MTB-MLE (Ilokano) (Grade 2 teacher’s guide)

Citation preview

MTB-MLE (ILOKANO) (GRADE 2 TEACHER’S GUIDE) FIRST QUARTER

1

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE FIRST QUARTER-Week 1 Theme: Me and My Family-likes and dislikes; daily tasks/activities Objectives 1. a. Listen to and interact with others in a group or class discussion on texts heard b. Recite/sing with ease and confidence 3 to 5-stanza rhymes, chants, songs in culturally appropriate manner 2. Use common culturally-appropriate social greetings in introducing oneself 3. Identify rhyming words in poems consisting of two or three stanzas 4. Supply rhyming words to two to three stanza poems 5. Observe mechanics when copying and/or writing sentence, paragraph and story; capitalization, space between words, correct punctuation mark, indention and format 6. Use spelling knowledge and skills to correctly spell high frequency words appropriate to the grade level Domains 1. Oral Language a. Listening to and interacting with others in a group or class discussion on texts heard b. Reciting/singing with ease and confidence 3 to 5 stanzas, rhymes, jingles, riddles, chants, songs, lullaby in culturally appropriate manner 2. Phonological Awareness Identifying rhyming words in poems consisting of 2 or 3 stanzas 3. Spelling Spelling content words correctly 4. Composing, Handwriting Observing mechanics when copying/writing sentences, paragraph and stories such as spaces between words, 2

correct punctuation mark, indention, and format 5. Grammar Awareness Using culturally appropriate common social greetings in different situations 6. Comprehension of Literary Text Identifying the basic elements of a poem Value Focus Respect for family members Subject Matter A. Topic Rhyming Words B. Reference K to 12 Curriculum 2 (Mother Tongue Competencies) C. Materials Songs, chants, rhymes, pictures, poem:“Ti Pamiliak” by Perlita P. Quinto D. Procedure DAY 1 Objectives a. Listen to and interact with others in a group or class discussion on text heard b. Recite/sing with ease and confidence a rhyme, chant, or song in a culturally appropriate manner c. Use common culturally –appropriate social greetings in introducing oneself A. Preliminary Activities Ask: How did you spend your summer vacation? Did you enjoy your summer vacation? B. Motivation Say: Do you want to learn a new song about friends? Listen as I sing the song first, then later, we will sing together. 3

No Addatayo Amin (Ayug: The More We Get Together) No addatayo amin, Addatayo amin, addatayo amin No addatayo amin, Naragsaktayo. Gayyemmo, gayyemko Gayyemko, gayyemmo No addatayo amin Naragsaktayo Ask: How do you feel while singing the song? Are you happy seeing some of your classmates again? Can you be friends with those whom you just met today? What will we do? How do you introduce yourself? C. Presentation/Modelling: Say: I am going to introduce myself Naimbag a bigatyo ubbing. Komustakayo? Siak ni______________________. Siak ti maestrayo. ______ ti tawenko. Ni Rogelio Fernandez ti tatangko. Ni Hermelina Fernandez ti nanangko. Maragsakanak a makakita kadakayo amin. (Please refer to Aramaten Dagiti Agad-adal, Aramiden 1, page 2) D. Developmental Activity  Recite the jazz chant. Have pupils find a partner and tell them to introduce themselves while reciting the jazz chant. (Have pupils find another partner and do the same.) Komustaka gayyem Siak ni ________________ Sika ania ti naganmo? Inka man ibaga? Ita nagam-ammota Aggayyemtan a dua 4

Inta pay agsala Ken agkanta E. Engagement Activity Ask: How did you introduce yourself? Why is it important to use courteous expressions in introducing oneself? F. Evaluation Ask each pair to carry out a dialog on introducing oneself using courteous expression. ( Give different situations in introducing oneself) 1. Adda baro a kaeskwelaam a nakatugaw laeng iti maysa a suli, kasanoka a makiam-ammo? 2. Napanka iti pagay-ayaman, adda nakitam nga ubing nga awan kaay-ayamna, kasanoka a makiam-ammo kenkuana? G. Enrichment Activity Have pupils play the game “Passing the Ball” while reciting the rhyme. As the rhyme stops, the pupil holding the ball introduce himself/herself using courteous expressions. Rima:

Adda gayyemko, Pudno a nadungngo, Nadayaw nga agsao, Ti amin a tao. Iti panaki-am-ammo, Masapul nadayawtayo, Tapno kaay-ayo, Ti amin a tao. Tatta ngarud gayyemko, Ibagam man ti naganmo, Aginnabrasa ta a dua, Kalpasanna agsala. 5

Ask: How did you feel while playing? How did you introduce yourself? Use the rubrics in assessing the pupils. Ikkan ti tsek (/) ti detalye a naibaga ti agadal a maipapan ti bukod a nagan, tawen, nagan ti tatang ken nanang ken pagtaengan. Detalye Naibaga ti: a. bukod a nagan b. tawen c. nagan ti tatang d. nagan ti nanang e. pagnaedan H. Assignment Tell the pupils to list down at least three courteous expressions use in introducing oneself. DAY 2 Objectives a. Locate specific information in the text to answer specific questions b. Listen and interact with others in a group or class discussion on text heard A. Preliminary Activities 1. Review Ask: How do you introduce yourself? What courteous expressions do you use in introducing yourself? B. Motivation How many members are there in your family? What are the things that you do together?

6

C. Pre-reading 1. Presentation Say: Today we are going to read a poem about “Ti Pamiliak.” 2. Activating Prior Knowledge/Motive Question Ask: What are the things that you do at home with your family? Encourage pupils to share the activities done by their family at home. 3. Developing a purpose for reading Ask: What do you think is the poem about? We will see if you can read with proper expression and correct intonation. Post the poem on the board so that pupils will have the chance to familiarize with the poem. D. During Reading 1. First reading of the poem by the teacher. 2. Second reading of the poem by the teacher (modelling) Ti Pamiliak Ni: Perlita P. Quinto Da tatang ken nanang Da manong ken manang Tallokami nga agkakabsat Pudnokami nga agiinnayat. Ti panagdalus iti pagtaengan, Agtinnulong da nanang ken manang. Dagiti ayup met, Tarakenen da manong ken tatang. Simple man ti adda a biagmi Naragsak unay ta agtitinnulongkami Kasta ti pamiliak Napateg a gamengko iti biag.

7

E. Post Reading Activity 1. Comprehension questions: What is the title of the poem? Who is the author? Who are the persons in the poem? Describe the family in the poem. Why is the family happy? Do you do the same at home? Is your family happy, too? Why?/Why not? What do you think makes a family happy? 2. Pupils recite the poem by group, by pair, and by individual with correct expression and proper intonation. a. The teacher asks: How many lines are there? How many groups are there? How many lines are there in each group? The teacher says: These groups are called stanzas. F. Assignment The teacher tells the pupils to bring their family picture and tells them to talk about it. DAY 3 Objectives a. Identify rhyming words in poem consisting of two or three stanza b. Supply rhyming words to two to three stanza poems A. Preliminary Activities a. Review Ask: What is the title of the poem that we read yesterday? What is the poem about? Have pupils recite the poem “Ti Pamiliak” B. Developmental Activity 1. Ask: How many stanzas are in the poem? How many lines in each stanza are there? Who are the members of the family as mentioned in the poem? 8

2. Ask the pupils to look for pairs of words that rhyme in the poem. nanang-manang kabsat- agiinnayat Ask: What do you observe with these words? Do they have the same sound? These words have the same sound, they are called rhyming words. 3. Ask: What are rhyming words? 4. Have the pupils give other examples of rhyming words. Write these words on the board. C. Engagement Activity 1. Matching Game Distribute some pictures to the pupils. At a signal, pupil find your partner by looking for the picture whose name rhymes with the name of the picture. The pair shows the picture to the class and says the rhyming words together. 2. Fishing Game Let the pupils go fishing (words are written at the back of cut outs of fish which they match with words that rhyme). Place the rhyming words in the pocket chart. 3. Word Ladder The class is divided into four groups. Each group is assigned an area. The teacher gives each group blank word cards and pentel pen. The teacher gives each group a word. For a given period, the group should think as many words as possible that rhyme with the word given to their group. Pupils write these words on the blank word cards. The group who make the highest ladder wins. (Please refer to Learners Material, Aramiden 2, page 3.) D. Evaluation Tell the pupils to complete the rhyme. Choose from the pair of rhyming words below: bassit-nangisit agdigos-nadalus tulang-lelang

gayyem-isem 9

Adda asok a _______ Maris na ket _______ Kanayon nga _______ Tapno ________ Mangmangan ti _______ Nga ited ni _________ Pudno a _________ Mangted amona ti _____ (Please refer to Aramaten ti Agad-adal, Aramiden 3, page 4) E. Assignment Assign the pupils to write three pairs of rhyming words. DAY 4 Objectives a. Copy/write sentence and paragraph observing the correct mechanics like capitalization, space between words, correct punctuation mark, indention, and format b. Spell high frequency words appropriate to grade level A. Preliminary Activities Review Give pair of words with rhyming words B. Motivation Say: In the poem “Ti Pamiliak” the members of the family are mentioned. Who are they? Ask: Are there other members of the family that are not mentioned in the poem? Listen to the song and find out what things the family does together. Song: Naragsak ti Pamiliak

10

(Tune: This is the Way I Brush My Teeth) Naragsak (ti pamiliak) 3x Naragsak ti pamiliak Ta agiinnayat. Ni tatang ken ni nanang Ni manong ken ni manang Trabaho pagtitinnulongan Tapno aramid lumag-an. Ask:

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

C. Developmental Activity 1. Show a picture of a family and ask. What do you see/observe in the picture? What are they doing? Why do they help one another?( Write pupils responses on the board.) Naragsak ti pamiliada Ana. Agmulmulada tatang ken manong. Agkaykaykay ni nanang. Agsibsibog ni manang. 2. Discussion Ask: What do you call these groups of words? Do they express a complete thought? Have pupils read the sentences. How is the first word in each sentence written? What punctuation mark is used in each sentence? 3. Talk about things that you do together with your family by answering the following questions. Write the pupils responses on the board. a. On what day are all family members at home? b. What does father do? 11

c. d. e. f.

How about mother? What does brother do? What is the work assigned to sister? Describe how they work together. Aldaw ti Sabado. Amin a kameng ti pamiliami ket adda iti balay. Ni tatang ket agmulmula. Ni nanang ket agdaldalus iti balay. Tultulungan ni manang ni nanang. Ni manong ket agsibsibog ti mula. Naragsakkami ta agtitinnulongkami iti trabaho iti balay.

4.What is the paragraph all about? How is the first word written? What end punctuation mark is used in each sentence? D. Writing Activity 1. Have pupils copy the following sentences. Naragsak ti pamiliada Ana. Agmulmulada tatang ken nanang. 2. Have pupils copy the paragraph observing the correct mechanics like capitalization, space between words, correct punctuation mark, indention, and format. 3. Check pupils output using the checklist. Put a checkmark(/) if you have followed the correct mechanics in writing a paragraph and crossmark (x) if not. Did Did Did Did

I I I I

use capital letter correctly? observed space between words? use correct punctuation mark? indent the first sentence?

E. Spelling 1. Guided spelling  Show pictures and let the pupils complete the word by giving the missing letter.

12

n_n_ng

ta_a_g

m_n_n_

m_n_n_

 Ask the following questions: Siasino dagiti adda iti ladawan? Ania ti ar-aramiden ni tatang? - ni nanang? - ni manong? - ni manang? (Refer to Aramaten ti Agad-adal, Aramiden 4, pages 5-6) 2. Dictate the following words. Let the pupils write the words on their slates. nanang

tatang

manong

manang

3. Dictate the words again. Let the pupils write the words on their paper. Check their work. 4. Dictate short sentences containing the words that they learned. Let the pupils write each short sentence on their paper. Check their work. 5. Write the spelling words clearly on the chalkboard. Let them write these words on their paper. Supervise them as they do the activity. G. Assignment Rewrite the paragraph observing the correct mechanics. Day 5 Evaluation Objectives a. Supply rhyming words to two to three stanza poems

13

b. Observe mechanics when copying and/or writing sentence and paragraph; capitalization, space between words, correct punctuation mark, indention and format I. Complete the rhyme by supplying the correct word inside the box. bunga-mangga nasam-it-bassit kanen-purusen Adda maysa a ________. Daytoy ket ________. Pudno a _______, Uray no _______. Naimas a ________, Uray narigat a ________. II. Rewrite the following sentences. ni tatang ket nagaget ni nanang ket naanus nasingpet da manong ken manang III. Rewrite the paragraph following the correct mechanics. aldaw ti Sabado. nasapa a nagriing dagiti sangapamilia. Nagdalus da nanang ken manang iti uneg ti balay. Nagmula ken nagsibog da tatang ken manong

14

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE FIRST QUARTER-Week 2 Theme My Family and I Objectives 1. Listen to and interact with others in a group or class discussion on text heard 2. Give the meaning of through pictures, actions or context clues 3. Tell the distinguishing features of story 4. Predict what the story is about based on personal experiences and context Modify prior knowledge based on a new knowledge from story read 5. Show love for reading by listening attentively during story reading and making comments or reactions 6. Correctly fill up personal, family and other information using data sheet and form 7. Introduce significant people, places, events, etc. using naming words in a culturally appropriate manner 8. Use spelling knowledge and skills to correctly spell high frequency words appropriate to the grade level 9. Observe mechanics when copying/writing sentence and paragraph ; capitalization, space between words, correct punctuation mark, indention and format 10. Participate actively during story reading by making comments and asking questions using phrases and simple sentences Domains 1. Oral Language Listening to and interacting with others in group or class discussion on texts heard Participating actively during story reading by making comments and asking questions by using phrases and simple sentences

15

2. Book and Print Awareness Telling the distinguishing features of a paragraph and a story 3. Word Recognition Giving the meaning of words through pictures, actions or context cluess 5. Spelling Using spelling knowledge to correctly spell high frequency words appropriate to grade level 6. Handwriting Observing mechanics when copying/writing sentences; capitalization, space between words and correct punctuation marks 7. Composing Filling up correctly of personal and family information using simple data sheet 8. Grammar Awareness Introducing significant people using naming words in culturally appropriate manner 9. Reading Comprehension- Activating Schema and Prior Knowledge Predicting what the story is about based on personal experiences and context. Modifying prior knowledge based on new knowledge from the story 10. Reading Comprehension - Attitude towards Language, Literacy and Literature Listening attentively during story reading and making comments or reactions about text read Value Focus Developing Health Habits Subject Matter A.

Topic Nouns

B.

Reference K to 12 Curriculum Guide 2 (Mother Tongue Competencies)

16

C. Materials Biography “A School Nurse” by Vilma F. Alcayaga Graphic Organizers, Realia, Pictures, Activity Sheets D. Procedure DAY 1 Objectives a. b. c. d.

Listen to and interact with others in a group or class discussion on text heard Give the meaning of words through pictures, actions or context clues Predict what the story is about based on personal experiences and context Listen attentively during story reading and making comments and reactions

A. Preliminary Activities Song: (about Community Helpers) B. Motivation Ask: What do you want to be when you grow up? C. Pre-Reading 1.Unlocking of Difficulties Use the following words in sentences with pictures so that pupils can give the meaning of the words. inauna - (use synonyms) kaub-ubinganna - (use synonyms) nadalus - ( picture clues) naanus - ( contextual clues) nasirib - (use synonyms) arapaap - ( contextual clues) nars - ( picture clues, contextual clues) 2. Activating Prior Knowledge Show the class a picture of a nurse and ask: Who is in the picture? What is her work in the community? Do you know a person in your

17

community who looks like the person in the picture? Encourage the pupils to tell something about this person in your community. Name

Parents

Address

Quality

Work

D.

Developing a Purpose for Reading Say: Today, we will read a story about the life of a school nurse. Let’s find out who the person is, her parents, where she lives and her work.

E.

During Reading (Shared Reading) 1.

First Reading Read the story without interruption while pupils listen.

18

Nars iti Pagadalan Vilma F. Alcayaga Nayanak ni Eva Fernandez idi Septiembre 11, 1975 idiay Baggoc, Caoayan, Ilocos Sur. Isu ti inauna nga anak da Mr. Lito Fernandez ken Mrs. Carla Fernandez. Nangrugi nga agbasa ni Eva idi innem ti tawenna diay BaggocPantay Quitiquit Elementary School. Iti kaaddana iti pagadalan, nakita kenkuanan ti kinapintas, kinadalus, kinaanus, kinamannakaawat ken kamaudiananna – kinasirib. Dagitoy a galad ti nangpalatak kenkuana saan laeng nga iti uneg ti pagadalan no di ket pati iti sibubukel a komunidad. Nakagun-od isuna iti pammadayaw iti panagturposna iti elementaria ken hayskul. Gapu ta arapaapna ti makapagserbi iti komunidad iti benneg ti panangtaripato iti salun-at, nagenrol ni Eva iti kinanars iti University of Northern Philippines a nagturposanna a Cum Laude. Iti agdama, agpapaay ni Eva nga nars iti Caoayan National High School a nagturposanna iti hayskul. Naragsak nga agpapaay iti komunidad a pagnaedanna.

2. Second Reading Read the story again. Ask questions after reading each page. Before proceeding to the next page, let pupils make predictions about what is going to happen. F. Post Reading 1. Answer comprehension questions: o Who is the school nurse in the story? o When is her birthday? o Where did she study during her elementary grades? o What are the qualities of Eva Fernandez? What was her dream? o Did she fulfill her dream? Why do you say so? o Being a nurse, what is her work? o What do you like to be when you grow up? Why? 19

o If you were Eva, would you also work in your own community? Why? F. Evaluation What do you think may happen if Eva did not study hard? G. Assignment Say: Bring a picture of a nurse and be ready talk about it. DAY 2 Objectives a. Listen to and interact with others in a group or class discussion on text heard b. Fill-up personal, family and other information using data sheet and form correctly A. Preliminary Activities 1. Review Ask: What is the title of our story yesterday? Who is the school nurse? B. Motivation What do you want to become when you grow up? C. Developmental Activity Discuss the events/timeline that happened in the story. a. Let’s Complete the Web Give the needed information using the web based on the story that you have heard.

20

Parents

Nars

School

 

Father Mother

 

Elementary High School

 

1. 2.

Qualities

b. Let’s fill-up the form Kompletuen ti pormas babaen ti panangisurat ti masapul nga impormasion (Refer to Aramaten Dagiti Agad-adal, Aramiden 5, page 7) D. Evaluation Presentation and Processing of outputs. Ask: How did you fill-up the form? How did you write your name? the name of your parents? Ikkan ti tsek (/) ti batog ti bilang no naisurat a nasayaat ti impormasion a sapsapulen. Impormasion Naisurat nga umno ti: a. nagan b. petsa ti panakaiyanak c. lugar a 21

nakaiyanakan d. nagan ti tatang e. nagan ti nanang

E. Assignment Interview your parents and fill up the form correctly. Name of Father:___________________________ Name of Mother:__________________________ Birthday:_________________________________ Address:__________________________________

DAY 3 Objective a. Introduce significant people, places, events using naming words in culturally appropriate manner A. Preparatory Activities 1. Action Song 2. Review  Who was the school nurse?  Who are her parents?  Where does she live?  Where did she study? B. Motivation Have you seen a policeman? What does he do? C. Developmental Activity 1. Presentation a. Show pictures of community helpers, different places, famous persons, objects and animals. Picture of community helpers, different places, famous persons, objects and animals. 22

b. Let the pupils put each picture under the proper column. Persons Places

Objects/Things Animals

2. Discussion Ask:  What do you observe with the pictures?  What picture gives a name of a person? place? thing? animal?  Let the pupils give also other names of persons, places, things and animals. 3. Generalization Ask: What do we call words that name persons, things, places, and animals? 4. Guided Practice Show some pictures or real objects and lets pupils name each picture or real object and telling whether it is a name of a person, place, thing, or animal. 5. Independent Practice Color the naming words. ( Refer to Aramaten Dagiti Agad-adal, Aramiden 6, page 8)

23

Key to Correction tatang lapis nanang

tiendaan Vigan aso

6. Application Show the “Magic Tree” to the pupils. Call some pupils to pick the fruits with naming words.

kumanta kuton Lourdes agsala

turod

7. Evaluation Draw a before each number if the word is a name of a person, name of a place, name of a thing, and name of an animal. (Refer to Aramaten Dagiti Agad-adal, Aramiden 7, page 9) Key to Correction _____1. doctor

____6. bandera

_____2. kalding

____7. manang

_____3. aso

____ 8. baka

_____ 4. pagay-ayaman

_____9. pulis

_____ 5. bag

_____10. plasa

24

8. Assignment List down three words that name a person, place, thing and animal. DAY 4 Objectives a. Give the meaning of words being read through matching them with pictures doing the actions or giving its synonyms b. Use spelling knowledge and skills to correctly spell high frequency words appropriate to grade level c. Observe mechanics when copying/writing sentence and paragraph A. Preliminary Activities 1. Review Ask: What are nouns? Say: Give words that name persons, places, things and animals. B. Motivation Have you seen a nurse? What does she/he do? C. Developmental Activity 1. Show some pictures taken from the story. Have pupils match them with their names/meaning. inaunaan innem nars pagadalan komunidad 2. Spelling Use the following words in sentences. Have pupils write the correct spelling in their paper. a. Ni Eva ti inaunaan nga anak da Mang Lito ken Nana Carla. b. Nangrugi ni Eva nga agbasa idi innem ti tawenna. c. Ni Eva ket maysa a nars. d. Nalatak ni Eva iti pagadalan gapu iti kinasiribna. e. Ni Eva ket maysa a modelo iti komunidad.

25

3. Have pupils play the “Name Game” Complete the name of your classmate by writing the missing letter of each name. (Teacher provides a card for the pupils) Example: __orena How did you complete the name of your classmate? How did you write the missing letter? 4. Writing a sentence. Eva is a nurse. She is a school nurse. 5. Writing a paragraph Ni Eva ti inunaan nga anak da Mang Lito ken Nana Carla.Nangrugi ni Eva nga agbasa idi innem ti tawenna. Ni Eva ket maysa a nars. Nalatak ni Eva gapu ti kinasiribna. Ni Eva ket maysa a modelo iti kommunidad. 6. Discussion Discuss the use of capital letters in writing and copying sentences. Ask: How do we write the first letter in the sentence? What do we do to separate the words in a sentence? What do we see at the end of a sentence? What composes a sentence? (words) What will you form when you combine three or more elated sentences? (Teacher discusses the features of a paragraph). D. Writing Activity  Present the sentences/paragraph (modeling by the teacher).  Have the pupils practice writing sentences on the chalkboard.

26

E. Guided Practice Pupils practice copying sentences/paragraph using the chackboard. F. Independent Practice Have pupils copy sentences/paragraph using their worksheets. G. Application Kopyaen dagiti sumaganad a sarita ken parupo. 1. Diay babai ket nalaing nga agsala. 2. Ni Ana ket nagaget. 3. Ti prinsipalmi ket ni Mr. Alcayaga. 4. Maestra ni nanangko. 5. Diay bag ket baro. Ni tatang ken nanang ket agpada a naanus ken nagaget. Agtintinnulong kami iti trabaho ti balay. Naragsak kami a pada-pada no mailippasmi dagiti aramidmi. (Refer to Aramaten Dagiti Agad-adal, Aramiden 8 page 10) H. Evaluation Have the pupils write the sentences and paragraph correctly. 1. nagdalus ni nena diay kuarto. 2. nagaget ni manangko. 3. naalumanay iti panagsasaona. Kanayon a masapa a mapan iti eskwela ni nena. Isu ti para dalus iti kuartoda. Tultulunganna pay dagiti kaeskwelaanna. naulimek isuna ngem nagaget nga agbasa. Key to Correction 1. Nagdalus ni Nena diay kuarto. 2. Nagaget ni manangko. 3. Naalumanay ti panagsasaona.

27

Kanayon a masapa a mapan iti eskwela ni Nena. Isu ti para dalus iti kuartoda. Tultulunganna pay dagiti kaeskwelaanna. Naulimek isuna ngem nagaget nga agbasa. I. Assignment Practise writing sentences and paragraphs about the things you do at home. DAY 5 Evaluation Objectives a. Identify words that name a person, place, things, and animals b. Correctly fill up personal, family and other information using the data sheet I. Tell if the following words are names of persons, places, things, and animals. kalding bag manok Tao

lapis baboy Vigan

tiendaan maestra libro

Lugar

doctor pagadalan pulis Banag

Ayup

II. Complete the form by filling up the needed information. Nagan:___________________________________ Lugar a Nakayanakan:____________________ Petsa ti Panakayanak:____________________ Tawen:___________________________________

28

Key to Correction Tao maestra pulis doktor

Lugar Vigan tiendaan pagadalan

Banag bag lapis libro

Ayup kalding manok baboy

Nagan: Rona Castro Lugar a Nakayanakan: Pandan, Caoayan, Ilocos Sur Petsa ti Panakayanak: Setyembre 24, 2006 Tawen: 6

29

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE FIRST QUARTER-Week 3 Theme Things I Enjoy and People I Like –e.g. fruits, vegetables and local delicacies Objectives 1. Listen to and interact with others in a group or class discussion of texts heard 2. a. Give the meaning of words thro pictures, doing the action or giving synonyms b. Read phrases and sentences consisting of words being studied and answer higher order questions about them 3. Read aloud grade two level texts, with an accuracy of 95100% 4. Modify prior knowledge based on new knowledge from the legend read. 5. Show love for reading by listening attentively during story reading and making comments and reactions 6. Observe mechanics when copying/writing sentences, paragraphs and stories; capitalization, space between words and correct punctuation marks Correctly spell words with consonant clusters and blends 7. Write through dictation, simple phrases, sentences and paragraphs observing correct punctuation marks, capitalization, indention and format 8. Use nouns in culturally appropriate manner in sentences and paragraph: a. Singular form (ti) b. Plural form (dagiti) c. These are/those are with plural nouns 9. Recognize common abbreviation (e.g. Jan., Sun., Mr., Mrs., etc.) 10. Express love for stories by reading more literary and informational legends, etc. read

30

Domain 1. Oral Language Listening and interacting with others in a group or class discussion of texts heard 2. Word Recognition a. Giving meaning of the words through matching them with pictures, doing the action or giving synonyms b. Reading phrases and sentences consisting with words being studied and answer higher order questions about them 3. Fluency Reading aloud Grade 2 level text with an accuracy of 95100% 4. Spelling Spelling words with consonant clusters (appropriate to the Mother Tongue) 5. Handwriting Observing mechanics when copying/writing sentences, paragraph and stories, capitalization, space between words 6. Composing Write through dictation, simple phrases, sentences, and paragraphs observing correct punctuation marks, capitalizations, indentions and format 7. Grammar Using nouns in culturally appropriate manner in sentences and paragraph: a. Singular form (ti-ni) b. Plural form (dagiti-da) c. These are/those are with plural nouns (dagitoydagidiay) 8. Vocabulary Recognizing common abbreviation (e.g. Jan. Sun. St. Mr. Mrs. etc.) 9. Reading Comprehension-Activating Schema and Prior Knowledge Modifying prior knowledge based on new knowledge from the story, legends, folktales news articles etc. 10. Reading Comprehension- Attitude Towards Language, Literacy and Literature Expressing love for stories by reading more literary and informational texts 31

Showing love for reading by listening attentively during story reading and making comments and answering higher order thinking questions Value Focus Never envy others Subject Matter A.

