. _____________________________________________
D
3. _____________________________________________
E
EP
4
PAGTAPOS SA SESYON
D
• As homework, teacher reminds pupils to review spelling words.
QUARTER 4 WEEK 33
NOTES
OBJECTIVES ADLAW
• MT1OL-IVa-i-1.3 Use descriptive words in discussions
5
already learned
• MT1ATR-IVa-i-4.1 Show interest in texts by browsing/reading available print
materials
1 RUTINA: PAGPAAMBIT (ROUTINE: SHARING) Aa B

b
Ee F
f
Cc D
d
Gg H
h
Teacher says: Mga bata, aduna ba moy paborito nga libro o MATERIALS
estorya? O basin aduna moy estorya nga bag-ong nadunggan o nabasa?
Hinumdomi ang estorya. Isugilon sa inyong tapad. (Children, do
you have a favorite book or story? Or maybe you have heard or
Planeta Pakaskas
read of a new story recently? Recall the story. Then, talk to your
(Si Inggolok at ang Planeta
seatmate.)
Pakaskas)
PY
• Teacher gives pupils five minutes to talk to their seatmate. Then,
teacher asks for volunteer pupils to share their stories to the class.
2 PAGSUSI SA PANTITIK (SPELLING TEST)

O
C
• Teacher gives spelling test to pupils.
Pagsusi sa Pantitik
D
1. Diktasyon. Isulat ang lima ka pulong gikan sa mga pulong pantitik

nga idiktar.
E
EP
II. Pilia ang pulong nga sakto ang panitik.
(1) biyaan bayaan beyaan

(2) katonga katunga katoonga
D
(3) gamai jamay gamay

(4) atimanon atimanun atemanon
(5) planita planeyta planeta
AMBITAY NGA PAGBASA: SI INGGOLOK UG ANG
3 PLANETA PAKASKAS (SHARED READING OF THE

READ ALOUD STORY:

parts of the story.

conserving energy and the environment.
NOTES Unsay nahitabo sa Planeta Pakaskas?

(What happened to Planeta Pakaskas?)
Unsay puyde mahitabo sa atong kalibotan kon dili ta mag-amping?

(What can happen to our world if we don’t take care of it?)
Unsay kinahanglang buhaton para ampingan ang atong kalibotan?

(What must you do to take care of the environment?)
Sa inyong panimalay, unsaon pagpakita nga nagkonserbar kamo og enerhiya?

(In your home, how can you practice conservation of energy?)
Kon walay gatan-aw og TV, unsay inyong buhaton? Kon walay tawo sa
kuwarto ug gasiga ang suga, unsay inyong buhaton? (If no one is watching
TV, what will you do? If there is no one in the in the room and the
lights are on, what will you do?)
4 PAGHUNAHUNA SA ISULAT: ANG AKONG PLANETA

(BRAINSTORMING ACTIVITY: MY PLANET)
PY
Teacher says: Mga bata, maghunahuna ta og usa ka planeta nga atong
gusto. Maghimo ta og planeta para sa atong klase. Unsay inyong mga ideya
mahitungod sa planeta? (Children, we are going to think of a planet
O
we like. We are going to make a planet for your class. What are
your ideas about the planet?)
C
• Teacher asks pupils to imagine a planet. Return their drawings
from Day 3 and use them as basis for their imagination. Provide
D
questions so pupils can talk about the imaginary planet. As

pupils answer, write their answers on the board using a graphic
E
organizer.
EP
Unsay ngalan sa inyong planeta? (What is the name of your planet?)
Unsay mga linalang sa planeta? Unsay ilang gidak-on? Unsay kolor?

(What creatures are in the planet? How big are they? What did they
D
look like?)
Unsay kolor sa mga tubig sa planeta? (What is the color of the water?)
Ihulagway ang mga tanom sa planeta. (Describe the plants in the

planet.)
Aduna bay mga tawo sa planeta? Unsay ilang hitsura? Unsay ilang
ginabuhat? (Are there people in the planet? What do they look like?
What do they do?)
QUARTER 4 WEEK 33
• After the class activity, teacher lets pupils do the brainstorming NOTES
activity on their own. He or she provides a worksheet with
a graphic organizer similar to what was used above for their
brainstorming. Let them use their drawings from Day 3 as
reference.
• Teacher asks pupils to share their work with their seatmates.

Then, he or she asks for volunteer pupils to share to the class their
seatmate’s work.
Homework: Ipakita sa mga membro sa inyong pamilya ang inyong mga ideya
mahitungod sa usa ka planeta. Estoryahi sila bahin sa inyong ideya sa inyong
planeta. Dad-ag balik ang mga papel nga adunay inyong mga ideya sa Lunes
PY
sunod semana. (Show your family members the ideas you have about a
planet. Talk to them about your idea of a planet. Bring the worksheet
back on Monday next week.)
O
C
E D
EP
D
QUARTER 4 WEEK 34
WEEK
34
TEACHER’S GUIDE
GRADE 1
MOTHER TONGUE
SINUGBUANONG
PY
O
BINISAYA
C
THEME: PAGKONSERBAR SA ENERHIYA UG KALIKOPAN

D
(CONSERVING ENERGY AND THE ENVIRONMENT)

E
READ ALOUD STORY: SI INGGOLOK UG ANG PLANETA PAKASKAS

EP
(SI INGGOLOK AT ANG PLANETANG PAKASKAS)

LEVELED READER: ALDO, SUPERHERO SA KALIKOPAN
(ALDO, SUPERHERO OF THE ENVIRONMENT)
D

Theme: Pagkonserbar sa Enerhiya ug Kalikopan

(Conserving Energy and the Environment)
Read Aloud Story: Si Inggolok ug ang Planeta Pakaskas
(Si Inggolok at ang Planetang Pakaskas) (Retold by: Rene O. Villanueva and Lem Garcellano;
Illustrator: Bernard Bunag and Jojo Topacio)
Leveled Reader: Aldo, Superhero sa Kalikopan (Aldo, Superhero of the Environment)
(Author: Ani Rosa Almario; Illustrator: Hannah Manaligod)
• Song/Poem/Riddle/Chant
descriptive words
• Sight Words
• MT1OL-IVa-i-6.2
PY
Daily
• MT1OL-IVc-d-4.2
O
chants, and riddles
C
level words
D
LC • MT1LC-IVc-d-9.1 • Read Aloud story: Si Inggolok ug ang

E
Sequence events in a text listened Planeta Pakaskas (Si Inggolok at ang

to Planeta Pakaskas)
EP
• Sequencing Events
sentences, or longer texts using • Composing Activity
D

spelling
I Write phrases and simple sentences
correctly
• MT1C-IVa-i-2.1
and capitalization

QUARTER 4 WEEK 34

b. Song/Poem/Chant/Riddle
PY
b. Song/Poem/Chant/Riddle • Pupils recite or sing a poem, song, chant, or
• Teacher introduces a song, poem, chant, or riddle
riddle
c. Sight Words
c. Sight Words
O
• Teacher introduces sight words and other grade level words
C
grade level words
D

E
• Song/Poem/Chant/Riddle • Song/Poem/Chant/Riddle
EP
D
• Teacher asks pupils to sequence events in the • Pupils participate actively during retelling of
story. Then, he or she asks them to retell the the story
story.
3. Differentiated Writing Activities: My Planet
3. Differentiated Writing Activities: My Planet • Pupils write about their planets
• Teacher instructs different groups to do
writing activity
• Homework: Pupils bring home their
Group 1: Draw and label their planets compositions and show it to family members
Groups 2: Draw and write sentences about

their planets


G • MT1GA-IVe-g-1.5 • Describing Words
Use describing words in sentences
2 proper spacing between words,
F • MT1F-III-IVa-i-1.4 • Leveled Reader: Aldo, Superhero sa

Read Grade 1 level texts with an Kalikopan (Aldo, Superhero of
accuracy rate of 95 – 100% the Environment)
• Spelling Words
PY
short stories
O
RC • MT1RC-IVd-5.2 Relate events to
C
one’s experience
D
3
E
EP
D

QUARTER 4 WEEK 34

2. Review: Adjectives 2. Review: Adjectives

• Teacher reviews lesson on adjectives and • Pupils participate actively in review lesson on
verbs. He or she instructs pupils in writing adjectives and verbs. Pupils write sentences
sentences using adjectives. using adjectives and verbs.

• Teacher plays a game of verbs and adjectives • Pupils participate actively in a game of verbs
and adjectives
2. Guided Reading of the Leveled Reader: Aldo, 2. Guided Reading of the Leveled Reader: Aldo,
Superhero sa Kalikopan (Aldo, Superhero of Superhero sa Kalikopan (Aldo, Superhero of
PY
the Environment) the Environment)
• Teacher divides the class into two groups and
distributes appropriate text according to their Pre-Reading Activities
level
O
• Pupils read high frequency words and some
phrases from the story
Pre-Reading Activities
C
• Teacher presents high frequency words and • Pupils look at the pictures and talk about
some phrases from the story them. Pupils give the title, author and
illustrator of the book.
D
• Teacher lets pupils look at the pictures on

each page and to talk about them During Reading Activities
E
• Pupils read the leveled reader in pairs and to

each other
EP
• Teacher asks pupils to read the leveled

reader. Then, he or she tells Pupil A to read After Reading Activities
to Pupil B and reverse roles. • Pupils answer questions about the story
D
After Reading Activities 3. Spelling Words

• Teacher asks questions to discuss the story • Pupils spell grade level words correctly
3. Spelling Words 4. Concluding the Session

• Teacher highlights spelling words from the • Homework: Pupils retell the leveled reader to
story their family members. They think of ways to
conserve water and energy.

Read Grade 1 level texts with an Kalikopan (Aldo, Superhero of the
accuracy rate of 95 – 100% Environment)
• MT1F-III-IVa-i-1.3 • Writing about Conserving Water

Read Grade 1 level words, phrases, and Energy
4 spelling
• MT1PWR-IVa-8.1
PY
proper spacing between words,
O
C

D
Read Grade 1 level words, phrases, Kalikopan (Aldo, Superhero of the

sentences, and short paragraph/ Environment)
E

• Spelling Test
EP
• Writing about Conserving Energy
Read Grade 1 level texts with an
and Protecting Environment
D
5 consisting of letters already learned
C• MT1C-IIIa-e-1.3
spelling
QUARTER 4 WEEK 34

1. Routine (Refer to Daily activities) I. Routine (Refer to Daily activities)
2. Differentiated Writing Activity: Writing about 2. Differentiated Writing Activity: Writing about
Conserving Water and Energy Conserving Water and Energy
• Teacher instructs and models composing • Pupils participate actively during whole class
activity instruction of composing activity
Writing Writing
• Group 1 (easy text): Reading • Group 1 (easy text): Reading
• Teacher lets the pupils read the text together • Pupils read the text together as a group
as a group
• Group 2: Writing
• Pupils do composing activity
PY
• Teacher lets pupils do composing activity
4. Concluding the Session • Pupils in Group 2 read to Group 1 pupils
• Teacher lets Group 2 pupils read their works
O
to Group 1 pupils
C

D
E

EP
Writing Writing
D
• Group 2 (challenging text): Teacher lets the • Group 2 (challenging text): Pupils read the
pupils read the text together as a group text together as a group
• Group 1: Teacher tells pupils to do a • Group 1: Pupils do composing activity

composing activity
4. Concluding the Session • Pupils in Group 1 show their work to pupils
• Teacher asks pupils in Group 1 to show their in Group 2
work to pupils in Group 2

NOTES
ADLAW OBJECTIVES
1
• MT1LC-IVc-d-9.1 Sequence events in a text listened to
• MT1C-IIIa-e-1.3 Express ideas through phrases, sentences, or longer texts
materials
d
Cc D
Note to Teacher: For the week with Leveled Readers, most of

b
Aa B
h
Gg H
f
Ee F
the activities will be differentiated. It might be better to already

MATERIALS have pupils seated according to groups on Day 1. It is suggested
that the teacher group together the lower 30% of the class or
1.Copy of Read Aloud Book:
those who are still having difficulties in reading and writing. They
Si Inggolok ug ang Planeta
PY
can be seated in front, close to the teacher so he or she can have
Pakaskas (Si Inggolok at ang
more time to conduct one-on-one, paired or small group guid-
Planeta Pakaskas)
ance with them.
For purposes of this Teacher’s Guide, Group 1 will refer to pupils
2. Pictures of events from
O
having difficulties in reading and writing while those in Group 2
the Read Aloud Book
are those who are performing on the average or advanced group.
C
1
D
RUTINA: SONG (ROUTINE: SONG)

E
• Teacher reviews the song learned in Week 33, “Ang Kalibotan Naa
EP
sa Atong Kamot,” to pupils. He or she lets pupils sing in pairs or

groups of three to the class.
• The teacher can also introduce a different song, poem, chant, or

D
riddle.
PAGSUBLI SA SUGILANON: SI INGGOLOK UG ANG
2 PLANETA PAKASKAS (RETELLING OF THE READ

ALOUD STORY:
SI INGGOLOK UG ANG PLANETA PAKASKAS)
• Using the pictures from Week 33, teacher asks pupils to sequence
events from the Read Aloud Story.
• After sequencing events, teacher asks for volunteer pupils to retell

the story.
QUARTER 4 WEEK 34
NOTES
3 AKONG PLANETA (DIFFERENTIATED WRITING
ACTIVITY: MY PLANET)
• Teacher asks pupils to take out worksheets of graphic organizers

from Week 33.
Teacher says: Mga bata nakahinumdom pa mo sa graphic organizer

nga inyong gihimo sa miaging semana bahin sa inyong gusto nga
planeta? Kinsay gusto mopaambit sa atubangan bahin sa ilang planeta?
(Children, do you still remember the graphic organizer you
made last week? Who wants to share in front about the graphic
organizer they made?)
• Teacher shows an example of a planet he or she made:

Mga linalang sa planeta: Mga tanom sa
kabayong gagmay planeta:
dagkong hulmigas Planeta mini-pakwan
Ma-ampingon
PY
O
C
D
Mga tawo sa planeta: Uban pang mga butang sa

kusgan planeta:
E
himsog basurahang molakaw

EP
D
References:
(1) picture of horse taken from: http://animalvogue.wordpress.com/

draw-huge-horse/
(2) picture of ant taken from: http://australianmuseum.net.au/

image/Ant/
(3) picture of girl taken from: http://roxyryoko.blogspot.

com/2012/01/some-fanart-kick.html
(4) picture of watermelon taken from: http://www.aliexpress.com/

store/product/Free-shipping-Bonsai-Mini-Watermelon-Seeds-
Fruit-seeds/315621_696183690.html
(5) picture of trash can walking taken from: http://www.toughpigs.

com/old-school-3-review
NOTES • Teacher asks for pupils to write sentences about the planet.
Example:
Kini ang planetang _______________________________.
Ang mga tawo diri kay ______________ ug ______________.
Adunay ____________ ug _________________ nga mga hayop.
Ang pakwan kay ________________.
Ang basurahan kay adunay _________________. Molakaw kini!
• Teacher lets pupils read the sentences. Teacher says that pupils will
make a similar activity.
(1) Pupils will rewrite their graphic organizers on bond papers.

They can still add more ideas if they want.
(2) They will draw what they have written for every item in the
graphic organizer similar to the example above.
PY
(3) Differentiated Instruction
Group 1 pupils: They draw and color their work. They finish the
O
sentence frames:
Kini ang planeta ________________________.

C
Ang mga tawo diri kay ___________________.
D
Group 2 pupils: They draw and color their work. They are to write
independently three to five sentences about their planets.
E
• Teacher spends more time with struggling pupils.

EP
Activity while Waiting
• For pupils who are done, teacher asks them to form groups of two
D
to four. While other pupils are finishing their work, they exchange
works and read each other’s work.
Homework: Ipakita sa mga membro sa inyong pamilya ang inyong gihimo

nga komposisyon. Estoryahi sila bahin niini. Dad-ag balik ugma ang inyong
gihimo. (Show your work to your family members. Talk to them about
it. Bring your compositions tomorrow.)
QUARTER 4 WEEK 34
NOTES
OBJECTIVES ADLAW
2
• MT1GA-IV-e-g-1.5 Use describing words in writing sentences
• MT1PWR-IVa-8.1 Observe proper mechanics (punctuation marks,
capitalization, proper spacing between words, indentions, and format) when
• Teacher asks volunteer pupils to show and read their compositions

to their classmates.
• After sharing, teacher collects their works.
PY
2 BALIK-TUON: MGA PUNGWAY
(REVIEW: ADJECTIVES) O
• Teacher reviews adjectives with pupils. Then, teacher asks pupils
to fill adjectives to complete the sentences.
C
Example:
D
Ang tubig sa sapa kay _______________.
_____________ ang kahoy mga makita sa ibabaw sa bungtod.

E
Ang mga isda sa dagat kay ________________.

EP
• Teacher gives more examples of the activity to ensure master of

the concept of adjectives for pupils.
D
• For activity on adjectives in sentences, refer to Sinugbuanong
Binisaya Learner’s Material for Grade 1 pages 107, 108, and 111.
• Teacher plays a game.
Instructions:
a. Teacher says either a word.

b. If the word is an adjective, pupils stand up. If it is not an
adjective, pupils remain in their seats.
NOTES c. Those who make the wrong action will not participate during
the remainder of the game. They go to the side and watch the
others as the game finishes.
ADLAW OBJECTIVES
3
100%
already learned
• MT1RC-IVd-5.2 Relate events to one’s experience
PY
b
Cc D
d Note to Teacher: If pupils have not yet been divided according
Aa B
to abilities into Group 1 and Group 2, ensure that for this day,
h
Gg H
Ee Ff

MATERIALS
O
1. Copies of Leveled
the easier text. This can be identified with the single dot mark
Reader: Aldo, Superhero sa
C
indicated on the cover of the book. Group 2 pupils (average to
Kalikopan (Aldo, Superhero
advanced readers) will read the more challenging text. This can be
of the Environment)
E D
RUTINA: PAGBASA OG MGA PULONG

1 (ROUTINE: READING OF SIGHT WORDS AND
EP
GRADE LEVEL WORDS)

D
• Teacher shows sight words that pupils will read. This serves as a
words taken from the Leveled Reader. Below are some suggested
words from the leveled reader that teacher can include in the
reading drill.
Aldo usikan kuryente kalikopan classroom

superhero tubig gripo mamisbis unsaon
• Teacher asks four to five pupils to read the words individually.

He or she can use a running record or formative assessment of the
pupil’s skill.
QUARTER 4 WEEK 34
PAGBASA SA LEVELED READER: ALDO, SUPERHERO NOTES
2 SA KALIKOPAN (READING OF THE LEVELED

READER: ALDO, THE SUPERHERO OF THE
ENVIRONMENT)

of the words are already presented in the activity earlier.
2) Pagbasa og mga Pulongan (Phrase Reading)

He or she asks pupils to read them, assisting them if some phrases
are difficult to read.
PY
mahimong giserado ang gripo classroom

superhero inigkabuntag
O
moluwas sa samtang suga ug bentilador
kalikopan ginasabonan
C
kinahanglan mamisbis ug klase sa superhero
dili usikan manglimpiyo
D
Additional Phrases for Group 2 (challenging text)

E
ayaw usiki paghunahuna og patyon ang suga

mga paagi
EP
3) Pasunding sa mga Hulagway (Picture Walk)

D
Teacher asks a question so pupils can talk about it.
Example: Unsay inyong nakita sa hulagway? (What do you see in the

picture?)
title, author and illustrator of the book.
Teacher asks: Bahin kang kinsa kaha ang estorya?

(Who do you think is the story about?)
BULUHATON ATOL SA PAGBASA
(DURING READING ACTIVITIES)

pupils. Teacher reminds pupils of the things they can do when
they encounter a difficult word to read.
NOTES Teacher says: Hinumdomi, kon maglisod mo og basa sa pulong

mahimong buhaton ang mosunod: (1) tan-awa ang hulagway o letrato, basin
adunay timailhan sa pulong nga lisod basahon; (2) ipatingog ang unang letra
sa pulong dayon ipatingog ang tanang letra sa pulong; (3) kon nabasa na
ninyo ang pulong, basaha ang tibuok kapahayag ug hunahunaa kon sakto
ba ug masabtan ang kapahayag. (Remember, if you have a hard time
reading a word, you can do three things: (1) look at the picture
for clues about the difficult word; (2) look at the first letter and
give the sound then do this for the rest of the letters; (3) once
you have read the word, read the whole sentence and check if the
sentence makes sense.)
• Teacher goes around and listens in as pupils read. More time

may be spent with struggling pupils to help them develop their
decoding and fluency skills.
• Teacher also uses the time to do formative assessment and to take

note of pupils’ skills and progress. Teacher takes note of pupils
who are able to use certain strategies to decode. Praise them and
PY
mention them in class. Teacher asks them to show or narrate to
the class how they were able to decode a word on their own.
NOTE
O
Considering the different
abilities of pupils, some may • Teacher instructs those who have finished reading to do the
C
finish earlier than others. following:
While waiting for other
For Group 2 (easy text)
pupils to finish, the following
D
activities can be given to (1) Look for sentences that end with an exclamation point (!) or a
pupils. question mark (?).
E
(2) Copy these sentences in your notebook.

