Mother Tongue-BasedMultilingual Education

(MTB-MLE)

Teacher’s Guide Sinugbuanong Binisaya

Mother Tongue-Based Multilingual Education

(MTB-MLE)

Teacher’s Guide(Unit 1- Week 5)

Sinugbuanong Binisaya

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

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Department of EducationRepublic of the Philippines

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

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

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

Printed in the Philippines by ____________

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

Meralco Avenue, Pasig CityPhilippines 1600

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

Development Team of the Teacher’s Guide

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

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

Illustrators: Rosanna S. Andales

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

Week 5

Objectives

1. Oral Languagea. Listen to and interact with others in a group or class discussion on

texts heard.b. Recite with ease and confidence 3 to 5-stanza rhymes in culturally

appropriate manner.c. Supply rhyming words to complete a rhyme.

2. Phonological Skillsa. Recognize sound and symbol relationships in one’s own writing.

3. Book and print knowledgea. Observe some mechanics when copying and/ or writing sentences:

capitalization, proper spacing between words and correct punctuation marks.

4. Word Recognitiona. Read with understanding a story consisting of words being studied.

5. Spellinga. Spell correctly content words in the list of vocabulary words.

6. Handwritinga. Observe mechanics when copying and/ or writing sentence,

paragraph and story: capitalization, space between words, correct punctuation mark, indention and format.

7. Composinga. Write a story observing correct punctuation marks.

8. Grammar9. Use possessive pronouns (my, you, his, her, your).10. Vocabulary

a. recognizing common morphemes in phrases and sentences (e.g. basic syllabication rules and phonics)

11. Reading Comprehension: Activating Schema and Prior Knowledgea. Predict what story is about based on personal experiences and

context.

Subject MatterA. Rhyming WordsB. Using Possessive Pronouns (my, you, his, her, your)C. Environmental Signs/Prints

Reference“Two- Track Approach to Teaching Children to Read and WriteTheir First

Language):A Guidebook for Trainers”, Susan and Dennis Malone, 2010

MaterialsPicture of a nature with animals

Theme

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Day 1

My Favourite Animals and Plants

Value FocusCare for animals and nature

Procedure:

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

setting, and important events. b. Read phrases and sentences consisting of words being studied and answer

higher order questions about them.c. Predict what the song is about based on personal experiences andbased on

what one know about.

Pre- Reading1. Show a picture of a zoo or nature with animals and ask questions activating

the prior knowledge/ experiences of the pupils.a. What do you see in the picture?

(Unsay imong nakita sa hulagway?)2. Write down what the pupils say and read it back to them to develop their

print awareness.3. Ask each pupil to contribute words, one sentence at a time, to compose a

story. 4. Print words on chart (so class has permanent copy), reading each word as

she writes. Usually, pupils repeat the words after each sentence is written.(Guide the pupils through questions to come up with conversational statements)

5. Let the pupils open their Learner’s Material, Unit 1, Week 5, Magbasa Kita.

During Reading1. Read first the entire story using a hand or pointer, and asks the entire group

or individual pupil to read it. Pupils enjoy repeated reading. Remember, pupil may not be actually readingbutsimply repeating words memorized with the assistance of visual cues.

2. Read the story using the reading plan.

Post Readinga. Talk about the story and ask comprehension questions about the story

infusing values. Who went to the park?

(Kinsa man ang nangadto sa parke?) What did they do in the park?

(Unsa man ang ilang gibuhat didto) Did Gino continue to picked flowers in the park? Why

(Nipadayon ba og kutlo og bulak si Gino? Ngano man? What happened to Karen’s pet dog?

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Day 2

(Naunsa man ang itoy ni Karen?) Who have pets at home?

(Kinsa man ang adunay binuhing hayop sa balay?) How do you take good care of your pet?

(Giunsa man nimo pag-atiman ang imong binuhing hayop?b. Ask the pupils to predict the ending of the story based on their personal

experiences.

Objectivesa. Use possessive pronouns.b. Read aloud words (possessive pronouns).c. Compose a story using appropriate words and coherent text.d. Correctly spell words in the list of content words in the vocabulary.

Preliminary Activity1. Review the story “In the Park”

a. Read again the story, calls some pupils to read it aloud in the class, then ask questions about the story.

b. Give some examples of possessive pronouns from the story(ko, ikaw, iya, niya, imo) (my, you, his, her, your) using META CARDS and post them on the board.

c. Discuss the use of possessive pronoun and give other examples.