Topics Using Nouns in Sentences Common Abbreviation

B.

Reference K to 12 Curriculum Guide 2 (Mother Tongue Competencies)

C. Materials Legend: How Baggoc Got its Name (Adapted) Picture of a lady Picture of Community Helpers Name card of Community Helpers Chart of a song “The Community Helpers” D. Procedure DAY 1 Objectives a. Listen to and interact with others in a group or class discussion of texts heard b. Read phrases and sentences consisting of words being studied and answer higher order questions about them c. Read aloud grade two level texts, with an accuracy of 95-100% d. Modify prior knowledge based on new knowledge from the legends read e. Show love for reading by listening attentively during story reading and make comments and answer higher order thinking questions

32

A. Preliminary Activities Song: Adda Maysa a Bituen (Ayug: Twinkle, Twinkle Little Star) Adda maysa a bituen A nakitak ti tangatang Napintas a buybuyaen Aglalo no agrimat-rimat Adda maysa a bituen Magustuak a buybuyaen. B. Motivation Ask: Are you observing the stars at night? How does it look like? C. Pre-Reading 1. Unlocking of Difficulties nagdappat ( picture clues) Baggac (picture clues) agnaed (use synonym) rimat ( picture clues) 2. Developing a Purpose for Reading Say: “In the story that we are going to read today, we will find out how Baggoc got its name and who give this name to the place.” Who was the first family who live in that place? What name did the boy give to the lady?

How Baggoc name?

got

its

How many children do they have?

Who saw the beautiful lady? D. During Reading Listening Story Read the story to the pupils. Tells the pupils to listen as the story is read, about the theme for the week. 33

  

Read the story to the pupils. Read and stop 2 or 3 times to ask the pupils what they think will happen next. Read the whole story. Have the pupils answer higher order thinking questions (HOTS). The summary of the story is then formed.

Ti Naggapuan ti Nagan ti Barangay Baggoc Idi un-una a tiempo, adda maysa a lugar a kasla kabakiran. Adda met agasawa nga agsapsapul iti mabalinda a paggianan. Dagitoy nga agassawa ket addaanda ti maysa nga anak a balasang. Nakadanon dagitoy nga agasawa ken ti anakda iti daytoy a lugar ket nakitada a mabalinda ti agnaed ditoy no la ketdi ta madalusan. Nagtitinnulong ngarud dagiti sangkapamiliaan iti panangdalus iti lugar agingana a mabalinda a paggianan. Nagpatakderda ngarud iti bassit a kalapaw. Mminulaanda ti aglawlawna. Inaldaw met a sibugan daytoy ti anakda a balasang. Maysa nga aldaw, kabayatan ti panagsibsibog ti balasang, nalabsan daytoy ti maysa a baro a naggapu iti kabangibang a barrio. Nagduyos unay ti rikna ti baro iti balasang gapu ti kinapintasna. Adda amin a saguday a sapsapulenna iti maysa a babai. Addaan daytoy iti nangisit ken kulot a buok, lumablabbassit a pingping, nakinis a kudil, naemma ken kangrunaanna ti amin ket addaan ti nasin-aw a mata a kasla agrimat-rimat a “Baggac” ti agsapa. Ap-apalan dagiti dadduma a babbalasang gapu iti kinapintasna. Manipud idi nakita ti baro ti balasang, kanayonnan daytoy a mapan pasiaren iti balayda. Amin a tao a malabsanna no saludsudenda ti papananna ket maymaysa laeng ti sungbatna, ibagana a mapan iti ayan ni “Baggac.” Kanayon a kastoy ti sungbatna kadagiti tattao agsipud ta ti panagkitana iti balasang ket maysa a narimat a bituen iti agsapa. Manipud idin pinanaganan dagiti tattao daytoy a lugar iti “Baggac,” ngem iti panaglabas ti panawen nagbalin daytoy a “Baggoc.” E. Post Reading 1. Discussion questions a. Who was the first family who lived in the place? b. Why did the family live in that place? c. How many children did they have? 34

d. Who courted the beautiful lady? e. Why did she call the lady as “Baggac”? 2. Engagement Activities a. Read the following phrases and sentences. maysa a balasang nakitak iti tangatang Maysa a napintas a balasang ni Baggac. Adu ti nakitak a bituen iti tangatang. b. Game (Message Relay) Group the class into two. Give an envelope containing word cards to the first group. Give an envelope with pictures that match the word card in group 1 to the second group. At the count of three, the first pupil in group 1 will get one word card. He/she will read it silently, whisper to the next pupil next to him/her in line. The pupils pass the message until it reaches the last pupil in line. The last pupil will run in front and say the word. Group 2 will form a circle and look for the picture that matches the word announced by the last pupil in group 1. The group who will do it accurately will be given points. The group that earns the most points wins the game. c. “Match My Skit Game” 1. Have the children retell the story. 2. Divide the class into three teams. Give the teams a few minutes to plan a 3-4 minute skit about the story. 3. Teams take turn in doing their skits. 4. When everyone is done, they have the class look into the “mystery corner” to find the phrase or sentence which has similar thought or meaning as the one used in the skit. The teacher asks: How do you feel while playing the game? What should you do in order not to get hurt while playing? F. Evaluation Instruct the pupils to draw a star and write something about “Baggac” inside it. 35

G. Assignment Observe the sky tonight and draw the brightest star that you can see. Day 2 Objectives a. Give the meaning of words through pictures, doing the action or giving synonyms b. Spell content words in the list of vocabulary words correctly c. Write through dictation, simple phrases, sentences and paragraphs observing correct punctuation marks, capitalization, indention and format A.

Preliminary Activities Have pupils sing “Adda Maysa a Bituen”

B.

Motivation Have the pupils paste their drawing on the wall. Call volunteers to say something about their drawing. Write pupils’ responses on the board. a. Dakkel diay bituen a nakitak. b. Napintas a buybuyaen dagiti bitbituen. c. Rumimat-rimat dagiti bitbituen a nakitak.

C.

Development of the Lesson 1.

Presentation Form a paragraph using the sentences given by the pupils. Binuyak idi rabii dagiti bitbituen. Dadakkel ken babassit dagitoy. Kasla diamante a rumimatrimat iti tangatang. Napintas a buybuyaen dagitoy.

2.

Discussion Ask: How do we write the first word in a sentence? How about the first sentence in a paragraph? What punctuation mark is used at the end of each sentence?

36

3. Writing through dictation (Observe mechanics of writing) Instruct the pupils to listen to the following phrases. Tell the pupils to write the words that the teacher dictates. 1. 2. 3. 4. 5.

napintas a balasang nasamek a lugar narimat a bituen bituen ti daya ummong ti tattao

4. Let the pupils give the synonyms of the underlined words. Think of the synonyms of the words listed below. a. napintas b. nasamek c. narimat d. bituen e. ummong 5. Let the pupils fill up the chart below based on the legend presented. Story Characters 1. Baggac 2. Baro

Attitude

Values

Processing the Activity a. What do you think are the values of Baggac? How about the man? b. Is it proper for the other ladies to envy Baggac? Why? c. If you were one of the ladies, what shall you do with Baggac? D. Evaluation Dictate a short paragraph for the pupils to write observing the mechanics for writing. E. Assignment Write a short paragraph about your parents considering the mechanics of writing and correct spelling.

37

DAY 3 Objective a. Recognize common abbreviations A. Preliminary Activities Preparatory Activity Teach the song “Dagiti Katulongan iti Komunidad (Ayug: Leron-Leron Sinta) Dagiti Katulungan iti Komunidad Serbisio publiko Isu ti trabaho Tulong a maipaay Iti pada a tao Polis, abogado Ken inheniero Doktor, bombero Mangisursuro. (Gallery Walk) Work in the Community Tell the pupils to look at the pictures of Community Helpers displayed around the classroom. After singing, have the pupils choose the picture of the community helper that they wish to become in the future and let them stand in front of it. 1. Presentation

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

38

This is Dr. (family name of the child).He/She is a doctor. He/She treats sick people. ( Write on the board the responses of the pupils) 2. Discussion How do we shorten the name of Doktor? Kapitan? Inhiniero? 3. Generalization (Have the pupils read the sentences or responses written on the board. Let them fill the chart below with the information taken from the written sentences they read. The first line is done.) Dagiti Katulungan ti Komunidad Doktor Inhiniero Kapitan Arkitekto Presidente

Pangyababaan Dr.

4. Engagement Activity The teacher shows pictures of community helpers. While showing the picture, the first member in each group will write the abbreviation on a showcard. Repeat the same procedure until the last player (Group Relay Activity). B. Evaluation Look at the picture. Write a sentence using the correct abbreviation of names of the following community helpers.

39

(Refer to Aramaten Dagiti Agad-adal, Aramiden 10 pages 12-14) Key to Correction 1. 2. 3. 4. 5.

Dr. Mrs. Inhin. Atty. Sgt.

C. Assignment Write the abbreviation of the following: 1. Inhiniero 2. Doktora 3. Presidente DAY 4 Objectives a. Use nouns in culturally appropriate manner in sentence and paragraph b. Observe mechanics when copying/writing sentences and paragraphs observing correct punctuation marks, capitalization, indention and format A. Preliminary Activities Have pupils sing “Dagiti Katulongan iti Kommunidad” B. Motivation Ask: Have you been to a clinic? Who are the persons that you can see in the clinic?

40

C. Develepmental Activity 1. Presentation a. ”Puppet Show” (Encourage pupils to observe and listen to the dialogue.) b. Partner 1: I am Dr. Delos Reyes. I am a doctor. Partner 2: I am Miss Suarez. I am a nurse. Partner 1: I give medicine to the sick. Partner 2: I help the doctor to take care of the sick. Partners 1 & 2: We love to serve everybody. c. Show a picture of community helpers. Let pupils view the pictures. Ask: What do you see in the picture? What are they doing? Describe what you see. Write pupils’ responses on the board. Possible answers:

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

41

These are Mrs. Cruz and Ms. Suarez. They are teachers. They teach the children to write, read and count.

3. Discussion When do we use the word “ti” -“dagiti” 4. Independent Practice Role Playing: Let the pupils find their partner. Let them pretend that they have already become successful professionals. Have them use some form of nouns in their conversation. Give them enough time to present their role play in front of the class. 5. Application a. Usaren iti sarita ti balikas a “ti” ken “dagiti”. (Write pupils’ responses on the board.) Ti ubing ket nadayaw. Ti tatangna ket doctor. Ti nanangna ket maestro. Dagiti kakabsatna ket nagagaget. Dagiti kaarrubada ket nasingpet. b. Pagtitipunen dagiti sarita tapno makaaramid ti parupo. (Check pupils’ output using the rubric)

42

Idrowing ti

iti batog ti kahon no naisurat a

nasayaat ti parupo. Mechanics Naisurat ti parupo a sinurot dagiti sumaganad. a. Naipauneg a naisurat ti umuna a sarita. b. Naisurat ti dakkel a letra ti umuna a balikas iti sarita. c. Nausar ti umno a punctuation mark iti udi ti sarita. d. Nasurot ti format iti panagsurat ti parupo. e. Nadalus ti panakaisurat ti parupo.

D. Evaluation Isurat ti ti wenno dagiti iti blanko. 1. ______ ubing 2. ______ tattao 3. ______ doktor 4. ______ ub-ubbing 5. ______ maestro

1. 2. 3. 4. 5.

Key to Correction ti dagiti ti dagiti ti

E. Assignment Usaren ti ti ken dagiti iti sarita. Pagtitipunen dagitoy tapno makaaramid ti paraupo.

43

Day 5 Evaluation Objectives a. Write the correct abbreviation for each word. b. Find meaning of words by giving its synonyms. I. Isurat ti pangyababaan dagiti sumaganad nga katulungan ti komunidad. 1. Doktor - _______________ 2. Inhiniero - _____________ 3. Kapitan - ______________ 4. Arkitekto - _____________ 5. Presidente - ____________ II. Pagsilpuen ti balikas nga agpada ti kaipapanan iti Batog A ken Batog B babaen iti uged. Batog A 6. napintas 7. nasamek 8. narimat 9. bituen 10. ummong

Batog B a. baggak b. agandap c. grupo d. nalasbang e. narukbos Key to Correction

I. 1. Dr. 2. Inhin. 3. Kapt. 4. Ark. 5. Pres. II. 6. d 7. e 8. b 9. a 10. c 44

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE FIRST QUARTER-Week 4 Theme Our Body Needs (e.g. food, clothing, shelter) Objectives 1. Communicate about one’s basic needs 2. Read paragraphs, stories, legends, etc. consisting of words being studied 3. Read short stories with ease and fluency 4. spell content words in the list of vocabulary words 5. Write simple sentences about an experience generated from a group story 6. Write through dictation sentences and paragraphs observing correct punctuation mark 7. Use plural form of demonstrative pronouns in sentences 8. Confirm prediction after listening to a story/dialogue read Domains 1. Oral Language Communicating about one’s basic needs. 2. Word Recognition Reading paragraphs, stories, legends, etc. consisting of words being studied. 3. Fluency Reading short stories with ease and fluency. 4. Spelling Spelling content words in the list of vocabulary words. 5. Handwriting Writing simple sentences about an experience generated from a group story. 6. Composing Writing through dictation sentences and paragraphs observing correct punctuation mark. 7. Grammar Awareness Using plural forms of demonstrative pronouns in sentences.

45

8. Reading Comprehension Confirming prediction after listening to a story/dialogue read. Value Focus Taking Care of Oneself Subject Matter A. Topics Plural form of demonstrative pronouns B. Reference K To 12 Curriculum Guide 2 (Mther Tongue Competencies) C. Materials Story: “My Body Needs,” pictures of different clothes, big box containing pictures of clothes D. Procedure DAY 1 Objective a. Communicate about one’s basic needs A. Preliminary Activities Song: Ti Ubing a Nadalus (Ayug: Bahay Kubo) Ti ubing a nadalus Kawesna ket naurnos No mapan ti eskwela Suot na’t unipormena. No mapan agpasiar Pangkasual ti suotna No mapan ti simbaan Pangpormal ti kawesna. No isuna ket aginana Agbuggo nga umuna Kalpasanna, agsukat Iti pangturogna.

46

B. Motivation How do you feel while singing the song? What are the kinds of clothes mentioned in the song? C. Developmental Activity 1. Unlocking of Difficulties a. kawes ( picture clue/visual clue) b. pangpormal ( picture clue/visual clue) c. pangkasual ( picture clue/visual clue) d. pangturog ( picture clue/visual clue) 2. Presentation Show different clothes hanging on the clothesline. Have pupils tell something about the different clothes to develop oral fluency. Guide them with the following questions: a. What do you see on the clothesline? b. When and where do you use these clothes? 3. Guessing and Sorting Game (Experience Story) a. Have the pupils close their eyes for two (2) minutes. To arouse curiosity, show them the box and ask them to guess what is inside. Ask: Ania ti ammoyo nga adda iti uneg ti kahon? Sino ti nakaawat ti regalo? Ania ti naawat na a regalo? Ania ti inaramid na iti kawes? Kasano ti panangipakita iti panagannad iti kawes? (Write pupils’ responses on the board to form an experience story.) Adda naawat ni Nonoy a regalo. Naikabil daytoy iti asul a kahon. Maysa nga asul a kamiseta ti inted ni uliteg na a Danny. Magustuanna unay ti kawes isu nga kasta unay ti panangilalana. Saan na nga itulok a marugitan wenno mamantsaan.

47

b. Sorting Game Have pupils sort the clothes into three (3) sets (pangpormal, pangkasual, ken pangturog) Let the pupils share what happen in the activity. 1. 2. 3. 4. 5.

What did you do with the clothes? What did you do to be able to sort them? How many groups did you make? Why did you group the clothes into three? Did you enjoy the activity?

4. Generalization What are the different kinds of clothes? How do we take care of our clothes? D. Evaluation Why do we consider clothes as one of our basic needs? Apay a ti kawes ket maysa kadagiti kangrunaan a kasapulantayo? E. Assignment Cut pictures of clothes and sort them acoording to: Pangpormal Pangkasual Pangturog DAY 2 Objectives a. Read paragraphs and stories consisting of words being studied b. Read short stories with ease and fluency c. Write simple sentences about an experience generated from a group story d. Confirm prediction after listening to a story/dialogue read A.Preliminary Activities 1. Review Ask: How did you sort the clothes? Did you help one another? Did you enjoy doing the work by yourself or with your classmates? What do you feel when you are doing the activities you like? Why?

48

B. Motivation Ask: What kind of clothes do you wear when you go to the church? How do you take care of your clothes? C. Developmental Activity 1. Give questions to guide the pupils in composing a story about an experience. Write on the board the sentences that pupils dictate/say. 2. The teacher writes the story as the pupils give their sentences. Ask: Is that what you want to say? If the pupils want to change the sentence, let them do it until they are satisfied. Ask the pupils. “What would you like to say next?” Write only what the pupils tell. ( Encourage pupils to keep their story using 6 to 7 sentences only.) 3. Have pupils read the sentences. 4. Read the story to the pupils. ( Allow them to make changes if they want to.) 5. Have the pupils give their story a title. Write it above the story. Ask: What title do you want to give our story? (Allow the pupils to discuss before writing the title just as the pupils say it). Dagiti Nadumaduma a Kawes Adda naduma-duma a klase ti kawes. Ti kawes ket mabalin a pangpormal, pangkasual ken pangturog. Ti pangpormal a kawes ket isuot no mapan iti simbaan. Agsuot met ti pangkasual no mapan agpasiar. Usaren met ti 49

pangturog iti rabii. Masapul nga annadan dagiti kawes tapno saan a nadaras a madadael. 6. Read the story again, using the Reading Plan. 1. Read the entire text to the pupils. 2. Read the text with the pupils. 3. Read one part of the text with or more pupil volunteers. 4. One or two pupil volunteers read that part of the text by themselves. (Note: Do not force anyone to read alone. If no pupil volunteer, then go on to Step 5). 5. Read the entire text again, with all the pupils.

D. Answer Comprehension Questions 1. Ania dagiti naduma-duma a klase ti kawes? 2. Ania ti isuotmo no mapan ka makimisa? 3. Ania ti isuotmo no mapanka agpasiar? 4. Ania ti aramidem tapno saan a daras madadael dagiti kawesyo? Cite situations for the pupils to predict. 1. Kagapgapo ni Abe a napan nagbasa. Napan nagay-ayam sigida a saan a nagsukat ti unipormena. 2. Napan nakimisa da Alma. Pagsangpetda sinukatanna a dagus iti para balay ti kawesna. Ania ti mabalin a mapasamak iti kawesna? C. Evaluation Cite situations for the pupils to predict. 1. Nagbasa ni Ben ti leksionna. Agtest kabigatanna. Ania ngata ti mapasamak. 2. Nalaing a mangan ti prutas ni Carla. Nasapa pay a matmaturog. 3. Adu ti mula ni Nana Aning. Innaldaw na a sibsibugan dagitoy. D. Assignment Read the story and predict what will happen. Nasapa a nagriing ni Nana Soleng. Innalana ti 50

basket ket napan naguray ti luganna iti kalsada. Papanan ngata ni Nana Soleng? DAY 3 Objective a.

Use plural form of demonstrative pronouns in sentences

A. Preliminary Activities 1. Review The teacher asks: What are the different kinds of clothes? How do we take care of our clothes? B. Developmental Activity 1. Show and Tell  Say: Come in front and select the clothes you like most. After each pupil has shown and talked about the clothes. Ask: “What did you use to present your favorite clothes?” 2. Presentation Write sentences on the chalkboard based on their responses using demonstrative pronoun in plural form.  Say: “Let’s read the sentences.” 

a. These are my favorite dresses. (Dagitoy ti magusgustuak a badbado.) b. These are blouses. (Blusa dagitoy.) c. Those are shorts. (Shorts dagidiay.) d. Those are t-shirts. (T-shirts dagidiay.) e. Those are skirts. (Palda dagidiay.) Present demonstrative pronouns and how they are used in sentences.

51

After the demonstrative pronouns have been presented, let the pupils spell the singular and plural forms of demonstrative pronouns. 3. Generalization Ask: When do we use these are? When do we use those are? Person holding the object Person pointing the object

Singular This is That is

Plural These are These are

4. Evaluation Refer to Aramaten Dagiti Agad-adal, Aramiden 13, page 20-23. Key to Correction 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Dagitoy Dagidiay Dagidiay Dagitoy Dagitoy Dagitoy Dagidiay Dagitoy Dagitoy Dagidiay

5. Assignment Use demonstrative pronouns in sentences. (dagitoy ken dagidiay) DAY 4 Objectives a. Write through dictation sentences and paragraphs observing correct punctuation marks b. Spell content words in the list of vocabulary words A. Preliminary Activities 1. Review Have pupils use this is (dagitoy) and these are (dagidiay) in sentences. 52

B. Motivation Ask: Ania ti paboritoyo nga ay-ayam? Apay nga daytoy ti paboritoyo? C. Developmental Activity 1. Review a. Partner/Dialogue Read a dialogue using the demonstrative pronouns learned. Let pupils confirm prediction after the teacher reads the dialogue. Example: Partner 1: Dagitoy ti ay-ayamko. Adda kotse, tren ken dadduma pay. Ginatang ni nanangko dagitoy. Ket sika, gayyem, ania ti inted ni nanangmo kenka? Partner 2: Oh! Ginatang ni nanangko dagidiay a lobo para kaniak. Intedna pay kaniak dagitoy a tsokolate. Partner 1: Ay-ayatennak unay ni nanangko. Dagitoy ti inted ni nanangko kaniak. Partner 2: Ipatpategnak met ni nanangko ! Magustuak amin dagidiay intedna kaniak. 2. Presentation Group Activity Each group will tell something about the picture using appropriate demonstrative pronoun in plural form. Partners will write a simple dialogue about the picture. Group 1: Picture in the canteen Group 2: Picture inside the classroom Group 3: Picture in the playground Ask: Did you enjoy the activity? Did you use the demonstrative pronoun correctly? 3. Evaluation Refer to Aramaten Dagiti Agad-adal, Aramiden 14, pages 24-25.

53

Key to Correction 1. asom 2. hardinmo 3. Manangmo 4. gayyemmo 5. tatangko 6. lapisko 7. dingwenda 8. bayyabasko 9. librona 10. balaymi D. Spelling 1. Dictate the following words. Let the pupils write the words on their slates. kawes

uniporme

kasual

pormal

2. Dictate the words again. Let the pupils write the words on their paper. Check their work. 3. Write the spelling words clearly on the chalkboard. Let them write these words on their paper. Supervise them as they do the activity. DAY 5 Evaluation Objectives a. b.

Fill in the blank with this is(dagitoy) and these are (dagidiay). Write the correct spelling of words learned. I. Kompletuen ti sarita babaen ti panangisurat ti umno a panangtagikua a pangsandi a nagan iti blanko. Pilien ti sungbat iti uneg ti kahon.

54

librok

adingko

asok

sapatosna

badona

balayda

baboyda

nanangko

papelna

mulami

1. Adda baro a ____________. 2. Nangisit ti ____________ nga immay nagbasa. 3. Matmaturog ni ___________. 4. Adda _______ a puraw. 5. Adu ti _________ manang Selya. 6. Nalangto ti ________ a mais. 7. Dakkel ti _________ manang Marceli. 8. Ni _________ ket maestra. 9. Napukaw ti _________. 10. Napuskol ti ___________. II. Write the correct spelling of the following words. 1. 2. 3. 4. 5.

kamiseta kawes uniporme kasual pormal Key to Correction

1. badona 2. sapatosna 3. adingko 4. asok 5. baboyda

6. mulami 7. balayda 8. nanangko 9. papelna 10. librok

55

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE FIRST QUARTER-Week 5

Theme My Favorite Plants and Animals Objectives 1. Listen to and interact with others in a group or class discussion on texts heard 2. Read with understanding paragraphs, stories, legends, etc. consisting of words being studied 3. Use possessive pronouns (my, you, his, her, your) 4. Spell words in the list of content words in the vocabulary 5. Write sentences and paragraphs about an experience generated from a group story 6. Recite with ease and confidence 3 to 5 stanzas poem in culturally appropriate manner 7. Supply rhyming words to complete a rhyme, poem or song 8. Recognize sound/symbol relationships in one’s own writing 9. Observe some mechanics when copying/writing sentences: capitalization, spaces between words and correct punctuation mark Domain 1. Oral Language Listening to and interacting with others in a group or class discussion on texts heard. Reciting/singing with ease and confidence 3 to 5 stanzas (rhymes, jingles, riddles, chants, song, and lullaby) in culturally appropriate manner. Supplying rhyming words to complete a rhyme 2. Phonological Skills Recognizing sound/symbol relationships in one’s own writing.

56

3. Book and Print Knowledge Observing some mechanics when copying/writing sentences: capitalization, spaces between words and correct punctuation mark. 4. Word Recognition Reading with understanding paragraphs, stories, legends, etc. consisting of words being studied. 5. Spelling Spelling words in the list of content words in the vocabulary. 6. Handwriting Writing sentences and paragraphs about an experience generated from a group story. 7. Composing Illustrating ability to give personal information needed to identify oneself. 8. Grammar Awareness Using possessive pronouns (my, you, his, her, your) Value Focus Taking care for plants and animals Subject Matter A. Topics Possessive Pronouns B. Reference K To 12 Curriculum Guide 2 (Mother Tongue Competencies) C. Materials Story: Diay Baluarte ni Perlita P. Quinto Poem: Diay Hardin ni Perlita P. Quinto Picture of a nature with animals D. Procedure DAY 1 Objectives a. Listen to and interact with others in a group or class discussion on text heard b. Read with understanding paragraphs and stories consisting of words being studied

57

c. Predict what the story is about based on personal experiences A. Preliminary Activities Song: Adda Bassit a Balay (Ayug: Bahay Kubo) B. Motivation Ask:Have you been to a zoo? What animals can you see in the zoo? (Use a graphic organizer for pupils to place their answers).