EP
(3) Practice reading them with expression.
For Group 1 (difficult text)

D
(1) Look at the pictures and identify things found in the picture.
(2) Look for common words such as “ superhero”, “kalikopan”,

“tubig” and “kuryente.” Let them keep a tally of these words.
BULUHATON PAGHUMAN OG BASA (AFTER READING ACTIVITIES)
• Teacher asks pupils questions about the text read. Here are some
suggested questions:
Nakahinumdom pa ba mo kang Aldo? Unsay iyang gibuhat sa unang

estorya? (Do you remember Aldo? What did he do in the previous
story?)
Nganong superheroman si Aldo sa kalikopan? Unsa diay iyang gibuhat?

(Why is Aldo a superhero of the environment? What does he do?)
QUARTER 4 WEEK 34
Nganong gusto ni Aldo nga di usikan ang tubig ug kuryente? NOTES

(How come Aldo does not want to waste water and electricity?)
Kamo? Paghunahuna og mga pamaagi nga dili mag-usik og tubig ug

kuryente. (How about you? Think of ways by which you do not
waste water and electricity.)
makat-onan ninyo sa pagtitik o spelling. Basahon nato ang mga pulong
ug sulayan nato pagtitik. Dayon mangayo ko og kapahayag gikan ninyo
nga gigamit ang pulong. (Now children, I have some words that I
want you to learn how to spell. Let’s read the words and try to
spell them out. After, I will ask you to make sentences using
these words.)
Example:
PY
kuryente --> k … u … r … y … e … n … t … e … --> kuryente

O
kalikopan Usikan gripo kuryente pinggan
tubig Tigom bayad moluwas hugasan
C
D
4
PAGTAPOS SA SESYON
E
EP

Aldo, Superhero sa Kalikopan. Paghunahuna og mga pamaagi nga dili
D
makausik og tubig ug kuryente. (Read to your family members the story

your read, Aldo, the Superhero of the Environment. Think of
ways of conserving water and electricity.)
NOTES
ADLAW OBJECTIVES
4
of 95 – 100%
d
Cc D
1
b
Aa B
h
Gg H
Ee Ff

MATERIALS
PY
1. Copies of Leveled • Teacher asks pupils if they were able to think of ways of
Reader: Aldo, Superhero sa conserving water or electricity. He or she lets pupils talk in pairs.
O
Kalikopan (Aldo, Superhero
• After five to ten minutes, teacher calls on volunteer pupils to share
of the Environment)
to the class.
C
2 PAGBASA OG PAMILYAR NGA TEKSTO

D
(FAMILIAR REREADING)
E
• Teacher distributes the Leveled Reader from Quarter 3, Aldo, ang

Superhero.
EP
• Teacher tells pupils that they will read the story again and let them
first read in pairs. After, she assigns pages for small groups to read
D
to the class. Then, he or she lets the whole class read together.
• Teacher focuses on pupils’ skill to read the familiar text fluently.
BULUHATON SA PAGSULAT: PAGKONSERBAR OG

3 TUBIG UG ENERHIYA (WRITING ACTIVITIES:
CONSERVATION OF WATER AND ENERGY)
Teacher says: Mga bata, ganiha nagpaambit mo og mga pamaagi para

makakonserbar og tubig ug enerhiya. Karon, inyong idibuho ug sulaton ang
mga ideya.
• Teacher asks volunteer pupils to share to the class. Then, he or she

asks these pupils to draw their idea and write a sentence about it.
Ask 10 volunteers to share and write on the board.
QUARTER 4 WEEK 34
Example: NOTES
Akong iserado ang tubig pagkahuman og gamit.
• After 10 minutes, teacher tells pupils to do different activities

per group, but that all of them will experience both writing and
reading.
PY
O
C
Teacher says: Mga bata, natunga mo sa duha ka grupo.
Ang Unang Grupo (easy text) magbasa og balik sa sugilanong,
Aldo, Kampeyon sa Kalikopan. Ang Ikaduhang Grupo
D
kay magsulat og mga pamaagi sa pagkonserbar sa tubig ug

elektrisidad. (Children, you are divided into two groups. Group 1
E
[easy text] will read again the story, Aldo, the Superhero of the
Environment. Group 2 will write ways to conserve water and
EP
electricity.)
• While Group 2 pupils are writing their compositions, teacher lets

D
Group 1 pupils read the story as a whole group, focusing on the

dialogues and the expressions in the Leveled Reader. Teacher
models the dialogues and the expressions. Then, he or she lets
pupils read in pairs with proper expression. Pairs can take turns in
reading the text to each other.
• Teacher goes around to monitor the activity and spends more time
with the struggling readers.
teacher lets them find a pair and read their composition to each
other. Pupils can also color their drawings.
NOTES • For reference, below is a matrix of activities:

1. Whole Group Reading of 1. Writing of Ways to
the Leveled Reader Conserve Water and
Electricity
• Teacher focuses on
dialogues and sentences • Pupils do writing activity
that need to be read independently.
with expression. Teacher
• Teacher finds time
models how these lines are
supporting struggling
read.
readers and goes around
2. Reading in Pairs the group doing writing
• Teacher goes around to activity. He or she checks
support struggling readers. on their progress and
answers questions they
may have.
PY
2. Sharing of Work
writing their letters can
O
C
• Pupils may also color their
drawings.
D
E

EP

He or she lets pupils in Group 2 show their composition to the
D
pupils in Group 1.

day.
QUARTER 4 WEEK 34
NOTES
OBJECTIVES ADLAW
5
• MT1F-III-IVa-i-1.4 Read Grade 1 level texts with an accuracy rate of
95 – 100%
• MT1PWR-IVa-i-6.2 Spell and write grade one level words consisting of
materials
d
Cc D
b
Aa B
h
Gg H

f
Ee F
1 (ROUTINE: READING OF SIGHT WORDS AND

OTHER GRADE LEVEL WORDS)
MATERIALS
PY
1. Copies of Leveled Reader:
Aldo, Superhero sa
• Teacher drills pupils on common grade level words and spelling Kalikopan (Aldo, Superhero
words. Depending on abilities of the pupils, teacher may also
O of the Environment)
include the sight words learned in Quarter 3.
C
• Teacher asks pairs or groups of pupils to read sets of words.
He or she can keep a record or observation noted on the progress
of the pupils.
D
2
E
PAGSUSI SA PANITIK (SPELLING TEST)

EP
• Teacher gives spelling test. He or she may use the format below
for giving the spelling test.
D
Pagsusi sa Panitik
II. Sirkoli ang sakto nga panitik sa mga pulong.

(1) kalekopan kalikopan kelikopan
(2) muluwaz molowas moluwas
(3) hugasan hogasan hugazan
(4) osikan usikan usekan
(5) koryenti kuryente koryinti
III. Pagsulat og mga kapahayag gamit ang mga pulong:
(1) pinggan - ________________________________

(2) bayad - _________________________________
(3) tigom - _________________________________
NOTES
Teacher says: Mga bata, karon mag-ilis na pod og buluhaton ang

mga grupo. Ang naa sa Ikaduhang Grupo (challenging text) magbasa og
balik sa sugilanong, Aldo, Superhero sa Kalikopan. Ang naa sa
Unang Grupo kay mao ang magsulat og sulat para imbitasyon. (Children,
now the groups will exchange activities. Those in Group 2
[challenging text] will read again the story, Aldo, the Superhero
for Environment. Those in Group 1 will write a letter of
invitation.)
• Teacher lets pupils in Group 2 read the text again in pairs.

Pairs can take turns in reading to each other.
• Teacher instructs Group1 to do the writing activity, while Group

2 reads the Leveled Reader. Group 1 pupils will illustrate the
PY
sentence. For this activity, teacher may first read the sentences to
help struggling readers.
Idibuho o i-drawing ang kapahayag.

O
Palongon ang TV kon walay
gatan-aw.
C
Iserado ang gripo kon manabon

sa kamot.
E D
• Once pupils in Group 1 are doing their activity, teacher lets pupils
EP
Teacher focuses on dialogues and lines that need expression.

Teacher models this and pupils follow reading with appropriate
D
teacher lets them find a pair and show their works to each other.
QUARTER 4 WEEK 34
• For reference, below is a matrix of activities: NOTES

Reader
on activity. • Pupils read the text in
pairs. They take turns in
• Pupils start their activity.
2. Showing of Works
2. Whole Group Reading
• Pupils who finish writing
• Teacher models how to
their letters early may
read with appropriate
• Pupils an also draw on
as a whole group with
their letters.
appropriate expression and
speed.
PY
O
C
He or she lets pupils from Group 1 show their drawings to pupils
D
in Group 2.
E
EP
D
QUARTER 4 WEEK 35
WEEK
35
TEACHER’S GUIDE
GRADE 1
MOTHER TONGUE
SINUGBUANONG
PY
O
BINISAYA
C
THEME: PAGPANGLIMPIYO UG PAGPANINDOT SA ATONG PALIBOT

D
(MAKING OUR SURROUNDINGS CLEAN AND BEAUTIFUL)

E
READ ALOUD STORY: SI MONICA DANGHAG

EP
(SI MONICA DALOSDALOS)

D

Theme: Pagpanglimpiyo ug Pagpanindot sa atong Palibot

(Making our Surroundings Clean and Beautiful)
Read Aloud Story: Si Monica Danghag (Si Monica Dalosdalos)
(Story by: L.E. Antonio and P.T. Martin; Illustrator: Renato Gamos)
OL • MT1OL-IVa-i-6.2 • Sight Words and Grade Level
Participate actively in class Words
discussion on familiar topics
• Sharing
• MT1OL-IVa-i-1.3
• Descriptive Words
Talk about familiar things using
descriptive words
Daily
• MT1OL-IVe-i-5.2
PY
Listen and respond to others in oral
conversation
O
level words
V • MT1VCD-IVa-i-2.1.1 • Read Aloud story: Si Monica
C
Give meanings of words through: Danghag (Si Monica Dalosdalos)
• Noting Important Details
D
Spell correctly Grade 1 level words
E

C • MT1PWR-IVa-i-3.2.1
EP

correctly
D
DOMAINS: OL – Oral Language PA – Phonological Awareness

BPK – Book and Print Orientation PWR – Phonics and Word Recognition F – Fluency
WC – Writing and Composition G – Grammar Awareness and Structure
QUARTER 4 WEEK 35

• Teacher prompts pupils to talk about familiar • Pupils talk about familiar topics
topics
b. Reading of Sight Words and other Grade
b. Reading of Sight Words and Grade Level Level Words
Words • Pupils read sight words and other grade level
• Teacher drills pupils on reading sight words words presented by the teacher
PY
and grade level words
O
C
D
2. Read Aloud Story: Si Monica Danghag 2. Read Aloud Story: Si Monica Danghag
(Si Monica Dalosdalos) (Si Monica Dalosdalos)
E

EP
• Teacher asks questions to stimulate pupils’ • Pupils talk about experiences related to the
and set a purpose for reading
D
• Teacher reads the story to the pupils During Reading Activities

• Teacher asks questions about details in the After Reading Activities
story • Pupils answer questions about the story.
They talk about the important details in the
3. Spelling Words
story
• Teacher gives activity on spelling words from
the story 3. Spelling Words
• Pupils participate in the activity on spelling
words
• Homework: Pupils retell the read aloud story
to family members. They think of one thing
they can do to help clean their home
V – Vocabulary Development LC – Listening Comprehension RC – Reading Comprehension
ATR – Attitude Towards Language, Literacy, and Literature SS – Study Strategies
* – Basa-added Objective

LC • MT1LC-Ive-3.2 • Read Aloud Story: Si Monica
Infer important details from text Danghag (Si Monica Dalosdalos)
F • MT1F-III-IVa-i-1.3
• Story Retelling
Read Grade 1 level words
• Inferring Skills
PWR • MT1PWR-IVa-i-7.2.1 • Prepositions
PY
• Writing simple sentences correctly
short stories
G • Uses prepositions in sentences *
O
C
3
and capitalization
E D
EP
G • MT1GA-IVe-g-1.5 • Sharing
D
• Prepositions
• Uses prepositions in sentences *
• Adjectives
4
Express ideas through phrases using
spelling

QUARTER 4 WEEK 35

2. Retelling of the Read Aloud Story: Si Monica 2. Retelling of the Read Aloud Story: Si Monica
Danghag (Si Monica Dalosdalos) Danghag (Si Monica Dalosdalos)
• Teacher asks pupils to retell the story • Pupils act out the Read Aloud Story
through dramatization
3. Making Inferences
3. Making Inferences • Pupils practice making inferences from text
• Teacher gives activities to develop skills in listened to or read
making inferences
4. Concluding the Session • Pupils make inferences from a picture
• Teacher asks questions based on information
from a picture
PY
2. Prepositions 2. Prepositions
• Teacher discusses common prepositions
O
• Pupils use prepositions in sentences
3. Writing Sentences 3. Writing Sentences

C
• Teacher reviews proper way of writing • Pupils make sentences. They write sentences
sentences properly
D

• Teacher gives homework • Homework: Pupils look for objects and
E
describe where they are found using

prepositions. They draw the object and write
EP
a sentence about it
D
2. Review: Prepositions 2. Review: Prepositions

• Teacher introduces prepositional phrases • Pupils use prepositional phrases
3. Group Activity: Adjectives and Prepositions 3. Group Activity: Adjectives and Prepositions
• Teacher instructs group activity. He or she • Pupils participate actively in the group activity.
models tasks that each group will have They complete sentences using adjectives
and prepositions. They interpret a sentence
through illustration. They make sentences
using prepositions

• Homework: Teacher reminds pupils to
review spelling words

PWR • MT1PWR-IVa-i-6.2 • Read Aloud story: Si Monica
Spell correctly Grade 1 level words Danghag (Si Monica Dalosdalos)
• Spelling Words
spelling
PY
O
C
E D
EP
D
QUARTER 4 WEEK 35

• Sight Words and Other Grade Level Words • Sight Words and Other Grade Level Words

Si Monica Danghag (Si Monica Dalosdalos) Si Monica Danghag (Si Monica Dalosdalos)
asks pupils to participate in the reading of the They volunteer to read parts of the story
story
• Pupils brainstorm for a writing activity
4. Brainstorming Activity: My Favorite Place in
4. Brainstorming Activity: My Favorite Place in
School
School
• Teacher asks pupils to pick a place in school
• Pupils talk about a place in school and how to
and talk about how to keep the place clean
PY
keep the place clean and beautiful
and beautiful
• Homework: Pupils are given worksheets to
• Teacher gives instructions for the homework
O
draw their favorite place in school
C
E D
EP
D
NOTES
ADLAW OBJECTIVES
• MT1OL-IVa-i-6.2 Participate actively in class discussion on familiar topics
1
• MT1OL-IVe-i-5.1 Listen and respond to others in oral conversation
• MT1VCD-IVa-i-2.1.1 Give meanings of words through: a. picture clues; b.
context clues
already learned
Aa B
b
Ee F
f
Cc D
d
Gg H
h 1 RUTINA: PAGPAAMBIT (ROUTINE: SHARING)
MATERIALS • Teacher shows pictures of household chores that pupils can do.
1. Copy of Read Aloud Examples:

Book: Si Monica Danghag
(Si Monica Dalosdalos)
PY
2. Pictures showing
household chores
3. Spelling words written on
O
flashcards
4. Pictures for vocabulary
C
words
E D
EP
D
• Teacher asks pupils to talk about what the children are doing in
the picture. He or she encourages them to develop their abilities
and confidence in speaking in front of the class.
• Teacher then asks pupils to talk to a classmate seated close to

them about household chores they do at home.
Teacher says: Mga bata, unsay inyong ginahimo para makatabang

sa inyong mama ug papa sa pagpanglimpiyo ug pagpaanindot sa inyong
panimalay? Kanus-a ninyo kini ginabuhat? Pakig-estorya sa inyong tapad.
(Children, what do you do to help your parents keep your house
clean and beautiful? When do you do these things? Talk about it
to the person beside you.)
QUARTER 4 WEEK 35
• After 5 minutes, teacher asks for volunteer pupils to share to the NOTES
class. After the sharing, talk about the importance of keeping one’s
surroundings clean.
Teacher says: Importante bang manglimpiyo sa atong palibot?

Ngano man? Unsay mahitabo kon dili ta manglimpiyo sa atong
palibot?
(Is it important to clean our surroundings? Why? What happens
if we don’t clean our surroundings?)
2 PAGBASA SA SUGILANON: SI MONICA DANGHAG

(READ ALOUD STORY: SI MONICA DALOSDALOS)
BULUHATON SA DI PA MAGBASA (PRE-READING ACTIVITIES)

Teacher says: Ganiha, nag-estorya ta bahin sa pagpanglimpiyo
PY
ug pagpanindot sa atong palibot. Kon manglimpiyo mo, unsay
kinahanglang ampingan? Pananglitan, manghugas mo sa baso o plato
nga mabuak, unsaon ninyo kini paghugas? Paspason ba o hinay-hinayon
lang? (Earlier, we talked about keeping our surroundings clean
O
and beautiful. If you are cleaning, what do you need to be careful
about? For example, if you are washing a glass or plate, how will
C
you wash it? Hurriedly or with care?)
• Teacher calls on volunteer pupils to answer the questions.

D
Teacher says: Aduna koy basahon nga libro karong adlawa

bahin sa pag-amping kon manglimpiyo o manghinlo. Pero
E
usa ko magbasa, aduna usay mga pulong nga gusto nakong

EP
ipaambit kaninyo. (I have a story to read to you today

about being careful when cleaning or arranging things. However,
before I read, there are some words I want to share with you.)
D

• Teacher uses pictures, context or gestures to help pupils describe
some of the difficult words in the story. Below are suggested
words.
(1) lamesita (stand)
(2) plorera (flower vase)
• Teacher shows a picture of a stand. He or she asks pupils

questions about the picture to help them describe what a “lamesita”
or a stand is.
NOTES Teacher says: Tan-awa ninyo ang hulagway. Unsay inyong makita?….
Adunay duha ka butang sa hulagway… Ang lamesita ug ang plorera.
Kinsay makatudlo sa lamesita sa hulagway? Kinsay makatudlo sa plorera
sa hulagway? (Look at the picture. What do you see? … There
are two things in the picture … - the stand and the flower vase.
Who can point to the stand in the picture? Who can point to the
flower vase in the picture?)
PY
O
Reference:
(1) picture of vase - http://www.dreamstime.com/royal-
C
ty-free-stock-photography-vase-flowers-table-chair-image13553647
Teacher says: Tubaga kining mga pangutanaha.

D
(Answer these questions.)

E
a. Ang lamesita kay: (A stand is:)

EP
(1) lingkoranan sa mga bata (chair for children)
(2) taas nga lamesa nga kan-an sa pamilya

D
(long table where the family eats)
(3) gamay nga lamesa nga puydeng butangan og plorera o telepono

(a small table that may hold a vase or a telephone)
b. Ang plorera kay: (A flower vase is:)
(1) butanganan sa harina (container for flour)
(2) butanganan sa buwak (container for flowers)
(3) sako sa bugas (sack of rice)
(4) danghag (careless)
• Teacher lets pupils read the word “danghag.”
QUARTER 4 WEEK 35
Teacher says: Si Marlon kay pirme mabuakan og baso ug plato NOTES

kon siya manghugas. Danghag man god siya. Unsay pasabot sa pulong
nga “danghag?” Maayo kaha ang tawgon og “danghag”? (Marlon
always breaks a glass or plate when he washes the dishes. He is
very careless. … What is the meaning of “careless”? Is it good to
be called “careless”?)
• Teacher asks pupils to give their answers. Teacher can talk briefly
about the importance of being careful.
Teacher says: Sa atong sugilanon, adunay karakter nga dili mag-

amping. Ginatawag siya nga “danghag.” Tan-awa ninyo ang hapin sa
libro. Kinsa kaha ang danghag? (In our story, there is one careless
character. She is sometimes referred to as “careless.” Look at the
cover of the book. Who do you think is careless?)
• Teacher shows the cover of the book. Let them guess who the
careless character is and what her name is.
Teacher says: Tan-awa ang hapin sa libro. Unsay ulohan sa
PY
sugilanon? Kinsa ang mga tagsulat? Kinsa ang nagdibuho? (Look at
the cover of the book. What is the title? Who are the writers?
Who is the illustrator?)
O
C
Teacher says: Bahin sa unsa kaha ang estorya? Unsay inyong mga
pangutana bahin sa estorya base sa inyong nakita sa hapin sa libro?
D
(What do you think is the story about? What questions do you

have about the story based on what you see on the cover?)
E
• Teacher asks for 1 – 2 volunteer pupils to set a question.

EP
Write their questions on the board.

D

comprehension and focuses on some significant parts of the story.
Below are some suggested pages:
After reading pp. 10-11 – Tan-awa kon giunsa paglimpiyo ni Monica

ang pugaran. Unsa kahay mahitabo sa mga itlog? (Look at how Monica
cleans the nest. What do you think will happen to the nest?)
After reading pp. 14 – 15 – Unsay gibuhat ni Monica? … Unsa kahay

mahitabo sa iyang daob? (What is Monica doing? … What do you
think will happen to the bonfire?)
After reading pp. 20 – 21 – Unsa kahay buhaton ni Monica?

Unsa kahay mahitabo sa mga plato sa lababo? (What will Monica do?
What will happen to the plates in the sink?)
After reading pp. 26 – 27 – Unsa kahay buhaton sa tag-iya sa balay?