Developmental Activity2. Engagement Activities

Divide the class into three (3) groups and give the rules for grouping.a. Activity I

Let the pupils answer their Learner’s Material, Unit 1, Week 5, Unang Buluhaton A.

b. Activity 2Use the following possessive pronouns in the sentence.(Gamita ang mosunod nga possessive pronouns sa pahayag o

sentence.)

c. Activity 3Create a short story using the following possessive pronoun.(Paghimo og istorya gamit ang mosunod nga possessive pronouns.)

Processing of the Activity:

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nako ikaw iya niya imo

nako ikaw iya niya imo

Day 3

Ask each group leader to present their outputs andprocess the activity done by each group.

3. Enrichment Activitya. Identify the common least mastered possessive pronouns out of the

presentations of each group.b. Give an enrichment activity for the mastery of the lesson.

Let the pupils answer their Learner’s Material,Unit 1, Week 5, Unang Buluhaton B.

Objectivesa. Read phrases and sentences consisting of words being studied and

answer higher order questions about them.b. Observe proper mechanics when writing sentences with punctuation.c. Correctly spell words in the list of content words in the vocabulary.d. Write sentences using correct punctuation marks.e. Recognize the common morphemes in phrases and sentences

(e.gbasic syllabication rules and phonics).

Preliminary Activitya. Group Activity (Word Puzzle)

Group the pupils into 5. Each group will be given an envelope containing words found in the story “Sa Parke”.

Ex. ni adto = niadto mo kutlo = mokutlo

ako ng = akong gi duol = giduol

b. Discuss on the basic syllabication rules and phonics.- Every syllable has only one vowel sound. The number of vowel sounds in a word usually equals the number of syllables in that word.

c. Ask the pupils to read the whole text and instruct them to observe how the sentences of the story are written such as capitalization, proper between words, correct punctuation mark and proper indention between paragraphs.

d. Highlight the mechanics in writing sentences and paragraphs of the story and the importance of proper capitalization, indention between paragraphs, spacing between words, and correct punctuation marks through examples.

Guided Writing PracticeLet the pupils copy the story “In the Park” with proper mechanics in writing.

GeneralizationAsk:

a. What are the proper mechanics in writing sentences in a paragraph form?

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Day 4

(Unsa man ang husto nga pamaagisa pagsulat og pahayag o sentence sa paragraph nga porma?)

b. Why do we need to write correct sentences using proper capitalization, proper spacing between words, correct punctuation markand indention between paragraphs?(Nganong nagkinahanglan man ta mosulat og husto nga “sentences” gamit ang husto nga capitalization, husto nga spacing between words, husto nga punctuation mark ug husto nga indention between paragraphs?)

Engagement ActivityLet the pupils write their own story based on their own experiences using

proper capitalization, proper spacing between words, correct punctuation mark and proper indention between paragraphs.

Objectivesa. Identify rhyming words in a poem consisting of two to three stanzas.b. Supply rhyming words to complete a poem.c. Read phrases and sentences consisting of words being studied and answer

higher order questions about them..

Pre-Reading 1. Show a picture of a boy holding his pet dog and ask the pupils to describe

the picture. Ask: Do you have pets at home?(Aduna ba kamo’y binuhing hayop sa inyong balay?)

2. Ask the pupils to recitea 3-5-stanza local rhymes about the theme andthen introduce the rhyme to the pupils. Let them open their Learners Material, Unit 1, Week 5, Ikaduhang Buluhaton.

During ReadingGroup the pupils into 5. Each group will read the poem creatively.

Post Reading1. Ask:

a. Who has a pet dog?(Kinsa man ang adunay itoy?)

b) What is the name of your pet?(Unsay ngalan sa iyang itoy?)

c) What did Bitoy like to do?(Unsa man ang kanunay buhaton ni Bitoy?)

d) Does she love her pet dog? (Pinangga ba niya ang iyang itoy?)

Engagement Activity

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Day 5

1. Divide the class into five (5) groups and asks them to recite the rhyme together in front of the class with action if possible. Process the activity and declare the best group as the winner.

2. Let the pupils answer their Learner’s Material,Unit 1, Week 5, Ikaduhang Buluhaton.

Objectivesa. Write sentences using correct punctuation marks.b. Observe proper mechanics when writing sentences with punctuation.c. Compose a story using appropriate words and coherent text.d. Use possessive pronouns (akin, iyo, kanila).

ApplicationShow a picture of a child holding his/her pet and let the pupils write at least 5

sentences about the picture observing correct punctuation marks, capitalization, indentions, and format with appropriate words and coherent texts.

EvaluationA. Let the pupils answer their Learner’s Material, Unit 1,Week 5, Ikatulong

Buluhaton A.B. Let the pupils answer their Learner’s Material, Unit 1, Week 5, Ikatulong

Buluhaton B.

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ISBN No. _________________________

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Department of Education (DepEd)

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