Zoo

C. Pre-Reading 1. Unlocking of Difficulties a. parke ( picture clue/visual clue) b. gayyem ( context clue/picture clue) c. sabong ( picture clue/visual clue) d. aglawlaw ( picture clue/context clue/visual clue) e. agsapa (though context clue) 2. Activating Prior Knowledge Show a picture of a zoo.

58

Write down what a pupil says and then read it back to the pupil to develop print awareness. (Individual pupil contributes words, one sentence at a time, to compose a story) Print words on chart (so that the class has a permanent copy), modelling reading each word as you write. D. During Reading Read the entire story, then the entire group or individual pupil may do another reading. Read the entire story using the reading plan. 1.Read the entire text to the pupils. 2.Read the text with the pupils. 3.Read one part of the text with or more pupil volunteers. 4.One or two pupil volunteers read that part of the text by themselves. (Note: Do not force anyone to read alone. If no pupil volunteer, then go on to Step 5). 5. Read the entire text again, with all the pupils.

59

Diay Baluarte Ni: Perlita P. Quinto Agsapa ti Sabado, napan dagiti tallo nga agkakabsat, ni Emma nga agtawen ti 18, Karen nga agtawen ti walo, kenni Nonoy nga agtawen ti tallo diay Baluarte. Napanda kinita dagiti nadumaduma a klase ti ayup ken mulmula nga adda sadiay. Adda nakitada nga uleg, lion, tigre, sunggo ken dadduma pay. Kinuna ni Karen, “manangko, kasla diay pusak dayta a tigre. Kalanglanga na la unay diay pusak. Kayatko ti tigre nga aywanan diay balay. Mabalin kadi ti gumatang ditoy?” “Saan a mabalin ti gumatang ditoy ken maiparit nga aywanan ti tigre adingko ta masapul nga aggianda iti umno a pagtaengan a kas iti zoo. Daytoy Baluarte ket maysa a zoo. Nasayaat pay a pagtaenganda diay kabambanyatan,” insungbat ni Emma. Kalpasan a makitada dagiti ayup napanda iti ayan dagiti kulibangbang. Adu sadiay dagiti nadumaduma a sabsabong. “Oh! Ania a pintasna daytoy a sabongen,” kinuna ni Emma. Kayatko ti mangala ti maysa a sabong,” kinuna ni Karen. “Saan a mabalin, maiparit ti mangala ti sabong ditoy,” insungbat ni Emma. Kabayatan ti panagsarsaritada Emma ken Karen, kimmitada ti aglawlaw. Saanda met a makitan ni Nonoy. “Ayanna ni ading Karen?” kinuna ni Emma. Simmungbat ti ubing a lalaki ti asidegda, “Dayta kadi ti ubing a birbirukenyo?”

E. Post Reading 1. Comprehension questions a. Talk about the story b. The teacher asks comprehension questions about the story: Siasino dagiti tallo nga agkakabsat a napan diay Baluarte? Ania ti napan inaramid dagiti agkakabsat diay Baluarte? Ania ti nakita dagiti agkakabsat diay Baluarte? Siasino ti kabsatda a saanda a makita kabayatan ti panagsarsaritada Emma ken Karen?

60

c. Engagement Activities Group the class into three. Give some situations based on the story where they can predict based on their personal experiences. Group 1: Pimmanaw ni adingda a Nonoy iti ayanda. Ania ngata ti napasamak kenni adingda a Nonoy? Group 2: Napan kayo diay Baluarte, nakitam ditoy dagiti nadumanduma nga ayup. Nagpagatang ka ken nanangmo ti tigre ngem inbagana a saan a mabalin. Apay a saan a mabalin a taraknen ti tigre iti pagtaengan? Group 3: Adu a sabsabbong ti nakitada a pagbatbatayan dagiti kulibangbang. Mangtukkol koma ni Nonoy ngem inparit Ni manangna. Apay ngata a maiparit ti mangala ti sabong diay ayan dagiti kulibangbang? (Process the predictions of pupils) d. Value infusion Kasano a maipakita ti panangipateg kadagiti ayup ken mulmula? F. Evaluation The teacher gives another situation/another short story and let the pupils predict what happens next. Maysa nga aldaw nagmula ni Marielle iti bukel ti balatong. Inaldaw na daytoy a sibugan. Kalpasan ti sumagmamano nga aldaw napanna kinita ti mulana. Nasdaaw unay ni Mariele iti nakitana. Ania ti nakita ni Marielle?

61

G. Assignment Read the story and tell what happens next. Nasapa a nagriing ni Frances. Insimpana ti nagiddaanna. Kalpasanna napan nagdigos. Nagsukat ti unipormena ken nag-almusar. Nagsipilyo ti ngipenna, kalpasanna innalana ti bagna. Papanan ngata ni Frances?

DAY 2 Objectives a. Listen to and interact with others in a group or class discussion b. Use possessive pronoun A. Preliminary Activities Review the story “Diay Baluarte” B. Development of the Lesson 1. Present the story again. Call on some pupils to read it aloud in the class. 2. Ask higher order thinking skills (HOTS) questions about the story. a. Apay a napan dagiti agkakabsat diay Baluarte? b. Ania dagiti nadumaduma nga ayup a nakitada diay Baluarte? Kasanoda nga inpakita ti panagayatda kadagiti ayup? c. Apay nga maiparit ti agala iti sabsabong? Ania ti mapasamak no maibus amin a mulmula ken sabsabong? 3. Ask pupils to pick out the possessive pronoun found in the story. (Teacher writes the pupils responses on the metacards) 4. Tell the pupils to post the metacards on the board. 5. Discuss the use of possessive pronoun and give more examples. a. Have pupils read the following possessive pronoun. kayatko

manangko 62

pusak

b. Use the following words in sentences. Kayatko ti agtaraken ti tigre kuna ni Nonoy. Sino ti mangayat nga agtaraken ti tigre? Ni manangko Selina ket nasingpet. Sino ti nasingpet? Diay pusak ket kalanlanga ti tigre kuna ni Nonoy. Sino ti akinpusa diay kalanglanga ti tigre? c. Have pupils give more examples of possessive pronoun. 6. Generalization What are possessive pronouns? C. Engagement Activities The teacher divides the class into three (3) groups. The teacher gives the standards for grouping a. Activity 1-Group 1 Write the correct possessive pronoun in each sentence. Choose your answer from the words inside the box. kayatko 1. 2. 3. 4.

adingmo

manangko

pusak

Agkakaingas dayta tigre ken tay ______. ________________ nga aywanan ti tigre. Mapanmo biruken ti ___________. Mabalin kadi nga aywanan ti tigre diay balay ______________?

b. Activity 2-Group 2 Use the following possessive pronouns in sentences. Write your answer on a sheet of paper. librona

balaymi

bayyabasko

lapismo pagadalanda

c. Activity 3-Group 3 Complete the sentences using the correct possessive pronoun inside the box. D. Processing of the Activity Each group leader presents his/her outputs. The teacher processes the activity done by each group. 63

E. Enrichment Activity The teacher identifies the common possessive pronouns not mastered by the pupils out of the presentations of each group. The teacher gives an enrichment activity for the mastery of the lesson. F.

Evaluation (Refer to Aramaten Dagiti Agad-adal, Aramiden 16, pages 26-29)

G. Assignment Write 5 sentences using prossessive pronouns. DAY 3 Objectives a. Spell words being studied in the list of vocabulary words b.Write sentences and paragraph about an experience generated from a group story c. Recognize sound/symbol relationships in one’s own writing d. Observe mechanics when copying/writing sentences; capitalization, spaces between words and correct punctuation mark. A. Preliminary Activities Song: Aso, aso aw (2x) Aso, aso aw, aw, aw Pusa, pusa meow(2x) Pusa, pusa meow, meow, meow. Kalding, kalding mee(2x) Kalding, kalding mee, mee, mee. B. Developmental Activity A. Writing Engagement 1. Give spelling activity words found in the story “Diay Baluarte.” Check the work of the pupils. 2. Have pupils read the following words. 64

walo ayup tigre Ask: Ania ti umuna nga aweng iti balikas a walo? Kasanoyo nga isurat ti letra para ti aweng a /w/? (Do the same with the other letters/words) 3. Present the story “Diay Baluarte.” a. Have the pupils read the whole text. b. Have them observe some mechanics for writing sentences. Give examples on the board. The teacher discusses the important mechanics in writing sentences and paragraphs. The teacher gives board work examples. 4. Generalization Ask: What are the mechanics in writing sentences in a paragraph form? Why do we need to write correct sentences using proper capitalization? proper spacing between words? correct punctuation marks? and proper indention at the beginning of paragraphs? 5. Guided Writing Practice Let the pupils copy the story “Diay Baluarte” with proper mechanics in writing. C. Composing 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. Evaluates and process pupils output. D. Evaluation Put a / if you followed the correct mechanics in writing a a story x if not. Mechanics Naisurat ti istoria a sinurot dagiti sumaganad: a. Naipauneg a naisurat ti umuna a sarita. b. Naisurat ti dakkel a letra ti umuna a balikas ti sarita 65

c. Nausar ti umno a punctuation mark iti udi ti sarita. d. Nasurot ti format iti panagsurat ti istoria. D. Assignment Rewrite your stories. DAY 4 Objectives a. Recite with ease and confidence 3 to 5-stanza poem b. Supply rhyming words to complete a rhyme A. Preliminary Activities Review Ask: What are the different plants that the sisters saw in Baluarte? B. Motivation Ask: Do you have a garden at home? What are the different plants in your garden? How do you take care of your plants? C. Pre-Reading 1. Unlocking of difficulties a. aglawlaw (picture clue) b. tarigagay (context clue) c. dumar-aw (context clue) 2. Developing Purpose for Reading a. First reading of the story by the teacher Say: Today we are going to read a poem about “Diay Hardin” Find out the different things that you can see in the garden. D. During Reading Diay Hardin Ni: Perlita P. Quinto Sabsabong a nadumaduma Adda amarilio, puraw ken nalabaga Makaay-ayo kadagiti mata 66

Nababanglo ken napipintasda. Kulibangbang iti aglawlaw Pudno a makapukaw Ti bisin ken uwaw A tarigagay ti amin a dumar-aw. Ania a pintasnan Toy hardin ni Perlan Pasiarem….umaykan Ta makitam ti hardin nan. (Refer to Aramaten Dagiti Agad-adal, Aramiden 16-17, pages 30-33) a. The teacher does the reading plan 1.Read the entire text to the pupils. 2.Read the text with the pupils. 3.Read one part of the text with or more pupil volunteers. 4.One or two pupil volunteers read that part of the text by themselves. (Note: Do not force anyone to read alone. If no pupil volunteer, then go on to Step 5). 5. Read the entire text again, with all the pupils.

E. Post Reading 1. Comprehension Questions a. What is the title of the poem? Who wrote the poem? How many stanzas are there in the poem? b. What are the different things that we can see in the garden? c. Why do we have to protect the plants and insects in the garden? What will happen if we don’t protect them? 2. Engagement Activity Divide the class into five (5) groups. Have each group recite the poem with expression in front of the class.

67

3. Have pupils read the poem . Ask: How many stanzas are in the poem? How many lines in each stanza? Give the pair of rhyming words in the poem. 4. Application Aramiden 16 page 30-31. 5. Independent Practice Aramiden 17 page 32-33 F. Evaluation Supply the rhyming words to complete the rhyme. 1. Dagiti sabsabong ket _________________. 2. Nadumaduma iti _______________. 3. Makaay-ayo kadagiti _______________. 4. Sabsabong a kasta unay __________________. G. Assignment Memorize the poem. DAY 5 Evaluation Objective a. Complete the sentences using the correct possessive pronoun Aramiden 18 page 26-29.

68

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE FIRST QUARTER-Week 6 Theme Things I Love to Do (activities, hobbies, sports) Objectives 1.a. Listen to and interact with others in a group or class discussion on texts heard b. Retell familiar stories and short conversations using appropriate gestures, expressions, and illustrative objectives 2. Read phrases and sentences consisting of words being studied and answer higher order questions about them 3. Read stories, fables, legends, news articles, etc. with ease and fluency 4. Spell content words in the list of vocabulary words 5. Write short narrative stories that include elements of setting and characters 6. Illustrate ability to give personal information needed to identify oneself 7. Use possessive pronouns (my, you, his, her, your) 8. Modify prior knowledge based on new knowledge from the story, legends, fables, etc. read 9. Show love for reading by listening attentively during story reading and making comments and answering higher order thinking questions Domains 1. Oral Language a. Listening to and interacting with others in a group or class discussion on texts heard. b. Retelling familiar stories and short conversations using appropriate gestures, expressions, and illustrative objectives. 2. Word Recognition Reading phrases and sentences consisting of words being studied and answer higher order questions about them. 69

3. Fluency Reading stories, legends, news articles, etc. with ease and fluency. 4. Spelling Spelling content words in the list of vocabulary words 5. Handwriting Writing short narrative stories that include elements of setting and characters. 6. Composing Illustrating ability to give personal information needed to identify oneself 7. Grammar Awareness Using possessive pronouns (my, you, his, her, your) 8. Reading Comprehension: Activating Schema/Prior Knowledge Modifying prior knowledge based on new knowledge from the story, legends, fables, etc. read 9. Reading Comprehension: Attitudes Towards Language, Literacy and Literature Showing love for reading by listening attentively during story reading and making comments and answering higher order thinking questions. Value Focus Work and save for the future Subject Matter A. Topics Possessive Pronouns B. Reference K To 12 Curriculum Guide 2 (Mother Tongue Competencies) C. Materials Fable: Ni Dudon Ken ni Kuton(Adapted) pictures and songs

70

D. Procedure DAY 1 Objectives a. Listen to and interact with others in group or class discussion on texts heard b. Retell familiar stories and short conversation using appropriate gestures, expressions and illustrative objectives c. Read phrases and sentences consisting of words being studied and answer higher order questions about them d. Read fables with ease and confidence e. Show love for reading by listening attentively during story reading and making comments and answering higher order thinking questions A. Preliminary Activities 1. Guessing Game: Bassit pay ni kompare Umul-ulin iti torre. Ania daytoy? Show a picture of different animals/insects a. kuton b. dudon

c. kulibangbang

B. Motivation Ask: Have you ever tried to save money from your allowance? Where did you keep it? What will happen if you will not save some of your money? Show a picture of an ant and a grasshopper. Ask the pupils to say something about the character of the grasshopper and the ant. C. Pre-Reading Activities 1. Unlocking of difficulties (using pictures and gestures)

71

agdaldalus iti balay nagawit iti labba

agitubtubong iti kuarta mabisin nga ubing

2. Developing Purpose for Reading Show the front cover of the book. Read the title, the author and the illustrator. Ask: What do you think is the story about? 3. Reading phrases and sentences. C. During Reading Read the fable to the pupils. Tell the pupils to listen as you read them about the theme for the week. As you read, stop 2 to 3 times to ask the pupils questions about the story. Read the whole story. When you finish, ask the pupils to summarize the story. Ask them higher order thinking questions about the story. Let the pupils read the fable.

Ni Dudon Ken ni Kuton Naragsak nga agkankanta ni dudon diay karuotan. Kastunay met ti alisto ni kuton nga agur-urnong ti taraonna. “Gayyemko a kuton, isardengmo pay ta ar-aramidem. Umayka ta agay-ayamta,” kinuna ni dudon. “Saan a mabalin gayyem ta agurnongak pay ti taraonmi. Asideg man ngaminen ti panagtutudo,” insungbat ni kuton. “Masapul nga isardeng mon ti agay-ayam dudon. Agurnongka metten ti taraonmo. Dumteng to manen ti panawen ti panagtutudo, awan ton ti panawenmo nga agbiruk ti taraonmo,” kinuna ni kuton. Intultuloy ni dudon iti nagay-ayam. Saanna a dinengngeg ti bilin ti gayyemna. “Siak ti kagagasatan ta agay-ayam laeng ti aramidko,” kinunana iti bagina. “Masapulko a doblien ti panagurnongko ti taraon. Siak ngamin ti namnamaen ti pamiliak no panawen ti rigat,” ti nasao met ni kuton iti bagina.

72

Iti maysa nga aldaw, simangbay iti panagtutudo. Saan metten nga agsardeng ti panagtudo. Mabisinen ni dudon. Napan ngarud daytoy kenni kuton tapno dumawat iti taraon. “Gayyemko a kuton, dumawatak man iti taraon, mabisinakon,” kinuna ni dudon. “Wen gayyem, daytoy ti taraon, umayka ta manganka tapno saanka a kumapsot. Ngem ikarim nga agurnong kanto metten ti taraonmo tapno adda nadadaan nga inka kanen iti panawen iti panagririgat,” kinuna ni kuton. Kastunay ti yaman ni dudon gapu ti kinasayaat ni kuton. Manipud idi, naragsak a nagkuykuyog dagiti dua tapno agurnong ti taraonda. D. Post Reading 1. Comprehension Check-Up Who are the two friends? (Siasino dagiti dua nga aggayyem?) What does the ant always do? The grasshopper? (Ania ti kanayon nga ar-aramiden ni kuton? Ni dudon?) What happened to the grasshopper when rainy season came? How did he feel? Where did he go? (Ania ti napasamak kenni dudon idi panawen iti panagtutudo? Ania ti nariknana? Ania ti napananna? Why does the ant always save food? (Apay a kanayon nga agur-urnong ti taraon ni kuton?) If you were the ant what would you do? Why? What happened at the end of the story? Are they both happy? Why? (Ania ti napasamak iti kamaudianan ti istoria? Naragsakda kadi a dua? Apay?) Which of the two characters would you like to follow/imitate? Why? (Siasino kadagiti dua ti kayatmo a tuladen?) 2. Engagement Activities Group the pupils into three. Group 1- Lights, Camera, Action! Act out the part of the fable that you like best.

73

Group 2- One, Two, Three Give the three important events in the story. Group 3- Let’s Draw Draw the scene that you like best. 3. Process the pupils output. E. Evaluation Choose your partner and dramatize the fable/story. F. Assignment Read one story and retell it to class. DAY 2 Objectives a. Retell familiar stories and short conversations using appropriate gestures, expressions and illustrative objectives b. Modify prior knowledge based on new knowledge from fables read c. Sequence events in a story using pictures d. Retell a fable read A. Preliminary Activity 1. Review Roleplay the story read yesterday. B. Motivation Ask: Have you seen a grasshopper? How about an ant? Describe the grasshopper. -the ant C. Developmental Activity 1. Presentation Tell the story about the “The Ant and the Grasshopper (TPR story). Model and demonstrates the action. Ask volunteers to do the action while he/she narrates the story.

74

Have pupil tell the story while another pupil does the action. 2. Engagement Activities a. Picture Story (Distribute pictures to the pupils. Have them arrange pictures according to the sequence of the story) b. Let the pupils retell the story in their own words. 3. Application 1. Guided Exercise Present again another fable following TPR story picture. 2. Independent Exercise Have the pupils retell the story while other pupils do the action. D. Evaluation Present another fable. Let one pupil retell the story while other pupils do the action. E. Assignment Read one fable and be able to retell it to class. DAY 3 Objectives a. Illustrate ability to give personal information needed to identify oneself b. Use personal pronouns A. Preliminary Activities 1. Review pictures of yesterday’s lesson Ask: What is the picture all about? B. Motivation Ask: Do you have pets at home? How do you show your love to them?

75

C. Developmental Activity 1. Presentation Present the fable “The Ant and the Grasshopper” again. 2. Analysis and Discussion Who are the two friends? What does the ant always do? What word did we use instead of ant? (I) Poor you! One day, you will need food. Save now! For whom is ant referring to? What word did we use instead of grasshopper? (You) Grasshopper felt hungry. He had no food to eat. What word did we use instead of grasshopper in the second sentence? (She) Ant gave grasshopper food to eat. She is a good friend. What word did we use instead of ant in the second sentence? (She) D. Generalization Siak, sika, isuna, datayo, dakayo, isuda, are Pronoun. Pronouns are words that take the place of nouns. E. Application The teacher gives exercises on the use of siak, sika, isuda (Refer to Aramaten Dagiti Agad-adal, Aramiden 18-19. pages 34-36) F. Evaluation Teacher instructs the pupils:  Look at the pictures. Tell whether siak, sika, isuna, datayo, dakayo, isuda, each picture represents. Write the correct use of pronoun.

76

1. _______ ket agsalsala.

2. _________ ket agay-ayam.

3. _________ ket agmulmula.

4. ________ ket mangmangan.

77

DAY 4 Objectives a. Spell content words in the list of vocabulary words b. Use personal pronoun c. Write short narrative stories that include elements of setting and character A. Preliminary Activities 1. Drill Have the pupils use the pronoun siak, sika, isuna and dakayo in sentences. 2. Review Ask: When do we use the pronoun siak, sika, isuna, datayo, dakayo? B. Development of the Lesson 1. Presentation Sing the song. Lunes, Lunes, Lunes ita (3x) Anian a ragsakko ta nakitaka! Martes, Martes, Martes ita (3x) Anian a ragsakko ta nakitaka! Mierkoles, Mierkoles, Mierkoles ita (3x) Anian a ragsakko ta nakitaka! Huebes, Huebes, Huebes ita (3x) Anian a ragsakko ta nakitaka! Biernes, Biernes, Biernes ita (3x) Anian a ragsakko ta nakitaka! Sabado, Sabado, Sabado ita (3x) Anian a ragsakko ta nakitaka! Domingo, Domingo, Domingo ita (3x) Anian a ragsakko ta nakitaka!

78

2. Discussion What day is today? Today is ____________. What day was yesterday? Yesterday was ___________. What day is tomorrow? Tomorrow is ______________. (Refer to Aramaten Dagiti Agad-adal, Aramiden 20, 38) 3. Guided Practice A. Partner/Dialogue: Present a dialogue pattern. Let the pupils find the noun then replace it with the correct personal pronoun. Have pupils take turns reading and acting out the dialogue. o Partner 1: musika. o Partner 2: musika. o Partner 1: ikitko. o Partner 2:

Ni Jose ket dumdumngeg iti Isuna ket dumdumngeg iti Ni Lorna ti inak. Ni Nida ti Isuda ket agkabsat.

4. Spelling a. Dictate the following words.(taken from the story) Let the pupils write the words on their slates. dudon

kuton

naragsak

taraon

b. Dictate the words again. Let the pupils write the words on their paper. Check their work. c. Write the spelling words clearly on the chalkboard. Let them write these words on their notebook. Supervise them as they do the activity. 5. Independent Practice Let the pupils form their own sentences using the following pronouns. siak sika isuna datayo dakayo isuda 6. Writing a. The teacher lets the pupils write a simple, short fable that includes elements of setting and characters. The teacher asks volunteers to read their work in the whole 79

class. He/she checks/corrects the work of the. Pupil’s outputs are displayed. b. Fill in the blanks with the correct personal pronoun. _________ ni Marco Imperial. Maysa a Maestro ti amak. Agisursuro ______ kadagiti ubbing nga adda iti maikadua a grado. Maysa met nga nars ti inak. Agtrabtrabaho ______ diay Sanidad Hospital. ______ ket agaywan kadagiti masakit. Uray no adu ti trabaho dagiti nagannakko, naragsak ti pamiliak gapu ta agiinnayat_____. c. Check and process pupils’ output. C. Assignment Write a short fable that includes elements of setting and character. Day 5 Evaluation Objective Complete the sentences by writing the correct personal pronoun (Refer to Aramaten ti Agad-adal, Aramaten 18 pages 34-36)

80

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE FIRST QUARTER-Week 7 Theme Our community - our neighbourhood Objectives 1. 2. 3. 4. 5. 6. 7. 8. 9.

Use culturally appropriate expressions to recall the setting, character, and important details of texts listened to or heard Recognize sound and symbol relationship on one’s own writing Read aloud grade two level texts with an accuracy of 95 – 100 % Use spelling knowledge and skills to correctly spell high frequency words appropriate to the grade level Write sentences and paragraph about an experience generated from a group story Write essay, story, and advertisement etc observing punctuation marks Use verbs in a culturally appropriate manners in sentences and paragraphs: simple tenses) Decode two or more nonsense and multi-syllabic words Predict what the story is about based on personal experiences and context

Domains 1. Oral Language Using culturally appropriate expressions to recall the setting, character, and important details of texts listened to or heard. 2. Phonological Skill Recognizing sound and symbol relationship on one’s own Writing. 3. Fluency Reading aloud grade two level texts with an accuracy of 95 – 100 %. 4. Spelling Using spelling knowledge and skills to correctly spell high frequency words appropriate to the grade level. 81

5. Handwriting Writing sentences and paragraph about an experience generated from a group story. 6. Composing Writing essay, story, and advertisement etc observing Punctuation marks. 7. Grammar Awareness Using verbs in a culturally appropriate manners in sentences and paragraphs: -simple tenses 8. Vocabulary and Concept Development Decoding two or more nonsense and multi-syllabic words. 9. Reading Comprehension- Activating Schema/Prior Knowledge Predicting what the story is about based on personal experiences and context. Value Focus Preservation of the environment and restoration of the natural resources Subject Matter A. Topics Verbs B. Reference K To 12 Curriculum Guide 2 (Mother Tongue Competencies) C. Materials Pictures, cut outs, charts D. Procedure DAY 1 Objectives a. Use culturally appropriate expressions to recall the setting , character and important details of texts listened to or heard b. Read aloud grade two level texts with an accuracy of 95-100% c. Write advertisement observing punctuation mark 82

d. Predict what the story is about based on personal experience and context A. Preliminary Activities Song: Maysa a Komunidad (Ayug: It’s You Who Make the World Go Round) Siak, siak, siak paset ti komunidad (3x) Paset ti komunidad Iggaman ti siket, agkinni-kinni(4x) (Substitute the word siak with sika and datayo) Ask: How do you feel while singing the song? Who are the members of the community? B. Motivation Ask: Do you plant trees in your yard? Why is it important to plant trees? C. Pre-Reading 1. Unlocking of Difficulties Use pictures/context clues so that pupils can give the meaning of the following words. makitabuno maprotektaran idauluan agkaykaysa agnaed reggaay maliklikan 2. Activating Prior Knowledge Say: Look at this map of the Ilocos Region. What can you see here? What color represents the seas and rivers? How about the mountains? Which is bigger, the bodies of water or mountains? Where are we in the map? What do we have around us? Will you describe it.Why do you think floods and landslides happen in our environment? What must we do to take care of our environment? (Refer to Aramaten Dagiti Agad-adal, Aramiden 21, page 39) 83

3. Developing a purpose for reading Say: Today we will read an advertisement, let’s find out what is it all about. D. During Reading Have the advertisement written in a chart. Read the advertisement to the class. Be sure to read it with correct intonation and expression.