(What will the owner of the house do?)
NOTES
• Teacher shows spelling words written on flash cards. Let pupils

read the words. Then, let them spell the words and read them. For
example:
plorera --> p … l … o … r … e … r … a … --> plorera
• After each word, teacher asks pupils to use the words in a

sentence. Here are the suggested words for spelling:
plorera lamesita buluhaton limpiyo gisilhig

hugasan gialsa kugihan amping kosina
• Teacher gives the activity below. He or she reminds pupils about

the mechanics of writing sentences correctly. If necessary, he or
she reviews making and writing sentences with the pupils.
PY
Ngalan: _________________ Petsa: ____________________
Seksiyon: ______________________________________
Pagsulat og lima ka kapahayag gamit ang lima ka pulong panitik
O
(spelling words). Mahimong gamiton ang mga pulong nga gisulat sa
ilalom.
C
ang nabuak si dako kay sagbot ni daghan
nga mga pinggan
1
D
2
E
3
4
EP
5
D
Homework: Isugilon sa mga membro sa inyong pamilya ang estoryang

Si Monica Danghag. Pagbuhat og usa ka butang nga puyde ninyong buhaton
aron malimpiyo o mahinlo inyong panimalay. Inyo kining ipaambit ugma.
(Retell the story, Si Monica Dalosdalos, to your family members.
Do one thing that can help in keeping your home clean and neat.
Be ready to share this in class tomorrow.)
QUARTER 4 WEEK 35
NOTES
OBJECTIVES ADLAW
2
• MT1F-III-IVa-i-1.3 Read Grade 1 level words
• MT1LC-Ive-3.2 Infer important details from text

Aa B
b
Cc D
d
Gg H
h
f
Ee F
• Teacher asks pupils about their homework. He or she lets them

talk in pairs and share about something they did the previous MATERIALS
tonight to help keep their homes clean and orderly. After five 1. Copy of Read Aloud
minutes, teacher asks four to five volunteer pupils to share Book: Si Monica Danghag
to the class. (Si Monica Dalosdalos)
PAGSUBLI SA SUGILANON: SI MONICA DANGHAG

2 (RETELLING OF THE READ ALOUD STORY: SI
PY
MONICA DALOSDALOS)
• Teacher divides the class into groups. She assigns parts of the
O
story to the groups. These parts could be written on strips of
paper. He or she gives groups 10 minutes to practice and asks
C
them to present in class.
• After each group presents, he or she asks a volunteer pupil from

D
another group to narrate or explain what the group presented.

E
3 PAGSABOT BASE SA KAMATUORAN, OBSERBASYON

EP
O RASON (MAKING INFERENCES)
a. Deducing Monica’s Careless Behavior

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Teacher says: Sa sugilanong, “Si Monica Danghag,” nganong

nakaingon man mo nga danghag si Monica? Unsay mga higayon o
panghitabo sa estorya nga mihatag og panultol nga si Monica
kay danghag? (In the story, Monica Dalosdalos, why do
we say that Monica is careless? What situations or
events in the story give you clues that Monica is careless?)
• Teacher lets pupils talk in pairs first to answer the questions. Then,
he or she asks for volunteer pupils to give their answers to the
class.
b. Deducing the Feeling of the Owner of the House

Teacher says: Mga bata, unsa ganiy nahitabo samtang namunit
si Monica sa nangabuak nga plorera? (Children, what happened
while Monica was picking up the pieces of the broken vase?)
NOTES • Teacher shows pupils the last four pages of the story, pages 26 –
27 and 28 – 29. He or she reads the last parts of the story and asks
the pupils how the owner of the house felt.
Teacher says: Unsa kaha ang gibati sa tag-iya sa balay? Nganong

nakaingon man mo ani? Gisulat ba sa teksto sa sugilanon? … Giunsa
niya pagpakita sa iyang gibati? Unsay iyang gibuhat? (How did the
owner of the house feel? How can you say this? Is it written in
the text of the story? … How did he show what he felt? What did
he do?)
• Teacher leads pupils to explain that although the text did not say
explicitly how the owner of the house felt, they are able to get
clues from what the owner did based on the text and the picture.
c. Deducing Monica’s Realization

• Teacher asks pupils to read the last sentence of the story: Ikaw na
kining naghimog maayo, ikaw pa hinuon ang daotan.
PY
Teacher says: Unsa kaha ang ipasabot ani? Nganong nakaingon man
niini si Monica? … Unsa kaha ang gibati niya samtang gisulti kini? …
Sakto ba ang binuhatan ni Monica? Unsay sayop sa mga gipangbuhat ni
Monica? … Sa inyong tan-aw nakamatngon kaha si Monica kon unsay
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iyang sayop? Nganong nakaingon man mo ani? (What is the meaning
of this? Why do Monica say this? What did she feel while saying
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these words? … Did Monica do things right? What was wrong
about Monica’s way of doing things? Was Monica aware of the
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mistakes she did? Why do you say so?)
• Teacher leads pupils to talking about Monica’s last words and

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NOTE
connects it to how she must be feeling and if indeed she realized
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Discussion of letter (c) her mistake or not.

might be difficult for some Teacher says: Mga bata, usahay adunay mga impormasyon gikan
Grade 1 students. It is up sa estorya nga wala mahasulat pero atong masabtan base sa letrato o sa
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to teacher’s discretion if gibuhat sa mga karakter o sa ilang gisulti. Pananglitan, wala masulat sa
he or she wants to discuss atong sugilanon nga nasuko ang tag-iya sa balay pero makita nato sa iyang
this part. However, it would gibuhat nga nasuko siya kang Monica. (Children, sometimes there are
be good to open the last information from the story that is not written but we understand
statement of Monica for them based on the picture or what a character is saying or doing.
discussion. Accept different For example, it was not written in the book that the owner of the
answers from pupils and house was mad, but we saw from what he did that he was indeed
make it an opportunity mad at Monica.)
to practice oral language
development and listening
comprehension skills.
QUARTER 4 WEEK 35
NOTES
4
PAGTAPOS SA SESYON
• Teacher shows various pictures and lets pupils guess the event
based on the information they get from the picture.
Teacher says: Tan-awa ang hulagway. Unsay inyong makita?

Unsa kahay panghitabo o okasyon? Nganong nakaingon man mo niini?
(Look at the picture. What do you see? What do you think is
the occasion? Why do you say so?)
PY
O
C
D
Teacher says: Tan-awa ang hulagway. Unsay inyong makita?

E
Unsa kahay nahitabo? …. Kusog kaha o hinay ang ulan? … Sabado

kaha ni o Domingo? … Nganong nakaingon man mo niini? (Look
EP
at the picture. What do you see? What happened? … Did it rain

hard or only a little? … Would this be on a Saturday or Sunday
?… Why do you say so?)
D
NOTES
ADLAW OBJECTIVES
(1) MT1PWR-IVa-i-7.1 Read sight words and other grade level words
3
(2) Use prepositional phrases in sentences*
(3) MT1C-IVa-i-2.1 Write sentences or longer texts with proper
punctuation, spacing, and capitalization

1
d
Cc D
READING SIGHT WORDS AND OTHER GRADE

b
Aa B
G g Hh
f
Ee F
LEVEL WORDS)
MATERIALS
1. Prepositions written on Note to Teacher: Although pupils have been taught and have
flash cards practiced reading sight words in Quarter 3, the decision to review
sight words is at teacher’s discretion depending on the needs
of the pupils. Alternatively, teacher may opt to introduce other
common words and content-related terms (e.g. Math and Science
terms).
PY
• Teacher asks pupils to read sight words and grade level words,
including spelling words. He or she may assign rows or groups to
O
read different sets of words.
C
2 PREPOSISYON (PREPOSITIONS)
D
• Teacher asks questions using the story as springboard to highlight

some prepositions. Teacher can show the pages in the book to
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refresh the pupils’ memory and help them answer the questions.
EP
• As pupils answer, teacher writes their answers on the board. He or

she uses the flash card with the prepositions written on them.
Teacher says: Mga bata, atong balikan ang sugilanong, Monica

D
Danghag. (Children, let’s recall the story, Monica Dalosdalos.)
a. Sa sinugdanan sa estorya, nakabuak si Monica og mga itlog. Nganong

nabuak ang mga itlog? Diin diay ang mga itlog? (In the beginning of
the story, Monica broke some eggs. Why were the eggs broken?
Where were the eggs?) [ans: inside the nest]
sulod sa pugaran
b. Nasunog ang dagami. Nganong nasunog man ang dagami? Diin diay
magdaob si Monica? (The hay was set on fire. Why was it on fire?
Where was Monica having a bonfire?) [ans: near the hay]
duol sa dagami
QUARTER 4 WEEK 35
c. Nabuak ang plorera samtang nanglimpiyo si Monica sa lamesita. Nganong NOTES

nabuak man ang plorera? Diin kaha ang plorera? (The vase was broken
while Monica was cleaning the stand. Why was the vase broken?
Where do you think was the vase?) [possible ans: tapad sa lamesita;
kilid sa lamesita; taas sa lamesita; sa lamesita]
tapad sa lamesita
kilid sa lamesita
taas sa lamesita
sa lamesita
• Teacher lets pupils read the prepositions on flash cards. Teacher

asks pupils questions about the words. She leads them to saying
that the words give the location of objects.
Teacher says: Unsay gipakita aning mga pulonga?
PY
Unsay mahibaloan nato bahin sa usa ka butang gamit aning
mga pulonga? (What do these words tell? What do we know
about an object based on these words?) Kining mga pulonga
O
kay nagsulti kanato kon asa ang lokasyon sa usa ka butang, hayop,
lugar o tawo. Gitawag nato sila og preposisyon.
(These words tell us the location of an object, place, animal,
C
or person. We call them prepositions.) Aduna pa ba moy nahibaw-an
nga mga pulong nga naghatag og lokasyon? (Are there words you know
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that give location?)
• If pupils give more prepositions, teacher can write these on the

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board. There will be more opportunities for pupils to know and

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use other prepositions which may not be included here.
3 PAGSULAT OG MGA KAPAHAYAG

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(WRITING SENTENCES)
• Teacher asks pupils to make sentences using the words on the

flash cards (prepositions). Teacher may also show a picture for
them to write about.
NOTES
Reference:
(1) picture taken from: http://www.englishexercises.org/

makeagame/viewgame.asp?id=7515
PY
• Teacher lets volunteer pupils to write their sentences on the
board. After they have all written, check for accuracy in spelling,
capitalization, and punctuation.
O
• Teacher gives activity to pupils. He or she makes sure that before
C
they start working independently, the pupils understood the
instructions well. Depending on the need, teacher may first model
the tasks to the pupils.
D
E
Ngalan: __________________________Petsa: _________

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Seksiyon: ______________________________________
A. Pagsulat og tulo ka kapahayag base sa hulagway. Mahimong

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gamiton ang mga pulong sa ilalom.
Reference:
(1) picture taken from: http://tx.english-ch.com/teacher/joce-
lyn/kids-a/prepositions-of-place-/
QUARTER 4 WEEK 35
NOTES
ang plorera naa libro iring kay lingko-
ranan siya
1
2
3
B. Basaha ang mga kapahayag. Idibuho o i-drawing ang gisulti sa
kapahayag.
1. Ang bola naa sa
ibabaw sa lamesa.
(The ball is on
the table.)
PY
2. Ang libro naa
sa tapad sa bag.
(The book is
beside the bag.)
O
C
D
References:
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(1) table: http://www.dragoart.com/tuts/1372/1/1/how-to-draw-a-

table.htm
EP
(2) bag: http://www.aliexpress.com/store/product/2013-New-2D-

Drawing-3D-Jump-Handbag-Shoulder-Canvas-From-Cartoon-
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Paper-Messenger-Bag-44552/424242_1224839934.html
Homework: Pangita og mga butang sa balay nga puyde ninyo magamit ang
mga nakat-onang mga preposisyon [ex: taas, tapad, likod]. I-drawing kining
butanga ug pagsulat og usa o duha ka kapahayag bahin niini [ex: Ang iring
naa sa ibabaw sa kahoy. Itom ang iring.] (Look for two objects at home
and use prepositions to tell where they are found [ex: on top, beside,
at the back]. Draw these objects and write one sentence for each.
[Ex: The cat is on top of the tree. The ball is under the table.])
NOTES
ADLAW OBJECTIVES
• MT1GA-IVe-g-1.5 Use describing words in sentences
4
materials
• MT1C-IVa-i-1.3 Express ideas through phrases using both invented and
conventional spelling
1
d
Cc D
Aa B
b
Gg H
h RUTINA: PAGPAAMBIT (ROUTINE: SHARING)
f
Ee F
MATERIALS
1. Prepositions written on talk about it. After paired sharing, ask for volunteer pupils to share
flash cards to the class. Ask pupils about the object they have drawn: Where is
2. Pictures (trigger pictures it located? What is it? Describe it.
for prepositions)
3. Writing and coloring
2
BALIK-TUON: MGA PREPOSISYON
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materials for group (REVIEW: PREPOSITIONS)
work
• Teacher shows the picture used the previous day to review

O
prepositions and introduce more prepositions.
• Teacher asks questions that lead pupils to using prepositions in

C
their answers. As they give their answers, post the prepositions
written on flash cards on the board.
E D
EP
D
Reference:
(1) picture taken from: http://www.englishexercises.org/

makeagame/viewgame.asp?id=7515
QUARTER 4 WEEK 35
Teacher says: Mga bata, nakahinumdom pa mo sa mga pulong nga NOTES

atong nakat-onan gahapon? (Children, do you still remember the
words that we learned yesterday?)
duol sulod tapad kilid taas sa
• Teacher lets pupils read these words and then use them in
sentences to talk about the picture.
Teacher says: Aduna pay laing mga pulong nga parehas ani.
Pananglitan, hain ang bola? … Hain ang payong? … Hain ang libro?
Hain ang silya? (There are other words similar to this. For
example, where is the ball? … Where is the umbrella? Where is
the book? Where is the chair?)
• As pupils answer, teacher posts the flash cards with prepositions

together with their answers.
ilalom sa lamesa
PY
tunga sa mansanas ug ballpen
sulod sa basurahan
O
likod sa lamesa
C
• Teacher asks pupils to read the words written on flash cards.
Teacher says: Nakahinumdom pa mo unsay gibuhat o gipakita

D
aning mga pulonga? Unsay ngalan aning mga pulonga? (Do you still
remember what these words do or show? What is the name of
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these words?)
EP
3 BULUHATONG PANGGRUPO: PAGSULAT

(GROUP ACTIVITY: WRITING)
D
• Teacher divides the pupils into groups of three or four. He or she

explains to pupils that each small group will have an activity card
that contains three or four items that each of them must answer.
Teacher gives sample tasks to model the group activity.
• Teacher does the task for the whole class before dividing them
into groups to do their group tasks.
Task 1: Kompletoha ang kapahayag. (Complete the sentence)
Ang _______ (pungway) nga iring kay mitago sa _______ (preposisyon)

sa karton.
(The _________ (adjective) cat is _______ (preposition) the box.)
NOTES • For this activity, teacher guides pupils into giving an adjective for
the first blank and a preposition in the second blank. He or she
may need to review adjectives discussed in the previous week.
Task 2: I-drawing o idibuho ang kapahayag.
Ang baso kay gipatong sa ibabaw sa silya.

(The glass is on top of the chair.)
Task 3: Paghimo og usa ka kapahayag base sa dibuho.
PY
O
Possible answers:
C
Ang langgam kay mitugpa sa ibabaw sa kahoy.
(The bird is on top of the tree.)
D
Ang kahoy naa sa ilalom sa langgam. (The tree is under the bird.)
Reference:
E
(1) picture taken from: https://drawception.com/panel/drawing/

EP
fN2s3336/happy-bird-on-top-of-a-tree/
NOTE
• After the sample tasks are answered, teacher gives grouping
D
It is important that pupils reminders to pupils.

assign roles in doing their
• Below are some suggested tasks per group. The teacher can either
tasks and that these roles
add more activity cards or two groups can have the same set of
are rotated among group
activities. Each group activity card has three tasks meant for a
members.
3-member group. However, the teacher has the option of adding a
drawing or sentence writing task if the group is composed of more
than 3 members; ideally, not more than five members.
QUARTER 4 WEEK 35
NOTES
Buluhaton: Grupo ______
1. Kompletoha ang kapahayag.
Ang _________ (pungway) nga bola kay naa sa _________

(preposisyon) sa aparador.
2. Idibuho ang kapahayag.
Ang pula nga krayola kay naa sa sulod sa baso.
3. Paghimo og usa ka kapahayag base sa dibuho.
PY
O
C
D

E
Ang _________ (pungway) nga balay kay naa sa _________

EP
(preposisyon) sa simbahan.

D
Ang berde nga notebook kay natagak sa ilalom sa lingkoranan.
NOTES
Ang _________ (pungway) nga iring kay misaka sa _________

(preposisyon) sa kahoy.
Ang itom nga lapis kay naa sa kilid sa bola.
PY
O
C
D

E
Ang _________ (pungway) nga bata kay mitago sa _________

EP
(preposisyon) sa kahoy.

D
Ang asul nga bola kay naa sa atubangan sa karton.
QUARTER 4 WEEK 35
• After 10 to 15 minutes, teacher asks pupils to exchange their NOTES

works with a different group so other groups can look and
comment on it. Then, he or she asks groups to present their works
to the class.
OBJECTIVES ADLAW
(1) MT1PWR-IVa-i-6.2 Spell correctly grade one level words consisting of
PY
5
(2) MT1C-IVa-i-1.3 Express ideas through phrases using both invented and
(3) MT1PWR-IVa-i-7.1 Read sight words and other grade level words
O
C
1
d
Cc D
b
(ROUTINE: READING SIGHT WORDS AND Aa B

Gg H
h
D
f
Ee F
GRADE LEVEL WORDS)

MATERIALS
E
• Teacher asks pupils to read sight words and grade level words, 1. Copy of Read Aloud
EP
including spelling words. He or she asks individual pupils who may Book: Si Monica Danghang
have difficulty with some of the words to read two to three words (Si Monica Dalosdalos)
individually. Guide them to successfully read a couple of these
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words.
2 PAGSUSI SA PANITIK (SPELLING TEST)
NOTES
Pagsusi sa Panitik
1. Diktasyon. Isulat ang lima ka pulong gikan sa mga pulong panitik
nga idiktar.
II. Sirkoli ang pulong nga sayop ang pagkatitik o spelling. Isakto ang
pagtitik o pag-spelling niini.
_____________ 1. Habog ang lamezeta ni lola.

_____________ 2. Daghan og bolohatun sa eskuylahan.
_____________ 3. Lempyo pirme ang among kasilyas.
_____________ 4. Nindot ang florira ni Monica.
_____________ 5. Magluto ta sa kosena.
AMBITAY NGA PAGBASA: SI MONICA DANGHAG

STORY: SI MONICA DALOSDALOS)
PY
parts of the story.
O
• Teacher asks questions about the story to facilitate discussion on
C
keeping one’s surrounding clean and beautiful.
Teacher says: Mga, bata kamo pod, nagalimpiyo ba mo sa balay?

D
Unsay inyong ginabuhat sa balay? Unsay puyde ninyong buhaton para

malimpiyo ug mapanindot ang inyong balay? (Children, do you help in
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doing house chores? What chores do you want to do at home?

