Mother Tongue-BasedMultilingual Education

(MTB-MLE)

Teacher’s Guide Sinugbuanong Binisaya

Mother Tongue-Based Multilingual Education

(MTB-MLE)

Teacher’s Guide(Unit 1- Week 6)

Sinugbuanong Binisaya

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Department of EducationRepublic of the Philippines

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

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

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

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

Printed in the Philippines by ____________

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

Meralco Avenue, Pasig CityPhilippines 1600

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

Development Team of the Teacher’s Guide

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

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

Illustrators: Rosanna S. Andales

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

Week 6

Objectives1. Oral Language

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

b. Tell their own stories related to picture using a variety of words withproper phrasing and pausing.

c. Talk about the fables by recalling important details.2. Book and Print Knowledge

a. Tell the distinguishing features of a fable.3. Word Recognition

a. Read phrases and sentences consisting of words being studied and answer higher order questions about them.

4. Fluencya. Read short stories with ease and fluency.

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

6. Handwritinga. Write short narrative stories that include elements of setting and

characters7. Composing

a. Compose a story using appropriate words and coherent text8. Grammar Awareness

a. Use personal pronouns (ako, ikaw, siya, kami,kamo ug sila) in a culturally appropriate manner in sentences and paragraphs

9. Vocabulary and Concept Developmenta. Read aloud personal pronouns

10. Reading Comprehension: Activating Schema / Prior Knowledgea. Modify prior knowledge based on new knowledge from the fableb. Sequence 3 events in the story by telling which happened first, second

and lastc. Predictoutcomes in fable based on context

11. Reading Comprehension: Comprehension of Informational Texts a. Compare and contrasting different literary elementsb. Read a variety of children’s literature and respond to it both orally and in

writing12. Reading Comprehension: Attitudes towards Language, Literacy and

Literaturea. Show love for reading by listening attentively during story reading and

making comments and answering higher order thinking questions

Subject MatterA. Fable “The Bee and the Fly”

Author:Gea Catalan AlonsoB. Personal Pronouns

MaterialsFables(The Honey Bee and the Fly), pictures and songs

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Day 1

ThemeThings I Love to Do, (favorites, activities, hobbies, sports)

Value FocusDo not spend all your time having fun. Work and save for the future.One should be proud of his/her own family.

Procedure

Objectivesa. Listen to and interact with others in a group or class discussion on texts

heard.b. Tell their own stories related to picture using a variety of words withproper

phrasing and pausing.c. Tell the distinguishing features of a fable.d. Talk about the fable recalling important details.e. Read phrases and sentences consisting of words being studied and answer

higher order questions about them.f. Read short stories with ease and fluency.g. Modify prior knowledge based on new knowledge from the fable.h. Predict outcomes in fables based on context.i. Show love for reading by listening attentively during story reading andj. Make comments and answers higher order thinking questions.

Pre-reading Activities1. Guessing Game: (Show a picture of different animals)

a) Maglupad-lupad kada adlawIlalom sa init sa adlaw.Unsa kini?b. hulmigas b. putyokan c. ipos

2. Learning New Words through pictures and gesture. (TPR pictures and TPR body). Use it in a sentence. Ask a pupil volunteer to read the sentence.

lingaw tinigom nagkarga gigutom

3. Motivation:a) Ask the pupils the following questions:

1. Nakasulay naba ka og tigom gikan sa imong balon?2. Diin nimo gihipos? 3. Maayo ba ang magtigom?Ngano man?

b) Show a picture of Honey Bee and the Fly. Ask the pupils to say something about the character of the Honey Bee and the Fly.

During Reading1. Read a short story to the pupils:

a) Tell the pupils you want them to listen as you read to them the theme for the week.

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Day 2

Day 3

b) Read the story in a lively and interesting wayc) As you read, stop 2-3 times to ask the pupils questions about the story.d) Read the whole story. When you’re finished, ask the pupils to summarize

the story then ask them higher order thinking questions about the story.2. Let the pupils open their Learner’s Material Unit 1, Week 6 for the selection.

Post ReadingAsk:

a) Kinsa ang managhigalasa atong istorya?b) Unsay hilig sa putyokan? Unsay hilig sa langaw?c) Unsay nahitabo sa langaw sa dihang nibaha?d) Unsay iyang gibati? Diin siya nangayo og tabang?e) Nganong nagtigom og pagkaon ang putyokan?f) Unsay nahitabo sa katapusan sa istorya? Malipayon ba silang duha?

Ngano man?

Objectivesa. Listen to and interact with others in a group or class discussion on texts

heard.b. Talk about the fables recalling important details.c. Read short stories with ease and fluency.d. Write short narratives that include elements of setting and characters.e. Modify prior knowledge based on new knowledge from the fable.f. Sequence 3 events in the story by telling which happened first, second

and last.

Preliminary ActivityReview the story read yesterdayRetell the story “The Honey Bee and the Fly” (TPR Story) while the pupils listen.

a. You model and demonstrate the action.b. Asks volunteer to do the action while narrating the story. c. Pupil tells the story and acted by another pupil.

Engagement ActivitiesLet them open their LM Unit 1, Week 6 and do Unang Buluhaton

1. Picture Story (Give a picture and let the pupils arrange it according tothe sequence of the story.)

2. Let the pupils retell the story in their own words and understanding.Application

1. Guided ExercisePresent another fable “The Moth” (follow TPR story picture)

2. Independent ExercisesLet the pupils retell the story and other pupils do the action.

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Objectivesa. Talk about the fables recalling important details.b. Use personal pronouns (ako, ikaw, siya, kamo, sila og kami) in a

culturally appropriate manner in sentences and paragraphs.c. Read aloud personal pronouns.d. Realize that one should be proud of his / her own family.