“AGMULA TI KAYO:BIAG TI ISALAKANMO” Kadagiti Amin Nga Agindeg ti Probinsia: Maawiskayo amin nga makitabuno ti programa ti probinsiatayo nga “Agmula ti Kayo:Biag iti Isalakanmo”, para ti pannnakaprotektar dagiti kabambantayan. Naisayangkat daytoy babaen ti panangidaulo ti gobernador ket nairugi a naballaigi. Allukuyenna amin a makipagkaykaysa iti daytoy a programa. Maaramid daytoy intono Hunio 12, 2012 kadagiti naitudo a lugar ti kada munisipio. Manamnama iti itatabuno ti tunggal maysa tapno maliklikan dagiti umay a layus ken panagreggaay ti dagdaga. “Umaykayo ta agmulatayo tapno ti lubong maisalakantayo!” Hon. Manuel Ortega Gobernador-Probinsia ti La Union

E. Post Reading Comprehension questions ( Literal and Motive)  Ania ti kayat nga ibaga ti pakaammo?  Sino ti nagpakaammo?  Apay nga napanunutan ti gobernador ti programa?  Apay nga masapul nga agmula tayo?  Ania ti mapasamak no maibus dagiti mula iti aglawlaw? Engagement Activities a. Let’s See Let the pupils think of their dream mountain. Ask: Can you draw your dream mountain? 84

b. Let’s Find Out Say: Show how you can save our mountains and the people of La Union. Talk with your group mates and fill up the activity card. (Refer to Aramaten Dagiti Agad-adal, Aramiden 22, page 40) I CAN SAVE MOUNTAIN 1. ____________________________________ 2. ____________________________________ 3. ____________________________________ c. Let’s Show Say: Now that the mountains of La Union are planted with trees, let us recall the participants to the Plant a Tree: Save Lives Drive and give them a certificate of appreciation for joining the said activity for the restoration of our mountains in La Union using the details below. SERTIPIKO A PAMMADAYAW Daytoy a Sertipiko ti Pammadayaw ket maited kenni ______________________ _______ti panakitinnulongna ti programa nga “AGMULA TI KAYO:BIAG TI ISALAKANMO” a naaramid idi____________________________________________ idiay_______________________________________________________. Babaen ti itatabunona maisalakantayo dagiti kabambantayantayo ditoy probinsia. Maited daytoy iti Maika- ______ditoy________________________ ___________________________ d. Let’s Do More Say: Now that we have planted trees and thanked the people who joined in the Drive, let us try to make an advertisement to call for more people to participate in planting trees in the mountains. Say: Make your own advertisement. Make your advertisement attractive for the people to read. 85

ATTENTION Write your advertisement here.

-

Discussion Say: I believe that all of us wanted to see a beautiful and green mountain. Although mountains now are barren and polluted, still young people like you dream to have a perfect one, don’t you? Let’s see the work of Group 1 who did a beautiful masterpiece of their dream mountain.

-

Now that you dream of that mountain, how are we going to make the mountains in our province like your dream mountain? What are the things that you can do to save the mountains from becoming barren and polluted? Let’s listen and find out from the report of Group 2.

-

Because the people who participated in the Plant a Tree: Save Lives Drive we have to give the people a certificate of appreciation. Let’s look into the work done by Group 3.

-

After giving appreciation to those who participated in the drive we will make our own advertisement to maintain and protect the mountains around our province.Let us read the advertisement done by Group 4

4. Processing the Activity Processe the activity done by 4 groups. Responses are written on the chart. Group

Activity

86

Focus Skill

F. Evaluation Ask: What should you do to protect the mountains around our province? Say: Read each item and put a check on the right column.

Kanayon Sagpaminsan Saan 1. Agmula ti kaykayo iti kabambantayan 2.Saluadan dagiti paggapuan ti ubbog 3. Ibelleng dagiti basura sadino man 4. Agdalus iti aglawlaw 5. Protektaran ti kabambantayan ken ti aglawlaw 6.Agkali ti abut a pagibellengan 7. Ibelleng dagiti natay nga ayup iti karayan. 8. Tukkulen dagiti mula iti arubayan 9.Purusen dagiti sabsabong iti hardin 10.Suruten dagiti pagalagadan tapno mapagtalinaed ti kinadalus ti aglawlaw G. Assignment List down three ways by which we can save the environment. DAY 2 Objectives a. Use verbs in a culturally appropriate manners in sentences and paragraph b. Write slogans observing punctuation marks 87

A. Preparatory Activities 1. Review: Ask: Do you still remember the advertisement we read yesterday? a. Ni gobernador ti nangaramid ti naited a pakaammo. b. Nagawis kadagiti amin nga agindeg ti probinsia a makitabuno. c. Dagiti nataengan ken ubbing ket napakaamuan nga mapan tapno agmula ti kayo.

o o o o

What are the underlined words? nangaramid nagawis mapan agmula

Say: Now children I am going to act out these words. Do the Total Physical Response (TPR). After modelling have, each pupil show the action. Then the teacher processes the lesson on action words. B. Presentation Say: Class, I have here another set of sentences. Let us read them and focus your attention to the underlined words. a. Agsala ni Carla idiay programa ti barangay. b. Agdaldalus ni Marlon ti hardin a binigat. c. Nagawit ni Lito ti danum a pagsibog ti mula. d. Agsagsagad ni Mila iti arubayan no sumangpet manipud pagadalan. e. Dinayaw ni Mrs. Ramos ti eskuelada. Read and act out different verbs. Tell how they are used in sentences. agsala agdaldalus

nagawit

88

agsagsagad

dinayaw

(Refer to Aramaten Dagiti Agad-adal, Aramiden 23-24, pages 41-42) Ask: What did do when I asked you to do it? What happened to your body? What do we need to do with our body to perform such actions?( Possible answer: (We need to move) Did you enjoy doing them? Look at these pictures. Tell what word is shown.

C. Generalization Ask: What are verbs? Verbs are action words Tignay - balikas a mangipakpakita ti garaw D. Teacher/Modelling Exercise Say: I have here a box. Inside it are action words. Come and get an action word inside and show it to your classmates ( Do the modelling first before the children ). (Dance, play, hide, dance, eat, cry, run) etc.

89

Say: The word I picked is sing. It is an action word. This is how I sing. Who can sing in front? Now it’s your turn, pick out an action word and do the action in front of your classmates D. Guided Practice Show and Tell: (The teacher encourages pupils to talk about their hobby or what they love to do at home. Then list down all the activities/hobbies that the pupils mention.) Example: 1. I cook during Saturdays and Sundays. 2. Carlo eats pizza and spaghetti everyday. 3. Leo and Mark collect toy car. 4. I feed my dog every morning. 5. My family goes to the mall every weekend. E. Independent Practice Ready-Camera-Action: Introduce the game. Scatter list of action words in the classroom (make it a point that each pupil get his share). Let the pupils form a big circle and sing a song as the song goes, the pupil moves clockwise, as the song ends, everybody looks and picks out here action word. Then say “freeze,” this signals the pupils read and think of what he/she does to portray the action word. Then say, “Ready- CameraAction” the pupils act out the action word they pick out. Go around and checks if the pupil does the correct action. (After the game, ask pupils: What do we call those words we have shown or act out?) Refer to Aramaten ti Agad-adal, Aramiden 25-26, pages 4345. Ask the pupil to post the word they got on the board. And then the teacher read the action words for the first time. The to be repeated by the pupils. Finally, the pupils read alone the words with fluency.

90

F. Writing 1.Let’s create: Parade of Slogans Ask the pupils to make a slogan about caring for our environment. Observe correct punctuation marks, capitalization, and format. Put it on cartolina or illustration board and put a stick as holder then have a parade in the school ground with the permission of the principal. After the parade, display them outside the classroom or in front of the school for the other children in the school to follow and be aware of the slogans (Teacher should check/correct the work of the pupils and give appropriate praises or comments). All pupils’ outputs should be published. Make sure that the work of the pupils follows the given theme). 2. How can you help preserve the environment? 3. Have pupils give some ways on preserving the environment. 4. Independent Practice Refer to Aramiden Dagiti Agad-adal. Aramiden 21-24, pages 39-42. E. Evaluation Say: Pick out a picture in our box. Tell something about the picture using the correct verb. Write your answer on your paper and box all the verbs used. ( Refer to Aramaten Dagiti Agad-adal, Aramiden 25, pages 4344) F. Assignment Cut a picture and paste them in your notebook. Tell something about each picture using the correct verb. DAY 3 Objectives a. Use spelling knowledge and skills to correctly spell high frequency words appropriate to the grade level b. Write sentences and paragraph about an experience generated from a group work

91

A. Preparatory Activities 1. Review Show picture. What can you see in the picture? What are they doing? A. Spelling 1. Dictate the following words. Let the pupils write the on their slates. 1. nadadael 2. aramiden 3. ibelleng 4. pukanen 5. ayaban 6. agmula 7. tumabuno 8. gungunaan 9. maliklikan 10. sumurot 2. Dictate the words again. Let the pupils write the words on their paper. Check their work. 3. Dictate 3-5 short sentences containing the words that they learned, Let the pupils write each short sentence on their paper. Check their work. 4. Write the spelling words clearly on the chalkboard. Let them write these words in their notebook. Supervise they do the activity. B. Handwriting Say: Let us go back to the advertisement made by group 4. Study it carefully then everybody will copy it on a clean sheet of paper observing correct punctuation marks, capitalization, indention and format.

92

Example: Kadagiti amin a bumarangay maawis kayo amin nga umatendar ti maangay a miting inton domingo oras ti alas dos ti malem idiay barangay hall. Pagsasaritaan tayo nga ipatungpal ti greening program ti gobyerno tayo. Manamnama ti presensya yo amin PB. ernesto cruz

C. Evaluation Copy the advertisement correctly by following the correct format of the letters. ( Refer Aramaten Dagiti Agad-adal, Aramiden 27, page 46.) D. Assignment Rewrite the advertisement using correct punctuation marks, capitalization, indention and format. DAY 4 Objectives a. Predict what the story is about based on personal experiences and paragraphs b. Use verbs in a culturally appropriate manner in sentences and paragraphs A. Preliminary Activities Review Go back to the advertisement of the governor : Plant Tree: Save Lives Drive B. Motivation Ask: What do you think may happen if there are no trees in the mountain?

93

C. Developmental Activity 1. Presentation Say: Predict what will happen to the mountains in our province if the governor did not initiate the “Plant a Tree: Save Lives Drive.” What if the advertisement is not read by the people? Complete the rebus (a story using pictures). Match the given words in the magic box with the given picture to complete the rebus story. ( Ask: If the governor did not convince people of the province to plant trees what do you think will happen to them and to the people living near these mountains? Say: Let’s find out, I have here a tree full of fruits and a Rebus story. We are going to complete the rebus to make a story on what will happen to mountains if the Plant a Tree: Save Lives Drive is not done.

94

Refer to Aramaten Dagiti Agad-adal, Aramiden 28, page 47.

95

No saan a nagawis ti gobernador ti probinsiatayo kadagiti tapno pagsasaritaan ti pannakipartisipartayo

iti

kadagiti

ken

.

No intay baybay-an ti aglawlawtayo, mangted daytoy ti didigra a kas iti

ken

. Mapukaw ti

,

ken masakbayan dagiti . Agyamantayo kadagiti mangidadaulo kadatayo gapu ta tarigagayda a protektaran dagiti kabambantayan ken kabakiran babaen ti panagmula kadagiti

tapno maisalakan ti

.

. 2. Rebus of Verbs Say: I have here pieces of cut pictures. What you will do is to form the pictures together and find out what will be formed. Mention at least 2 action words on the picture formed. D. Evaluation Predict what will happen. a. People cut all the trees in the mountain. b. Father planted trees in our backyard.

96

E. Assignment Predict what will happen. The people planted trees around the community. DAY 5 Evaluation Objectives a. Give the correct verb for each picture b. Use the verb in sentences A. Oral Test: Tell something about the picture. Then, tell what verb is used in the formulated sentence.

B. Written Test: Using the same picture, write a sentence for each that shows action in the line provided below.

_____________________

______________________

97

___________________ ___________________ ____________________

98

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE FIRST QUARTER-Week 8 Theme My Family and Our Rules (Helping the Family, Family Rules) Objectives 1. Correctly spell content words in the list of vocabulary words 2. Observe mechanics when copying and or writing sentence, paragraph and story, capitalization, space between words, correct punctuation mark, indention and format 3. Use verbs in a culturally appropriate manner in sentences and paragraph, simple tenses 4. Recognize and use knowledge of spelling patterns on diphthongs when reading 5. Confirm prediction after listening to a story 6. Locate specific information in the text to find answers to simple and higher level questions 7. a. Show love for reading by listening attentively during story reading and making comment or reactions b. Show love for listening to a radio broadcast Domains 1.Spelling Spelling content words in the list of vocabulary words correctly 2. Handwriting Observing mechanics when copying and/or writing sentence, paragraph and story, capitalization, space between words, correct punctuation mark, indention and format 3. Grammar Awareness Using verbs in a culturally appropriate manner in sentences and paragraphs, simple tenses 4. Vocabulary and Concept Development Recognizing and using knowledge of spelling patterns ( e.g. dipthongs, special vowel spelling) when reading 5. Reading Comprehension a. Activating Schema Confirming prediction after listening to a story 99

b. Comprehension of Information Texts Locating specific information in the text to find answers to simple and higher level questions c. Attitudes Towards Language, Literacy and Literature Showing love for reading by listening attentively during story reading and making comment or reactions. Showing love for listening to a radio broadcast Value Focus Unity Among Family Members Subject Matter A. Topics Verbs, Dipthongs B. Reference K To 12 Currriculum Guide 2 (Mother Tongue Competencies) C. Materials Recorded radio broadcast D. Procedure DAY 1 Objectives a. Locate specific information in the text to find answers to simple and higher level questions b. Show love for listening to a radio broadcast A. Preliminary Activities Ask: Siasino kadakayo ti nagdengngeg ti radio idi kalman? Ania nga estasion ti radio ti nagdengganyo? Ania a programa ti dinengngegyo ? B. Pre- Listening Activity Explain to the class the activity they are about to do. Say: The radio program is entitled “Paguadan a Pamilia”. What do you think the radio broadcast is all about

100

C. Motive Question What do you think will make the children in a family successful? D. During-Listening Activity Have pupils listen to a recorded radio broadcast ( pre-recorded)

ANCHORMAN: Naimbag a bigatyo amin nga agdengdengeg. Daytoy ti gayyemyo ti programa “Pagwadan a Pamilia”. Pakasaritaan ti maysa a pamila nga uray kasano ti rigat ti biag ket napagadal na dagitoy walo nga annakda.”Kasaotayo man ngarud ni manang Rosalina Ramos”. HOST: Naimbag a bigatmo manang Rosalina MRS. RAMOS: Naimbag a bigatmo met Edwin HOST: Manang istoriaem man kadagiti agdengdengngeg no kasano ti wagas ti panangisakad ti panagbiagyo? MRS RAMOS: Mannalon ti asawak ket tultulungak isuna nga aglako kadagiti mulana. HOST: Ania met ti inaramidyo ta napagadalyo amin dagiti walo nga annakyo? MRS. RAMOS: Babaen ti panagtinnulongmi nga agassawa uray bassit laeng ti maurnongmi, napigsa ti namnamami a makaturposda ken kangrunaanna insuromi ida nga aganus ken aggaget. HOST: Naammuak pay manang a naglalaing kano dagiti annakyo. MRS. RAMOS: Wen ket ipagpanpannakkelko ida. Toy dua nga inauna nga annakmi ket simrekda ti trabaho bayat ti panagad-adalda. Idi nakaturposdan tinulunganda met dagitoy addidan. HOST: Sakbay nga agpakadaka manang, ania ti mabalin mo a maibalakad kadagiti agdengdengngeg nangnangruna kadagiti agpapaadal pay laeng ti annakda. MRS. RAMOS: Agtalektayo ken ni Apo Dios. No aramidentayo ti kabaelantayo, agballigitayo. HOST: Agyaman kami manang Rosalina ti panangibingaymo ti pakasaritaan ti pamiliayo. Daytoy nangngegyo ket maysa manen a pakasaritaan ti “Pagwadan a Pamilia”. Toy “anchorman” yo, Edwin Nelson, BASTA BOMBO RADIO.....

101

E. Post Listening Activity 1. Ask the pupils questions about the radio broadcast. a. Ania ti paulo ti programa ti radio? b. Siasino ti kinasaritada? c. Mano ti annak ni Mrs Ramos? d. Ania ti pagsapulan ti pamiliada? e. Ania ti nagbalinan dagiti annakda? f. Ania dagiti kababalin ti naisuroda kadagiti annakda? 2. More discussion questions a. Do you think it is right for children to work so that they can help their parents earn a living? Why? Why not? b. Many parents could not send their children to schools due to poverty. What do you think is the solution to their problem? F. Engagement Activity Build- A- Happy-Home Game Group the class into four. Give each group different materials ( old newspapers, cut-outs of persons form magazines, broom sticks, coloring materials, etc) to build their “ Happy Home”. Let each group creates it according to the concept. Let each group displays their work. DAY 2 Objectives a. Use verbs in a culturally appropriate manner b. Recognize and use knowledge of spelling patterns when reading (what part of the lesson is this developed) A. Preliminary Activities 1. Teach the song, Pamilia a Pagwadan, in tune of “Maliit na Gagamba” 102

Pamilia a Pagwadan Naragsakkami a padapada Pamiliami agkaykaysa Mangaramid akem tunggal maysa Ballaigi mapaadda Pamilia kanayon a pagwadan Bendision ited ti Apo a Namarsua. Ania ti ibagbaga ti kantatayo? Ania ti aramiden tapno agballaigi ti pamilia? Paguadan met ngata ti pamiliayo? Apay a nakunayo dayta? Tell the groups to explain their concept of a happy home as they present their drawing on the previous day. Ask the class: Do you think poverty causes a family to be unhappy? Why? Why not? B. Developmental Activity Reading of excerpts from the radio broadcast previously listened to. HOST: Manang Rosalina,damagek man no kasano a napagadalyo dagitoy walo nga annakyo? MRS. RAMOS: Maysa a karit kadakami nga agassawa, uray bassit laeng ti pagsapulanmi ngem disididokami a pagturpusen ida ti panagiskuelada. Malaksid iti agtalon ken aglako kadagiti apit ti, agtrabahokami pay ti sabali tapno magatangmi dagiti kaspulanmi iti panagbiag. Dimmakkel dagiti annakmi a simple, nakurapay ngem naragsakda.Saanda a napadasan ti biag dagiti babaknang ngem nakitada no kasano ti panagtitinnulongmi tapno laeng maisakad ti panagbiagmi.

103

a. Discussion: Ask: What do the underlined words tell? Do they denote action? What do you call these words? Give examples of each. b. Practice: Read these sentences. Ask the class to identify the verbs in the sentences 1. Aglako ni nanang ti nateng idiay tiendaan. 2. Agmula ni tatang ti pagay idiay taltalon. 3. Tumulong ni Carla ti trabaho iti uneg ti balay. 4. Agbasbasa dagiti ubbing iti klaseda. 5. Aglablaba dagiti babbai idiay karayan. c. Say: Study more these examples and find out how we form the simple present form of verbs. aglako agmula tumulong

agbasbasa aglablaba

Ask: Kaano a napasamak dagitoy a sarita a mangibaga ti garaw? Iti umuna a grupo, ania ti makunayo kadagitoy? Iti maikadua a grupo, mano ti nangaramid kadagitoy nga garaw? Look into the following words. magna mangan agbasa

magmagna mangmangan agbasbasa

Guide the class to form the rules on using simple present tense of verbs (Refer to Aramaten Dagiti Agad-adal, Aramiden 30, page 50-51)

104

d. Generalization Ask: When do we use the simple present form of verbs? No ti sarita nga mangipakpakita ti garaw ket madama a mapaspasamak, uliten ti umuna a tallo a letra ti puon ti sao. D. Application The teachers asks: What can you see in the pictures? What are the action words you can find?

E. Evaluation Choose the correct verb inside the parenthesis. 1. The child ( run, runs) to his mother. 2. Mother ( sells, sell) vegetables in the market. 3. Father ( raise, raises) corn children and ducks. 4. The boy( plant, plants) vegetables in their garden. 5. The teacher ( write, writes) on the board. 105

F. Assignment Choose the correct verb inside the parenthesis. 1. Carla (dance, dances) gracefully. 2. Father (feed, feeds) the carabao. 3. Perlita (draw, draws) on the board. DAY 3 Objectives a. Recognize and use knowledge of dipthongs b. Locate specific information in the text to find answers to simple and higher level questions A. Preliminary Activities 1. Let the pupils sing the action song “No Sika Ket Naragsak.”

No No No No No

sika sika sika sika sika

ket ket ket ket ket -

No Sika Ket Naragsak naragsak agpalakpakka, (klap, klap) naragsak agpalakpakka, (klap, klap) naragsak naragsak naragsak agpalakpakka, (klap, klap) agkinnika agkatawaka lumagtoka

2. Review Ask: What actions are done in the song? How do we call these words? What is the tense of these verbs?

106

B. Motivation The teacher shows the following pictures:

C. Development of the lesson 1. Presentation Ask: What is seen in the picture? The following words will be written on the board baybay baboy kalapaw ballasiw 2. Discussion Ask: What is common to these words? Explain that some words that contain the ay/oy/aw/ sounds are called diphthongs. 3. a. Practice: Ask the class to give other examples of words with diphthongs. Write these words on the board. Have the class reads the words, then by group, or individually. b. Hunt- A- Diphthong Give each pupil a copy of the word hunting 107

game. Have the pupils look for words with diphthongs by shading each word with pencil or crayon. ( Refer to Aramaten Dagiti Agad-adal, Aramiden 31, page 52) 3. Form dyads. Let each pair do the following activity. Choose a verb in box A and a diphthong in Box B. Use the simple present tense of verb. Make two or more sentences.

A

B

Agmula Ingato Agluto Agtrabaho uminom

taaw linugaw ballasiw balay siriw

a. Write the sentences given by the pupils on the board. b. The pupils read the sentences by group, by pair and by individual. c. Ask the comprehension questions on the following sentences. Aglutluto ni Nanang ti linugaw. Sino ti nagluto ti linugaw? Apay nga nagluto ni Nanang ti linugaw? Umin-inom diay baka idiay ballasiw. Sadino ti ayan diay baka? Apay nga adda iti ballasiw? Apay a masapul nga uminom? C. Evaluation Refer to Aramaten Dagiti Agad-adal, Aramiden 29, pages 4849 D. Assignment Write five dipthongs.

108

DAY 4 Objectives a. Spell content words in the list of vocabulary words correctly b. Observe mechanics when copying and/or writing sentence, paragraph, story observing capitalization, space between words, correct punctuation mark, A. Preliminary Activities 1. Sing the song learned the other day. 2. Review Let the pupils read the sentences they constructed yesterday. B. Developmental Activity 1. Spell words learned in the previous days through guessing game. 2. Choose the action words inside the box and write them on the blank. Agpampanunotak ti balikas. Dagitoy ket _________________. Dagiti billit nga _______________, uleg nga______________, Dagiti ikan nga_____________ken ub-ubbing nga ______ken ______.

agtatayab, aglalangoy, agtataray, magmagna, tignay, agsalsala, agkakarayam

Ni Nonoy ket nakakita iti dakkel nga uleg idiay sanga ti kayo. Naalana ti nagbuteng ket nagtaray a dagus. “Uleg! Nagdakkel nga uleg!” inriaw ni Nonoy. Napan ni tatangna idiay ayan ti kayo a nakakitaanna ti uleg. “Awan iti uleg, Nonoy”, kuna ni Tatangna. “ Diay nakitam ket dakkel a pungdol”. Nagkatawa ni Nonoy ta awan met gayam iti uleg. 109

3. Comprehension Check up a. Ania ti nakita ni Nonoy? b. Agpayso kadi nga uleg ti nakitana? c. No sika ni Nonoy, agtaray ka kadi a dagus? d. Mabutengkayo kadi iti uleg? Apay?/Apay nga saan? 4. Have the whole class read the story again. Then by group, by pairs, and by individual 5. Handwriting Activity Have the class copy the story with correct punctuation marks and capitalization. _____________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ______________________________________ _____________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ _____________________________________ 6. Check and process pupils output. Day 5 Evaluation Objective a. Underline and chose the correct verb to complete each sentence b. Encircle the dipthongs in each sentence

110

A. Ugedan ti husto a balikas a tignay tapno makompleto ti sarita. 1. (Agluto, Aglutluto) a binigat ni Nanang ti pammigatmi. 2. (Aglako, Aglaklako) ni Selya ti nateng. 3. (Agsibog, Agsibsibog) ni tatang ti mulana a minalem. 4. (Magna, Magmagna) ni Marielle nga inaldaw a mapan agbasa. 5. (Aglaba, Aglablaba) ni Elma tunggal Sabado. B. Bukelan dagiti diptonggo iti tunggal sarita. 1. Darakkel ti dalluyon idiay taw. 2. Dakkel ti balay ni Nana Marta. 3. Dakkel ti naala ni tatang a siriw. 4. Naimas ti mangan ti linugaw no agtudtudo. 5. Natapok ti rabaw ti tugaw.