What can you do to clean and keep your house beautiful?)
EP
PAGHUNAHUNA SA ISULAT: PAGPANINDOT SA
4 PALIBOT SA ESKUYLAHAN (BRAINSTORMING

D
ACTIVITY: BEAUTIFYING THE SCHOOL

ENVIRONMENT)
Teacher says: Mga bata, maghunahuna ta og usa ka paborito nga

lugar sa eskuylahan? Mahimong kini usa ka playground, classroom,
canteen ug uban pa. (Children, think of your favorite place in
school. What is it? This can be the playground, classroom,
canteen and others.)
• Teacher facilitates discussion so the whole class can think of one

place for a brainstorming activity. Then, he or she tells pupils to
write this place inside an oblong on the board.
Teacher says: Unsay puyde natong buhaton para mapanindot ug

masegurado nga limpiyo kining lugara? (What can we do to ensure that
the place is beautiful and clean?)
QUARTER 4 WEEK 35
• As pupils answer, teacher writes their answers around the place NOTES
(written in the middle). He or she may create a graphic organizer
similar to the one below:
pagpanilhig sa mga pagbutang og mga

sagbot tanom sa kilid
Playground
paglabay sa basurahan pag-ayo sa natangtang

ug dili sa bisan asa nga mga pintal
• Teacher lets pupils read their answers which are written on the
board.
PY

O
Homework: Aduna koy ihatag nga buluhaton o worksheet kaninyo.
Sa tunga nga rektanggulo, idibuho o i-drawing ang inyong paborito nga lugar
C
sa eskuylahan. Ayaw usa sulati ang mga rektanggulo sa kilid. (I am going
to give you a worksheet. In the rectangle at the middle, draw your
favorite place in school. Do not write yet in the rectangles on the
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side.)
E
EP
Buluhaton: Pagpanindot sa Akong Paboritong Lugar

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QUARTER 4 WEEK 36
WEEK
36
TEACHER’S GUIDE
GRADE 1
MOTHER TONGUE
SINUGBUANONG
PY
O
BINISAYA
C
THEME: PAGPANGLIMPIYO UG PAGPANINDOT SA ATONG

D
PALIBOT (MAKING OUR SURROUNDINGS CLEAN AND BEAUTIFUL)

E
READ ALOUD STORY: SI MONICA DANGHAG

EP
(SI MONICA DALOSDALOS)

LEVELED READER: MANANOM TA OG MUNGGOS
(LET’S PLANT MUNGBEANS)
D

Theme: Pagpanglimpiyo ug Pagpanindot sa atong Palibot

(Making our Surroundings Clean and Beautiful)
Read Aloud Book: Si Monica Danghag (Si Monica Dalosdalos)
(Story by: L.E. Antonio and P.T. Martin; Illustrator: Renato Gamos)
Leveled Reader: Mananom Ta og Munggos (Let’s Plant Mungbeans)
(Author: EDC Leveled Reader Library; Photographs by: Paolo Balderia and Harry James Creo)
• Storytelling
descriptive words
• Sight Words
• MT1OL-IVa-i-6.2
PY
Daily • MT1OL-IVa-i-9.1
Tell/retell stories read or heard O
• MT1OL-IVe-i-5.1
C
conversation
PWR • MT1PWR-IIIa-i-7.1 Read sight
words and other grade level words
D
LC • MT1LC-Ivf-9.1 Give one’s • Read Aloud Story: Si Monica

reaction to an issue from a story Danghag (Si Monica Dalosdalos)
E
listened to
• Composing Activity
EP
C • MT1C-IVa-i-1.3 Express ideas

through phrases, sentences, or
longer texts using both invented
and conventional spelling
D
• MT1PWR-IVa-i-3.2.1 Write
phrases and simple sentences
1
correctly
• MT1C-IVa-i-2.1 Write
sentences or longer texts with
proper punctuation, spacing, and
capitalization
ATR • MT1ATR-IVa-i-4.1 Show interest
in texts by browsing/reading
available print materials

QUARTER 4 WEEK 36

b. Storytelling
b. Storytelling • Pupils tell a story they have heard or read
PY
• Teacher asks pupils to retell a story they have
c. Sight Words
heard or read
• Teacher introduces sight words and other
O
grade level words
C
D

E
• Storytelling • Storytelling
EP
Si Monica Danghag (Si Monica Dalosdalos) Si Monica Danghag (Si Monica Dalosdalos)
• Teacher asks pupils to retell the story • Pupils participate actively during retelling of
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listened to the previous week the story
3. Differentiated Writing Activities: 3. Differentiated Writing Activities:

Akong Paboritong Lugar Ang Akong Paboritong Lugar
• Teacher instructs different groups to do • Pupils write about cleaning and beautifying
writing activity their favorite places
Group 1: Writing using sentence frames 4. Concluding the Session

• Homework: Pupils think of things or
Groups 2: Writing independently
situations that are hot and cold


G • MT1GA-IVe-g-1.5 • Describing Words
2 and format) when copying/writing
short paragraphs
F • MT1F-IIIa-IVa-i-1.4 • Leveled Reader: Mananom Ta og

Read Grade 1 level texts with an Munggos (Let’s Plant Mungbeans)
PY
• Spelling Words
short stories
O
C
RC • MT1RC-IIe-f-7.1
D
Give one’s reaction to an issue from

a story read
E
EP
3
D

QUARTER 4 WEEK 36

2. Adjectives 2. Adjectives
• Teacher reviews lesson on adjectives. He or • Pupils participate actively in review lesson
she instructs pupils in writing sentences on adjectives. Pupils write sentences using
adjectives.
3. Sentences
3. Sentences
• Teacher models correct way of writing
• Pupils write grade level sentences correctly
• Teacher drills pupils on adjectives
• Pupils actively participate in activity on
adjectives
PY
2. Guided Reading of the Leveled Reader: 2. Guided Reading of the Leveled Reader:
Mananom Ta og Munggos (Let’s Plant Mananom Ta og Munggos (Let’s Plant
Mungbeans) Mungbeans)
O
• Teacher divides the class into two groups and Pre-Reading Activities
C
distributes appropriate text according to their • Pupils read high frequency words and some
level phrases from the story
D
Pre-Reading Activities • Pupils look at the pictures and talk about

• Teacher presents high frequency words and them. Pupils give the title, author and
E
some phrases from the story illustrator of the book

EP
• Teacher lets pupils look at the pictures on During Reading Activites

each page and to talk about them. • Pupils read the leveled reader in pairs and to
each other
D
• Teacher asks pupils to read the leveled After Reading Activities

reader. Then, have Pupil A read to Pupil B • Pupils answer questions about the story
and reverse roles
3. Spelling Words
After Reading Activites • Pupils spell grade level words correctly
• Teacher asks questions to discuss the story
3. Spelling Words • Homework: Pupils retell the story to family
• Teacher highlights spelling words from the members. They plant mung beans with family
story members


F • MT1F-IIIa-IVi-1.4 • Leveled Reader: “Mananom Ta og
Read Grade 1 level texts with an Munggos” (“Let’s Plant Mungbeans”)
C • MT1C-IIIa-e-1.3
spelling
4 • MT1PWR-IVa-8.1
PY
short paragraphs
O
C
E D
F • MT1F-III-IVa-i-1.3 • Leveled Reader: “Mananom Ta og

EP
Read Grade 1 level words, phrases, Munggos” (“Let’s Plant Mungbeans”)

• Spelling Test
D
• Writing
• MT1F-IIIa-IVi-1.4
5 Spell and write Grade 1 level words
C • MT1C-IVa-e-1.3
spelling
QUARTER 4 WEEK 36

2. Familiar Reading 2. Familiar Reading
• Teacher lets pupils to read familiar text • Pupils reread familiar text (Leveled Readers)
(Leveled Readers) from previous quarters from the previous quarters
3. Differentiated Writing Activity: Writing Steps 3. Differentiated Writing Activity: Writing Steps
in Planting Mung beans in Planting Mung beans
• Teacher instructs and models composing • Pupils participate actively in whole class
activity. instruction of composing activity
Writing Writing
PY
Teacher lets the pupils read the text together Pupils read the text together as a group
as a group
O
Pupils do composing activity
Teacher lets pupils do composing activity
C
• Teacher lets Group 2 pupils read their work
D
to Group 1 pupils

E

EP
D
Writing Writing
• Group 1: Teacher lets pupils do composing • Group 1: Pupils do composing activity

activity
4. Concluding the Session • Pupils in Group 1 show their work to pupils
work to pupils in Group 2

NOTES
ADLAW OBJECTIVES
• MT1OL-IVa-i-9.1 Tell/retell stories read or heard
1
• MT1LC-Ivf-9.1 Give one’s reaction to an issue from a story listened to
materials
d
Cc D
b
Aa B
Ee F
f
Gg H
h
Note to Teacher: It is suggested that during the week that
Leveled Reader is used, pupils are grouped and seated based on
MATERIALS abilities.
1. Copy of Read Aloud For purposes of this Teacher’s Guide, Group 1 will refer to pupils
Book: Si Monica Danghag having difficulties with reading and writing while those in Group 2
(Si Monica Dalosdalos) are those who are performing on the average or advanced.
1
PY
RUTINA: PAGSUGILON
O
Teacher says: Mga bata, nakahinumdom pa mo sa inyong mga nabasa o
C
nadunggang sugilanon sa una? Unsang sugilanona inyong nahinumdoman?
Ipaambit kini sa inyong tapad. (Children, do you remember any
D
story you have previously read or heard? What story do you

remember? Share this with the person beside you.)
E
• Teacher may prompt some titles of Read Alouds and Leveled

EP
Readers the pupils are familiar with.

• After ten minutes, ask for volunteer pupils to share to the class.
D
PAGSUBLI SA SUGILANON: SI MONICA DANGHAG

SI MONICA DALOSDOS)
• Teacher asks pupils to retell the story, Si Monica Danghag.

He or she can use the book with the text covered to prompt pupils
in retelling the story.
• Teacher gives opportunity to pupils who are less comfortable and

confident with speaking in front of the class.
• Teacher asks pupils questions about the story highlighting Monica

and her problem or issue.
QUARTER 4 WEEK 36
Teacher says: Mga bata, unsay problema ni Monica? NOTES

Ganahan siyang manglimpiyo pero unsay nahitabo sa iyang mga
gipanglimpiyohan? … Unsay sakto ug unsay puyde pang usbon sa
pagpanglimpiyo ni Monica? (Children, what is Monica’s problem?
She likes to clean but what happens to the things that she cleans?
… What is right and what can be improved with how Monica
cleans?)
3 PAGPANINDOT SA AKONG PABORITONG LUGAR

MAKING MY FAVORITE PLACE BEAUTIFUL)
• Teacher asks pupils to take out their homework from the previous
week.
Teacher says: Mga bata, unsay akong gipabuhat kaninyo sa miaging

Biyernes? Nagdibuho ba mo sa inyong paboritong lugar? Unsa kahay
PY
ibutang ninyo sa kilid sa mga kahon? (Children, what did I ask you
to do last Friday? Did you draw your favorite place? What will
you put in the boxes on the side?) O
• Teacher tells pupils that they will think of ways that they can
beautify and clean their favorite place. He or she asks the pupils to
C
draw it in the boxes.
• While they are drawing, teacher instructs separately pupils

belonging to Groups 1 and 2. As teacher goes to each group, he or
D
she asks the pupils to pause and listen to further instructions.

E
Group 1 Group 2
EP
1. Teacher needs to reinforce 1. Teacher checks if all pupils

and model instructions for are working independently and
Group 1. what they are doing is correct.
D
2. Teacher instructs pupils to 2. Teacher instructs pupils to

write words or phrases below write a sentence below the
their drawings. drawing.
3. Go around and check if 3. Teacher asks pupils to an-

pupils are doing their tasks. swer the questions and write
them below their diagram or
graphic organizers.
Why do you like this place?
What do you do here?
Below is a sample of the expected output from the pupils’ task.
NOTES
Buluhaton: Pagpanindot sa Akong Paboritong Lugar
NOTE
The part below is for Group

2 pupils.
Ganahan ko sa __________________________________ kay
___________________________________________________.
Diri sa parke, puyde kong _____________________________
___________________________________________________.
PY
Reference:
(1) picture of park taken from http://babv-lovers.forumotion.net/

O
t1525-design-a-play-park-for-kids

C
• Those who finish early can pair up and show each other their
work.
D
• After fifteen to twenty minutes, teacher asks pupils to form groups

with members from Groups 1 and 2. Then, he or she lets pupils
E
show and talk to their group members about their work.

EP
• After five minutes, he or she asks for volunteer pupils to present

to the class.
D
Homework: Paghunahuna og mga butang nga init ug mga butang nga

bugnaw. Kanus-a init ang panahon? Kanus-a tugnaw ang panahon? (Think
of things that are hot and cold. When is the hot season? When is it
cold?)
QUARTER 4 WEEK 36
NOTES
OBJECTIVES ADLAW
2

Cc D
d
b
Aa B
h
Gg H
f
Ee F
Teacher says: Mga bata, gahapon aduna koy duha ka pangutanang

gihatag kaninyo: Unsang mga butanga ang init ug bugnaw? Kanus-a MATERIALS
kini init ug kanus-a kini bugnaw? (Children, yesterday I asked
1. Adjectives written on
you to answer these questions: What things are hot and cold?
PY
flash cards
When is it hot and when is it cold?)
• Teacher asks pupils to discuss this with a pair. After five minutes,
he or she asks for volunteer pupils to share.
O
2
PUNGWAY (SENTENCES: ADJECTIVES
C
AND VERBS)
• Teacher shows pictures of things and situation when it is hot or

D
when it is cold. Ask questions about the pictures. Post on the

board the signs: “init” (hot); “tugnaw/bugnaw” (cold).
E
Example:
EP
Unsa kini? (What is this?)

Bugnaw ba kini o init? (Is this hot or cold?)
D
Paghatag og kapahayag base sa hulagway.

(Give a sentence based on the picture.)
Unsa ang panahon?

(What is the weather?)
Bugnaw ba kini o init? (Is it hot or cold?)
Paghatag og kapahayag base sa
hulagway.
Unsa kini? (What is this?)
Bugnaw ba kini o init? (Is this hot or cold?)
Paghatag og kapahayag base sa hulagway.
NOTES References:
(1) picture of fire taken from http://ncptt.nps.gov/articles/disasters/

wildland-structural-fire/
(2) picture of raining taken from http://canadaartsconnect.com/

magazine/2014/03/20-kids-art-printables-spring/windy-rainy-day/
(3) picture of ice cream taken from http://www.gotyourhandsfull.com/ice-

cream-coloring-pages/
BRIDGING
Teacher says: Unsay gihulagway sa mga pulong nga init ug bugnaw?
In discussing adjectives … Unsa gani ang tawag sa mga pulong nga naghulagway? (What do the
in Filipino and English, words hot and cold describe? … What do we call words that
teacher can connect to the describe?)
concept of “pungway”
in Mother Tongue.
Teacher can use a chart 3 MGA KAPAHAYAG (SENTENCES)
similar to that in Week

31 with other types of Teacher says: Mga bata, karon magsulat ta og mga kapahayag.
PY
adjectives such as color (Children, now we will practice writing sentences.)
and temperature.
• Teacher asks pupils to write a sentence based on the pictures
given. He or she asks the pupils to use the words, “init” and
O
“tugnaw/bugnaw”, and write these in their notebooks.
C
• After five minutes, teacher lets pupils exchange notebooks with
their seatmates so they can check each other’s sentences. Teacher
guides pupils in checking the sentences written by their classmates.
D
Ask them to check for capitalization, punctuation, spacing, and

also to look at the spelling if these are correct.
E
EP
D
• Teacher drills pupils on adjectives. He or she points to different

things in the classroom and asks pupils to create sentences using
the adjectives.
Teacher says: Mga bata, lisod ba o sayon ang paghimo og mga pulong
gamit ang pungway? Mag-ihap ko hangtod tulo. Inig-abot sa tulo, ipakita
ang thumbs up sign kon sayon lang. Ipakita ang thumbs down kon
lisod. (Children, is it difficult or easy to make sentences using
adjectives? I will count to three. When I reach three, show the
thumbs up sign if you find it easy. Show the thumbs down sign if
you think it is difficult.)
QUARTER 4 WEEK 36
NOTES
OBJECTIVES ADLAW
3
of 95 – 100%
already learned
• MT1RC-IIe-f-7.1 Give one’s reaction to an issue from a story read
Note to Teacher: If the pupils have not yet been divided based Cc D
d
on their abilities, ensure that for this day, pupils will be segregated
b
Aa B
h
Gg H
f
Ee F
to Groups 1 and 2.
MATERIALS
the easier text. This can be identified with the single dot mark 1. Copies of Leveled Reader:
indicated on the cover of the book. Group 2 pupils (average to “Mananom Ta og Munggos”
advanced readers) will read the more challenging text. This can be (Let’s Plant Mungbeans)
PY

O
GRADE LEVEL WORDS)
C
D
words from the leveled reader that teacher may include in the
reading drill.
E
EP
munggos pangita lungag bisbisi sustansiyado

tanom butangan butangi pupo utanon
D

pupil’s skill.
PAGBASA SA LEVELED READER: MANANOM TA

2 OG MUNGGOS (READING OF THE LEVELED
READER: LET’S PLANT MUNGBEANS)

of the words were already presented in the activity earlier.
NOTES 2) Pagbasa og mga Pulongan (Phrase Reading)

• Teacher shows phrases from the leveled reader in flash cards. Ask
pupils to read them. Assist them if some phrases are difficult to
read.
kalami sa ug butangi puydeng kaonon

lingaw ug dali lugar nga mainitan makapabaskog kini
gagmay nga lungag hangtod mahimong puyde kini lutoon
munggos
kinahanglan nga ayaw pagbutang protina ug bitamina

daghang
3) Pasunding sa mga Hulagway (Picture Walk)
PY
Teacher asks question so pupils can talk about it.
O
Example: Unsay inyong nakita sa hulagway? (What do you see in the
picture?)
C
D
title, author, and illustrator of the book.

E
Teacher asks: Bahin sa unsa kaha ang estorya? (What do you think
is the story about?)
EP

D

• Teacher goes around to monitor pupils. More time may be spent

to pupils who are struggling to facilitate their decoding and fluency
skills.

note of pupils’ abilities and progress. Teacher takes note of pupils
who are able to use certain strategies to decode. He or she praises
and acknowledges them in class. He or she asks them to show or
narrate to the class how they were able to decode a word on their
own.
QUARTER 4 WEEK 36
Activity while waiting: NOTES
• Teacher instructs those who have finished reading to do the

following:
For Group 2 (challenging text) NOTE

(1) Look for the steps in planting mungbeans. Considering the varying
(2) Copy one or two the sentences in your notebook to practice abilities of pupils, some may
handwriting and mechanics in writing sentences. finish earlier than others.
While waiting for other
For Group 1 (easy text) pupils to finish, the following
activities may be given to
(1) Look at the pictures and identify things they found in the
pupils.
picture.
(2) Look for common words such as mungos, itanom, popua and
bisbisi.
PY
• Teacher asks pupils questions about the leveled reader.
Bahin sa unsa ang sugilanon? (What is the story about?)

O
Sustansiyado ba ang munggos? (Are mungbeans nutritious?)
C
Unsay puydeng lutoon uban ang munggos?
(What can be cooked with mungbeans?)
D
Unsang lutoa sa munggos ang inyong natilawan na?

(What dish made of mungbeans have you tasted?)
E
Maayo ba ang pagkaon og munggos? (Is it good to eat mungbeans?)

EP

D
Teacher says: Karon mga bata, adunay mga pulong nga gusto
nakong makat-onan ninyo sa pagtitik o spelling. Basahon nato ang mga
pulong ug sulayan nato ang pagtitik. Dayon, mangayo ko og kapahayag
gikan ninyo nga gigamit ang pulong. (Now children, I have some
words that I want you to learn how to spell. Let’s read the words
and try to spell them out. After, I will ask you to make sentences
using these words.)
Example:
munggos --> m … u … n … g … g … o … s … --> munggos
munggos Itanom lungag mainitan kalawasan

butangan yuta gagmay semana makapabaskog
NOTES
4
PAGTAPOS SA SESYON (CONCLUDING THE
SESSION)

Mananom Ta og Munggos. Iasoy kanila unsaon pagtanom og munggos.
Pagtanom og munggos kuyog ang inyong pamilya. (Retell the story, Let’s
Plant Mungbeans, to your family members. Plant mungbeans with
your family.)
ADLAW OBJECTIVES
4
PY
100%
• MT1F-IIIa-IVi-1.3 Read Grade 1 level words, phrases, sentences, and short
O
C
D

materials
E
EP
1
d
Cc D
b
Aa B
h
Gg H
D
f
Ee F
MATERIALS
• Teacher asks pupils if they were able to plant mungbeans with
their family members and let them share the experience with their
Mananom Ta og Munggos
seatmates. He or she asks them to give the step-by-step process
(Let’s Plant Mungbeans)
about what they did with their family members.
After five to ten minutes, teacher calls on volunteer pupils to share

to the class.
2
PAGBASA OG PAMILYAR NGA TEKSTO
• Teacher distributes the leveled reader from Quarter 3, “Malong.”
QUARTER 4 WEEK 36
• Teacher tells pupils that they will read the story again. He or she NOTES
lets pupils read in pairs first. After, he or she assigns pages to small
groups for them to read to the class before letting the whole class
read together.
• Teacher focuses on pupils’ ability to read the familiar text fluently.
3 PAGTANOM OG MUNGGOS (DIFFERENTIATED

WRITING ACTIVITIES: PLANTING
MUNGBEANS)
Teacher says: Mga bata, ganiha nagpaambit mo bahin sa pagtanom

og munggos uban ang inyong pamilya. Unsay una ninyong gibuhat?
Ikaduha? Ikatulo ….? (Children, earlier you shared about
planting mungbeans with your family members. What did you
do first? Second? Third …?)
PY
• Teacher asks for volunteer pupils to share to the class. As pupils
answer, teacher writes their answers on the board. This is to
facilitate discussion so pupils can identify the first to the last steps
in planting mungbeans.
O
• Teacher tells pupils that they will draw and write the steps in
C
planting mungbeans.
• Teacher tells pupils that they will again have different activities NOTE
D
For this session, pupils in
reading.
Group 2 will be doing the
E
writing activity. For the next

EP
NAGKALAINLAING BULUHATON: PAGBASA UG day, when Group 1 pupils

do the writing activity, they
will have a slightly modified
D
activity that will scaffold the

Teacher says: Mga bata, natunga mo sa duha ka grupo. Ang pupils in Group 1.
Unang Grupo (easy text) magbasa og balik sa sugilanong, “Mananom
Ta og Munggos.” Ang Ikaduhang Grupo kay magsulat og mga
pamaagi sa pagkonserbar sa tubig ug elektrisidad. (Children, you
are divided into two groups. Group 1 [easy text] will read again
the story, “Let’s Plant Mungbeans.” Group 2 will write ways to
conserve water and electricity.)
• While Group 2 pupils are writing their composition, teacher lets

Group 1 pupils read the story as a whole group. Teacher models
reading with appropriate speed and expression. Then, he or she
lets pupils read by pairs. Partners can take turns in reading the text
to each other.
NOTES • Teacher goes around and spends time with struggling readers.
teacher lets them find a pair. They show and read their
composition to each other.