Grammar

Preliminary Activities1. Review

a. Show pictures of yesterday’s lesson.b. Ask what the picture is all about.

2. MotivationAsk:

a. Do you have pets at home? (Duna ba kamo’y binuhi nga hayop sa balay?)

b. How do you show your love for them? (Giunsa ninyo pagpakita nga inyo silang gihigugma?)

Analysis and Discussion1. Present the fable again “The Honey Bee and the Fly”2. Ask the following questions leading to the lesson on pronouns:

a. Kinsa ang duha ka managhigalasa atong istorya?b. Diin nahitabo ang istorya?c. Unsay hilig saputyokan? Giunsa kini niya pag-istorya? .d. Unsa nga pulong ang gigamit puli sa ngalan nga Langaw sa “Nagsige

ra siya og dula.”?e. Unsay gigamit puli sa ngalan nga Putyokan sa “Ako kang amiga

langaw busa paminaw.”?f. “Makaluluoy ka! Moabot ang adlaw ngaikawmagpangita og pagkaon.

Pagtigom na karon!” Kinsa man ang giingnan ni putyokan ani?g. Gigutom ang lukton. Wala na siya’y makaon. Nganong wala naman

siyay makaon?h. Unsay gigamit nga pulong puli sa pulong nga Putyokan sa “Ikaw ra

gayod ang nakatabang nako” sulti sa langaw. i. Gihatagan ni putyokan ang langaw og makaon. Unsa nga pulingalan

ang atong ipuli sa ilang ngalan? j. Giunsa pagtawag sa dihang nagsulti siya kang langaw kabahin sa

ilang kinaiya?k. Kon hatagan ka og higayon nga makig-istorya sa langawug putyokan

unsaon nimo sila pagtawag?

Post ActivitiesLet themopen their LM Unit 1, Week 6 and do Ikaduhang Buluhaton.

1. Tan-awa ang mga hulagway. Isulat ang hustong pulong nga ipuli sa ngalan sa blangko.(Look at the pictures. Write the correct pronoun on the space provided.)

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Day 4

1. Illus. girl dancingNagsayaw _______ .

2. ilus. boy playingNagdula ________.

3. Ilus. Girl planting seedlings

4. Illus. mother nursing the child

2. Gamita sa pahayag “sentence” ang ako, ikaw, siya, kami, kamo ug sila.3. Kanus-a gamiton ang mga pulong nga ako, ikaw, siya, kami, kamo ug

sila?

GeneralizationAko, Ikaw, Siya ang gamiton puli sa ngalan sa tawo.(I, You, He/She, We and they) are Personal Pronouns that take the place of

nouns.

Objectivesa. Listen to and interact with others in a group or class discussion on texts

heard.b. Spell correctly the list of content words in the vocabulary.c. Use personal pronouns (ako, ikaw, siya, kamo, sila og kami) in a

culturally appropriate manner in sentences and paragraphs.d. Read aloud personal pronouns.

Preliminary Activities1. Let the pupils sing the Song to the tune of Lubi-lubi

Lunes, Martes, Miyerkoles, Huwebes, Biyernes, Sabado, Dominggo mga adlaw sa Semana lubi-lubi.

Ask:Unsang adlawa karon? Adlaw nga ____________ karon.

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_______maoy nagtanom ana nga bulak.

Kinsa ang nagtanom niini nga bulak?

Gipangga ko ____anak ko

Day 5

Unsang adlawa kagahapon? Adlaw nga ____________ kahapon.Unsang adlawa ugma? Adlaw nga ___________ ugma.

SpellingWrite dictated words from the story

a. nagtigom b. langaw c. pinangga d. putyokan

Enrichment Activities Let them open LM Unit 1, Week 6 and do Ikatulong Buluhaton.1. Guided Practice

Partner/Dialogue: Presents a dialogue pattern. Let the pupils find the noun, then replace it with the correct personal pronoun. Pupils take turn reading, acting the dialogue.

Partner 1: Naminaw og awit si John .Partner 2: Naminaw siya og awit.

Partner 1: Gitabangan sa bata ang Lola sa paglabang sa dalan. Partner 2: Ako ang nitabang sa Lola.

2. Let the pupils form their own sentences using the correct pronoun.(Guided by the teacher)

Objectivesa. Tell their own stories related to picture using a variety of words withproper

phrasing and pausing.b. Read short stories with ease and fluency.c. Write short narratives that include elements of setting and characters.d. Compose a story using appropriate words and coherent text.e. Use personal pronouns (ako, ikaw, siya, kamo, sila og kami) in a culturally

appropriate manner in sentences and paragraphs.f. Compare and contrast different literary elements.g. Read a variety of children's literature and respond to it both orally and in

writing.

AssessmentA. Let the pupils write a simple, short fable that includes elements of setting

and characters(teacher guided activity) Ask a volunteer to read his/her work to the whole class. Check the works of the pupils, give comments and post them at strategic corner.

B. Let the pupils open their LMs on week 6 day 5 Ika-upat nga Buluhaton

AssignmentWrite 2 sentences each using ako, ikaw, siya, kita, kamo, sila ug kami.

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ISBN No. _________________________

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