111

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE FIRST QUARTER-Week 9 Theme My Family Objectives 1. Recite and/or sing with ease and confidence 3 to 5 stanza chant and song in a culturally appropriate manner 2. Retell familiar stories and short conversations by using appropriate gestures, expressions and illustrative objects 3. Read aloud grade two level texts with an accuracy of 95-100% 4. Recognize correct spelling of words 5. Write sentences and paragraphs about an experiences generated from a group story 6. Use simple past form of verbs in culturally appropriate manner in sentences and paragraphs 7. Read words with consonant blends and consonant clusters 8. Write jazz chant observing correct punctuation mark Domains 1. Oral Language Reciting and/or sing with ease and confidence 3 to 5 stanza rhyme,jingle, riddle,chant, song, lullaby in a culturally appropriate manner. 2. Phonological Skill Retelling familiar stories and short conversations by using appropriate gestures, expressions and illustrative objects. 3. Word Recognition Reading words with consonant blends, clusters and digraphs. 4. Fluency Reading stories, legends, news article etc.with ease and fluency 5. Book and Print Awareness Recognizing correct spelling of words 112

6. Handwriting Writing short narrative story that include elements of setting, characters and events. 7. Grammar Awareness Using simple past form of verbs in culturally appropriate manner in sentences and paragraph Value Focus Love and Respect for Family Members Subject Matter A. Topics Simple Past Form of Verbs B. Reference K To 12 Curriculum Guide 2 (Mother Tongue Competencies) C. Materials Flashcard Small envelop with pictures Manila paper Crayon Marking pens Small envelope with 10 Smileys D. Procedure DAY 1 Objective a.

Recite and/or sing with ease and confidence 3 - 5 stanza chant and song in a culturally appropriate manner

A. Preliminary Activities Have pupils form a puzzle (Picture of a family). B. Motivation Let the pupils sing the song with action 113

Ayanna? ( Tune: Where is Thumb man) Ayanna ni Tatang Ayanna ni Tatang Adda ditoy Adda ditoy Komusta, komusta Komusta, komusta Nasayaat met Nasayaat met Change -

the underlined word into: Nanang Manong Manang Ading

Ask: Siasino dagiti kameng ti pamilia a naibaga iti kanta? Ask three volunteers to introduce the members of their family to the big group and tell something about them. C. Pre-Reading 1. Unlocking of difficulties Unlock difficult words from the chant/song through pictures, synonyms or context clues. a. nagaget b. taltalon c. root d. ragsak e. mapukaw 2. Motive Question Let the pupils read the title of the chant. Ask: “What do you think is the chant all about based on the title”? Write the answers of the pupils on the board. In the chant, find out who are the family members. 114

D. During Reading 1. Reading the chant, “My Family/Ti Pamiliami.” Read the chant twice with proper beat/tempo. Then let the pupils read.

TI PAMILIAMI Dumngegkayo ita, ta adda innak ibaga Pakasaritaan ti pamiliami A naragsak ken natalna Daytoy ni tatangko, nagaget a pudno Inaldaw a mapan idiay taltalon Tapno agmula ken agarado Daytoy met ni nanangko, ayat na’t napalalo Agriing a masapa Taraonmi ti isaganana Daytoy ni manongko Kanayon a kadua ni tatangko A mapan diay taltalon tapno agtrabaho Ni manang Anie, isu’t agaw-awir ti buridekmi Bassit ngem nasalun-at Isut mangted liwliwa ti pamiliami. Daytoy ti pamiliami pudno a naragsak Sangsangkamaysakami nga agkararag iti Dios Namarsuatayo

2. Read one part of the jazz chant then let the pupils read it. Ask questions to check their comprehension. a. Iladawan ti pamilia iti nanggeg a jazz chant? b. Sino dagiti miembro ti pamilia? c. Iladawan da tatang ken nanang. d. Apay a nasapa nga agririing ni nanang? e. Apay a naragsak ti pamilia? E. Post Reading Activities Ask: Siasino dagiti kamkameng ti pamilia a naibaga idiay chant? 115

Engagement Activity > Divide the class into three groups. Each group will recite the chant. > Choose five pupil-volunteers to act as judge. Instruct them on what to do during the evaluation of the group performance. > Give them 3 minutes to practise the chant. > After three minutes, let each group present to the big group > The judges shall rate after each performance. F. Evaluation Call volunteers to recite the jazz chant. G. Assignment Memorize the jazz chant. DAY 2 Objectives a. Read aloud grade two level texts with an accuracy of 95-100% b. Write sentences and paragraphs about an experiences generated from a group story A. Preliminary Activities 1. Review Let the pupils recite the chant. Let the pupils give the meaning of the following words: nagaget liwliwa sangsangkamaysa pamilia buridek Namarsua B. Post Reading Activities 1. Ask: Siasino dagiti kamkameng ti pamiliayo? Ania ti trabaho ti tunggal maysa? Kasano ti panangiladawanmo ti pamiliayo? 2. Small Group Activities Divide the class into four groups. Give each group the following activities: 116

Group 1: Paste the pictures of the members of the family in the circles. Then write their names in the rectangle.

Group 2: Draw a house where the family lives

Group 3: Role play how the family works in the house. 117

Group 4: Write the characteristics of the family

MY FAMILY _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 3. Discussion Siasino dagiti kamkameng ti pamilia a naibaga idiay chant? Group 1 will present the work. Sadino ti pagnanaedanda? Group 2 will present the work. Ania ti ar-aramidenda tapno lumag-an ti trabaho iti pagtaenganda? Group 3 will show how the family works in the house. Ania a galad ti pamilia ti adda kadakuada? Group 4 will show the work. - Ania pay ti maibagayo iti daytoy a pamilia? - Ania ti rikna ti nagsurat maipanggep ti pamiliana? - Apay a naibaga ti kasta? - No maysaka a kameng iti dayta a pamilia, ania met ngata ti mariknam? Apay? - Maipagpannakkelmo ngata no kastoy met ti pamiliayo? Apay? 4. Experience Story a. Show a picture of a family during household chores

b. Let the pupils tell something about the picture. Ask: -What do you see in the picture? 118

-What are they doing? -Do you do these things? why? c. Let the pupils write simple sentences about the pictures. d. Say: Let us make a story about the family. Call pupils to read their sentences. Write the sentences on the board. Let the pupils read the sentences Let them write the sentence in paragraph form. C. Evaluation Have pupils read the experience story that they have written. D. Assignment Practice reading at home. DAY 3 Objective a. Use simple past form of verbs in culturally appropriate manner in sentences and paragraphs A. Preliminary Activities 1. Review Present the experience story made by the children in Day 2. Pupils read their experience story. 2. Let the pupils identify the action words mentioned in the story as the teacher writes the responses ( on the board) of the pupils on the first column.

agluto tumultulong agtrabtrabaho agaw-awir

119

3. Ask the following questions: > Kaano a napasamak daytoy nga istoria? > Ania ti inaramid ni tatang idi kalman? > Ania ti inaramid ni nanang idi kalman? > Ania ti inaramid ni manong idi kalman? > Ania iti inaramid ni manang idi kalman? B. Presentation Present the words written on the board. Let the children read the words. Agdama aglutluto tumultulong agtrabtrabaho agdaldalus agay-ayam agaw-awir

Napalabas nagluto timmulong nagtrabaho nagdalus nagay-ayam nagaw-awir

What kind of words are these? 1. Checking the Differences Ask: When did the action happen in the first column. Teacher labels the word in the first column (Present). When did the action happen in the second column? (Yesterday) When we say yesterday we mean that it happened in the past? The action was done in the past. What is the letter at the end of the words in the first column? This action happened in the present time Look at the words in the second column. What is/are the letters added? 2. Generalization What are the letters added at the end of the word when the action was done in 3. Reinforcement Activity I Can Tell More 120

Ask more of the pupils’ activities that happened in the past. What did you do last Saturday? ( I cleaned the yard last Saturday). 4. More Practice Let the children form triads In the triad, let each member share the activities that they have done. a. last Saturday b. last Christmas c. yesterday 5. Ask three pupils to share their stories to the big group. 6. Let the children write 3-5 sentence-paragraph about their family activities that happened in the past. C. Evaluation Refer to Aramaten Dagiti Agad-adal, Aramiden 36-38, pages 58-61 D. Assignment Usaren dagiti sumaganad a tignay iti sarita. nagsibog nagdalus naglaba DAY 4 Objectives a. Read words with consonant blends and consonant clusters b. Write jazz chant observing correct punctuation mark c. Recite a jazz chant with ease and fluency A. Preliminary Activities Review Usaren dagiti sumaganad a tignay iti sarita. 121

nagkanta nagsala naglaba B. Motivation Recite the jazz chant. C. Developmental Activity 1. Presentation Present these words from the chant plano

nadungngo

trabaho

dumngeg

2. Let us read these words taken from the chant agtrabaho, plano, dumngeg, trabaho, nadungngo 3. What do you notice with this word? Ania a letra dagiti naugedan? Ania a letra dagitoy, paaweng wenno pauni? Kasano ti unina dagitoy? 4. Let us try to produce the sound of the consonants? What do you notice? 5. What do we call these underlined consonants? C. Let’s try 1. Let the pupils give words with consonant blends. Teacher writes their responses on the board. 2. Let the pupils read the words. Teacher takes note of how the pupils produce the consonant blends. 3. Correct the pupils who did not produce the blends correctly. D. Writing Time 1. Let the pupils try to compose another jazz chant 122

with six lines about the things in their bag. Call for a pupil to recite a sentence which will serve as the first line of the jazz chant. Another pupil recite his/her sentence and so on until the 6-line jazz chant is finished. Read the jazz chant. The pupils read the jazz chant. Jazz Chant Daytoy ti bagko, Pagyanan ti gamitko. Adda ditoy ti lapisko, Adda pay ti papelko. Masapul nga annadak ida, Tapno agbayagda. 3. Discussion Ania dagiti banag a nadakamat iti jazz chant? Sadino ti nakaikabilan dagitoy? Apay a masapul nga annadam dagitoy? 4. Enrichment Activities Divide the class into 4 groups. Let them practice for five minutes. Assign 5 pupils to serve as judges based on the Following criteria: -Proper tempo - Clear pronunciation and delivery - Stage presence ( Explain to the judges each criteria and how they will judge using happy and sad face. If the group met the standard they will raise the happy face if not they will raise the sad face.) -After five minutes, let them present to the class. -The group with the most number of smiley will be declared the best grou 123

5. Evaluation Process pupils’ activity using rubrics. Idrowing ti naragsak a rupa no naaramid a nasayaat, nakamisuot met no saan. Narecite ti jazz chant nga 1. Husto ti tempo 2. Nalawag ti panakaisao dagiti balikas 3. Stage presence 6. Assignment Write a six line jazz chant using name of fruits. Day 5 Evaluation Objective a. Use simple past form of verbs in culturally appropriate manner in sentences b. Read words with consonant blends and consonant clusters I.

Choose the correct action words inside the parenthesis to complete the sentence.

1. (Nagluto, Aglutluto) ni nanang ti sinuman idi Sabado. 2. (Nagmula, Agmulmula) ni tatang idi kalman. 3. (Nagsibog, Agsibsibog) ti mula ni Marielle idi Lunes. 4. (Nagbilang, Agbilbilang) ti bato ni Abe idi Lunes. 5. (Agay-ayam, Nagay-ayam) ni Leni idi Sabado. 6. (Naginnaw, Agin-innaw) ti plato ni manang idi rabii. 7. (Nagdalus, agdaldalus) ni Carlo idi kalman. 8. (Nagburas, Agburburas) ti nateng ni nanang idi kalman. 9. (Agaw-awir, Nagaw-awir) ni manang idi kalman. 10. (Agdaldalus, Nagdalus) ni Ana idi malem.

124

II. Encircle the words with consonant blends and clusters in sentences. 1. Adda plato diay rabaw ti lamisaan. 2. Naimas ti prito nga ikan. 3. Asul ti blusa ni Ara. 4. Nakalukat diay gripo idiay banyo. 5. Naimas ti presko a nateng. 6. Adda mula ni Ana a trigo. 7. Napintas ti trabaho ni tatang idiay Manila. 8. Adda premyo ni Carla a nangabak ti contest. 9. Baro ti plantsa ni nanang. 10. Napan diay plasa da adding. Key to Correction I. 1. Nagluto 2. Nagmula 3. Nagsibog 4. Nagbilang 5. Nagay-ayam 6. Naginnaw 7. Nagdalus 8. Nagburas 9. Nagaw-awir 10. Nagdalus II. 1. plato 2. prito 3. blusa 4. gripo 5. presko 6. trigo 7. trabaho 8. premyo 9. plantsa 10. plasa

125

MTBMLE (ILOKANO) (GRADE 2 TEACHER’S GUIDE) SECOND QUARTER

126

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE SECOND QUARTER-Week 10 Theme Love other people Objectives 1. Retell familiar stories and short conversations by using appropriate gestures, expressions and illustrative objects 2. Read aloud words (verbs) 3. Identify rhyming words in poems consisting of two or three stanzas 4. Read a large number of regularly spelled multi-syllabic words 5. Read with automaticity 200 grade two level high frequency sight words 6. Use verbs in a culturally appropriate manner in sentences and paragraphs c. Simple tenses 7. Use spelling knowledge and skills to correctly spell high frequency words appropriate to the grade level 8. Observe mechanics when copying and/or writing sentence paragraph and story: capitalization, space between words, correct punctuation marks, indention and format 9. Locate specific information in the text to find answers to simple and higher level questions 10. Listen attentively during story reading and making comments or reactions Domains 1. Oral Language Retelling familiar stories and short conversations by using appropriate gestures, espressions and illustrative objects 2. Vocabulary Reading aloud words (nouns, pronouns, adjectives, verbs, etc.)

127

3. Phonological Awareness Identifying rhyming words in poems consisting of two or three stanzas 4. Word Recognition Reading a large number of regularly spelled multisyllabic words 5. Fluency Reading with automaticity 200 grade two level high frequency sight words 6. Grammar Awareness Using verbs in a culturally appropriate manner in sentences and paragraphs a. Simple tenses 7. Spelling Using spelling knowledge and skills to correctly spell high frequency words appropriate to the grade level. 8. Handwriting Observing mechanics when copying and/or writing sentence paragraph and story: capitalization, space between words, correct punctuation marks, indention and format 9. Reading Comprehension ( Attitude Towards Language, Literary and Literature ) a. Listening attentively during story reading and making comments or reactions 10. Reading comprehension (Comprehension of Information) Locating specific information in the texts to find answers to simple and higher level questions. Value Focus Harmony with other people Subject Matter A. Topics Verbs, Rhyming Words D. Reference K to 12 Curriculum 2 (Mother Tongue Competencies)

128

E. Materials Song (Ti Ayat – Tune: It’s Love), stories (Ti Nagtaudan ti Pilipinas- adapted, Ti Pagadalanmi), poems (Idiay Sentro ni Judith B. Ventura, Agiinnayattayo ni Perlita P. Quinto), pictures/map of the Philippines F. Procedure DAY 1 Objectives a. Listen attentively during the story reading and making comments or reactions b. Retell familiar stories and short conversations by using appropriate gestures, expressions and illustrative objects A. Preliminary Activities 1. Singing a song “Ti Ayat” (To the tune of It’s Love) Ti Ayat Ti ayat, ti ayat Ti ayat isut’ mangted ragsak (3x) Ti ayat isut’ mangted ragsak. Ingato ti ima sa’gkinkinni (4x). 2. Unlocking of difficulties (through context clues/picture clues) plan flying rest tossed island (plano) (agtaytayab) (aginana) (impurruak) (isla/puro) B. Motivation Show a map of the Philippines. Have the pupils tell what they know about the map. Ask: How did the Philippines come to be?

129

C. Presentation Read a story on how the Philippines came to be. Let’s find out what happened long time ago. D. Developmental Activities 1. First Reading – Reading of the story without interruption while the pupils listen. Ti Nagtaudan ti Pilipinas (Adapted) Ammoyo kadi no kasano a timmaud ti Pilipinas? Idi ununana a tiempo, adda maysa a tumaytayab nga agtaytayab iti tangatang. Gapu iti kabayagna nga agtaytayab, awan met pulos pagbatayanna a paginanaanna, nagpanunot ngarud iti pamuspusanna. Pinagapana da Baybay ken Tangatang. Nakapungtot ni Baybay ket nagdalluyon iti nangato. Nakapungtot met ni Tangatang ket pinuruakanna ni Baybay iti adu a bato. Ket gapu iti adu a bato, nagbalin a turturod ken bambantay. Ngarud, addan paginanaan ti tumaytayab no mabannog. Dagiti turturod, bambantay, daga ken baybay ti mangbukel iti Pilipinas. 2. Second Reading – Reading of the story again followed by the pupils. 3. Post Reading Answer the following comprehension questions:    

What is the title of the story? (Ania ti paulo ti istoria?) Who was flying up in the sky? (Sino ti tumatayab iti tangatang?) Why did he think of a plan? (Apay a nagplano daytoy?) If you were the bird do you do the same? Why? Explain how the Philippines came to be. (No sika ti billit, aramidem met kadi ti inaramidna? Apay? Ilawlawag no kasano a

130

4. Have the pupils read the story again - Altogether - By group - Individually 5. Evaluation Have the pupils retell the story by relay. 6. Assignment Have the pupils read again the story “Ti Nagtaudan ti Pilipinas.” DAY 2 Objectives a. Identify rhyming words in poems consisting of two or more three stanzas b. Locate specific information in the text by browsing the books read to them and asking more stories and texts A. Preliminary Activities 1. Review yesterday’s story. 2. Unlocking of difficulty (Show a picture) sentro tagilako disso pasdek

negosio

A. Motivation Ask: a. Who among you have gone to town? b. What did you do in town? Encourage pupils to tell what they know about the town? B. Developmental Activities 1. Developing a Purpose for Reading Say: a. We are going to read a poem today. b. We will see if you can read and identify the rhyming words in the poem.

131

2. During Reading a. First Reading - Read the poem by the teacher (Modelling) Idiay Sentro Ni Judith B. Ventura Intan ading diay sentro Agpasiar ta’t adu a disso Mangipakita’t panagprogreso Siudad ti Laoag a masasao. Nadumaduma adingko Agkakaado a tagilako Kadagiti adu a pasdek negosio Ti naipatakder idiay sentrotayo. b. Second Reading - Pupils read the poem. 3. Post Reading 1. Ask the following comprehension questions: a. What is described in the poem? (Ania ti iladladawan ti daniw?) b. How did they describe the town? (Kasanoda nga inladawan ti sentro?) c. If you will go to town, do you like to visit the business establishments? Why? (No mapankayo idiay sentro/ili, kayatyo kadi ti mapan kadagiti pagtagilakuan?) 2. Ask: What do you notice about the words at the end of the line? They are called rhyming words. 4. Generalization What are rhyming words? 5. Assignment Have the pupils write on a sheet of paper 5 pairs of rhyming words in Ilokano.

132

DAY 3 Objectives a. Use verbs in a culturally appropriate manner in sentences and paragraphs a. simple tenses b. Read aloud verbs A. Preliminary Activities 1. Have the pupils recite the poem they learned. 2. Ask: What do you do before going to school? 3. Write the words on the board Example: agdigos agsipilio mangan agsapatos ken dadduma pay 4. Ask: What do you notice about the words? Possible answers: They are action words They are called verbs B. Developmental Activities 1. Present pictures that show action. Have the pupils say something about the picture. Write the words on the board. 2. Write their sentences on the board.  Inaldaw nga agdalus ni Maria idiay arubayan.  Minalem nga agyapon ti kalding ni Loreto.  Kada Domingo a mapan makimisa ni Melda. 3. Have the pupils read the sentences. Group the pupils (depending on the number of pupils in the class). Have each group use the simple form of verbs in sentences. Guide the pupils in giving their sentences. C. Generalization Ask: What do you say about the underlined words? What do you call these words? When are these actions done? D. Guided Practice Have the pupils read the sentences. Group the pupils depending on the number of pupils in class. Each group will use form of verbs in the sentences. Guide the pupils in giving their sentences.

133

E. Evaluation Have the pupils complete the paragraph with the correct form of verbs on the blank. Agkarrubada Mark ken Paul. Agad-adalda diay Suyo Elementary School. _____________ (Magmagna, Nagnagna) da a mapan iti eskuela. No dadduma, _______________ (aglugan, naglugan)da iti traysikel. Nalaingda nga (nagbasa, agbasa) ken _______________ ( nagsurat, agsurat). Nalaingda pay nga ________________ (nagkanta, agkanta). Kanayonda a tumulong nga ____________ (agdalus, nagdalus) iti arubayan ti eskuela. Key to Correction Agkarrubada Mark ken Paul. Agad-adalda diay Suyo Elementary School. Magmagnada a mapan iti eskuela. No dadduma, agluganda iti traysikel. Nalaingda nga agbasa ken agsurat. Nalaingda pay nga agkanta. Kanayonda a tumulong nga agdalus iti arubayan ti eskuela. DAY 4 Objectives a. Use spelling knowledge and skills to correctly spell high frequency words appropriate to the grade level b. Read a large number of regularly spelled multi-syllabic words c. Observe mechanics when copying and/or writing sentence paragraph and story: capitalization, space betwenn words, correct punctuation marks, indention and format A. Preliminary Activities 1. Tell pupils to write on the board the action words that she/he says: aglagto aglaba agtaray agluto

agsurat agbasa

agdrowing agkanta

2. Model the reading of the words first. 3. Have the pupils read the words. 4. Have the pupils read the words 134

-altogether -by group -individually B. Engagement Activities Have the pupils copy the following paragraph observing capitalization, space between words, correct punctuation marks, indention and format. Ti Pagadalanmi Napintas ti pagadalanmi. Dakkel dagiti pasdekna. Nalawa ti arubayanna ken nadalus. Adu ti mulmulana a nalalangto. Nalalaing ken nadungngo dagiti mangisursuro. Nagaget met nga agbasa dagiti agad-adal. Evaluate the work using the checklist below. Put a check (/) mark in the column of your answer Yes or No. Yes

No

1. 2. 3. 4.

Did I observe the use of capital letters? Did I spell the words correctly? Did I use the correct punctuation marks? Did I indent the first word in the first sentence of the paragraph? 5. Did I maintain the neatness of my paper? DAY 5 Evaluation Objectives 1. Identify rhyming words in poems consisting of two or three stanzas 2. Use verbs in a culturally appropriate manner in sentences and paragraphs a. Simple tenses 3. Observe mechanics when copying and/or writing sentence pararaph and story: capitalization, space between words, correct punctuation marks, indention and format 135

I. Isurat iti papel dagiti balikas nga agkauni a makita iti daniw. Agiinnayattayo Ni: Perlita P. Quinto Ayaten ti pada a tao Isu’t maysa a kapapatgan a bilin ni Apo. Ta ti ayat isu’t ubbog ti amin a kinasayaat, Ayat a mangparnuay ti adu a gasat. Agiinnayattayo Kappia, urnos ken talna mariknatayo Tapno ti biag mananam a husto. Agiinnayattayo Tapno marikna ti talinaay ti biag ken asenso Ayat a napudno Pagtalinaeden kadagiti puspusotayo.

II. Isurat ti umno a tignay iti blanko tapno makumpleto ti parupo. Ni Ben ti inunaan kadagiti lima nga agkakabsat. Nasapa daytoy nga agriing iti binagat tapno ___________ (agluto, nagluto) iti pammigatda. Kalpasanna nga aramidenna daytoy, mapan pay ________________ (nagsibog, agsibog) ti mulada. (Pakanen, Pakpakanen) na pay dagiti aywanda nga ayup a kas ti manok, pato ken kalding. Kasta unay ti ragsak dagiti nagannak ni Ben gapu ti kinagagetna. III. Kopiaen ti parupo. Aramaten ti umno a mekaniks ti panagsurat iti parupo. Sabado ita nga aldaw. Agdaluskami iti balaymi. Agdalusak iti kusina. Agdalus met ni manangko iti sala. Dalusan met ni manongko ti arubayanmi. Adda amin obra ti tumunggal maysa kadakami.

136

Key to Correction I. 1. tao-Apo 2. kinasayaat-gasat 3. agiinnayattayo-mariknatayo 4. agiinnayattayo-puspusotayo 5. asenso-napudno 6. amin-bilin 7. ayat-gasat 8. ken dadduma pay II. Ni Ben ti inunaan kadagiti lima nga agkakabsat. Nasapa daytoy nga agriing iti binagat tapno agluto iti pammigatda. Kalpasanna nga aramidenna daytoy, mapan pay agsibog ti mulada. Pakanenna pay dagiti aywanda nga ayup a kas ti manok, pato ken kalding. Kasta unay ti ragsak dagiti nagannak ni Ben gapu ti kinagagetna.

137

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE SECOND QUARTER-Week 11 Theme Health is Wealth Objectives 1. 2. 3. 4. 5. 6.

Orally tell one’s basic needs Supply rhyming words to two to three stanza poems Read words with consonant blends, clusters and digraphs Read aloud Grade 2 level texts with an accuracy of 95-100% Spell words with consonant clusters and blends Write sentences and paragraphs about an experience generated from a group story 7. Use the degrees of adjectives in sentences in a culturally appropriate manners 8. Produce simple vocabulary to tell basic needs in social and academic setting Domains 1. Oral Language Orally tell basic needs orally 2. Phonological Awareness Supplying rhyming words to two to three stanza poems 3. Word Recognition Reading words with consonant blends, clusters and digraphs 4. Fluency Reading aloud Grade two level texts with an accuracy of 95100% 5. Spelling Spelling words with consonant clusters and blends 6. Handwriting Writing sentences and paragraphs about an experience generated from a group story 7. Grammar Awareness Using the degree of adjectives in sentences in a culturally appropriate manner 8. Vocabulary Language and Concept Development Producing simple vocabulary to tell basic needs in social and academic setting 138

Value Focus Eat Nutritious Food Subject Matter A. Topics Rhyming Words, Adjectives, Consonant Blends, Clusters and Digraphs B. Reference K to 12 Curriculum 2 (Mother Tongue Competencies) C. Materials Poems (No iti Bigbigat, Dagiti Prutas, Dagiti Taraon ni Perlita P. Quinto), pictures of different foods (fruits, vegetables, meat) pictures D. Procedure DAY 1 Objectives a. Supply rhyming words to two to three stanza poems b. Read words with consonant blends A. Preliminary Activities b. Present the poem “No Iti Bigbigat” written on the board or on a manila paper and read it. No Iti Bigbigat No iti bigbigat nga agsapa Agtatamdagak man idiay tawa Adda da tarong, kamatis, paria Nangngegko ida nga agsasarita Ti kunan’ tarong kadakuada Siak kaimasan kadakay’ a dua Ni met paria simmungbat ita Aluadam tarong, napalangguadka Ni met kamatis immisem laeng Ay, kakabsatko inkay’ agparbeng 139

Ta no addaak iti dinengdeng Ta dinengdengyo naim-imas manen. B. Developmental Activities 1. Pre-Reading Read the poem. Have the pupils read the poem. 2. During Reading Have the read the poem. Tell the pupils to read the words at the end of each line. Ask: “What do you notice about the words at the end of the lines?” Write the words on the board. 3. Post Reading Ask what are talked about in the poem. Siasino ti kaimasan kadakuada? Siasino met iti simmungbat kenkuana? Siasino met iiti immisem laeng? Apay nga immisem laeng? Kadakayo, siasino ti kaimasan? Siasino ti saanyo a kayat? Apay? Rumbeng kadi a mangantayo iti natnateng? Apay? The pupils read the poem again. Ask the pupils to read the last words in each line. agsapa- tawa paria – agsasarita kadakuada – dua ida – napalangwadka laeng – agparbeng Ask the pupils what they can say about the words. C. Generalization Ask: What do we call the words? What are rhyming words?