1. Whole Group Reading of the 1. Writing Steps in Planting
Leveled Reader Mungbeans
• Teacher models reading • Pupils do writing activity
with appropriate speed and independently.
expression.
• Teacher can find time after
2. Partner Reading/ Reading by supporting struggling readers
Pairs to go around the group doing
• Teacher goes around writing activity to check on
PY
supporting struggling readers. their progress and answer
questions they may have.
2. Showing of Work
O
• Pupils who finish early can
exchange work and show
C
their works to each other.
D
5
PAGTAPOS SA SESYON
E
EP

Let pupils from Group 2 show their compositions to the pupils in
Group 1.
D

day.
QUARTER 4 WEEK 36
NOTES
OBJECTIVES ADLAW
5
• MT1F-IIIa-IVi-1.4 Read Grade 1 level texts with an accuracy rate of
95 – 100%
already learned
materials
d
Cc D
b
Aa B

h
Gg H
1
f
Ee F
(ROUTINE: READING OF SIGHT WORDS AND

MATERIALS
PY
• Teacher drills pupils on common grade level words and spelling “Mananom Ta og Munggos”
words. Depending on abilities of the pupils, teacher may also (Let’s Plant Mungbeans)
O

C
He or she may keep a record or observation notes of the progress
of the pupils.
D

E
EP
Pagsusi sa Panitik
D

II. Sirkoli ang sakto nga panitik sa mga pulong.
(1) munggos mongos mungus

(2) yuta yota yutah
(3) simana semana seemana
(4) botangan butangan bottangan
(5) longag longgag lungag
NOTES
grupo. Ang naa sa Ikaduhang Grupo (challenging text) magbasa og
balik sa sugilanong, Mananom Ta og Munggos. Ang naa sa Unang
Grupo kay mao ang magsulat bahin sa pamaagi sa pagtanom og munggos.
(Children, now the groups will exchange activities. Those in
Group 2 [challenging text] will read again the story, Let’s Plant
Mungbeans. Those in Group 1 will write the steps in planting
mungbeans.)
may take turns in reading to each other.
• While pupils in Group 2 are reading, teacher instructs Group 2
PY
pupils on how to go about the writing activity. Provide sentence
frames in the writing activity.
Examples: Una, pagkuha og ____________.

O
Ikaduha, butangi ang kaang og __________ .
C
• Once pupils in Group 1 have started doing their activity, teacher
lets pupils in Group 2 read the leveled reader as a whole group.
Teacher models reading with appropriate speed and expression.
D

E
EP
teacher lets them find a pair and show their work to each other

D

Reader
on activity. • Pupils read the text in
pairs. They take turns
2. Showing of Work
writing can exchange work.
They show and read each
other’s work.
speed.
QUARTER 4 WEEK 36
NOTES
4
PAGTAPOS SA SESYON

Let pupils from Group 1 show their drawings to pupils in
Group 2.
PY
O
C
E D
EP
D
QUARTER 4 WEEK 37
WEEK
37
TEACHER’S GUIDE
GRADE 1
MOTHER TONGUE
SINUGBUANONG
PY
O
BINISAYA
C
THEME: PAGPUYO NGA LUWAS UG HIMSOG SA AKONG KOMUNIDAD

D
(STAYING SAFE AND HEALTHY IN MY COMMUNITY)

E
READ ALOUD STORY: MAY LAKAW MI NI PAPA

(MAY LAKAD KAMI NI TATAY)
EP
D

Theme: Pagpuyo nga Luwas ug Himsog sa Akong Komunidad

(Staying Safe and Healthy in My Community)
Read Aloud Story: May Lakaw Mi ni Papa (May Lakad Kami ni Tatay)
(Story by: Eugene Y. Evasco; Illustrator: Brent Sabas)
OL • MT1OL-IVc-d-4.2 • Sight Words and Grade Level
Recite or sing individually with Words
ease and confidence songs, poems,
• Song, Poem, Chant, and Riddle
chants, and riddles
• Sharing
• MT1OL-IVa-i-6.2
Daily discussions on familiar topics
PY
• MT1OL-IVe-i-5.1
conversation
O
level words
C
LC • MT1LC-IVa-b-1.2 • Read Aloud Story: May Lakaw Mi ni
Note important details in grade Papa (May Lakad Kami ni Tatay)
D
level literary texts listened to

• Writing Phrases and Sentences
V • MT1VCD-IVa-i-2.1.1
E
Give meanings of words through

picture clues and context clues
EP
Spell correctly grade one level
words consisting of letters already
D
learned
1
correctly

QUARTER 4 WEEK 37

• Teacher prompts pupils to talk about familiar • Pupils talk about familiar topics. They
topics listen and respond to each other in oral
conversation.
b. Reading of sight words and grade level words
• Teacher drills pupils on reading sight words b. Reading of sight words and grade level words
and grade level words • Pupils read sight words and other grade level
PY
words presented by the teacher
c. Song/ Poem/ Chant/ Riddle
• Teacher introduces a song, poem, chant, or c. Song/Poem/Chant/Riddle
riddle. • Pupils learn and practice a song, poem, chant,
O or riddle.
C
D
2. Read Aloud Story: May Lakaw Mi ni Papa 2. Read Aloud Story: May Lakaw Mi ni Papa
E
(May Lakad Kami ni Tatay) (May Lakad Kami ni Tatay)

EP

• Teacher introduces some vocabulary words
• Pupils get meaning of vocabulary words
• Teacher asks questions to stimulate pupils’ introduced through context, pictures, and
D
interest about the story gestures
During Reading Activities • Pupils talk about experiences related to the

• Teacher reads the story to the pupils story. They talk about the cover of the story,
• Teacher asks questions about details in the During Reading Activities
story • Pupils listen attentively to the story read
3. Spelling Words After Reading Activities

• Teacher gives activity on spelling words from • Pupils answer questions about the story. They
the story talk about the important details in the story
3. Spelling Words
• Pupils participate in the activity on spelling
words. They make sentences using the
spelling words
LC • MT1LC-IIh-i-8.1 • Read Aloud story: May Lakaw Mi ni

Retell a story listened to Papa (May Lakad Kami ni Tatay)
V • MT1VCD-IVa-i-3.2
• High Frequency and Other Grade
Identify and use synonyms
Level Words
• Story Retelling
• Synonyms
2
PY
O
V • MT1VCD-IVa-i-3.2 • Antonyms
C
Identify and use antonyms
D

E
3 and capitalization
EP
D
G MT1GA-IVe-g-1.5 • High Frequency and Other Grade

Use describing words in sentences Level Words
• Adjectives
CMT1PWR-IVa-8.1
(punctuation mark, capitalization,
4 proper spacing between words,
indention, and format) when copying/
writing words, phrases, sentences, and
short paragraphs
ATR MT1ATR-IVa-j-4.1
QUARTER 4 WEEK 37

• Teacher gives homework • Homework: Retell the Read Aloud Story
to your family members. Walk around your
neighborhood and take note of what you see
May Lakaw Mi ni Papa (May Lakad Kami May Lakaw Mi ni Papa (May Lakad Kami
ni Tatay) ni Tatay)
• Teacher asks pupils to retell the story • Pupils retell the Read Aloud story
through dramatization
3. Synonyms
3. Synonyms • Pupils identify synonyms from given words.
• Teacher reviews synonyms. He or she uses Pupils write sentences correctly using
the story as springboard to discuss words and synonyms.
PY
their synonyms
4. Concluding the Session • Pupils follow the teacher’s movements
• Teacher demonstrates an exercise that pupils
O
can follow
C
• High frequency and other grade level words • High frequency and other grade level words
D
2. Antonyms 2. Antonyms
• Teacher reviews antonyms. He or she uses • Pupils identify antonyms from given words.
E
the story as springboard to discuss words and Pupils write sentences correctly using
their antonyms antonyms
EP

• Teacher gives homework • Homework: Group 1 pupils write two things
that make them happy. Group 2 pupils write
D
two things that make them sad

2. Review: Adjectives 2. Review: Adjectives
• Teacher reviews adjectives • Pupils identify adjectives and use them in
sentences
3. Composing Activity: Adjectives
• Teacher instructs and models composing 3. Composing Activity: Adjectives
activity for pupils • Pupils make composition using adjectives

• Teacher gives homework • Homework: Review spelling words


PWR MT1PWR-IVa-i-6.2 • Read Aloud story: May Lakaw Mi ni
Spell correctly Grade 1 level words Papa (May Lakad Kami ni Tatay)
• Spelling Words
C MT1C-IVa-i-1.3
spelling
PY
O
C
E D
EP
D
QUARTER 4 WEEK 37

• Poem/ Song/Chant/Riddle • Poem/Song/Chant/Riddle

ni Tatay) ni Tatay)
asks pupils to participate in the reading of the They volunteer to read parts of the story
story
4. Brainstorming Activity:
4. Brainstorming Activity: Ramon’s Next Day Out
Ramon’s Next Day Out
• Pupils create a graphic organizer about
• Teacher asks pupils to think where Ramon Ramon’s next day out
PY
and his father might go on their next day out
and what they will do
• Homework: Pupils bring their work to finish
5. Concluding the Session and to check for spelling mistakes
O
C
E D
EP
D
NOTES
ADLAW OBJECTIVES
(1) MT1OL-IVa-i-6.2 Participate actively in class discussion on familiar topics
1
(2) MT1OL-IVe-i-5.1 Listen and respond to others in oral conversation
(3) MT1VCD-IVa-i-2.1.1 Give meanings of words through: a. picture clues;
b. context clues
(4) MT1LC-IVa-b-1.2 Note important details in grade level literary texts
listened to
(5) MT1PWR-IVa-i-6.2 Spell correctly Grade 1 level words consisting of
(6) MT1PWR-IVa-i-3.2.1 Write phrases and simple sentences correctly
Cc D
d
b
Aa B
• Teacher lets pupils talk about ways to keep oneself healthy.

h
Gg H
Ee Ff
MATERIALS Teacher says: Mga bata, nakahinumdom pa mo nga nag-estorya ta
PY
bahin sa mga buluhaton ug mga butang nga makapahimsog kanato? Unsay
inyong nahinumdoman nga kinahanglan buhaton aron permanenteng
Book: May Lakaw Mi ni
himsog? Pakig-estorya sa inyong tapad bahin niini. (Children, do you
Papa (May Lakad Kami
O
remember we talked about things that keep us healthy? What are
ni Tatay)
the things we need to do to keep ourselves healthy? Talk to the
2. Spelling words written on
C
person beside you about the topic.)
flashcards
D
• After five to ten minutes, teacher asks for volunteer pupils to share
what they talked about to the class.
E
EP
PAGBASA SA SUGILANON: MAY LAKAW MI NI PAPA

2 (READ ALOUD STORY: MAY LAKAD KAMI NI
TATAY)
D

Teacher says: Ganiha, nag-estorya ta bahin sa mga butang nga

makapahimsog kanato. Adunay nagpaambit kaninyo nga ang pag-ehersisyo
kay usa ka pamaagi para mamahimsog. Unsang mga ehersisyoha inyong
nahibal-an? … Kinsay puyde magpakita diri sa atubangan og ehersisyo
nga ilang nahibal-an? (Earlier, we talked about things that make us
healthy. Some shared that doing exercise is a good way to keep
yourselves healthy. What exercises do you know? … Who can
come to the front and demonstrate the exercise that he or she
knows?)
• Teacher calls on two to three volunteers to the front and show

exercises that they know.
QUARTER 4 WEEK 37
Teacher says: Aduna koy basahon nga libro karong adlawa bahin NOTES
sa mga puydeng buhaton aron mamahimong himsog ang kalawasan.
Pero usa nako basahon ang sugilanon, aduna usay mga pulong nga gusto
nakong ipaambit kaninyo. (I have book that I will read to you today
about ways to keep your body healthy. However, before I read
the story, there are some words I want to share with you.)

• Teacher uses pictures, context, or gestures to help pupils describe

words.
(1) dapidapi (hips)
• Teacher shows the word “dapidapi” written on a flashcard and
PY
asks pupils if they know which part of the body it is.
Teacher says: Tan-awa ko ninyo. Akong lihokon akong dapidapi.

(Look at me. I will move my hips.)
O
(2) panumbaling (pay attention)
C
• Teacher shows the word “panumbaling” written on a flash

D
card.
Teacher says: Samtang nagtuon si Karlo, daghan kaayo ang nag-estorya

E
sa library. Kusog ilang tingog. Wala niya panumbalinga ilang giestoryahan

EP
kay kinahanglan siyang magtuon. Wala na lang niya paminawa sila. Unsa
kahay ipasabot sa “panumbaling”? (While Karlo was studying, a lot
of people were talking in the library. Their voices were loud. He
did not pay attention to what they were talking about because he
D
had to study. He did not listen to them. What is the meaning of

“panumbaling”?)
Ang “panumbaling” kay: (“Panumbaling” is:)
a. paglihok (move)
b. pagtagad o paghatag og atensiyon (give attention)
c. pagkasuko (get mad)
(3) abiabi (greet)
• Teacher shows the word “abiabi” written on a flash card.
NOTES Teacher says: Kon makit-an ninyo ang prinsipal sayo sa buntag, unsay
inyong isulti kaniya? … Kon makita ninyo inyong higala sa merkado,
unsay inyong isulti kaniya? … Kon magkita kita sa dalan, unsay isulti
ninyo kanako? … Unsa kahay ipasabot sa pag-abiabi? (If you see the
principal early in the morning, what do you say to him or her? …
If you see a friend in the market, what do you say to him or her?
… If you see me on the street, what will you say to me? … What
do you think is the meaning of “abiabi”?)
Ang pag-abiabi kay: (“Abiabi” is:)
a. pagkig-estorya sa higala nga matagboan (talk to a friend you meet)
b. pakigkita og higala (meet a friend)
c. pagtagad sama sa pagsulti og “Maayong buntag!” o “Hi!” (greet by

saying “Good morning” or “Hi!”)
PY
(Predicting and Setting a Purpose for Reading)
Teacher says: Karon, andam na kitang magbasa. Tan-awa ang hapin

O
sa libro. Unsay ulohan sa sugilanon? Kinsa ang mga tagsulat? Kinsa
ang nagdibuho? (Now, we are ready to read. Look at the cover
C
of the book. What is the title? Who are the writers? Who is the
illustrator?)
D
• Teacher shows the cover of the book.
• Teacher encourages pupils to ask questions or set a question about

E
what they want to know in the story.

EP
Teacher says: Unsay inyong gustong matubag sa inyong pagbasa sa

sugilanon? (What would you like to answer as you read the story?
D
• Teacher asks for 1 – 2 volunteer pupils to give a question.

He or she writes their questions on the board.

comprehension and focuses on some significant parts of the story.
After reading pp. 8-9 – Tan-awa ang hulagway. Unsang orasa kaha
nanglakaw ang bata ug ang iyang papa? (Look at the picture. What
time, do you think, did the child and his dad leave the house?)
After reading pp. 16 – 17 – Ngano kahang susama sa lapok ang

nakuhang hulagway sa retrato sa bata?... Hinay kaha o paspas ang mga
nanagbisikleta? (Why is the picture taken by the child look like
dirt? … Were the cyclists going slow or fast?)
After reading pp. 18 – 19 – Nganong gitawag man og “Padyakero”

ang papa sa bata? (Why was the father called “Padyakero”?)
QUARTER 4 WEEK 37
On pp. 26 – 27 – Draw the pupils’ attention on the characters in NOTES

the picture.
• Teacher asks pupils questions about the story. First, go back to the
motive questions set earlier.
Here are some suggested questions that the teacher can give:
Unsay ngalan sa bata? (What is the child’s name?)
Unsay gibuhat ni Ramon ug sa iyang papa?

(What did the child and his father do?)
Nganong gusto man sa papa nga manlakaw sila ni Ramon?

(Why did the Father want them to go out for a walk?)
Unsay gitabang nila kang Nang Tasya?

(What help did they give to Aling Tasya?)
PY
Giunsa paglakaw ni Ramon ug sa iyang papa? Paspas ba, hinay o
kombinasyon sa duha? Kinsay puyde magpakita diri sa atubangan kon
giunsa nila paglakaw? (How did the child and his father walk? Fast,
O
slow or a combination of both? Who can show here in front how
they walked?)
C
Samtang nanglakaw, unsa pay ilang gibuhat?
(While walking, what else did they do?)
D
Unsay nakita nila sa parke? Unsay gibuhat ni Ramon?

(What did they see in the park? What did the child do?)
E
Unsaon pag-adto sa papa sa opisina? Unsay iyang ginasakyan?

EP
(How does the father go to the office? What does he ride?)
Sa sunod nilang pagpanglakaw, kinsa nay kuyog ni Ramon ug sa iyang

papa? (The next time they go out for a walk, who will join the
D
child and the father?)
Maayo ba ang paglakaw? Diri sa atong komunidad, asa ang nindot

lakwan? (Is it good to walk? In our community, where is a nice
place to go for a walk?)
• Teacher shows spelling words written on flash cards. Teacher

reads the word. Then, teacher lets pupils read the words. After, let
pupils spell the words and read them.
For example:
parke --> p … a … r … k … e … --> parke
NOTES • After each word, teacher asks pupils to use the words in a
sentence. Here are the suggested words for spelling:
tiil kamot abaga dapidapi hulagway

abiabi ehersisyo hinay kusog bisikleta
• Teacher assigns one word per row. Use the words that can be
illustrated (e.g. kamot, tiil). Each student in each row has to create
a Word Pie for the word assigned to them. A word pie will contain
a word, a drawing of the word and a sentence using the word.
Teacher may need to demonstrate this to scaffold the activity.
Example:
PY
O
C
• After ten minutes, ask pupils to find their pairs in another row and
share their sentences with each other.
E D
EP

D
Homework: Isugilon sa mga membro sa inyong pamilya ang estoryang

“May Lakaw Mi ni Papa.” Sulay og lakaw sa inyong palibot sulod sa lima
o napulo ka minuto kuyog ang inyong membro sa pamilya. Hinumdomi ang
inyong makita kay inyo kining ipaambit ugma. (Retell the story, May
Lakaw Mi ni Papa to members of your family. Try walking around
your community or surroundings for 5 to 10 minutes with family
members. Remember what you will see because you will share this
tomorrow.)
QUARTER 4 WEEK 37
NOTES
OBJECTIVES ADLAW
(1) MT1OL-IVe-i-5.1 Listen and respond to others in oral conversation
2
(2) MTILC-IIh-i-8.2 Retell a story listened to
(3) MT1VCD-IVa-i-3.2 Identify and use synonyms

Aa B
b
Cc D
d
h
Gg H
f
Ee F
• Teacher shows a dialogue about going on a trip or going out for a
walk. Teacher calls on volunteer pupils to act out the dialogue. MATERIALS

Papa (May Lakad Kami
ni Tatay)
2. Synonyms written on flash
cards
PY
Reference:
O
(1) picture of children taken from: http://pixgood.com/2-kids-
talking.html
C
Carina: Komosta, Lino? Lino: Maayo man. Salamat.

D
Ikaw, komosta?
Carina: Malipayon kaayo ko Lino: Mao ba? Unsay imong
E
karon. Gahapon miuban ko kang nakita?

Tatay nga mangahoy.
EP
Carina: Aduna koy nakita nga Lino: Aduna ba pod moy nakita
habog nga mga kahoy. Ingon ni nga mga hayop?
Tatay, gulang na ang mga kahoy
D
sa lasang.
Carina: Oo. Daghang langgam Lino: Hala, kalingaw ana, Cari-
nga nagkalainlain ang kolor. Adu- na! Mahimo kaha kong mouban
na pod mi nakitang mga unggoy. ninyo sa sunod nga pangahoy sa
imong tatay?
Carina: Sige, akong ingnon si Ta- Lino: Kanindot! Ganahan gyod
tay. Ingon niya, sa sunod namong ko mokuyog.
pangadto sa lasang, iya kong
dad-on sa sapa. Aduna kunoy
mga itik didto.
Teacher says: Mga bata, gibuhat ba ninyo ang homework nga akong
gihatag gahapon? Pakig-estorya sa inyong tapad. Pangutan-a sila kon
diin sila mangadto gahapon ug unsay ilang nakita. (Children, did you
do the homework I gave you yesterday? Talk to the person
beside you. Ask them where they went yesterday and what
they saw.) Teacher gives guide questions for pupils to ask their
partners.
NOTES Examples:
Diin mo nangadto? (Where did you go?)
Unsay inyong nakita? (What did you see?)
Ganahan ba mo sa lakaw? Ngano man? (Did you like the walk? Why?)
PAGSUBLI SA SUGILANON: MAY LAKAW MI NI PAPA

2 (RETELLING OF THE READ ALOUD STORY: MAY
LAKAD KAMI NI TATAY)
• Teacher divides the class into groups. Assign parts of the story to
the groups. Show or give them pictures from the book. Give each
group five minutes to talk about what happened in the story based
on the picture assigned to them.
• After five minutes, ask each group to narrate parts of the story.
PY
3 BALIK-TUON: KAPULONG (REVIEW: SYNONYMS)
O
• Teacher asks pupils questions from the story as introduction to
lesson on synonyms.
C
Teacher says: Mga bata, nganong gusto sa Papa ni Ramon nga
manglakaw sila? Unsa diay hitsura sa lawas ni Ramon? (Children, why
did Father want Ramon to take a walk? How did Ramon’s body
D
look like?)
E
• Pupils may answer “lingin” (round) or “tambok.” (fat)

EP
Teacher says: Parehas lang ba ang pasabot sa lingin ug tambok?

(Does round and fat have the same meaning?)
• Teacher puts the two words together on the board.

D
Teacher says: Giunsa paglakaw ni Ramon ug sa iyang papa?