140

D. Evaluation A. Select from the words below the words that rhyme. 1. pato 2. pala 3. panyo

pusa mata payong

aso bala banyo

puso pana pito

B. Fill in the blank with the correct rhyming words to complete the poem. No Iti Bigbigat No iti bigbigat nga _____________ Agtatamdagak man idiay ________________ Adda da tarong, kamatis, ______________ Nangngegko ida nga ___________________ Ti kunan’ tarong _______________________ Siak kaimasan kadakay’ a _______________ Ni met paria simmungbat _______________ Aluadam tarong, ______________________ Ni met kamatis immisem __________________ Ay, kakabsatko inkay’ _______________ Ta no addaak iti __________________ Ta dinengdengyo naim-imas ____________ E. Assignment List down 5 pairs of rhyming words. Key to Correction Evaluation A. 1. aso puso 2. pala bala 3. panyo banyo B. No iti bigbigat nga agsapa Agtatamdagak man idiay tawa Adda da tarong, kamatis, paria Nangngegko ida nga agsasarita Ti kunan’ tarong kadakuada Siak kaimasan kadakay’ a dua Ni met paria simmungbat ita Aluadam tarong, napalangguadka 141

Ni met kamatis immisem laeng Ay, kakabsatko inkay’ agparbeng Ta no addaak iti dinengdeng Ta dinengdengyo naim-imas manen. DAY 2 Objectives a. Read words with consonant blends, clusters and digraphs b. Orally tell one’s basic needs c. Use simple vocabulary to tell basic needs in social and academic setting d. Read aloud Grade 2 level texts with an accuracy of 95100% A. Preliminary Activity Read the poem: “No Iti Bigbigat” B. Developmental Activities 1. Let the pupils read the following words from the poem. agsapa-tawa paria-agsasarita laeng-agparbeng-dinengdeng Show pictures of fruits and fruit trees (orchard). Ask: What do you observe in the pictures? Write the answers of the pupils on the board. Let them read the sentences. 2. During Reading a. Read the poem. b. Have the pupils read the poem. c. Read again the poem with the children. Dagiti Prutas Nagmula ni Tatang Nadumaduma a prutas Iti likod ti balay Inka ida makita

142

Dadakkel a tsesa Ti inka maala Nasam-it a tsiko Nalalapsat a mabuybuya Adda nasam-it a granatis Nga inka magustuan Naimas a prutas Ket kasapulan 3. Post Reading 1. What is the title of the poem? 2. What are the fruits mentioned in the poem? 3. Why do we need to eat fruits? (Write pupil responses on the board. Let them read the sentences aloud.  Have the pupils read the following words from the poem: prutas, tsiko, tsesa, granatis  Present/add words like gripo, tsinelas, tsokolate, prito, plato, etc.  Ask: what do you notice about the words.  Ask: What do you call the words with pr, ts, gr, pl, bl, etc. (consonant blends). How are consonant blends formed? C. Evaluation Please refer to Aramaten Dagiti Agad-Adal, Aramiden 39, pages 63-64 Key to Correction Aramiden 39, page 63-64 (Aramaten Dagiti Agad-adal) 1. prutas 2. blusa 3. plato 4. plantsa 5. gripo D. Assignment Give words with pr, ts, gr, pl.

143

DAY 3 Objectives a. Use the degrees of adjectives in sentences in a culturally appropriate manner b. Spell words with consonant clusters and blends A. Preliminary Activities a. Spell the words with consonant blend/cluster. krus plato tsinelas prito grupo prutas b. Read again the poem on the board. c. Have the pupils read the phrases on the board. a. nadumaduma a nateng b. dadakkel nga okra c. naimas a tabungaw d. nasam-it a sandia e. In the first phrase, what do we use to describe f. “nateng”? d. How about the word “okra? tabungaw? ken sandia”? B. Developmental Activities 1. Read the sentences on the board. a. The pepper is long a. Atiddog ti sili. b. The eggplant is longger b. At-atiddog ti tarong ngem sili. c. The stringbean is the longest c. Kaatiddugan ti utong among the three vegetables. kadagiti tallo a nateng

2. In the first sentence, how many fruits are described? In the second sentence, how many fruits are compared? What are being compared? What do we add to the word? In the third sentence, how many fruits are compared? 144

What do we add to the word? C. Generalization Ask: What are the different degrees of adjectives? When is positive used in a sentence? When is comparative used in a sentence? When is superlative used in a sentence? D. Evaluation Tell the pupils to hold three objects and compare them using the three degrees of comparison. Do “Aramiden 40 and 41” on pages 66-67. Key to Correction Aramiden 40, page 66 (Aramaten Dagiti Agad-adal) A. 1. napnapno 6. nalalaing 2. nadaldalus 7. naluklukmeg 3. napuspuskol 8. nakutkuttong 4. napimpintas 9. nasirsirib 5. nadagdagsen 10.napatpateg B. 1. kapudotan 2. kalakaan 3. katuredan 4. kagagetan 5. kaimutan

6. kapigsaan 7. kalawagan 8. kaadaywan 9. kaalistuan 10.kasingpetan

Aramiden 41, page 67 (Aramaten Dagiti Agad-adal) 1. napigpigsa, kapigsaan 2. natibker, natibtibkker 3. dakkel, kadakkelan 4. naranraniag, karaniagan 5. adayo, naad-adayo 6. nadalus, nadaldalus 7. basbassit, kabassitan 8. nasamsam-it, kasam-itan 9. baro, kabaruan 10.simple, kasisimplian

145

E. Assignment Compare the following objects using the three degrees of comparison

DAY 4 Objectives a. b. c.

Use the degrees of adjectives in sentences in a culturally appropriate manners Write sentences and paragraphs about an experience generated from a group Spell words with consonant clusters and blends

A. Preliminary Activities 1. Read the poem “No iti Bigbigat” 2. Read the poem” Dagiti Prutas ken Nateng” 3. Write dictated words from the poem with consonant blends/cluster (spelling). prito tsinelas grupo plato prutas B. Developmental Activities 1. Study the pictures on the board then write the comparative and superlative form of the adjective on the blank.

Rey

Lito

146

Nilo

Natayag a. Natayag ni Rey. b. _____________ ni Lito ngem ni Rey. c. _____________ ni Nilo kadagiti tallo. 2. a. Show the following on the display table: 3 balls of different colors and sizes 3 pencils of different colors and 3 books of different colors and sizes b. Let the pupils create sentences about their materials presented. Let them write the sentences on the board. Let them underline all the adjectives that are used in the sentences. C. Independent Practice Have the pupils use the following adjectives in sentences. 1. 2. 3. 4. 5.

Kababassitan Napimpintas Nadagdagsen Kaiimasan Kadadalusan

DAY 5 Evaluation Objectives 1. Supply rhyming words to two to three stanza poems 2. Use the degrees of adjectives in sentences in a culturally appropriate manners I. Kumpletuen ti daniw ti umno nga agkakauni a balikas. Pilien ti sungbat iti kahon. Dagiti Taraon Ni: Perlita P. Quinto Dagiti ____________ A kas dagiti prutas, nateng, karne, ____________ Masapul dagitoy ti ________________ Tapno kanayon a ________________. 147

Taraon a ________________ Mangted ti regta iti amin a ______________ Mangantayo ngarud kadagitoy ______________ Tapno kanayontayo a ______________. taraon-hamon nasustansia-pinarsua

bagitayo-napigsatayo kakabsat-nasalun-at

II. Ugedan ti umno a pangiladawan tapno mabukel dagiti sarita. 1. (Nataytayag, Katayagan) ni Irene kadagiti babbai nga agad-adal. 2. (Napimpintas, Kapipintasan) ni Cora ngem ni Lisa. 3. (Naluklukmeg, Nalukmeg) ni Marco ngem ni Mario. 4. (Nadagdagsen, Kadagsenan) ni Troy kadagiti tallo. 5. (Nagaget, Nagaggaget) ni Lito ngem ni Junjun. III. Write the comparative and superlative degrees of the adjectives. 1. 2. 3. 4. 5.

Positive nalukneng nadalus atiddog nasingpet nalaing

Comparative

Superlative

IV. Use the following adjectives in sentences. 1. Nadalus 2. Kasisingpetan 3. Nalalaing 4. Kadadakkelan 5. Bassit Key to Correction I. Dagiti Taraon Ni: Perlita P. Quinto Dagiti taraon A kas dagiti prutas, nateng, karne, hamon Masapul dagitoy ti bagitayo Tapno kanayon a napigsatayo. 148

Taraon a nasustansia Mangted ti regta iti amin a pinarsua Mangantayo ngarud kadagitoy kakabsat Tapno kanayontayo a nasalun-at. II.1. Katayagan 2. Napimpintas 3. Naluklukmeg 4. Kadagsenan 5. Nagaget III. 1. 2. 3. 4. 5.

Positive nalukneng nadalus atiddog nasingpet nalaing

Comparative naluklukmeg nadaldalus naat-atiddog nasingsingpet nalalaing

IV. Answers may vary

149

Superlative kalulukmegan kadadalusan kaaatiddugan kasisingpetan kalalaingan

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE SECOND QUARTER-Week 12 Theme Love of Nature Objectives 1. 2. 3. 4. 5.

Recognize sound and symbol relationship in one’s own writing Give the meaning of words being read Read a story with ease and fluency Spell content words Write short narrative story that includes elements of setting, characters 6. Use the degrees of adjectives in sentences in a culturally appropriate manner 7. Describe the characters in a literary selection according to his/her action 8. Read and identify the literary elements of plot, setting and characters of a literary piece Domains 1. Phonological Skills Recognizing sound and symbol relationship in one’s own writing 2. Word Recognition Giving the meaning of words being read 3. Fluency Reading a story with ease and fluency 4. Spelling Spelling content words 5. Handwriting Writing short narrative story that includes elements of setting, characters and events 6. Grammar Awareness Using the degrees of adjectives in sentences in a culturally appropriate manner 7. Reading Comprehension (Comprehension of Literary Texts) Describing the characters in a literary selection according to his/her action. 150

Reading and identifying the literary elements of plot, setting and characters of a literary piece. Value Focus Appreciation of Beauty Subject Matter A. Topic Degrees of Adjectives, Literary elements of a literary piece B. Reference K to 12 Curriculum 2 (Mother Tongue Competencies) C. Materials Story (Diay Baybay), rhyme (Dagiti Agkakabsat) charts, pictures D. Procedure DAY 1 Objectives a. Give the meaning of words being read b. Read stories with ease and fluency A. Preliminary Activities 1. Unlocking of Difficulties Match the meaning of words in column A to column B. A B 1. bambanti a. taraon a maala diay karayan wenno baybay 2. kappo b. addaan iti lima nga ima a makita lang diay baybay 3. starfish c. sinanbalay a maaramid ti darat 4. sand castle d. kasla tao a pagbugaw ti tumaytayab diay taltalon 5. kastilio e. dakkel a balay 2. Have the pupils read the words and their meaning. 151

B. Motivation Ask: How do you feel when going to places like the beach? What other places do you enjoy going to? C. Developmental Activities 1. Say: In the story that we will read today, find out what happened in “ Diay Baybay ” 2. During Reading Read the short story to the pupils. Have the pupils listen as the story is read. “Diay Baybay” Apaman a naguni ti alarm clock iti ala sais iti bigat, naragsak a bimmangon ni Tina. Mapanda ita idiay baybay ket saanna a kayat ti maladaw. Idi mapanen mamigat ni Tina, nakitana a naisaganan ni nanangna dagiti balonda a nadumaduma a makmakan. Naikarga dagitoy iti dakkel a basket. “Naisaganam kadin dagitay itugotmo nga aruatem?” sinaludsod ni nanangna. “Wen, nanang. Intugotko daytay nalabaga a bathing suit-ko ken daytay puraw a timbak. Kalpasan ti pamigatda, napanen naglugan ni Tina ken ti sibubukel a pamiliana iti kotseda. Daytoy ti luganda a mapan idiay baybay. Iti dalan, adu a buya ti nakita ni Tina. Nakitana dagiti nadumaduma a balbalay, taltalon, ken nakakatkatawa a bambanti. Pinaypayapayanna dagiti nalabsanda nga ubbing nga agay-ayam. Apaman a nakadanonda idiay baybay, nagtartaray a napan idiay danum ni Tina. Nakakita isuna dagiti nadumaduma nga kappo. Nakakita pay iti starfish ken kadagiti kappi nga agtataray iti igid ti danum. Nagmalmalemda Tina iti igid ti baybay. Nagaramid pay isuna iti napintas a kastilio iti kadaratan. Sa laeng nagawidda idi lumneken ti init. Naibus amin dagiti balonda a makan. Nasipngeten ti dalan ken saanen a makita ni Tina dagiti buya a nalabsanda itay bigat. Nakaturog ngarud ni Tina ket tinagtagainepna pay dagiti padasna iti igid ti baybay.

152

The entire group or individual pupils may do another reading. 3.      

Post Reading Answer the following comprehension questions: Who is the main character in the story? Where did Tina go? What did she see on the way to the beach? Did she have a happy time during her trip to the beach? Give sentences that show she was happy? Which part of the story do you like best? Why? How do you feel when going to places like the beach?

D. Evaluation Have the pupils read the following words. 1. bimmangon 2. bambanti 3. makmakan 4. timbak 5. puraw E. Assignment Have the pupils practice reading the story at home. (Distribute photocopies of the story) DAY 2 Objective a. Identify the characters and setting in the story read A. Preliminary Activities 1. Review the story “Diay Baybay ” a. Present again the story. Have some pupils read it aloud in the class. B. Developmental Activities Ask: Who are talked about in the story? Why? Where did the story happen? 153

Have the pupils fill up the chart below: Person

Place

C. Generalization Ask: What do we call the person acting in the story? What do we call the place where the story happens? Characters are the one’s acting in the story. Setting is the place where the story happens. D. Engagement Activity Ask the pupils the characters and settings in the drama series. DAY 3 Objectives a. Use the degrees of adjectives in sentences in a culturally appropriate manner b. Describe the characters in a literary selection according to his/her action c. Write short narrative story that includes elements of setting and characters A. Preliminary Activities Ask what the people in the story are called and where the story happened. Present an enlarged picture of 3 girls. They are the character in a tele-nobela 154

Celine

Margu

Teresa

Ask the pupils to tell something about the characters Celine, Margu and Teresa. Write their answers on the board. Let them make a narrative story out from their answers. B. Developmental Activities 1. Read a short rhyme about the three girls in the pictures Dagiti Agkakabsat No inka la koma masirpat No asino kadagiti agkakapamilia Ti bassit, basbassit ken kababassitan Inka pilien ti kamamayatan Ngem no inka pay maibaga No sino man kadakuada Ti nalukmeg, naluklukmeg ken kalulukmegan Dida kanto pulos maartapan. 2. Have the pupils read the rhyme orally and let them pick out the adjective in the rhyme 3. Have the pupils fill in the blank in each sentence. The picture and rhyme will help the pupils. Stanza I _____________ ni Celine. _____________ ni Margu ngem ni Celine. _____________ ni Teresa kadagiti tallo.

155

Stanza 2 ____________ ni Novie. ____________ ni Josie ngem ni Novie. ____________ ni Macy kadagiti amin nga mangisursuro. How many persons are being compared? What syllable is added to compare 2 persons or objects? What syllable is added to compare 3 persons or objects? C. Generalization Doblien ti maikadua a silaba wenno ebkas ti balikas no pagdiligen ti dua a tao wenno banag (Comparative Degree). Example: napintas – napimpintas nataray - natartaray nadalus- nadaldalus Sukatan ti ka tay umuna a silaba wenno ebkas a na ti balikas no pagdiligen ti tallo wenno ad-adu pay nga tao wenno banag (Superlative Degree). Example: nataray -katarayan nadalus – kadalusan D. Evaluation A. Write the comparative and superlative forms of these adjectives. 1. 2. 3. 4. 5.

naimas natakneng nakapuy nagalis nadalus

_________________ _________________ _________________ _________________ _________________

________________ ________________ ________________ ________________ ________________

B. Underline the correct adjective to complete each sentence. 1. (Kalulukmegan, Naluklukmeg) ni Marco ngem ni Rey. 2. (Nadaldalus, Kadadalusan) ti obra ni Nora kadagiti tallo. 3. (Dakdakkel, Kadadakkelan) toy tinapayko ngem tay Tinapay ni Rina. 4. (Kaaduan, Naad-adu) ti immay nagbuya ti pasala idi rabii ngem itay bigat. 156

5. (Kalalaingan, Nalalaing) ni Marites kadagiti nakisalip iti daniw. Key to Correction Evaluation A. 1. 2. 3. 4. 5.

naimas natakneng nakapoy nagalis nadalus

naim-imas nataktakneng nakapkapoy nagalgalis nadaldalus

kaiimasan katataknengan kakakapuyan kagagalisan kadadalusan

B. 1. (Kalukmegan, Naluklukmeg) ni Marco ngem ni Rey. 2. (Nadaldalus, Kadadalusan) ti obra ni Nora kadagiti tallo. 3. (Dakdakkel, Kadakkelan) toy tinapayko ngem tay tinapay ni Rina. 4. (Kaaduan, Naad-adu) ti immay nagbuya ti pasala idi rabii ngem itay bigat. 5. (Kalalaingan, Nalalaing) ni Marites kadagiti nakisalip iti daniw. E. Assignment 1. Write 2 sentences using adjectives in the comparative degree. 2. Write 2 sentences using adjectives in the superlative degree. DAY 4 Objectives a. Spell content words in the list of vocabulary words b. Recognize sound and symbol relationship in one’s own writing A. Preliminary Activities 1. Spelling Have the pupils write the words from the story dictated by the teacher bulbulong saludsod

danum

157

naglangoy

taltalon naragsak

B. Developmental Activities 1. Present the rhyme learned a. Let the pupils read the rhyme learned yesterday. b. Ask: What are the comparative and superlative words in the rhyme? What syllables are added to end the adjectives? The teacher writes on the board the words to be spelled. 2. Guided Practice Look at the pictures. Make a sentence about it using the degrees of comparison of adjectives. Listed adjectives used in the sentences are spelled by the pupils.

A

B Kinatayag ti kayo

C

3. Independent Practice Say: Look at the pictures. Write sentences about the hair of the girls using the degrees of adjectives.

Adelyn

Haidee 158

Lourdes

C. Evaluation Dictate the following words for the pupils to spell. 1. naragsak 2. danum 3. naglangoy 4. taltalon 5. saludsod DAY 5 Evaluation Objectives 1. Use the degrees of adjectives in sentences in a culturally appropriate manner 2. Read and identify the literary elements of plot, setting and characters of a literary piece (Please refer to Aramaten Dagiti Agad-adal, “Aramiden 40 to 44, pages 67-72). Key to Correction Aramiden 40, page 66 (Aramaten Dagiti Agad-adal) A. 1. napnapno 2. nadaldalus 3. napuspuskol 4. napimpintas 5. nadagdagsen

6. nalalaing 7. naluklukmeg 8. nakutkuttong 9. nasirsirib 10.napatpateg

B. 1. kapudotan 2. kalakaan 3. katuredan 4. kagagetan 5. kaimutan

6. kapigsaan 7. kalawagan 8. kaadaywan 9. kaalistuan 10.kasingpetan

Aramiden 41, page 67 (Aramaten Dagiti Agad-adal) 1. napigpigsa, kapigsaan 2. natibker, natibtibkker 3. dakkel, kadakkelan 4. naranraniag, karaniagan 5. adayo, naad-adayo 159

6. nadalus, nadaldalus 7. basbassit, kabassitan 8. nasamsam-it, kasam-itan 9. baro, kabaruan 10.simple, kasisimplian Aramiden 42, pages 68-69 (Aramaten Dagiti Agad-adal) (Answers may vary) Aramiden 43, pages 70-71 (Aramaten Dagiti Agad-adal) 1. Siak 2. kalding, nuang ken kabalio 3. kabalio 4. kalding 5. taltalon ni lolong diay probinsia Aramiden 44, page 72 (Aramaten Dagiti Agad-adal) 1. Dakkel ti manok. 2. Dakdakkel ti kalding ngem ti manok. 3. Kadakkelan ti kabalio kadagiti tallo a dinguen. 4. Bassit ti kabalio. 5. Basbassit ti kalding ngem ti kabalio. 6. Kabassitan ti manok kadagiti tallo a dinguen.

160

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE SECOND QUARTER-Week 13 Theme Respect for Others Objectives 1. Read stories, legends, news articles etc. with ease and fluency 2. Correctly spell words in the list of vocabulary words 3. Write short story that include elements of setting and character 4. Use the degrees of adjectives in sentences in culturally appropriate manner 5. Identify and sort common words in basic categories ( eg. color, shapes, foods, etc.) 6. Recognize sound and symbol relationship in ones writing 7. Read and identify the literary elements of a plot, setting and characters of a literary piece Domains 1. Phonological Skills Recognizing sound and symbol relationship in one’s writing 2.Fluency Reading stories, legends, news articles etc. with ease and fluency 3. Spelling Correctly spelling words in the list of vocabulary words 4. Handwriting Writing short story that include elements of setting, characters 5. Grammar Awareness Using the degrees of adjectives in sentences in culturally appropriate manner 6. Vocabulary and Concept Development Identifying and sorting common words in basic categories (e.g. colors, shapes, foods, etc.) 7. Reading Comprehension (Comprehension of Literary Texts) Reading and identifying the literary elements of a plot, 161

setting and character of a literary piece Value Focus Be Contented of what you have Subject Matter A. Topic Adjectives, Literary elements of a plot, setting and character of a literary piece B. Reference K to 12 Curriculum 2 (Mother Tongue Competencies) C. Materials Song (Ubingak a Nasaririt – Tune: Ako ay May Lobo), Stories (Ti Dakkel nga Aso Ken ti Sangaiwa a Karne, Dagiti Aywanko), cut outs, pictures, chart D. Procedure DAY 1 Objectives a. Read stories, legends, news, articles etc. with ease and fluency b. Identify the plot, setting and characters of a literary piece A. Preliminary Activities 1. Sing a Song “ Ubingak a Nasaririt ” ( Tune: Ako ay may Lobo ) Ubingak a Nasaririt Ubingak a bassit Nasiglat, nasaririt Nalaingak a kumanta Nalaingak pay nga agsala Uray pay agbasa Agdrowing ken agsurat Siak ti tuladem Dika agbabain gayyem. 2. Unlocking of Difficulties ( through context clues and picture clues ) 162

makan anniniwan

piraso sinakmal

narawet naimot

B. Motivation Show a picture of a market. Show a picture of a dog biting a bone that sees its shadow on the water. C. Developmental Activities 1. Say: Today, we will read a story about “Ti Dakkel nga Aso ken ti Sangaiwa a Karne.” Let’s find out what will happen in the story. 2. During Reading a. First Reading Read the story while the pupils listen. Ti Dakkel Nga Aso Ken Ti Sangaiwa a Karne Nakapidot ti dakkel nga aso ti sangaiwa a karne idiay tiendaan. Sinakmalna ti karne ket nagtaray nga immadayo. “Ha! Ha! Ha! Adda nasapulak a kanek” kinunana. Iti panagawidna, adda malabsanna a bassit a rangtay. Kimmita iti danum. Adda nakitana a sabali nga aso iti baba. Ti aso ket adda met sakmalna a karne. Dina ammo nga anniniwanna tay nakitana. “Masapul a maalak daydiay sangaiwa a karne” kinunana iti bagina. Iti panagtaolna, natnag diay karne iti ngiwatna. Naamiris ti dakkel nga aso a ti bagina met laeng ti nakitana iti uneg ti danum.

b. Second Reading – Read the story again. Stop 2 to 3 times to ask the pupils questions about the story. c. Third Reading – Have the pupils read the story with the guidance of the teacher. 3. Post Reading A. Answer the following Comprehension Questions: 1. Where did the Big Dog get his meat? (Nakasapulan ti dakkel nga aso iti sangaiwa a karne? ) 2. What kind of a dog is he? ( Ania a klase ti aso daytoy? ) 163

3. What did he want to get? ( Ania ti kayatna nga alaen? ) 4. What can you say about the attitude of the dog? (Ania ti makunayo iti galad ti aso? ) 5. If you were the dog, are you going to do the same? (No sika diay aso, aramidem met kadi ti inaramidna?) 6. What did he realize at the end? (Ania ti naamirisna iti bagina iti kamaudiananna? ) B. Pupils read the story again Altogether By group Individually DAY

2 Objective a. Identify and sort common words in basic categories (color, shapes, foods, etc.) A.

Preliminary Activity Review yesterday’s story

B.

Developmental Activities 1. Present some pictures to the pupils. Ask them to name each picture. Let them write the name of each picture below each drawing. Choose the name of the picture inside the box below the pictures.