(How did Ramon and his dad walk?)
• Pupils may answer “paspas” (fast) and “hinay” (slow). Present two
flash cards which are synonyms of the two words.
Teacher says: Unsay parehas og kahulogan sa “paspas”? …. Unsay

parehas og kahulogan sa “hinay”? (Which has the same meaning as
“fast”? … Which has the same meaning as “slow”?)
• Teacher puts synonymous words together and lets pupils read the
words.
tambok lingin
paspas kusog
hinay aginod
QUARTER 4 WEEK 37
Teacher says: Nakahinumdom pa mo aning mga pulonga? Unsay NOTES

masulti ninyo bahin sa mga kaparehas nga pulong? … Unsay tawag
nato ani nila? (Do you still remember these words? What can
you say about each pair of word? … What do we call these
words?)
• Teacher lets pupils use the words in sentences.
I. Ipares ang mga kapulong.

datu • • maanyag
kalipay • • taas
kasubo • • adunahan
guwapa • • kaguol
habog • • kasadya
II. Pagpili og duha ka kapulong ug gamita sa kapahayag.
1.
2.
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• After five minutes, teacher asks pupils to exchange work with their
seatmates. Then, let them check each other’s work. Let pupils
O
check if the sentences are written correctly – proper capitalization,
spacing, and punctuation. After, teacher collects the pupils’ work.
C
4
PAGTAPOS SA SESYON
D

E
• Teacher leads pupils in a simple exercise (two moves with eight

EP
counts each).
D
NOTES
ADLAW OBJECTIVES
3
• MT1VCD-IVa-i-3.2 Identify and use antonyms

1
d
Cc D
b
Aa B
(ROUTINE: READING SIGHT WORDS AND

h
Gg H
f
Ee F

MATERIALS
1. Words for Reading Drill • Let pupils read simple sentences with high frequency and sight
2. Antonyms written on flash words to develop fluency. However, if there are still pupils who
cards have difficulty reading, let them read sight words and grade level
words.
• Teacher asks pupils to read simple sentences with high frequency
PY
and spelling words.
Examples:
O
Ang akong kamot limpiyo. Kusog modagan ang bus.
Aduna koy bisikleta. Sakit ang akong abaga.
C
D
2 BALIK-TUON: SUHINGPULONG
(REVIEW: ANTONYMS)
E
EP
Teacher says: Mga bata, gahapon nakat-onan nato ang mga kapulong o
synonyms. Mao kini ang mga pulong nga parehas og ipasabot o kahulogan.
Karon, aduna koy mga pulong nga ipakita kaninyo. Gusto nako nga inyong
ipares ang mga pulong nga baliktad ang kahulogan o ipasabot. Pananglitan,
D
kon moingon ko og atubangan, unsa kahay baliktad sa atubangan – likod

o kilid? (Children, yesterday we learned about synonyms. These
are words that have the same meaning. Today, I have some
words that I want to show to you. I want you to pair the words
that are opposites in meaning. For example, if I say front, what is
the opposite of front – back or side?)
• Teacher shows words written on flash cards. He or she asks pupils

to pair words that are opposite in meaning.
tambok baliko
paspas daot
tul-id hinay
• Once antonyms have been paired correctly, teacher asks pupils to

read the words.
QUARTER 4 WEEK 37
Teacher says: Nakahinumdom pa mo unsay tawag aning mga NOTES

pulonga? … Mao kini ang mga suhingpulong o antonyms. (Do
you still remember how you call these words? … These are
antonyms.)
I. Ipares ang mga suhingpulong.

dako • • gamay
datu • • pobre
kasubo • • kalipay
isog • • ngitngit
hayag • • talawan
II. Pagpili og duha ka kapulong ug gamita sa kapahayag.
1.
2.
• After five minutes, teacher asks pupils to exchange work with their
PY
seatmates. Then, let them check each other’s work. Let pupils
check if the sentences are written correctly – proper capitalization,
spacing, and punctuation. After, teacher collects the pupils’ work.
O
C
D
• Teacher gives homework. Divide the class into two. For Group
1, as homework, they draw two things that make them healthy.
E
For Group 2, as homework, they draw two things that make them
unhealthy.
EP
D
NOTES
ADLAW OBJECTIVES
4
materials

d
Cc D
b
Aa B
h
Gg H
talk about it. After paired sharing, ask for volunteer pupils to share
f
Ee F
PY
MATERIALS to the class. Ask pupils about the things they have drawn.
1. Adjectives written on Teacher says: Ang mga pulong ba nga “malipayon” ug “masulub-
flashcards on” kapulong o suhingpulong? (Are the words “happy” and “sad”
O
synonyms or antonyms?)
C
2 BALIK-TUON: PUNGWAY (REVIEW: ADJECTIVES)
D
• Teacher shows the picture of the father from the Read Aloud
story.
E
Teacher says: Tan-awa si Papa sa hulagway. Unsay inyong ikasulti

EP
bahin kaniya? Ihulagway siya. (Look at the picture of Father.

What can you say about him? Describe him.)
• When a pupil gives an adjective, teacher writes the word on the

D
board. After pupils have given answers, he or she lets them read
the words on the board.
• Teacher lets pupils make sentences on the board. For the first
two sentences, pupils give the sentence and teacher writes on the
board. For the succeeding sentences, encourage the pupils to write
their sentences on the board.
Example:
Si Tatay kay himsog. (Father is healthy.)
Si Tatay kay kusgan. (Father is strong.)
Si Tatay kay buotan. (Father is good.)
Teacher says: Unsay gibuhat aning mga pulonga? … Ang mga pulong
nga naghulagway sa butang, lugar, tawo o hayop kay gitawag og pungway
o adjectives. (What do these words do? … Words that describe
things, places, people or animals are called adjectives.)
QUARTER 4 WEEK 37
Buluhaton (Activity): NOTES
• Teacher divides the pupils into groups of four or five. Each group
gets a picture. Teacher asks them to look at the picture and think
of ways to describe the picture without saying its name. Teacher
needs to model this. He or she tells pupils that after five minutes,
they are going to describe the picture to other groups and let other
groups guess what the picture is.
Examples of pictures:
PY
References:
(1) picture of chocolate from: http://www.huffingtonpost.com/
india-mandelkern/3d-printers-chocolate_b_4125904.html
O
(2) picture of ice cream from: http://www.clipartpanda.com/
categories/ice-cream-cone-clipart
C
D
3 PAGSULAT GAMIT ANG MGA PUNGWAY

(COMPOSING ACTIVITY USING ADJECTIVES)
E
Teacher says: Mga bata, karon aduna koy ipakita kaninyo nga
EP
hulagway. Magsulat mo og tulo ka kapahayag base sa hulagway. Ako

usa ipakita kaninyo kon unsaon pagsulat og mga kapahayag nga sunod-
sunod. (Children, I will show you a picture. You will write three to
D
five sentences based on the picture. I will first show you how to
write sentences continuously.)
• Teacher shows the picture of Father in the Read Aloud Story.

Teacher uses the sentences given from the previous activity.
Si Tatay kay himsog. Si

Tatay kay kusgan. Si Tatay
kay buotan.
NOTES Teacher says: Mga bata, tan-awa ang mga kapahayag. … Tan-awa
ang unang kapahayag. Unsay inyong nabantayan? … Kon magsulat og
sunod-sunod nga kapahayag, butangan og espasyo usa magsugod sa unang
kapahayag. Inig-abot sa sunod nga linya, dili na kinahanglan butangan
og espasyo. Ato ning buhaton kon sunod-sunod ang atong ginasulat nga
NOTE mga kapahayag. … Mao kini ang parapo o paragraph. … Sulayan nato
Point to the format of the pagsulat og parapo? (Children, look at the sentences. … Look at the
paragraph as you discuss first sentence. What do you notice? … When writing sentences
it to make the explanation continuously, we put a space before the first sentence. When
clearer for the pupils. we get to the second line, there is no need for a space. We do
this when we are continuously writing sentences. … This is a
paragraph … Shall we try writing a paragraph?)
• Teacher shows a picture to the pupils. Ensure that this picture

is able to stimulate pupils’ ability to write simple sentences using
adjectives. Teacher must also keep the adjectives written on the
board for pupils’ reference, and he or she can add more adjectives
NOTE to help pupils compose sentences.
PY
Use a picture that will allow Example:
pupils to use some adjectives
recently discussed. Also,
O
the picture must not be too
complicated for pupils to
C
write about.
E D
EP
Reference:
D
(1) picture of boy: http://www.gopixpic.com/1080/clipart-

happy-kids-hugging-their-pediatric-doctor-royalty-free/http:%7
C%7Cimages*clipartof*com%7CClipart-Happy-Kids-Hugging-
Their-Pediatric-Doctor-Royalty-Free-Vector-Illustration-
10241083409*jpg/
• Teacher gives pupils 20 minutes to write their paragraphs of three

sentences each. Teacher goes around to monitor pupils’ work.
He or she gives more assistance to pupils who are struggling to
write. Teacher may prepare worksheets with sentences frames that
struggling pupils can fill out or copy.
• After 20 minutes, teacher asks pupils to read what they have

written to their partners. Collect their work after sharing.
QUARTER 4 WEEK 37
NOTES
OBJECTIVES ADLAW
• MT1OL-IVc-d-4.2 Sing a song individually with ease and confidence
5
• MT1PWR-IVa-i-6.2 Spell correctly grade one level words consisting of
1
d
Cc D
b
Aa B

h
Gg H
PY
f
Ee F
MATERIALS
• Teacher teaches the song “Mohalok sa Kamot” to the tune of “Leron,
Leron Sinta.” 1. Copy of Read Aloud
O Book: May Lakaw Mi ni
Mohalok sa Kamot * Papa (May Lakad Kami
C
ni Tatay)
Sa kamot kita mohalok
Ni Nanay ug ni Tatay
D
Sa atong katigulangan
Nga akong naandan
E
Atong ipakita
EP
Ang atong pagka buotan

Pagka matinahoron
Ug pagka mahigugmaon
D
* Song is taken from Sinugbuanong Binisaya DepEd Teacher’s Guide

pages 238 – 239.
• Teacher asks pupils to form groups of three and practice the song.
He or she tells them that they will be called to sing the song in
front of the class.
• After 5 minutes, ask for volunteer pupils to sing the song to the
class.
Teacher says: Bahin sa unsa ang kanta? Unsay gustong ipaambit sa

kanta? (What is the song about? What does the song want to
tell?)
NOTES
Pagsusi sa Panitik
1. Diktasyon. Isulat ang lima ka pulong gikan sa mga pulong panitik
nga idiktar.
II. Sirkoli ang sakto nga panitik o spelling.
1. dapedapi dapidapi dapedape

2. hinai henay hinay
3. bisikleta beseklita bisiklita
4. holagway hulagway julagway
5. ehersesyo ehirsisyo ehersisyo
AMBITAY NGA PAGBASA: MAY LAKAW MI NI PAPA

STORY: MAY LAKAD KAMI NI TATAY)
PY
parts of the story.

O
keeping healthy.
C
Teacher says: Mga bata, kamo unsay inyong gustong ehersisyo? Gusto
ba ninyong maglakaw, mosayaw? (Children, what kind of exercise do
you like? Do you want to walk or dance?)
E D
PAGHUNAHUNA SA ISULAT: SUNOD NGA LAKAW NI

4
EP
RAMON (BRAINSTORMING ACTIVITY: RAMON’S

NEXT DAY OUT)
Teacher says: Mga bata, sa sugilanong May Lakaw Mi ni Papa,

D
sa kataposan miingon ang papa ni Ramon nga aduna na pod silay sunod
nga lakaw. Asa kaha sila mangadto? …. Kinsa kahay ilang kuyog? ….
Unsa kahay ilang buhaton? (Children, in the end of the story May
Lakad Kami ni Tatay, Father told Ramon that they would have
another day out. Where would they go? …. Who would join
them? … What would they do?)
As pupils give answers, teacher writes their answers on the board.

Then, teacher says that they will try to imagine where Ramon and
his father will go next. They will also write who are joining them and
what they will do. Teacher tells pupils that they are going to write
down their ideas.
QUARTER 4 WEEK 37
NOTES
Sunod nga Lakaw nila ni Papa ug Ramon
• Teacher lets pupils bring their work home so they can finish it.
Let them check their work for spelling. Encourage them to ask
help from family members.
PY
O
C
E D
EP
D
QUARTER 4 WEEK 38
WEEK
38
TEACHER’S GUIDE
GRADE 1
MOTHER TONGUE
SINUGBUANONG
PY
O
BINISAYA
C
D
THEME: PAGPUYO NGA LUWAS UG HIMSOG SA AKONG

KOMUNIDAD (STAYING SAFE AND HEALTHY IN MY COMMUNITY)
E
READ ALOUD STORY: MAY LAKAW MI NI PAPA

EP
(MAY LAKAD KAMI NI TATAY)

LEVELED READER: ANG LAMOK (THE MOSQUITO)
D

Theme: Pagpuyo nga Luwas ug Himsog sa Akong Komunidad

(Staying Safe and Healthy in My Community)
Read Aloud Book: May Lakaw Mi ni Papa (May Lakad Kami ni Tatay)
(Story by: Eugene Y. Evasco; Illustrator: Brent Sabas)
Leveled Reader: Ang Lamok (The Mosquito) (Author: EDC Leveled Reader Library;
Illustrator: Rea Diwata Mendoza)
• Song/Poem/Chant/Riddle
descriptive words
• Sight Words
• MT1OL-IVa-i-6.2
discussion on familiar topics
PY
• MT1OL-IVe-i-5.1
Daily Listen and respond to others in oral
conversation
O
• MT1OL-IVc-d-4.2
C
Recite and sing individually with
chants, and riddles
D
E
level words
EP
LC • MT1LC-IIIh-i-8.2 • Read Aloud story: May Lakaw Mi ni

Retell literary and informational Papa (May Lakad Kami ni Tatay)
texts appropriate to the grade level
listened to
D
sentences or longer texts using
I spelling
Write phrases, and simple
sentences correctly
• MT1C-IVa-i-2.1
and capitalization
QUARTER 4 WEEK 38

or lesson discussed
b. Song/Poem/Chant/Riddle
b. Song/Poem/Chant/Riddle • Pupils actively participate in the activity
PY
• Teacher introduces a song, poem, chant, or
c. Sight Words
play a game of riddles
• Teacher introduces sight words and other
O
grade level words
C
E D
EP
• Story Telling • Story Telling
D
ni Tatay) ni Tatay)
• Teacher asks pupils to retell the story • Pupils participate actively during retelling of
listened to the previous week the story
3. Differentiated Writing Activities: Ramon and 3. Differentiated Writing Activities: Ramon and
Father’s Next Day Out Father’s Next Day Out
• Teacher instructs writing activity to different • Pupils write about Ramon and father’s nex
groups tday out


1
SS • MT1SS-IVf-i-4.3 • Table of Contents

Get information such as title of a
selection and/or pages from the
table of contents
2 Observe proper mechanics
PY
short paragraphs
F • MT1F-IIIa-IVi-1.4
O
• Leveled Reader: Ang Lamok
Read Grade 1 level texts with an (The Mosquito)
C
• Spelling Words
D
short stories
E

EP
RC • MT1RC-Iva-1.2
3 Note important details in grade
level informational texts read
D

QUARTER 4 WEEK 38

Group 1: Writing about where Ramon and his 4. Concluding the Session
father will see • Homework: Pupils look at the first pages of
books they have at home and what they see
Groups 2: Writing independently about where
in it
Ramon and his father will go, who will be with
them, and what they will do

2. Getting Information from Table of Contents 2. Getting Information from Table of Contents
• Teacher introduces and discusses Table of • Pupils participate actively in the discussion on
Contents Table of Contents
• 3. Concluding the Session 3. Concluding the Session
PY
• Pupils participate in enrichment activities
• Teacher can give enrichment work as review
for examination week O
C
2. Guided Reading of the Leveled Reader: Ang 2. Guided Reading of the Leveled Reader: Ang
Lamok Lamok
D
• Teacher divides the class into two groups Pre-Reading Activities

and distributes appropriate text according to • Pupils read high frequency words and some
E
their level phrases from the story

EP
Pre-Reading Activities • Pupils look at the pictures and talk about it.
• Teacher presents high frequency words and Pupils give the title, author and illustrator of
some phrases from the story the book
D
• Teacher lets pupils look at the pictures on During Reading Activities

each page and to talk about it • Pupils read the leveled reader in pairs and to
each other
• Teacher asks pupils to read the leveled After Reading Activities
reader. Then, have Pupil A read to Pupil B • Pupils answer questions about the story
and reverse roles

• Teacher asks questions to discuss the story

F • MT1F-IIIa-IVi-1.4 • Leveled Reader: Ang Lamok

Read Grade 1 level texts with an (The Mosquito)
PY
sentences or longer texts using
spelling
4
O
C
D

short paragraphs
E
EP
D

QUARTER 4 WEEK 38

• Teacher highlights spelling words from the • Pupils spell grade level words correctly
story
4. Concluding the Session • Homework: Pupils retell the story to their
• Teacher gives homework family members. They share to them how to
keep their homes mosquito-free.
2. Familiar Reading 2. Familiar Reading
• Teacher lets pupils read familiar text (Leveled • Pupils read familiar text (Leveled Readers)
Readers) from previous quarters from previous quarters
3. Differentiated Writing Activity: Writing 3. Differentiated Writing Activity: Writing

About an Animal About an Animal
PY
• Teacher instructs and models composing • Pupils participate actively in whole class
activity instruction of composing activity
O
Writing Writing
C
Teacher lets the pupils read the text together Pupils read the text together as a group
as a group
D
Group 2: Writing
Group 2: Writing Pupils do composing activity
E
Teacher lets pupils do composing activity

EP

Teacher lets Group 2 pupils read their works
to Group 1 pupils.
D


F • MT1F-IIIa-IVi-1.3 • Leveled Reader: Ang Lamok
Read Grade 1 level words, phrases, (The Mosquito)
Spell and write Grade one level
5 words consisting of letters already
learned
PY
spelling
O
C
E D
EP
D
QUARTER 4 WEEK 38


3. Differentiated Activities: Reading and Writing 3. Differentiated Activities: Reading and Writing
• Group 1: Teacher lets pupils do composing • Group 1: Pupils do composing activity

activity
4. Concluding the Session • Pupils in Group 1 show their works to pupils
works to pupils in Group 2
PY
O
C
E D
EP
D
NOTES
ADLAW OBJECTIVES
1
• MT1LC-IIIh-i-8.2 Retell literary text appropriate to the grade level listened
to
capitalization, proper spacing between words, indention, and format) when
materials
d
Cc D
Aa B
b
Gg H
h Note to Teacher: It is suggested that during the week the
e Ff
Leveled Reader is used, pupils are grouped and seated based on
E
MATERIALS abilities.
PY
For purposes of this Teacher’s Guide, Group 1 will refer to pupils
having difficulties with reading and writing while those in Group 2
are those who are performing on the average or advanced.
Papa (May Lakad Kami ni
O
Tatay)
1 RUTINA: PAGSUGILON
C
D
Teacher says: Mga bata, kinsay gusto magpaambit sa ilang gihimong

graphic organizers? Di ba inyo kining gihuman gahapon? Kinsay gusto
E
mopakita ug mobasa diri sa atubangan? (Children, who wants to show

their graphic organizers? Didn’t you finish this yesterday? Who
EP
wants to show and read in front?)
• Teacher calls on volunteer pupils. Let them start their sharing by

D
saying “Usa ka adlaw, si Ramon ug si Papa …” (One day, Ramon and

Father …) as they would in storytelling.
PAGSUBLI SA SUGILANON: MAY LAKAW MI NI PAPA

2 (RETELLING OF THE READ ALOUD STORY: MAY
LAKAD KAMI NI PAPA)
• Teacher asks pupils to retell the story, May Lakaw Mi ni Papa.

He or she can use the book with the text covered to prompt pupils
in retelling the story.
• Teacher gives opportunity to pupils who are less comfortable and

confident with speaking in front of the class.
• Teacher can discuss the ending of the story.
QUARTER 4 WEEK 38
Teacher says: Asa kaha sunod paingon sila si Ramon ug ang iyang NOTES
papa? Kinsa kaha ilang kuyog? (Where will Ramon and his father
go next? Who will be with them?)
3 SUNOD NGA LAKAW NILA NI RAMON UG PAPA

RAMON AND FATHER’S NEXT DAY OUT)
Teacher says: Mga bata, ganiha adunay pipila kaninyo nga

nagpaambit sa ilang graphic organizer. Karon ipaambit ang inyong
gihimo sa inyong mga tapad. (Children, earlier some of you talked
about your graphic organizer in front. Now share what you
made with the person beside you.)
• After ten minutes, teacher instructs pupils’ to do the writing

activities. He or she tells pupils that they are going to write a short
story about Ramon and his father’s next day out.
• Teacher tells pupils that they must think of a title. He or she asks
PY
for ideas from the pupils and writes the titles on the board. He or
she reminds pupils to write the title in the middle of the line.O
Sunod nga Lakaw nila ni Ramon ug Papa
Teacher says: Sa inyong mga nabasa nga mga libro, unsaon pagsugod
C
sa estorya? (In the books you read, how does a story begin?)
As pupils give answers, teacher writes the answers on the board:

E D

EP
Usa ka adlaw...
Sayo sa buntag...
D
Teacher then asks pupils: Where did Ramon and his father
go? …. Who was with them? …. What did they do?
Usa ka adlaw, nangadto sila si Ramon ug Papa sa baybayon.