164

nalabbaga a lobo asul a langit

amarilio a bado nagbukel a bola

kuadrado a kahon dakkel a bato

2. Ask the pupils to study the pictures. Ask them to study how they will group the given pictures. Let them group the pictures according to their similarities. 3. Say: Below are list of words which can be grouped according to shape color, texture, kind. Ask the pupils to group the given things correctly. naluom a manga payong init apa Accdg. to shape ( sukog )

sunflower pungan

Accdg. to Color ( kolor )

keyk kapas

Accdg. to Texture ( tekstura )

Accdg. to kind ( klase )

C. Evaluation Ask the pupils to read the words on the columns below and let them give the categories where the pictures were grouped. __________ __________ atis ( atis ) eggplant ( tarong ) apple ( mansanas ) okra ( okra ) lanzones ( lanzones ) pepper ( sili ) rambutan ( rambutan ) string beans ( sitaw ) orange ( kahel ) squash ( karabasa ) ________ __________ dog (aso ) fork ( tinidor ) cat ( pusa ) spoon ( kutsara ) pig ( baboy) plate ( pinggan ) goat ( kalding ) glass ( baso ) chicken ( manok ) cup ( tasa ) Key to Correction PRUTAS atis ( atis ) apple ( mansanas ) lanzones ( lanzones ) rambutan ( rambutan )

NATENG eggplant ( tarong ) okra ( okra ) pepper ( sili ) string beans ( sitaw ) 165

orange

( kahel )

squash

AYUP dog (aso ) cat ( pusa ) pig ( baboy) goat ( kalding ) chicken ( manok )

( karabasa )

KUBIERTOS/BANAG fork ( tinidor ) spoon ( kutsara ) plate ( pinggan ) glass ( baso ) cup ( tasa )

D. Assignment Give another grouping of things/ objects. DAY 3 Objectives a. Read a short story with ease and fluency b. Write a short story that include the elements of setting and character c. Identify and sort common words in basic category A. Preliminary Activity Let the pupils read the short story below: Dagiti Aywanko Adda bassit a pato. Nalamuyot ti dutdotna a nagmaris iti amarilio a nangbalkot iti bagina. Natirad a sippitna ken nakuttong ti gurongna. Adda dakkel a pusak a maris dapo. Nalamuyot ti burborna. Dakkel ti naraniag a matana. Lima ti annakna a babassit. Nakakidem pay laeng dagiti matada. Iti mabiit agmulagatdanton. Agtubonto metten ti dutdotda. Agkakaingasdanton nga agiina.

B. Developmental Activities Ask the pupils to tell and list down the describing words that can be found in the short story. little round body

( bassit a nagbukel a bagi ) 166

soft yellow feathers round body pointed beak big and gray cat soft furry hair

( nalamuyot ti amarilio a dutdot ) ( nagbukel a bagi ) ( nalabbaga a sippit ) ( dakkel ken maris dapo a pusa ) ( nalamuyot ti burbor a dutdot )

Encourage the pupils to give their own phrases and sentences using adjectives. Let them write a short narrative story that include the elements of setting and character using the adjectives given. Examples: 1. My dress is beautiful. ( Napintas ti badok. ) 2. My hair is long. ( Atiddog ti buokko. ) 3. My bag is big. ( Dakkel ti bagko. ) Emphasize the use of adjectives in its positive form (describing only one thing) C. Engagement Activities Group the pupils into four. Ask each group to write a short paragraph describing the things that they can see inside their room. Give five minutes for each group to do the activity. Let them post their work on the board after. D. Evaluation Write the correct adjective on the blank. Choose the answer inside the box. narungsot natayag 1. 2. 3. 4. 5.

________ ________ ________ ________ ________

ti ti ti ti ti

napintas

nagayad

nalawa

leon nga ayup. narra a kayo. rupa ni Ana. bestida ni Lorna. plantasion a saba ni ulitegko. Key to Correction

D. Evaluation narungsot natayag

napintas

1. Narungsot ti leon nga ayup. 167

nagayad

nalawa

2. 3. 4. 5.

Natayag ti narra a kayo. Napintas ti rupa ni Ana. Nagayad ti bestida a Lorna. Nalawa ti plantasion a saba ni ulitegko.

DAY 4 Objectives a. Correctly spell words in the list of vocabulary words b. Use adjective in sentences in culturally appropriate manner c. Recognize sound and symbol relationship in one writing A. Preliminary Activities 1. Let the children write the correct spelling of the following words on the board. 1. napintas 2. nalukmeg 3. nasayaat 4. naanus 5. mannakigayyem B. Engagement Activities A. 1. Model the reading of the words first. 2. Have the pupils read the words after the teacher. 3. Have the pupils read the words.  Altogether  By group  Individually B. Handwriting Have the pupils copy the short story that was discussed the other day. Let them copy the words with proper capitalization and punctuation marks. DAY 5 Evaluation Objectives 1. Use the degrees of adjectives in sentences in culturally appropriate manner 168

2. Identify and sort common words in basic categories ( eg. color, shapes, foods, etc.) I. Basaen dagiti sarita. Isurat dagiti pangiladawan a balikas nga adda iti tunggal sarita. 1. Dakkel ti bag ni Mila. Nalabbaga ti kolorna a pangipanan iti adu a bambanag. 2. Ni manangko ket addaan kulot ken nangisit a buok. Nabukel ti rupana. Magustuanna ti mangan iti naluom a mangga. 3. Nalapsat ti tarakenko nga aso. Kolor-daga ti dutdotna. Agpapadada amin a kolor-daga iti dutdotda. II. Mangsurat iti ababa a parupo maipapan iti bagim. Aramaten ti umno a pangiladawan. III. Aramiden ti “Aramiden 45,” page 73. IV. Aramiden ti “Aramiden 46,” page 75. Key to Correction I. 1. Dakkel, Nalabbaga, adu 2. kulot, nangisit, Nabukel, naluom 3. Nalapsat, Kolor-daga, kolor-daga II. Answers may vary III. Aramiden 45, page 73 (Aramaten Dagiti Agad-adal) 1. S 6. C 2. S 7. P 3. P 8. S 4. P 9. P 5. C 10.P IV. Aramiden 46, page 74 (Aramaten Dagiti Agad-adal) 1. gripo-grupo 6. prito-prutas 2. plantsa-plete 7. ngilaw-nganga 3. tsokolate-tsinelas 8. plaka-platito 4. ngipen-ngiwat 9. Planggana-plasa 5. trapo-trianggulo 10.krayon-krema

169

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE SECOND QUARTER-Week 14

Theme Caring for our Environment Objectives 1. Use expressions appropriate in the grade level in classifying things, people, animals, objects, places, etc. 2. Read stories, legends, news articles, etc. with ease and fluency 3. Write a short story that includes elements of setting, characters and events 4. Use preposition and prepositional phrases 5. Read aloud words (nouns) 6. Sequence 3 events in the stories, narratives, etc. by telling which happened first, second and third and last 7. Read and identify literary elements of a plot, setting and character of a literary piece 8. Listen attentively during story reading Domains 1. Oral Language Using expressions appropriate in the grade level in a. Classifying things, people, animals, objects, places, etc. 2. Fluency Reading stories, legends, news articles, etc. with ease and fluency 3. Handwriting Writing a short story that include elements of setting, characters and events 4. Grammar Awareness Using preposition and prepositional phrases 170

5. Vocabulary and Concept Development Reading aloud words (nouns ) 6. Reading Comprehension (Activating Schema and Prior Knowledge) Sequence 3 events in the stories, narratives, etc. by telling which happened first, second, third and last 7. Reading Comprehension (Comprehension and Literary Text) Reading and identifying the literary elements of a plot, setting and character of a literary piece 8. Reading Comprehension (Attitude Towards Language, Literacy and Literature) Listening attentively during story reading Value Focus Love of Nature Subject Matter A. Topic Classifying things, people, animals, objects, places, etc., Elements of setting, characters, plot and events of a literary piece, and Preposition and Prepositional Phrases B. Reference K to 12 Curriculum 2 (Mother Tongue Competencies) http://wiki.answers.com/Q/Author_of_the_story_Luis _yangco C. Materials Stories (Ti Nasayaat a Lalaki – adapted, Aldaw Idiay Bantay Makulot), charts, pictures

171

D. Procedure DAY 1 Objectives a. Use expressions appropriate in the level in classifying things, people, animals, objects, places, etc. b. Read a story with ease and fluency c. Read and identify literary elements of a plot, setting and character of a literary piece d. Listen attentively during story reading A. Preliminary Activities 1. Unlocking of difficulties Match the meaning of words in column A to column B A B 1. Inglatera a. natayen ti ama ken inana 2. baknang b. tao nga adu ti sanikua 3. nakurapay c. agsursursor 4. dakkel a barko d. lugan a para danum ken adu iti malaonna 5. aglaylayag e. masarakan iti adayo a lugar kababaknangan a nasion 6. ulila f. tao nga awan sanikuana 2. Have the pupils read the words and their meaning. B. Motivation Ask: What does a rich man do with his money? What are the things that money can buy? 1. Developmental Activities Say: In the story that we will be reading today, we will find out what happened to “Ti Nasayaat a Lalaki.”

172

2. During Reading 1. First reading Read the story without interruption while the pupils listen. Ti Nasayaat a Lalaki Ni Teodoro Yangco ket anak a lalaki ni Luis Yangco. Nayanak a baknang ngem agbibiag a kasla nanumo. Nagbasa isuna idiay Inglatera. Kayatna unay ti agobra idiay pagub-obraan ti amana, idiay baba iti natayag a pasdek. Intedna amin a kabaelanna nga agobra para iti amana. Adu iti masapulanda. Isu ngarud a nakagatangda iti dakkel a barko nga aglaylayag iti taaw. Nalaing nga agurnong ni Teodoro. Saanna a kayat ti aggasto iti awan kakaeskanna. Magmagna a mapan agopisina. Magustuanna a buybuyaen dagiti billit nga adda iti tuktok iti kaykayo. Natulong ni Teodoro kadagiti ub-ubing ken masaksakit. Adu dagiti ul-ulila ken nakukurapay iti inna pagbasbasaen. Naragsak dagiti ubbing aglalo no agistoria ni Teodoro. -adapted 2. Second Reading The entire group or individual pupils may do another reading. 3. Post Reading 1. Ask the following comprehension questions (Literal & Motive)  Who is the main character in the story?  What is the story all about?  Who is kind? Where did he work?  What did he do with his money?  Who did he send to school? Why?  Why do you think did Teodoro Yangco live like a poor man even if he was born rich?  If you were Teodoro Yangco, would you you’re your children to school too? Why? 173

2. Let the pupils identify the nouns used in the story. Classify the nouns by writing them in their proper column. Person (Tao)

The -

Places (Lugar)

Things (Bambanag)

Animals (Ayup)

pupils read the words in each column. altogether by group individually

D. Engagement Activity Retell the story by group or by relay. DAY 2 Objectives a. Read aloud words b. Use preposition and prepositional phrase c. Sequence three events in the stories, narratives, etc. by telling which happened first, second, third and last A. Preliminary Activities a. Review the story “Ti Nasayaat a Lalaki” b. Present again the story. Call on a pupil to read it aloud in the class.

174

B. Developmental Activities 1. Let the pupils study the pictures. 2. Let them write the word on the blank below to complete each sentence. 3. Let them arrange the sentences by telling which happened first, second, third and so on.

(kuarta)

(ubbing)

(barko)

(balay)

(kotse)

1.

They bought more__________________. Gimmatangda iti adu nga ___________. 2-4 . When he came ______________from England, he gave money to poor _______ along the road. Idi nagawid idiay __________ da nagiburay ti kuarta kadagiti nakurapay nga ______ a malabsanna. 5. Teodoro was born rich. Their family earned much ______________ Ni Teodoro ket nayanak a baknang, adu iti _____________ da.

175

DAY 3 Objectives a. Read a story with ease and fluency b. Listen attentively during story reading c. Write a short narrative story that includes elements of setting, characters and events A. Preliminary Activity Ask the pupils to say something about pictures.

B. Developmental Activities 1. Read the short story. Aldaw Idiay Bantay Makulot Da Berto ken ti dua a gayyemna ket napanda diay Bantay Makulot. Idi makadanunda iti tuktok iti bantay, inruarda dagiti bukbukel nga intugotda. Minulaanda iti tuktok iti bantay a kalbo. Idi addada iti baba iti bantay, nagpidotda ti wara, adda plastik ken nadumaduma a makadadael iti aglawlaw. Kastunay ragsakda a napan diay Bantay Makulot.

2. Let the pupils read the short story orally. Ask: Which are the prepositions and prepositional phrase in the story? Ask: Where did Berto and his friends go? Where they able to reach Bantay Makulot? 176

(Write the answers on the board) 3. Let the pupils read the words. rabaw uneg ruar ngatuen sirok lawlaw likod baba ngato baet Prepositional phrases rabaw ti lamisaan abay ti tugaw

ngato abay

uneg ti kahon ballasiw ti karayan

ballasiw abay

ngatuen ti ulep likod ti balay

4. Post Reading Ask: What questions do these words answer? What do we call these words? C. Evaluation Study the pictures then write the words below, under or above in the blanks to complete the sentences. 1. The dog is _______ the tree. Ti aso ket adda diay ________.

2. The airplane is flying_____ the clouds. Ti eroplano ket agtaytayab idiay _________ ____ ti ulep.

3. Fish _______the seeweeds. Dagiti ikan ket addada idiay ______ ti ruot ti baybay.

4. The dragonfly is ______the flowers. Ti tuwato ket adda idiay ________ ti sabong. 177

5. The cat is _____ the table Ti pusa ket adda idiay _____ ti lamisaan.

Key to Correction 1. 2. 3. 4. 5.

Ti aso ket adda diay sirok ti kayo. Ti eroplano ket agtaytayab idiay ngato ti ulep. Dagiti ikan ket addada idiay sirok ti ruot ti baybay. Ti tuwato ket adda idiay rabaw ti sabong. Ti pusa ket adda idiay rabaw ti lamisaan.

D. Generalization When do we use preposition and prepositional phrase? We use preposition and prepositional phrase to tell the location of nouns.

DAY 4 Objective a.

Write a short story that includes elements of setting, characters and events

A. Preliminary Activities a.

Use the following pictures. Let the pupils talk about the pictures using the correct preposition and prepositional phrase.

178

B. Developmental Activity 1. Show the following pictures.

2. Ask: 1. What do you see in the first picture? in the second picture? in the third picture? 3. Group the pupils into three. 4. Let each group write a story about the three pictures using prepositions and prepositional phrases. 5. Let the leader of each group present the output to the class. C. Evaluation Let the pupils look at the pictures. Let them make a short story about the pictures using prepositions.

D. Assignment Let the pupils write a short story about the two pictures. Let them use prepositions and prepositional phrases.

179

DAY 5 Evaluation Objectives 1. Use preposition and prepositional phrases 2. Sequence 3 events in the stories, narratives, etc. by telling which happened first, second and third and last

I.

Study the picture and write sentences using below, under and above.

II.

Copy the sentences and write the word that best complete each sentence. above (ngato)

below ( baba)

under (sirok)

beside (abay)

1. There is a clock ___________ the picture. Adda relo idiay ___________ ti ladawan. 2. We played hide and seek _________ the mango tree. Nagay-ayamkami iti linnemmengan idiay ____ ti manga. 3. We saw birds fly _____ the tree Nakakitakami iti billit nga agtaytayab idiay ____ ti kayo. 4. We also saw on airplane _____ the clouds Nakakitakami iti eroplano idiay_______ ti ulep. 5. James and Jose sat______father.

180

Da James ken Jose ket nakatugawda idiay _____ ni Tatang. III.

Aramiden ti “Aramiden 62,” page 96.

IV.

Armiden ti “Aramiden 63,” pages 97-98.

V.

Aramiden ti “Aramiden 64,” pages 99-101. Key to Correction I. 1. under- sirok

2. above – ngato

3. below – baba

II. 1. 2. 3. 4. 5.

ngato/abay/baba sirok ngato ngato abay 181

III. Aramiden 62, pages 95-96 (Aramaten Dagiti Agad-adal) (Answers may vary) IV. Aramiden 63, pages 97-98 (Aramaten Dagiti Agad- adal) 1. iti 2. ti 3. ti 4. ti 5. ti V. Aramiden 64, pages 99-101 (Aramaten Dagiti Agad- adal) 1. ti rabaw ti lamisaan 2. iti uneg ti frame 3. abay ti manongna 4. sirok ti kayo 5. rabaw ti lamisaan

182

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE SECOND QUARTER-Week 15 Theme Taking Care of Each Other Objectives 1. Predict possible ending in a story, event, etc. 2. Give the meaning of words being read 3. Correctly spell words with consonant clusters and blends/ dipthongs 4. Observe mechanics when copying and/or writing sentence, and story (capitalization, space between words, correct punctuation mark, indention and format) 5. Use verbs in a culturally appropriate manner in sentences and paragraphs: a. simple tense 6. Read aloud words 7. Sequence three events in the stories by telling which happened first, second and third or last Domains 1. Oral Language Predicting possible ending in a story, event, etc. 2. Word Recognition Giving the meaning of words being read 3. Spelling Spelling words with consonant clusters and blends/ dipthongs 4. Handwriting Observing mechanics when copying and/or writing sentence, and story (capitalization, space between words, correct punctuation mark, indention and format) 5. Grammar Awareness Using verbs in a culturally appropriate manner in sentences 183

and paragraphs: a. simple tenses 6. Vocabulary and Concept Development Reading aloud words 7. Reading Comprehension (Activating Schema and Prior Knowledge) Sequencing three events in the stories by telling which happened first, second and third Value Focus Politeness Subject Matter A. Topic Consonant clusters and blends/ dipthongs Mechanics when copying and/or writing verbs Sequencing three events in the stories B. Reference K to 12 Curriculum 2 (Mother Tongue Competencies) C. Materials Songs (Alwadam, Siak ket Naragsak), Story (Ti Dua nga Aggayyem) C. Procedure DAY 1 Objectives a. Predict possible ending in a story, event, etc. b. Give the meaning of words being read A.

Preliminary Activities 1. Have the children sing the song “Aldawam”

184

Alwadam Alwadam sika mata ti makitam, makitam Alwadam sika mata ti makitam, makitam Adda Dios idiay ngato sipsiputannaka Alwadam sika mata ti makitam. (Sukatan dagiti naugedan nga sarita) agong – anguten lapayag – dengdenggem ngiwat – sawsaw-em ima – gammatam/ig-iggamam 2. a. Unlocking of difficulties (picture and action clue) taltalon ullaw insakibut inaladan b. Let the pupils read the words and their meaning. B. Motivation Ask: Nakakitakayo kadin ti puon ti bayabas nga adu ti bungana? Ania ti aramidenyo no nakakitakayo? Nasayaat kadi nga agalatayo ti banag a saantayo nga impakada iti makinbagi? C. Presentation Say: In the story we will read today, we will find out what will happen to a boy who does not know how to ask permission. D. Developmental Activity 1. First reading Read the story at a normal pace without interruption

185

Ti Dua nga Aggayyem Bigat ti Sabado, magmagna ni Berto ken ni Nardo nga agturong idiay taltalon tapno mapanda agpatayab iti ullaw. Nalabsanda ti balay ni Tata Amante ket maysa a puon ti bayabas nga adu ti naluom ken dadakkel a bungana ti nakitada. “Inta mangala ti bunga dayta a bayabas Berto ta adda kanenta nga agpatayab iti ullaw,” kinuna ni Nardo. Inwaras ni Berto ti panagkitana iti inaladan ti arubayan ni Tata Amante ngem awan makitana a tao. “Saan a mabalin nga agalata Nardo ta awan ti makinkukua. Masapul nga ipakadata pay nga umuna,” ti sao ni Berto. “Mayat latta uray ta awan met makakita kadata,” ti imbaga ni Nardo. Indisso ni Nardo tay ullawna sa nagtartaray nga immuli idiay puon ti bayabas. Nagtakder latta ni Berto iti abay ti alad a mangbuybuya ken Nardo nga agal-ala iti bayabas. Adu ti napuros na a bayabas nga insakibutna iti badona. Pagammuan la ta addan ni Tata Amante. Dagus nga impakaammo ni Berto kenkuana a dumawatda la’t bassit iti kanenda a bunga ti bayabas. Ni Nardo ti napan immuli a nangala iti bunga. Iti saan unay a mabayag, adda nangngegda a napigsa nga ikkis. Ikkis ni Nardo. Nagtaray da Berto ken ki Tata Amante nga immasideg kenkuana.

2. Second Reading Read the text stopping at certain parts then let pupils predict what will happen next. 3. Post Reading Ask the following comrehension questions: 1. Who are the characters in the story? 2. Where are the two boys going? 3. What did they see on their way to the ricefields? 186

4. Who climbed in the guava tree? 5. Did Berto climb also? 6. Why do you think Berto did not pick guava fruits? 7. What do you think happened to Nardo? 8. If you were Nardo, are you going to pick some of the guava fruits? 9. What lesson can you get from the story? 10. What possible ending can you make out of the story? E. Evaluation Answer “Aramiden 65 and 66” on pages 102-104 (Aramaten Dagiti Agad-adal). Key to Correction Aramiden 65, pages 102-103 (Aramaten Dagiti Agad-adal) 1. B 2. B 3. B Aramiden 66, page 104 (Aramaten Dagiti Agad-adal) (Answers may vary) F. Assignment Ask the following questions to predict possible outcome. Ania ngata ti napasamak no: 1. impakada da Berto ken Nardo nga immuna sakbay a nagala iti bayabas? 2. nagdiretsoda a napan idiay taltalon a nagpatayab iti ullaw? DAY 2 Objectives a. Sequence three events in the stories by telling which happened first, second and third or last b. Observe mechanics when copying and/or writing sentence, and story (capitalization, space between words, correct punctuation mark, indention and format) 187

A. Preliminary Activities Have a review on the story “Ti Dua nga Aggayyem”. Call individual pupils to read it aloud in class. Then have them read in groups. B. Developmental Activity Let the pupils arrange the sentences as to what had happened first, second, third and last. Let them copy the sentences according to the sequence of events observing the mechanics in writing (capitalization, space between words, correct punctuation mark, indention and format) 1. Napan immuli ni Nardo iti kayo ti bayabas iti inaladan ni Tata Amante. 2. Napigsa nga ikkis ti nangngegda Berto ken ni Tata Amante ket nagtartarayda a napan inasitgan ni Nardo. 3. Magmagna ni Berto ken ni Nardo nga agturong idiay taltalon tapno mapanda agpatayab iti ullaw. 4. Nakitada ti mula a bayabas ni Tata Amante nga adu ti bungana. C. Application Ask some volunteers to narrate the story based on what had happened first, second, third and last with the use of pictures in Aramiden 67 on page 105-106 (Aramaten Dagiti Agad-adal). D. Assignment Tell the pupils to copy their assignment on their norebook. List down the things they do before going to school in the order as they happen in their everyday activity.

188

DAY 3 Objective a. Use verbs in a culturally appropriate manner in sentences and paragraphs: a. simple tense A. Preliminary Activity 1. Let the pupils sing the song “Siak ket Naragsak” to the tune of “Dito ay Masaya.” “Siak ket Naragsak” Siak ket naragsak Sika ket naragsak Datayo amin ket naragsak Siak ket naragsak Sika ket naragsak Datayo amin ket naragsak Agsala-sala, ima ikampay-kampay Siket ikinnikinni Agpusipus bassit Agsala-sala, ima ikampay-kampay Siket ikinnikinni Agpusipus bassit. B. Developmental Activity 1. Ask the pupils to give the action words found in the song and let them write the action words on the blackboard. Ask individual pupils to read the action words then let them do the action.

189

2. Read the short story using the Reading Plan. Iti tunggal Sabado, mapankami kenni Nanangko idiay tiendaan tapno gumatang iti makan. Masapa nga agriing ni nanang tapno isaganana ti pammigatmi. Agdalus ni manangko iti uneg ti balay. Ni met Manongko ti agkaykaykay iti arubayan ken isu payen ti agsibog kadagiti mula. Siak met tay tumulong ken tatang a mangpakan kadagiti tarakenmi a manok ken pato. Adda amin trabaho iti tumunggal maysa kadakami.

3. Ask: What does each of the members of the family do during Saturdays. Let them give their own sentences telling what the members of the family in the story do at home. C. Generalization Ask: When do we use the simple tense of the verb? What are the time expressions used in the present tense of verbs? Explain that time expressions like every morning, every Saturday, during Sundays, etc. are used with the present tense. D. Engagement Activity Let the pupils write the correct simple form of the verb in the blank. (Isurat ti umno a tignay iti blanko.) (agriing agririing) (Agsipilio Agsipsipilio) (Makimisa

1. Masapa nga ________ ni Justine iti tunggal bigat. 2. ______________ ti ngipenda iti inaldaw. 3. __________ iti tunggal Domingo ni Nora. 190

Makimismisa) (agsibsibog) 4. Minalem nga _____________ ti mula ni Joseph. agsibog) (Agbasa 5. ___________ ni Remy ti libro iti tunggal rabii. Agbasbasa) Key to Correction 1. 2. 3. 4. 5.

agririing Agsipsipilio Makimismisa agsibsibog Agbasbasa

E. Evaluation Answer Aramiden 68 on page 107 (Aramaten Dagiti Agad-adal). Key to Correction Aramiden 68, page 107 (Aramaten Dagiti Agad-adal) 1. agdigdigos 2. agsursurat 3. matmaturog 4. agsalsala 5. agtaktakder F. Assignment Pick out the correct form of action word inside the parenthesis to complete each sentence. (Pilien ti umno a tignay nga adda iti pangserra tapno makumpleto ti sarita.) 1. 2. 3. 4.

Inaldaw nga (agluto, aglutluto) ni Tess iti pammigat. Inaldaw a (magmagnaak,magnaak) a mapan eskuela. (Umulida, Umul-ulida) idiay puon ti manga ti kada malem. Inaldaw a ( pakpakanen, pakanen) ni tatang dagitay manok.

191

5.

Kada Sabado nga (agay-ayam, aga-ayam) dagiti gagayyem ko iti patintero. Key to Correction 1. aglutluto 2. magmagnaak 3. Umul-ulida 4. Pakpakanen 5. agay-ayam

DAY 4 Objectives a. Correctly spell words with consonant clusters and blends/ dipthongs b. Read aloud words A. Preliminary Activities 1. Spelling Let the pupils read the following action words in the box. Let them choose and write the correct word to be placed in the Text Configuration. (Basaen dagiti sumaganad a tignay. Pilien ken isurat dagiti tignay babaen iti “Text Configuration”. agdramdrama agisalsalapay

agin-innaw

1.

2. 192

agdandaniw agdrodrowing

3.

4.

5.