Kuyog nila sila si Lola, Lolo ug, Nanay. Nag-jogging sila didto.
Dayon, nanglangoy sila sa dagat. Pagkahuman, nangaon sila.
(One day, Ramon and Father went to the shore. They went
with Grandpa, Gradma, and Mother. They jogged. Then, they
swam in the water. After, they ate.)
Teacher says: Unsay inyong nabantayan sa unang kapahayag sa

sugilanon? … Kon magsulat og parapo o paragraph butangan nato og
espasyo usa magsugod og sulat sa unang kapahayag. (What do you
notice about the first sentence in the story? … If you write a
paragraph, put a space before starting the first sentence.)
NOTES
• Teacher tells pupils that first they will draw their ideas. Then, they
can use their graphic organizers to make the sentences in the story.
Encourage the pupils to add more sentences.
• While they are drawing, teacher instructs separately pupils

belonging to Groups 1 and 2. As teacher goes to each group, ask
the pupils to pause and listen to further instructions.
Group 1 Group 2
1. Teacher provides sentence 1. Teacher checks if all pupils
frames for pupils to complete and are working independently
make a short story. and if what they are doing
is correct.
Example:
Usa ka adlaw, ___________ 2. Teacher instructs pupils to
sila si Ramon ug si Papa. write their stories below the
Mangadto sila sa ____________. drawing.
PY
Kuyog nila sila si ________.
__________________ sila didto.
O
2. Teacher goes around and checks
if pupils are doing their tasks.
C
• Those who finish early can pair up and show each other’s works.
D
• After fifteen to twenty minutes, teacher asks pupils to form groups

E
with members from Groups 1 and 2. Then, let pupils show and
talk about their works to their group members.
EP
• After five minutes, ask for volunteer pupils to present to the class.
D
4 PATAPOS SA SESYON
Homework: Pangita og libro sa inyong balay. Tan-awa ang unang mga

pahina ug pangitaa ang Talaan sa Mga Sulod o Table of Contents. Unsay
inyong makita? Unsay impormasyon inyong makita sa Talaan sa mga Sulod o
Table of Contents? Dad-a ang libro ugma. (Look for a book at home.
Look at the first pages and find the Table of Contents. What do you
see? What information does the Table of Contents have? Bring the
book tomorrow.)
QUARTER 4 WEEK 38
NOTES
OBJECTIVES ADLAW
2
• MT1SS-IVf-i-4.3 Use the Table of Contents to get specific information about
the book

Aa B
b
Cc D
d
Gg H
h
f
Ee F
Teacher says: Mga bata, unsay inyong nakita sa unang mga pahina
MATERIALS
sa libro? Ipakita ang inyong gidala nga libro sa inyong kapares. Tan-
awa kon unsay naa sa unang mga pahina. (Children, what do you 1. Sample Table of Contents
see in the first pages of the book? Show the books you brought
to your partners. Look at what you see in the first pages.) NOTE
• Teacher asks pupils to discuss the Table of Contents with a pair. Books brought can be in
After 10 minutes, ask volunteer pupils to read from the Table of Filipino and English. Allow
Contents. Then, ask pupils to guess what the book might be about. pupils to use the book,
PY
but conduct the lesson
2 TALAAN SA MGA SULOD (TABLE OF CONTENTS) O and discussion in Mother
Tongue.
• Teacher shows a sample of a Table of Contents written on manila

or chart paper. Ask questions so pupils can talk about it.
C
Example:
D
Talaan sa Mga Sulod Pahina

Mga Pisikal nga Duwa 1
E
Basketball 2
EP
Volleyball 4
Paglangoy 6
Tennis 8
D
Mga Duwa Para sa Utok 10

Scrabble 12
Teacher says: Unsay makita ninyo sa pisara? Unsang mga

impormasyon ang makita sa Talaan sa mga Sulod o Table of
Contents? (What do you see on the board? What information
do you find in the Table of Contents?)
• Teacher asks questions about the Table of Contents. Teacher may

use the Grade 1 books that pupils have for more activities.
Examples:
Kon ganahan ko makahibalo bahin sa duwang tennis, sa unsa nga pahina

ko moadto? (If I want to know about the game tennis, which page
will I go?)
Unsang klaseha sa libro kini? Bahin sa unsa kaha ang libro?

(What kind of a book is this?, What do you think this book
is about?)
NOTES Buluhaton (Activity)

• Teacher asks pupils to do an activity on Table of Contents.
Talaan sa Mga Sulod Pahina

Mga Kahoy 1
Narra 2
Kamagong 4
Germelina 6
Mga Prutas 8
Mangga 10
Santol 12
a. Bahin sa unsa akong mabasa sa pahina 4? ___________________
b. Gusto kong mahibalo kon unsa ang maayong kahoy nga gamiton sa paghimo
og lamesa. Unsang mga pahinaa akong basahon? _________________
c. Unsaon pagkahibalo nga hinog na ang santol? Unsang pahinaa akong
PY
basahon? ________________
d. Bahin sa unsa ang akong mabasa sa pahina 10?

____________________
O
e. Ang libro kay bahin sa:
C
(1) mga sagol sa salad
(2) mga kahoy ug prutas

D
(3) mga buwak

E
3
PAGTAPOS SA SESYON
EP
• Teacher can use this time to give further enrichment and

D
assessment of pupils mastery on previous lessons such as

compound words, synonyms, antonyms, and homonyms since the
examination week will be in two weeks’ time.
QUARTER 4 WEEK 38
NOTES
OBJECTIVES ADLAW
3
• MT1F-IIIa-IVi-1.4 Read Grade 1 level texts with an accuracy rate of 95 –
100%
already learned
• MT1RC-Iva-1.2 Note important details in grade level informational texts
read
Note to Teacher: If pupils have not yet been divided according d

Cc D
to abilities into Group 1 and Group 2, ensure that for this day, Aa B
b
Gg H
h
f
Ee F
MATERIALS
the easier text. This can be identified with the single dot mark 1. Copies of Leveled Reader:
indicated on the cover of the book. Group 2 pupils (average to Ang Lamok (The Mosquito)
PY
advanced readers) will read the more challenging text. This can be
O
C
GRADE LEVEL WORDS)
D

E
words from the leveled reader that teacher can include in the
reading drill.
EP
lamok kalibotan pako motubo mapusa

mabuhi antena dugo mangitlog seguradoha
D

pupil’s skill.
PAGBASA SA LEVELED READER: ANG LAMOK

2 (READING OF THE LEVELED READER: THE
MOSQUITO)

• Teacher shows the high frequency words again although some of
the words were already presented in the activity earlier.
NOTES 2) Pagbasa og mga Pulongan (Phrase Reading)

He or she asks pupils to read them. He or she assists them if some
phrases are difficult to read.
bisan asang lugar sa baye ug laki sama sa dengue

kalibotan
duha ka antena gikan sa gamay nga limpiyohan sa mga
itlog basura
duha ka pako paspas mapusa pagmatngon aron
dili
maminaw ug tulo hangtod lima ka puyde mangitlog
PY
mosimhot adlaw
PASUNDING SA MGA HULAGWAY (PICTURE WALK)

O
C
Teacher asks questions so pupils can talk about it.
Example: Unsay inyong nakita sa hulagway?

D
(What do you see in the picture?)

E
PAGPAHILUNA SA SENARYO
(SETTING THE SCENE)
EP
Teacher asks pupils to look at the cover of the book and give the
title, author and illustrator of the book.
D
Teacher asks: Bahin sa unsa ang estorya? (What is the story about?)

• Teacher goes around and listens to pupils. More time may be

spent with pupils who are struggling to facilitate their skills in
decoding.

note of pupils’ skills and progress.
QUARTER 4 WEEK 38
Examples: NOTES
–– Teacher can take observation notes of pupils’ accuracy and

fluency skills in reading.
–– Teacher can ask pupils to read high frequency and low

frequency words and take notes of words they are able and
unable to read.
• Teacher takes note of pupils who are able to use certain strategies
to decode. Praise them and mention them in class. He or she asks
them to show or narrate to the class how they were able to decode
a word on their own.
Teacher tells pupils that those who have finished reading will do NOTE
the following:
Considering the different
For Group 2 (challenging text) skills of pupils, some may
finish earlier than others.
PY
–– Copy a page from the book in their notebook to practice While waiting for other
handwriting. pupils to finish, the following
For Group 1 (easy text) activities can be given to
O
pupils.
–– Look at the pictures and identify things you see in the picture.
C
–– Look for common words such as “lamok”, “mangitlog”, “mamaak”
and “moskitero.”
D

E
• Teacher asks pupils questions about the leveled reader.

EP
Nganong dili ganahan ang mga tawo sa lamok?

(Why don’t people like mosquitoes?)
D
Unsay naa sa lawas sa lamok? (What are in a mosquito’s body?)
Unsang klaseha sa lamok ang mamaak?

(What kind of mosquito bites?)
Asa mangitlog ang baye nga lamok?

(Where does a female mosquito lay its eggs?)
Kanus-a paspas nga mapusa ang itlog sa lamok? Kanus-a nga dugay?
(When do the eggs of the mosquito hatch fast? When does it hatch
late?)
Unsay puydeng buhaton para walay lamok sa inyong panimalay?

(What must you do to get rid of mosquitoes at home?)
NOTES
makat-onan ninyo sa pagtitik o spelling. Basahon nato ang mga pulong ug
sulayan nato sa pagtitik. Dayon mangayo ko og kapahayag gikan ninyo nga
gigamit ang pulong. (Now children, I have some words that I want
you to learn how to spell. Let’s read the words and try to spell
them out. After, I will ask you to make sentences using these
words.)
• Teacher lets pupils read the words. Then, he or she lets them spell
the word, and after, read the words again.
Example: lamok -->l … a … m … o … k … -->lamok
PY
lamok insekto motubo lingkawas matngon
kalibotan antena mapusa mopaak katol
6
O
PAGTAPOS SA SESYON
C
D
Homework: Isugilon sa membro sa inyong pamilya ang nabasa ninyong

libro, Ang Lamok. Iasoy kanila kon unsay kinahanglan buhaton para walay
E
lamok ang inyong panimalay. (Retell the the story, The Mosquito, to
your family members. Tell them what needs to be done to get rid of
EP
mosquitoes at home.)
D
ADLAW OBJECTIVES
• MT1OL-IVa-i-6.2 Participate actively in class discussion on familiar topics
4
• MT1F-IIIa-IVi-1.4 Read Grade 1 level texts with an accuracy
rate of 95 – 100%
materials
QUARTER 4 WEEK 38
NOTES
Teacher says: Mga bata, aduna bay mga insekto o hayop nga b
Cc D
d
Aa B
dili ninyo gusto? Unsa kini? Nganong dili man ninyo kini gusto? Ee F
f
Gg H
h
(Children, is there an insect or animal you do not like?

MATERIALS
What is this? Why don’t you like it?)
• Teacher asks to talk in pairs. 1. Copies of Leveled

Readers: Ang Lamok
After five to ten minutes, teacher calls on volunteer pupils to share to (The Mosquito)
the class.
2 PAGBASA OG PAMILYAR NGA TEKSTO

• Teacher distributes the leveled readers from Quarters 1 to 3 and
PY
gives pupils time to read any book of their choice. For pupils who
belong to the struggling group (Group 1) and are progressing,
teacher may give them one of the leveled readers with more
challenging texts already read and discussed. Teacher can work
O
with them in a small group and guide them as they read the book.
C

D
3 PAGSULAT BAHIN SA USA KA HAYOP

(DIFFERENTIATED WRITING ACTIVITIES:
E
WRITING ABOUT AN ANIMAL)

EP
Teacher says: Mga bata, ganiha nagpaambit mo bahin sa usa ka

insekto, mananap o hayop nga dili ninyo gusto. Karon idibuho kining
mananapa. Unya sa ubos isugilon kon nganong dili nimo gusto ning
D
mananapa. (Children, earlier you shared about animals you

don’t like. Now, you will draw this animal. Then below
you are going to write why you don’t like this animal.)
• Teacher tells pupils that they will draw and write about the animal.
• Teacher tells pupils that they will again have different activities
reading.
Note to Teacher: For this session, pupils in Group 2 will be

doing the writing activity. For the next day, when Group 1 pupils
do the writing activity, they will have a slightly modified activity
that will scaffold the pupils in Group 1.
Alternatively, teacher can also let pupils write about what

they can do to get rid of mosquitoes or why they don’t like
mosquitoes.
NOTES
Teacher says: Mga bata, natunga mo sa duha ka grupo. Ang Unang

Grupo easy text magbasa og balik sa sugilanong, Ang Lamok. Ang
Ikaduhang Grupo kay magsulat bahin sa mananapa nga ili ninyo ganahan
ug magsulat og rason nganong dili mo ganahan inana. (Children, you are
divided into two groups. Group 1 [easy text] will read again
the story, The Mosquito. Group 2 will write why they don’t
like an animal.)
• While Group 2 pupils are writing compositions, teacher lets

Group 1 pupils read the story as a whole group. Teacher models
reading with appropriate speed and expression. Then, let pupils
read in pairs. Pairs can take turns in reading the text to each other
• Teacher goes around and spends time with the struggling readers.
PY
O
teacher lets them find a pair. They show and read their
composition to each other.
C
D

1. Whole Group Reading of 1. Writing About an Animal
E
the Leveled Reader they Dislike

EP
• Teacher models reading • Pupils do writing activity

with appropriate speed and independently.
expression.
• Teacher can find time
D
2. Reading in Pairs after supporting struggling

• Teacher goes around readers to monitor the
supporting struggling group doing writing
readers. activity and check on their
progress. He or she may
answer questions they may
have.
2. Showing of Work
• Pupils who finish early can
exchange work and show
their work to each other.
QUARTER 4 WEEK 38
NOTES
5
PAGTAPOS SA SESYON

Let pupils from Group 2 show their compositions to the pupils in
Group 1. After, have the pupils display their finished work on the
classroom walls. Encourage pupils to look at the works of other
classmates before dismissing the class.

day.
OBJECTIVES ADLAW
PY
5
O
• MT1F-IIIa-IVi-1.4 Read Grade 1 level texts with an accuracy
rate of 95 – 100%
C
• MT1PWR-IIIa-i-6.2 Spell and write Grade 1 level words consisting of letters
already learned
D

E
materials
EP
d
Cc D
b
Aa B
h
Gg H

f
Ee F
D

GRADE LEVEL WORDS)
MATERIALS

Ang Lamok (The Mosquito)
• Teacher drills pupils on common grade level words and spelling
words. Depending on abilities of the pupils, teacher can also

He or she can keep a record or observation note of the progress of
the pupils.
NOTES
Pagsusi sa Panitik
1. Diktasyon. Isulat sa mga bata ang napulo ka pulong gikan sa mga
1I. Pagsulat og mga kapahayag base sa mga pulong:
1. lamok - ____________________________________________
2. antena - ___________________________________________
3. dugo - _____________________________________________

PY
grupo. Ang naa sa Ikaduhang Grupo challenging text magbasa og balik
O
sa sugilanong, Ang Lamok. Ang naa sa Unang Grupo kay mao ang
magsulat bahin sa mananapa nga dili ninyo ganahan ng magsulat og rason
C
nganong dili mo ganahan inana. (Children, now the groups
will exchange activities. Those in Group 2 [challenging text]
will read again the story, The Mosquito. Those in Group 1
D
will write why they don’t like an animal.)

E
can take turns in reading to each other.
EP
• While pupils in Group 2 are reading, teacher gives instruction

on the writing activity to Group 2 pupils. He or she may provide
sentence frames as scaffold.
D
Examples:
Dili ko ganahan og ____________________. Ang

______________ kay _____________.
• Once pupils in Group 1 are doing their activity, teacher lets pupils
Teacher models reading with appropriate speed and expression.
let them find a pair and show their work to each other.
QUARTER 4 WEEK 38
For reference, below is a matrix of activities: NOTES

• Teacher gives instruction on Reader
activity. • Pupils read the text in pairs.
They can take turn reading
to each other.
2. Showing of Work
writing can exchange work.
They show and read each
other’s works.
speed.
4
PY
PAGTAPOS SA SESYON
O
• Teacher asks pupils to form groups with Group 1 and Group 2
C
pupils. He or she lets pupils from Group 1 show their drawings to
pupils in Group 2.
E D
EP
D
QUARTER 4 WEEK 39
WEEK
39
TEACHER’S GUIDE
GRADE 1
MOTHER TONGUE
SINUGBUANONG
PY
O
BINISAYA
C
THEME: PAGPANGANDAM SA EMERHENSIYA UG KATALAGMAN

D
(EMERGENCY AND DISASTER PREPAREDNESS)

E
READ ALOUD STORY: SIGNAL NUMBER 3

EP
D

Theme: Pagpangandam sa Emerhensiya ug Katalagman

(Emergency and Disaster Preparedness)
Read Aloud Book: Signal No. 3 (Story by: Luis P. Gatmaitan MD; Illustrator: Jether Amar)
OL • MT1OL-IVa-i-1.3 • Sight Words and Grade Level
Talk about familiar things using Words
descriptive words
• Legend, Fable, and Jokes
• MT1OL-IVc-d-4.2
• Sharing
chants, and riddles
Daily • MT1OL-IVa-i-6.2
PY
• MT1OL-IVe-i-5.1
O
conversation
C
level words
D
V • MT1VCD-IVa-i-2.1.1 • Read Aloud Story: Signal Number 3

Give meanings of words through:
E
• Spelling Words
EP
OL • MT1OL-IVh-i-6.1 • Writing Phrases and Sentences

Participate actively during story
reading by making comments and
asking questions
D
Spell correctly grade one level
I words consisting of letters already
learned
Write phrases, and simple
sentences correctly

QUARTER 4 WEEK 39

• Teacher prompts pupils to talk about familiar • Pupils talk about familiar topics.
topics They listen and respond to each other in oral
conversation.
b. Reading of Sight Words and Grade Level
Words b. Reading of Sight Words and Grade Level
Words
• Teacher drills pupils on reading sight words
and grade level words • Pupils read sight words and other grade level
PY
words presented by the teacher
c. Poem/ Song/ Chant/Riddle
• Teacher introduces a song, poem, chant, or c. Song/ Poem/ Chant/Riddle
riddle • Pupils learn and practice a song, poem, chant,
O
or riddle
C
D

E
EP
2. Read Aloud Story: Signal Number 3 2. Read Aloud Story: Signal Number 3
• Teacher introduces some vocabulary words • Pupils get meaning of vocabulary words
introduced through context clues, pictures,
D
• Teacher asks questions to stimulate pupils’

and gestures
interest about the story
• Pupils talk about experiences related to the
story. They talk about the cover of the story,
• Teacher reads the story to the pupils.
• Teacher asks questions about details in the
story
• Pupils answer questions about the story.
They talk about some details in the story.
They ask questions about the story
LC • MT1LC-IVh-i-10.1 • Read Aloud Story: Signal Number 3

Respond to a text through
discussions, illustrations,
dramatization, and art listened to
2 Express ideas through phrases,
spelling
PY
LC • MT1LC-IIIh-i-8.2 • Read Aloud Story: Signal Number 3
Retell literary and informational
O
• Synonyms and Antonyms
texts appropriate to the grade level
listened to
C
G • MT1GA-IVh-i-4.1
Give the synonyms and antonyms of
D
describing words
3
E
EP
D
SS • MT1SS-IVf-i-4.3 • Table of Contents

Get information such as title of a
selection and/or pages from the
table of contents
4 reading available print materials

QUARTER 4 WEEK 39

• Teacher gives activity on spelling words from • Pupils participate in the activity on spelling
the story words. They create sentences based on the
spelling words.
• Homework: Practice the song learned
2. Reading of the Read Aloud Story: 2. Reading of the Read Aloud Story:
Signal Number 3 Signal Number 3
• Teacher asks pupils to answer questions • Pupils dramatize or illustrate their answers to
about the story through dramatization or questions
illustration
PY
3. Concluding the Session • Pupils sing the song learned in pairs or
• Teacher lets pupils sing the song learned individually
O
• High Frequency and Other Grade Level • High Frequency and Grade Level Words
Words
2. Retelling of the Read Aloud story:
C
2. Retelling of the Read Aloud story: Signal Number 3
Signal Number 3
• Pupils retell the story
D
• Teacher asks pupils to retell the Read Aloud

3. Review: Synonyms and Antonyms
story
E
• Pupils identify synonyms and antonyms of

3. Review: Synonyms and Antonyms describing words
EP
• Teacher reviews synonyms and antonyms

using describing words
• Homework: Pupils write phrases or sentences
4. Concluding the Session that describe their house
D

Signal Number 3 Signal Number 3
story.
3. Table of Contents
3. Table of Contents • Pupils get information from a Table of
• Teacher reviews use of Table of Contents Contents. Pupils participate in an activity on
Table of Contents.

PWR MT1PWR-IVa-i-6.2 • Read Aloud story: Signal Number 3

Spell correctly Grade 1 level words
• Spelling Words
WC MT1C-IVa-i-1.3 • Composing Activity
5
spelling

PY
O
C
E D
EP
D
QUARTER 4 WEEK 39

• Teacher gives homework • Homework: Pupils review spelling words

3. Composing Activity: Poster Making 3. Composing Activity: Poster Making

• Teacher asks pupils to make a poster about • Pupils draw and write about preparing for a
preparing for a typhoon typhoon

• Teacher gives homework • Homework: Pupils study for the coming
assessment week
PY
O
C
E D
EP
D
NOTES
ADLAW OBJECTIVES
1
song, or poem
• MT1VCD-IVa-i-2.1.1 Give meanings of words through: a. picture clues; b.
context clues
• MT1OL-IVh-i-6.1 Participate actively during story reading by making
comments and asking questions
already learned
1
d
Cc D
b
Aa B
Ee F
f
Gg H
h
RUTINA: KANTA (ROUTINE: SONG)
MATERIALS
• Teacher introduces the song “Ako, Ikaw, Kita, Kabahin sa
1. Copy of Read Aloud Katilingban.” Teach the whole song then divide the pupils into
PY
Book: Signal Number 3 groups and assign a stanza for each group to sing.
2. Lyrics of the song written
on manila paper • Teacher can teach simple actions for the songs. For instance,
3. Spelling words written on pointing to self for “ako,” pointing to a friend for “ikaw,” and
O
flashcards holding each other’s hands for “kita.”
C
“Ako, Ikaw, Kita, Kabahin sa
Katilingban”*
D
I. Ako, ako kabahin sa katilingban (3x)

E
Kabahin sa katilingban.
EP
…. La, la, la
Pagtuyok sa dagat ug kasapaan
Pagtuyok sa dagat sa kahiladman

D
Pagtuyok sa dagat ug sa kasapaan
Pagtuyok sa dagat sa kahiladman
II. Ikaw ….
III. Kita …..
IV. Combination of I, II and III.
* Song taken from DepEd Sinugbuanong Binisaya Teacher’s

Guide p. 295.
QUARTER 4 WEEK 39
NOTES
2 PAGBASA SA SUGILANON: SIGNAL NUMBER 3

• Teacher shows a picture of a typhoon or an aftermath of a

typhoon.
Example:
PY
O
C
D
Photo credit: Jon Andrew S. Cabiles (photographer), with

E
permission from photographer

EP
Teacher says: Mga bata, unsay inyong makita sa hulagway?

D
Unsa kaha ang nahitabo? … Nakasulay na ba mo og ingon aning

panghitabo? (Children, what do you see in the picture? What do
you think happened? … Have you experienced something like
this?)
• Teacher asks volunteer pupils to share to the class.
Teacher says: Mga bata, karong adlawa, aduna koy basahon nga
libro bahin sa nahitabo sa pamilya pag-abot sa kusog nga bagyo. Una
ko magbasa, aduna usay mga pulong nga gusto nako ipaambit kaninyo.
(Children, today, I am going to read a book about an experience
of a family during a strong typhoon. Before I read, there are
some word I want to share with you.)

(UNLOCKING OF DIFFICULTIES)
• Teacher uses pictures, context, or gestures to help pupils unlock

words.
NOTES (1) tilimad-on (signal)
• Teacher shows the word “tilimad-on” written on a flashcard.

Teacher lets pupils read the word.
Teacher says: Kada Domingo, kon madunggan nako ang kampana

sa simbahan, mao kini ang mga tilimad-on nga hapit na magsugod ang
misa sa simbahan. Unsa kaha ang ipasabot sa tilimad-on? (Every
Sunday, when I hear the ringing of the church bell, this is a signal
that mass will soon begin. What is the meaning of “tilimad-on”
[signal]?)
Ang ipasabot sa tilimad-on kay: (The meaning of “tilimad-on” is:)
(a) preparasyon (preparation)
(b) senyales (signal)
(c) pagsimba (hear mass)
(2) naghagurob (roaring)
PY
• Teacher shows the word “naghagurob” written on a flashcard.
Teacher lets pupils read the word.
O
Teacher says: Kusog ang sulog sa busay. Naghagurob kini.
Mahadlok mi maligo kay basin maanod mi. Unsa kahay pasabot sa
C
naghagurob? (The current in the waterfall was strong. It was
roaring.
We were afraid that we might get carried away.
D
What is the meaning of “naghagurob”?)
Ang kapulong sa naghagurob kay: (The synonym of “naghagurob” is:)

E
(a) naghinay-hinay (slowly)

EP
(b) mikalit (suddenly)
(c) nagdahunog (resonate)

D
(3) kabtangan (belongings)
• Teacher shows pictures showing pictures of his or her

personal belongings.
Teacher says: Ang akong balay, sanina, ug mga butang kay mao ang
akong mga kabtangan. Unsa kahay ipasabot sa kabtangan.
(My house, clothes, and things are my belongings. What is the
meaning of “kabtangan”?)
Ang ipasabot sa “kabtangan” kay: (The meaning of “kabtangan” is:)
(a) mga gibaligya (for sale)
(b) mga gipanag-iya (possessions)
(c) mga butang nga makita (things one can see)
QUARTER 4 WEEK 39
c. Pagtag-an ug Paghatag og Tumong sa Pagbasa NOTES

(Predicting and Setting a Purpose for Reading)
• Teacher shows the cover of the book.
Teacher says: Karon, andam na kita sa pagbasa. Tan-awa ang

hapin sa libro. Unsay ulohan sa sugilanon? Kinsa ang mga tagsulat?
Kinsa ang nagdibuho? (Now, we are ready to read. Look at the
cover of the book. What is the title? Who are the writers?
Who is the illustrator?)
• Teacher encourages pupils to ask questions or set a question about

what they want to know from the story.
Teacher says: Tan-awa ang hapin sa libro. Unsang mga

pangutanaha ang inyong gustong matubag sa pagpaminaw ninyo sa
sugilanon?
(Look at the cover of the book. What questions do you want
answered as you listen to the story?)
PY
• Teacher asks for 1 or 2 volunteer pupils to give a question.
Write their questions on the board.

O
Teacher reads the story pausing at different pages to check pupils’
C
comprehension and focus on some significant parts of the story.
After reading pp. 4 - 5 – Unsa kaha ang nahitabo? (What is

D
happening?)
E
After reading pp. 8 – 9 – Unsa kahay mahitabo? Mohunong na kaha

ang ulan? (What do you think will happen? Will the rain stop?)
EP
After reading pp. 14 – 15 – Asa ang pamilya? Nganong naa man sila
sa atop? Unsa kaha ang mahitabo kanila? (Where is the family? Why
D
are they on the roof? What do you think will happen to them?)
On reading p. 20 – Teacher pauses after the sentence and

explains what “illegal logging” is.
Teacher says: Mga bata, nakakita na ba mo og mga kahoy nga

pinutol? Nganong mamutol og kahoy ang mga tawo? … Usahay,
adunay mga tawo nga namutol og kahoy ug ila kining gibaligya nga
walay sakto nga pagpananghid o permit gikan sa lokal nga kagamhanan.
Mao kini ang illegal logging. (Children, have you seen cut down
trees? Why do people cut trees? … Sometimes, there are people
who cut down trees and they sell the wood without permission or
permit from the local government. This is illegal logging.)
After reading pp. 28 - 29 – Unsa kahay mahitabo sa pamilya ni

Yani? (What will happen to Yani’s family?)
NOTES • After reading the whole story, teacher encourages pupils to ask
questions about the story. After five minutes, ask for volunteer
pupils who can give questions and have the class discuss possible
answers.
NOTE
This is an exercise on
• Teacher asks pupils questions about the first parts of the story.
creating questions from the
story. Teacher should also Here are some suggested questions that the teacher can give:
have prepared questions and
model how to ask questions Kinsa ang mga karakter sa sugilanon?
to guide the pupils in this (Who are the characters in the story?)
activity. • Teacher writes the characters on the board.
Diin nahitabo ang sugilanon? (Where did the story happen?)
Kanus-a nahitabo ang estorya? (When did the story happen?)
Bahin sa unsa ang estorya? (What is the story about?)
PY
Sa sinugdanan sa sugilanon, samtang nanihapon ang pamilya, unsay ilang
nabantayan? Matod ni Lola Penang, unsay pasabot ani? (In the beginning
of the story, while the family was having supper, what did Lola
O
Penang notice? According to Lola Penang, what does this mean?)
C
Unsay ngalan sa bagyo? (What is the name of the storm?)
Usa sila mangatulog, unsay gibuhat ni Yani?

D
(Before sleeping, what did Yani do?)
Unsay nahitabo sa tungang gabii?

E
(What happened in the middle of the night?)

EP
Unsay gibuhat sa pamilya pagtaas sa baha? Diin sila mangadto?

(What did the family do when the flood rose? Where did they go?)
D
Pagmata ni Yani, unsay iyang nakita?

(When Yani woke up, what did he see?)
Diin mamuyo ang pamilya human sa bagyo?

(Where did the family live after the typhoon?)
Unsay epekto sa kasinatian sa pamilya ni Yani?

(What is the effect of the experience to Yani’s family?)
Nganong Signal No. 3 man ang ulohan sa libro?

(Why is the book’s title, Signal No. 3?)
3 MGA PULONG PANTITIK (SPELLING WORDS)
• Teacher asks questions that will reveal the spelling words. As

pupils answer, teacher shows the spelling words written on flash
cards.
QUARTER 4 WEEK 39
Examples: NOTES
Nganong kusog ang ulan ug hangin? Adunay

__________.
bagyo
(Why was there strong rains and wind?
There was a ____________.)
Unsay buhaton sa mga iro?
paghot
(What do dogs do?)
Samtang didto sa atop, nakadungog si Yani og mga sing-
git sa tawo. Unsa kaha ang nahitabo nila?
gianod
(While in the roof, Yani heard the shouts of people.
What do you think happened to them?)
Here are other suggested words for spelling:
baha atop paghot damgo

kuwarto lapok balita
• Teacher assigns one word per row or group of students. Assign
PY
a word for each row or group. Each row or group will write a
sentence using the assigned word.
• After 10 minutes, teacher asks groups to write their sentences

O
properly on the board.
C
4
PAGTAPOS SA SESYON
D

E
Homework: Pagbansay o pag-practice sa kanta nga atong nakat-onan

karon. Ipakita sa mga membro sa pamilya kon unsaon kini pagkanta. Ato ning
EP
kantahon og balik ugma. (Practice the song you learned today. Show to
your family members how this is sung. We will sing it tomorrow.)
D
OBJECTIVES ADLAW
2
song, or poem
• MT1LC-IVh-i-10.1 Respond to a text through discussions, illustrations,
dramatization, and art listened to
NOTES
1 RUTINA: KANTA (ROUTINE: SONG)
d
Cc D
Aa B
b
Gg H
h • Teacher asks pupils to sing the song, “Ako, Ikaw, Kita, Kabahin sa
e Ff
Katilingban.” Divide the pupils into groups or rows and assign a
E
MATERIALS part for them to sing.
1. Copy of Read Aloud After whole class singing, call on pupils to sing in pairs or
Book: Signal No. 3 individually a stanza from the song.
2. Manila paper, bond
papers, coloring and art
PAGSUBLI SA SUGILANON: SIGNAL NO. 3
materials
SIGNAL NO. 3)
• Teacher rereads the story. Before rereading, teacher assigns parts
PY
of the story for groups of pupils to portray, giving them 5 to 10
minutes to prepare.
O
• Teacher asks questions about the story. Here are some suggested
C
questions:
Nganong mapasalamaton man gihapon ang tatay ni Yani?

D
(Why is Yani’s father still thankful?)
Nakasulay na ba mo og bagyo? Gibaha ba pod mo? Unsay nahitabo?

E
Unsay inyong gibuhat? (Have you experienced a typhoon?

EP
Was your place flooded? What happened? What did you do?)
Unsay mga kinahanglan andamon kon adunay bagyong moabot?

(What things do you need to prepare when a typhoon is coming?)
D
• Teacher gives activity for the pupils. These can be individual

worksheets or pupils can copy the items from the group.
Ngalan: ___________________ Petsa: ______________

I. Sirkoli ang mga karakter sa sugilanon.
Duke Tintin Rosa Yani Lolo Piding
polis Lola Pelang Nang Tasya Mash tindera
II. Pag-drawing o pagdibuho og tulo ka butang nga kinahanglan
andamon kon adunay bagyo.
1. 2. 3.
QUARTER 4 WEEK 39
NOTES
• Teacher lets other pupils sing the song, “Ako, Ikaw, Kita, Kabahin
sa Katilingban,” in pairs or individually.
OBJECTIVES ADLAW
3
• MT1LC-IIIh-i-8.2 Retell literary and information texts appropriate to the
grade level listened to
• MT1GA-IVh-i-4.1 Give the synonyms and antonyms of describing words
PY
d
Cc D
b
Aa B
RUTINA: PAGBASA OG MGA PULONG (ROUTINE: h
1
Gg H
f
Ee F
READING SIGHT WORDS AND GRADE LEVEL

MATERIALS
WORDS)
O
• Teacher asks pupils to read simple sentences composed of sight Words for Reading Drill
C
words and grade level words.
Examples: Kusog ang hangin kon bagyo.

D
Adunay baha sa amo.

E
PAGSUBLI SA SUGILANON: SIGNAL NO. 3

EP

SIGNAL NO. 3)
D
• Teacher asks pupils to retell the story. A ball is passed around

and a song is played or the pupils sing a song. When the music is
stopped or the teacher says “Hunong!” (Stop!), the pupil holding
the ball will narrate the first part of the story. This goes on until
the whole story is told.
• Teacher facilitates narration by asking questions to prompt pupils

if they forget some parts or giving clues to help pupils correctly
narrate the story.
3 BALIK-TUON: KAPULONG UG SUHINGPULONG

(REVIEW: SYNONYMS AND ANTONYMS)
• Teacher reviews synonyms and antonyms of describing words.

Ask pupils some questions.
NOTES
Suhingpulong
Unsay baliktad sa dako nga gamay nga balay (small house)
balay? (What is the opposite
of big house?)
Unsay baliktad sa taas nga mubo nga baha (low flooding)
baha? (What is the opposite
of high flooding?)
Unsay baliktad sa kusog nga hinay nga ulan (slow rain)
ulan? (What is the opposite of
strong rains?)
Kapulong
Unsay pulong nga parehas og habog (tall)
kahulogan sa taas? (What
word has the same meaning
as “tall”?)
Unsay pulong nga parehas og maanyag (beautiful)
PY
kahulogan sa nindot? (What
word has the same meaning
as “nice”?)
O
• Teacher asks pupils if they remember what synonyms and
antonyms are. Present pupils with a pair of words and ask them if
C
the words have the same or opposite meanings.
Examples:
D
gamay diyotay taas habog

E
EP
• For activity on synonyms and antonyms, have pupils answer

pp. 239 (Ikatulong Buluhaton) and 241 (Ikaunom nga Buluhaton).
The activity on page 239 can be a group or class activity, while
D
activity on page 241 can be an individual activity.
Homework: Pagsulat og mga kapahayag bahin sa pagpangandam sa bagyo.

Puyde mangayo og tabang sa mga membro sa pamilya. (Write sentences
about preparing for a typhoon. You can ask help from your family
members.)
QUARTER 4 WEEK 39
NOTES
OBJECTIVES ADLAW
• MT1OL-IVa-i-1.3 Talk about familiar things using descriptive words
4
• MT1SS-IVf-i-4.3 Get information such as title of a selection and/or pages
from the table of contents
materials
1
d
Cc D

b
Aa B
h
Gg H
f
Ee F
MATERIALS
• Teacher asks pupils to read their homework to their seatmates and
talk about it. After paired sharing, ask for volunteer pupils to share Adjectives written on
to the class. Ask questions about what they wrote on preparing for flashcards
PY
a typhoon.
2 AMBITAY NGA PAGBASA: SIGNAL NO. 3

O
(SHARED READING: SIGNAL NO. 3)
C
• Teacher reads the first part of the story and asks volunteer pupils
to read some parts of the story. Teacher asks questions connecting
the story to their lives or experiences. Here are some suggested
D
questions.
E
Nakasulay na ba mo nga gibahaan ang inyong balay?

(Have you experienced having your house flooded?)
EP
Unsay nahitabo ninyo? Unsay inyong gibuhat?

(What happened to you? What did you do?)
D
Kon ulan, aduna bay senyales sa inyong komunidad o aduna bay mga tawo
nga mag-abiso o magbantay kon adunay baha o hapit na mobaha? Unsa man
kini? (If, raining, are there signals in your community or are there
people who warn you or look out for floods or the possibility of
flooding? What are these?)
3 BALIK-TUON: TALAAN SA MGA SULOD

(REVIEW: TABLE OF CONTENTS)
• Teacher reviews getting information from a Table of Contents.

This may be a similar activity as in the previous weeks.
NOTES
Talaan sa mga Sulod Pahina
1. Mga Katalagman sa Komunidad . . . . . . . . . . . . . . 2–4
II. Pagpreparar sa Bagyo . . . . . . . . . . . . . . . . . . . . . . . 5–6
III. Buluhaton kon Magbaha .................. 7–8
IV. Buluhaton kon Maglinog . . . . . . . . . . . . . . . . . . . . . 9 – 10
V. Buluhaton kon Adunay Sunog . . . . . . . . . . . . . . . . 11 – 12
Sample questions:
a. Unsay akong basahon para mahibaloan unsay kinahanglan andamon kon

adunay katalagman parehas sa bagyo? (What will I read if I want to
know what to prepare if there is a typhoon coming?)
b. Unsang mga pahinaa makita ang impormasyon sa mga buluhaton kon

adunay baha? (On what pages can I find information on what to do
if there is a flood?)
NOTE
PY
4
This is the week before PAGTAPOS SA SESYON
examination week. (CONCLUDING THE SESSION)
Teacher may give
enrichment activities for a
O
topic or lesson that pupils
have not yet mastered.
C
E D
EP
ADLAW OBJECTIVES
D
5
already learned
d
Cc D
1
b
Aa B
h
Gg H
Ee F
f
MATERIALS
1. Copy of Read Aloud • Teacher reads the last page of the book, Signal No. 3, which
Book: Signal Number 3 contains things to do to prepare for a typhoon. Teacher may
simplify the items into simple sentences and discuss it with
the pupils. Teacher calls pupils to read the sentences. It is also
recommended to have these reminders posted in the walls of the
classroom.
QUARTER 4 WEEK 39
NOTES
Pagsusi sa Panitik
1. Diktasyon. Isulat ang lima ka pulong gikan sa mga pulong
panitik nga idiktar.
II. Gamita ang mga pulong panitik nga akong idiktar sa kapahayag.
Isulat usa ang pulong. Dayon tagaan tamo og lima hangtod napulo
ka minuto para isulat ang kapahayag.
1.
2.
3.
PY
4.
5. O
3 PAGSULAT: PAGHIMO OG POSTER
(COMPOSING ACTIVITY: POSTER MAKING)
C
Teacher says: Ganiha, nag-estorya ta bahin sa mga kinahanglan

D
hinumdoman ug andamon kon adunay umaabot nga bagyo. Karon,

maghimo ta og usa ka poster bahin niini. (Earlier, we talked about
E
what we need to do and prepare if a typhoon is approaching.

Now, we will make a poster about it.)
EP
• Teacher shows a sample poster and asks pupils for ideas in writing
a caption about it. Poster can also be about things to prepare in a
disaster kit.
D
Example:
Mas maayong magkat-on og langoy para kon taas na kaayo ang tubig,
mahimong molangoy.
• Teacher gives reminders on what pupils need to study for the

coming examination/assessment week.

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y

Developed based on DepEd’s K–12 Curriculum Guide

MTB-MLE – Grade 1 Quarter 4

Teacher’s Guide - Sinugbuanong Binisaya

Second Edition, 2016

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

Technical Director: Nancy Clark-Chiarelli, EdD

Author: Bonita Marie Cabiles

DepEd Reviewer: Rosalina Villaneza, EdD

Content Reviewer: Perla Cuanzon, EdD

used with permission from the publishers.

GOVERNMENT PROPERTY. NOT FOR SALE.

Printed in the Philippines

Department of Education - Bureau of Learning Resources (DepEd - BLR)

Week 32: Respeto ug Kaluoy para sa Uban

Week 33: Pagkonserbar sa Enerhiya ug Kalikopan

Week 35: Pagpanglimpiyo ug Pagpanindot sa atong Palibot

(Making our Surroundings Clean and Beautiful) . . . . . . . . . . . . . . . . . . . . . 95

Week 36: Pagpanglimpiyo ug Pagpanindot sa atong Palibot

Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124

Week 37: Pagpuyo nga Luwas ug Himsog sa Akong Komunidad

Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146

Week 38: Pagpuyo nga Luwas ug Himsog sa Akong Komunidad

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

Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194

THEME: RESPETO UG KALUOY PARA SA UBAN

READ ALOUD STORY: LINGIN NGA ITLOG (BILOG NA ITLOG)

OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 1

Give meanings of words through • Noting Important Details

level literary text listened to

DOMAINS: OL – Oral Language PWR – Phonics and Word Recognition F – Fluency

Teacher Activities Learner Activities

(Bilog na Itlog) Bilog na Itlog)

During Reading Activities

3. Concluding the Session 3. Concluding the Session

Day Domain Objectives Subject Matter

Write phrases and simple sentences

V • MT1VCD-IVa-i-3.1 • Sight Words and Grade Level

Identify, give the meaning of, and Words

DOMAINS: OL – Oral Language PWR – Phonics and Word Recognition F – Fluency

Teacher Activities Learner Activities

2. Spelling Words 2. Spelling Words

4. Concluding the Session 4. Concluding the Session

• Retelling stories showing emotions of • Retelling stories showing emotions of

sentences from synonyms and antonyms.

• Homework: Pupils draw their favorite

emotion and write situations when they feel

2. Compound Words 2. Compound Words

4. Concluding the Session

Day Domain Objectives Subject Matter

DOMAINS: OL – Oral Language PWR – Phonics and Word Recognition F – Fluency

Teacher Activities Learner Activities

2. Spelling Test 2. Spelling Test

Teacher says: Unsay inyong makita sa hulagway?

• Once pupils have answered lingin (circle), teacher asks questions

about things they know that are round.

• Teacher asks three volunteers to give examples of things that have

Teacher says: Kuyog sa inyong kauban, paghunahuna og usa ka butang

Teacher says: Inyong ipaambit sa inyong mga kauban sa klase NOTES

PAGBASA SA SUGILANON: LINGIN NGA ITLOG

BULUHATON SA DILI PA MAGBASA (PRE-READING ACTIVITIES)

a. Paglab-as sa mga Kanhing Nahibal-an

• As pupils give their answers, write the answers on the board.