B. Developmental Activity Let the pupils:  listen as the teacher reads the words aloud.  repeat the words as the teacher reads them again.  read the words (altogether, by groups and by individual) C. Evaluation Let the pupils underline the correct spelling of words with consonant clusters and blends/dipthongs. 1. 2. 3. 4. 5.

agpukpukan agpritprito agdungdung-a aglinglengay agbambantay

agpokpokan agpitprito agdongdung-aw aglinglingay agbenbantay

193

agpukpokan agpritpito agdungdong-aw aglenglingay agbanbentay

Key to Correction 1. 2. 3. 4. 5. D.

agpukpukan agpritprito agdungdong-aw aglinglingay agbambantay

Assignment Let the pupils list down 5 words with consonant clusters and blends/dipthongs.

DAY 5 Evaluation Objectives 1. Correctly spell words with consonant clusters and blends/ dipthongs 2. Observe mechanics when copying and/or writing sentence, and story (capitalization, space between words, correct punctuation mark, indention and format) 3. Use verbs in a culturally appropriate manner in sentences and paragraphs: a. simple tense I. Isurat iti papel ti umno nga ispeling dagiti sumaganad a balikas. (Dictate the following words) 1. agdramdrama 2. agisalsalapay 3. agin-innaw 4. agdandaniw 5. agdrodrowing II. Mangsurat ti dua-tallo a binatog nga istoria maipapan ti araramidenyo iti agsapa sakbay a mapankayo iti eskuela. III. Aramiden ti “Aramiden 68,” page 107 (Aramaten Dagiti Agad- adal). 194

Key to Correction I. 1. agdramdrama 2. agisalsalapay 3. agin-innaw 4. agdandaniw 5. agdrodrowing II.

Answers may vary

III. Aramiden 68, page 107 (Aramaten Dagiti Agad-adal) 1. agdigdigos 2. agsursurat 3. matmaturog 4. agsalsala 5. agtaktakder

195

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE SECOND QUARTER-Week 16 Theme Our Surroundings/Caring for our Environment Objectives 1. Use expressions appropriate in the grade level to give opinions about the story 2. Read with understanding paragraphs consisting of words being studied 3. Spell correctly content words in the list of vocabulary words 4. Observe mechanics when copying and/or writing sentence and story capitalization, space between words, correct punctuation mark, indention and format 5. Use preposition and prepositional phrases 6. Locate specific information in the text to find answers to simple and higher level questions 7. Listen attentively during story reading Domains 1. Oral Language Using expressions appropriate in the grade level to give opinions about the story 2. Word Recognition Reading with understanding paragraphs consisting of words being studied 2. Spelling Spelling content words in the list of vocabulary words correctly 3. Handwriting Observing mechanics when copying and/or writing sentence, and story: capitalization, space between words, correct punctuation mark, indention and format 4. Grammar Awareness Using preposition and prepositional phrases 5. Reading Comprehension (Comprehension of Informational) Locating specific information in the text to find answers to 196

simple and higher level questions 6. Reading Comprehension (Attitude Towards Literacy and Literature) Listening attentively during story reading

Language

Value Focus Humility is the Mother of all Virtues Subject Matter A. Topic Mechanics when copying and/or writing sentence, and story: capitalization, space between words, correct punctuation mark, indention and format, Preposition and Prepositional Phrases B. Reference K to 12 Curriculum 2 (Mother Tongue Competencies) C. Materials Stories (Ti Mangga ken ti Kawayan – adapted, Dagiti Aggagayyem, Bonita, Diay Pagadalan ni Perlita P. Quinto), word puzzle, pictures D. Procedure DAY 1 Objectives a. Spell content words in the list of vocabulary words correctly b. Locate specific information in the text to find answers to simple and higher level questions c. Read with understanding paragraphs consisting of words being studied A. Preliminary Activities 1. Let the pupils write the correct spelling of the words using the word puzzle. a s

m 1m

b a

c n

l d g g 197

q n a q s a m z w d

u k

l t u m b a e n

2

n a b S m v s q

n a n t s I t b y 3k q e w r t m

p f a n o g i h a w u j a k s l

w k s a f h a w a n e f e h d z w h r r f x q d a y a n a t t e k s s r u w h v z y b q f d j w

Agpababa: 1. nasikkil 2. tuangen Paatiddog: 1. prutas a nabaknang iti bitamina c 2. kitkitaen 3. maar-aramid a tugaw, papag ken dadduma pay. 2. a. Pronounce the word once for the first time. b. Use the word in a sentence. c. Say the word again. d. After the word is pronounced, let the pupils write the word. Let the pupils read the words and their meanings. Let them use the words in sentences. B. Motivation 1. Show a picture of a mango tree and a bamboo. Let the pupils describe the picture. Ask: What can you see in the picture? 2. Have the pupils look around the room and see the objects that are made of trees. C. Developmental Activities 1. Ask: Which do you think is stronger? a mango tree or a bamboo tree? 2. First reading Read the story without interruption while the pupils listen. 198

Ti Mangga ken ti Kawayan (Adapted) Adda maysa a puon ti mangga nga adu ti sanga ken bulongna. Natibker ken natayag daytoy a kayo. Isu ti katatayagan amin kadagiti kaykayo sadiay. Adda met kawayan a nagtubo idiay abay ti mangga. Ab-ababada ngem ti mangga. Tantan-awan ti mangga ti kawayan.“ Nagdakkelak, mabalinkayo nga tumbaen. Nagpigsaak pay,” ti kinuna ni mangga. Maysa nga aldaw, adda napigsa nga angin, nakapigpigsa nga angin. Pinatibker latta ni mangga ti bagina ngem napigpigsa met ti angin. Natuang ngarud ti mangga. Timmangad ti mangga ket nakita na ti kawayan nga nakatakder latta. Ti kinuna ti mangga, “ natayag ken napigsaak, apay ngata a natuangak? Apay a saanka a natuang? Napigpigsaka kadi ngem ti angin? “Awan ti napigpigsa ngem iti angin. Saannak a natuang agsipud ta isurotko daytoy bagik iti direksion a papanan ti angin. Saanmo ngamin nga insurot dayta bagim iti angin. Pampanunotem met latta ngamin a napigsaka. Ita nakaiddakan dita daga,” kinuna ni kawayan. 3. Second Reading Read the story again using the Reading Plan. 4. Post Reading Ask the following comprehension questions: 1. Who are the characters in the story? 2. What did the mango tree think about itself? 3. What happened to the mango tree? 4. Are the bamboos stronger than the wind? 5. Why did the bamboo not fall down? 6. What moral lesson can you get from the story? 7. Whom do you like its attitude more- the mango or the bamboo? Why? D. Assignment Ask the pupils to draw the picture of the mango and the bamboo after the attacked of the strong wind.

199

DAY 2 Objective a. Use expressions appropriate in the grade level to give opinions about the story A. Preliminary Activities Review the story the pupils listened to yesterday. Ask some pupils to read the story again while the others listen. B. Developmental Activities 1. Group the pupils into three. 2. Encourage each group to talk about their opinions on which do they think is stronger- a mango or a bamboo tree. 3. Brainstorm on the opinions given by each group giving them the opportunity to express themselves. C. Evaluation Have the pupils answer the following questions: 1. Ania ti makunayo ti kababalin ni mangga, nasayaat kadi? Ket ni kawayan? 2. Ania ti makunayo iti napasamak kadagiti dua? Ania ti napidutyo nga adal iti istoria? 3. Sino kadagiti dua ti napigpigsa, ni mangga wenno ni kawayan? D. Assignment Let the pupils write their answers on their notebook. 1. Isurat dagiti kababalin nga maadawyo iti istoria ni mangga ken ni kawayan. DAY 3 Objective a. Use preposition and prepositional phrases A. Preliminary Activities 1. Show the different pictures to the pupils. a. Picture of peanuts inside a basket 200

b. Picture of a towel inside a bag c. Picture of three girls sitting under a tree d. Picture of a bird on top of a tree Ask: What can you see in the pictures? * Write the pupils’ answers on the board. B. Developmental Activities 1. Read the story without interruption while the pupils listen. Dagiti Aggagayyem Inawis ni Loy da Lorie ken Malou a mapan agdigos diay waig. Ti kaadayona ket nabannogda a nagnagna. Naginanada iti sirok ti lomboy nga adda iti abay ti waig. Inruar ni Malou diay mani nga adda iti uneg ti bagna. Timmangad ni Lorie ket nakitana ti nakapimpintas a tumatayab nga adda iti ngato ti kayo. Idi makainanadan, inruarda dagitay tualiada sada napan nagdigos idiay waig. Kasta unay ti ragsakda a nagawid idiay balayda.

2. Read the story again using the reading plan. 3. Ask the pupils to give the words that tell the location of objects found in the story. sirok uneg ngato 4. Let the pupils read the following prepositions and prepositional phrases. Preposition

Prepositional Phrase

sirok ruar rabaw uneg ngato likud baba

sirok ti ruar ti rabaw ti uneg iti ngato ti likud ti baba ti

201

C. Oral Practice Ask: Where are the objects? (Sadino ti ayan dagiti bambanag?) 1. Picture of a baloon under a tree a. The balloon is under the tree. (Ti lobo ket adda iti sirok ti kayo.) b. The balloon is on the tree. (Ti lobo ket adda ti rabaw ti kayo.) c. The balloon is at the back of the tree. (Ti lobo ket adda ti likud ti kayo.) 2. Picture of books in a bag. a. The books are in the bag. (Dagiti libro ket adda iti uneg ti bag.) b. The books are outside the bag. (Dagiti libro ket adda iti ruar ti bag.) c. The books are on top of the bag. (Dagiti libro ket adda iti rabaw ti bag.) 3. Pictures of birds on top of a tree a. The birds are under the tree. (Dagiti tumatayab ket adda idiay sirok ti kayo.) b. The birds are on top of the tree. (Dagiti tumatayab ket adda idiay rabaw ti kayo.) c. The birds are at the side of the tree. (Dagiti tumatayab ket adda idiay igid ti kayo.)

202

4. Pictures of clothes inside a cabinet a. The clothes are in the cabinet. (Adda dagiti badbado iti uneg ti kabinet.) b. The clothes are outside the cabinet. (Adda dagiti badbado iti ruar ti kabinet.) c. The clothes are at the back of the cabinet. (Adda dagiti badbado iti likod ti kabinet.) 5. Pictures of flowers in a flower vase. a. We put flowers in the flower vase. (Ikabiltayo dagiti sabsabong iti plorera.) b. We put flowers outside the flower vase. (Ikabiltayo dagiti sabsabong iti ruar ti plorera.) c. We put flowers under the flower vase. (Ikabiltayo dagiti sabsabong iti sirok ti plorera.) D. Generalization 1. Ask: When do we use prepositions and prepositional phrases? We use preposition and prepositional phrase to tell the location of nouns. 2. Let the pupils give examples of prepositions / prepositional phrases. Ask the pupils to form sentences using prepositions/prepositional phrases. E. Evaluation Let the pupils do Aramiden 69 on page 108. DAY 4 Objectives a. Show love for reading by listening attentively during story reading b. Observe mechanics when copying and/or writing sentence, and story: capitalization, space between words, correct punctuation mark, indention and format c. Spell content words in the list of vocabulary words 203

d. Use preposition and prepositional phrases A. Preliminary Activities 1. Review the story read “Ti Mangga ken ti Kawayan” 2. Give some sentences and let the pupils give the preposition/prepositional phrase used. 3. a. Drill: Let the pupils spell the words learned in previous days. 1. natibker 2. tantan-awan 3. tuangen 4. kawayan 5. mangga b. Read the words correctly following the reading plan. B. Engagement Activity Let the pupils copy the following story in their notebook. Observe capitalization, space between words, correct punctuation mark, indention and format.

Bonita Ni Bonita ket maysa a nalukmeg nga aso. Addaan isuna iti atiddog nga ipus. Mabagkatna ti maysa a basket nga adda mani iti unegna babaen iti ngiwatna. No adda umay a bisitami, aglemmeng ni Bonita iti sirok ti lamisaan. No sumangpetak nga aggapu idiay eskuela, agdardaras a sumabat. Magustuak unay toy asok.

C. Evaluation Let the pupils answer Aramiden 69 on pages 108 (Aramaten Dagiti Agad-adal). Key to Correction Aramiden 69, page 108 (Aramaten Dagiti Agad-adal) 1. sirok 6. ruar/uneg 2. uneg 7. uneg 3. uneg 8. rabaw 4. rabaw 9. uneg 204

5. sirok

10.sirok

D. Assignment Write 5 sentences each using prepositions and prepositional phrase. sirok sirok ti

rabaw rabaw ti

uneg uneg ti

likud likud ti

DAY 5 Evaluation Objectives 1. Observe mechanics when copying and/or writing sentence and story capitalization, space between words, correct punctuation mark, indention and format 2. Use preposition and prepositional phrases 3. Locate specific information in the text to find answers to simple and higher level questions I. Aramiden ti “Aramiden 70,” pages 109-110 (Aramaten Dagiti Agad-adal) II. Kopiaen ti parupo (paragraph) iti papel. Ugedan dagiti naaramat a preposision/prepositional phrase. Diay Pagadalan Ni: Perlita P. Quinto Iti maysa nga aldaw a papanko iti pagadalan, adu ti nakitak. Adda ubbing nga agtutugaw iti sirok ti mangga. Adu pay ti billit a nakabatay kadagiti sanga iti kaykayo. Iti ilalabasko iti kanatengan, nakitak dagiti kulibangbang a nagdisso kadagiti rabaw iti sabsabong dagiti okra ken tarong. Nasabetko pay dagiti ubbing a nakasusuon ti labba a napunno iti naburasda a nateng iti hardinda. Kasta unay ti darasko a napan iti kuarto dagiti ubbing iti maikadua a tukad. Nakitak dagiti libro iti rabaw ti lamisaak. Adda pay maysa a karton ti tsinelas iti sango ti pisarra . Eksakto laeng iti isasangpetko iti pagadalan. Orasen ti panagiwaras ti sagut kadagiti ubbing. Maikkanda iti maysa kadakuada ti maysa libro ken maysa a pares ti tsinelas. Agyamanak kadagiti naaayat a balikbayan. 205

Key to Correction I. Aramiden 70, pages 109-110 (Aramaten Dagiti Agad-adal) 1. a 2. a 3. a 4. c 5. a II.

Diay Pagadalan Ni: Perlita P. Quinto Iti maysa nga aldaw a papanko iti pagadalan, adu ti nakitak. Adda ubbing nga agtutugaw iti sirok ti mangga. Adu pay ti billit a nakabatay kadagiti sanga iti kaykayo. Iti ilalabasko iti kanatengan, nakitak dagiti kulibangbang a nagdisso kadagiti rabaw iti sabsabong dagiti okra ken tarong. Nasabetko pay dagiti ubbing a nakasusuon ti labba a napunno iti naburasda a nateng iti hardinda. Kasta unay ti darasko a napan iti kuarto dagiti ubbing iti maikadua a tukad. Nakitak dagiti libro iti rabaw ti lamisaak. Adda pay maysa a karton ti tsinelas iti sango ti pisarra . Eksakto laeng iti isasangpetko iti pagadalan. Orasen ti panagiwaras ti sagut kadagiti ubbing. Maikkanda iti maysa kadakuada ti maysa libro ken maysa a pares ti tsinelas. Agyamanak kadagiti naaayat a balikbayan.

206

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE SECOND QUARTER-Week 17 Theme Doing Things Independently Objectives 1. Use expressions appropriate in the grade level to express agreement/disagreement on story/event, issue, etc. 2. Read words with consonant blends and cluster 3. Spell words with consonant clusters and blends/diphtongs, etc. correctly 3. Write short story that include elements of setting, characters and events 5. Use verbs in a culturally appropriate manner in sentences and paragraphs: a. –ing form 6. Make inference on what is likely to happen next based on the events in the stories 7. Cite the problem and the most likely solution to essay, commentaries and events listened to and or read Domains 1. Oral Language Using expressions appropriate in the grade level to express agreement/disagreement on story/event, issue, etc. 2. Word Recognition Reading words with consonant blends, cluster and digraphs. 3. Spelling Spelling words with consonant clusters and blends/ diphtongs. 4. Handwriting Writing short story that include elements of setting, characters and events 5. Grammar Awareness Using verbs in a culturally appropriate manner in sentences and paragraphs: a. –ing form 207

6. Reading Comprehension (Activating Schema and Prior Knowledge) Making inference on what is likely to happen next based on the events in the stories, legends, etc. 7. Reading Comprehension (Comprehension of Informational) Citing the problem and the most likely solution to essay, events, commentaries listened to and or read. Value Focus Industry Subject Matter A. Topic Consonant blends, cluster and digraphs Elements of setting characters and events, Verb B. Reference K to 12 Curriculum 2 (Mother Tongue Competencies) C. Materials Song (Ti Ubing a Nagaget – tune of “Bahay Kubo”), Story (Ti Nagaget nga Ubing D. Procedure DAY 1 Objectives a. Use expressions appropriate in the grade level to express agreement/disagreement on story/event, issue, etc. b. Cite the problem and the most likely solution to essay, commentaries and events listened to and or read A. Preliminary Activities Have the pupils sing the song “Ti Ubing a Nagaget” to the tune of “Bahay Kubo”. Ti Ubing A Nagaget Ti ubing a nagaget Natudio ken nasingpet Kaay-ayo ti kaaduan 208

Ugalina a pagtamdan Ub-ubbing intay isuro Ta dumakkelda a pagwadan Ti adal ken ugali Ta agbalin a sadiri. B. Pre-Reading 1. Motivation/Activiating Prior Knowledge a. Show a picture of a boy who is planting vegetables. Say: “Tell something about the boy”. b. Ask the pupils who among them is not living with their parents. 2. Unlocking of difficulties (Through context clues)  agnaed  nagannak  uliteg  nakabirok  taltalon The pupils read the words and their meaning. 3. Setting the Purpose for Reading Say: In the story we will read today, we will find out if the boy was able to solve his problem? C. During Reading 1. First reading Read the story without interruption while the pupils listen.

209

Ti Nagaget Nga Ubing Adda maysa nga ubing nga agnagan iti Jose. Agnaed isuna iti balay ti ulitegna. Ubing pay ni Jose idi matay dagiti nagannak kenkuana. Kayat ni Jose ti agobra ken pumanaw iti balay ti ulitegna ta kayatna ti agbiag nga agmaymaysa. Kinasaritana ngarud ti ulitegna. “Uliteg, kayatko ti agobra ken agbiag nga agmaymaysa. Dinak pakadanagan ta kabaelak nga aywanan ti bukodko a bagi,” kinunana “Pagobraam ngarud?” ti dinamag ti ulitegna. “Adda naam-ammok a lakay nga addaan iti nalawa a daga a taltalunenna. Mabalinko ti agobra idiay”, insungbatna. “Ala ngarud.... agan-annadka barok,” ti kinuna ti ulitegna. Sinapul ni Jose ti lakay. Tata Freddie ti naganna. “Tata Freddie, kayatko ti agobra ditoy taltalonmo. Agmulaak ti natnateng ken prutas,” kinuna ni Jose. “Ammok a nagagetka nga ubing. Mabalinmo ngarud ti mangrugi nga agobran”, insungbat ni Tata Freddie. Naragsakan ni Jose ta nakasapul ti pagobraanna ken mabalinnan ti agbiag nga agmaymaysa. 2. Second Reading Read the story again using the reading plan. D. Post Reading 1. Answer the following comprehension questions: 1. Who is the main character in the story? 2. What was his problem? 3. Who helped him solve his problem? 4. What did he do? 5. How did he feel when his problem was solved? 6. Do you agree with his decision ? Why? Why not? 2. Engagement Activity Group the children into two. Let each group talk about the decision of Jose. Let the leader of each group present the answer.

210

3. Skill Focus a. Guided Practice Show and Tell: (Encourage the pupils to talk about the given situation. Let them express their agreement or disagreement to the solution). Situation: You have an assignment in Mathematics. You are asked by your teacher to solve a word problem. However, you do not know the process on how to get the answer. What will you do? Solution: I will ask my mother to solve the word problem so I can play with my friends. b. Independent Practice Have the pupils give reasons why they agree or disagree on the given situation. You want to buy chocolates because it is your younger brother’s birthday today. c. Evaluation Encourage the pupils to give their reasons why they agree or disagree with what Jose did. (This may be done in groups.) E. Assignment Let the pupils copy their assignment on the board and let them write down some reasons why they agree or disagree on the given situation. 1. Your mother is planning to go abroad to look for a better job for your education. DAY 2 Objectives a. Spell words with consonant clusters and blends/diphtongs b. Read words with consonant blends and cluster A. Preliminary Activities Let the pupils: 1. read the story again “Ti Nagaget nga Ubing”. Let them 211

read by groups, by pairs and individually 2. pick out the words with consonant blends and cluster found in the story. a. lakay b. Freddie c. idiay d. prutas B. Developmental Activities a. Ask the pupils to give more examples of words with consonant blends and cluster/diphtongs. 1. plato 2. tsinelas 3. plaka 4. plano 5. plantsa 6. krayola C. Oral Practice a. Let the pupils underline the correct spelling of words in the parenthesis to complete the sentences. 1. Nabaknang ti (prutas, prutos, protas) iti bitamina. 2. Naglugan ni Maria iti (traysikel, treysikel, traysikkel) a napan nagbasa. 3. Gimmatangak ti papaya idiay (teindaan, tiendaan, tindaan). 4. Adu ti mapan agbuya ti koronasion idiay (skwela, eskuela, eskwela). 5. Kayat ni Jose ti (agbiag, agbyag, agbbiag) nga agmaymaysa. D. Generalization Ask: What are consonant clusters and blends/diphtongs? Consonant cluster (also known as consonant blend) is a group of consonants that appear together in a word without anyvowels between them. When reading clusters, each letter within the cluster is prounounced individually. Dipthongs refer to two adjacent vowel sounds occurring within the same syllable. 212

E. Assignment List down 5 examples of consonant blends/diphtongs DAY 3 Objectives a. Use verbs in a culturally appropriate manner in sentences and paragraphs: –ing form b. write short story that include elements of setting, characters and events A. Preliminary Activities a. Show a picture of a family doing the following: - Mother is cooking. - Father is fixing the fenc. - Sister is sweeping the yard. - Brother is watering the plants. b. Ask: What can you say about the picture? What are the members of the family doing? (Write their answers on the board.) c. Based on the pictures of the family, write a short story that include elements of setting, characters and events B. Developmental Activities 1. Instruct the pupils to read the sentences written on the board. 2. Ask: What are the actions done in each sentence?” cooking (aglutluto) fixing (agtartarimaan) sweeping (agsagsagad) watering (agsibsibog) 3. Call some pupils to do the actions. 4. Let them give more examples of action words done in the present. C. Generalization Ask: When are the actions done? How do we form verbs when the action is happening now? (Uliten ti umuna a silaba ti puon a sarita sa ikkan ti ag iti umuna na).

213

D. Guided practice Ask the pupils to act out any of the following actions and ask a classmate to guess what they are doing or what is someone doing. agkankanta (Singing) agsursurat (writing)

agsipsipilio (brushing the teeth) agsalsala (dancing)

E. Independent Practice Let the pupils read the words with consonant cluster 1. plato 2. tsinelas 3. plaka 4. plano 5. plantsa 6. krayola 7. Freddie 8. prutas F. Application Tell the pupils to do Aramiden 71, page 111 (Aramaten Dagiti Agad-adal) Key to Correction Aramiden 71, page 111 (Aramaten Dagiti Agadal) 1. agen-ensayo 6. agsursuro 2. agtartaray 7. agur-uray 3. agpunpunas 8. agsagsagad 4. agbirbirok 9. agpakpakan 5. agdurduron 10. agkiwkiwar G. Evaluation Tell the pupils to do Aramiden 72 on pages 112-113 (Aramaten Dagiti Agad-adal). Key to Correction Aramiden 72, pages 112-113 (Aramaten Dagiti Agad-adal) (Answers may vary) 1. Agsibsibog ti mula ni manang. 2. Agbalballasiw ti Nana Maria diay kalsada. 3. Agsagsagad ti dua nga ubbing. 214

4. Agay-ayam ti dua nga lallaki nga ubbing ti sipa. 5. Agbasbasa ti pagiuarnak ni tatang. H. Assignment Tell the pupils ti answer Aramiden 73 on page 114 (Aramaten Dagiti Agad-adal). Key to Correction Aramiden 73, page 114 (Aramaten Dagiti Agad-adal) 1. kasangsangpet 6. agdengdengdeng 2. agtartaray 7. agtaytayab 3. agay-aywan 8. agkankanta 4. agis-isem 9. agin-inum 5. agidasdasar 10.agul-uli DAY 4 Objectives a. Make inference on what is likely to happen next based on the events in stories b. Use verbs in a culturally appropriate manner in sentences and paragraphs: –ing form A. Preliminary Activities - Guessing Game Ask volunteer pupils to stay behind the door and take turns doing some actions and let their other classmates guess what the action is. Read the dialogue below and do the same thing in the guessing game. Pupil Pupil Pupil Pupil Pupil

1: 2: 1: 2: 2:

I’m doing something. Guess what I’m doing. Are you dancing? No, I’m not. What are you doing? I’m hopping.

B. Developmental Activities Tell the pupils to study the picture, then ask: What do you think is most likely to happen?

215

The pieces of broken glasses are on the floor.

Mother gets the broom to clean up the place.

Lina’s baby brother crawls to get his toy. What will Lina do? a. let her baby brother crawl b. pick up and carry her baby brother c. ask mother to stop sweeping the floor. C. Oral Practice Ask the pupils to read the following sentences. Let them identify the verbs used in each sentence. 1. Aglablaba ni nanang ti lupotmi diay igidi ti karayan. 2. Mangmangan ti bayabas ni Manong Rey. 3. Agsursurat ni Marcelo ti ababa nga istoria maipapan ti asona. 216

D. Guided Practice Ask the pupils to act out any of the following actions and ask a classmate to guess what they are doing or what is someone doing. aglaglagto (jumping) agtartaray (running) agbasbasa (reading) agsagsagad (sweeping) aglamlampaso (scrubbing) agiluklukat ti ruangan (opening the door) E. Independent Practice Let the pupils use the following verbs in sentences. 1. 2. 3. 4. 5.

aglaglagto (jumping) agbasbasa (reading) aglamlampaso (scrubbing) agtartaray (running) agiluklukat ti ruangan (opening the door)

F. Evaluation Answer Aramiden 74 on pages 115-116. Key to Correction Aramiden 74, pages 115-116 1. b 2. b 3. a 4. b 5. a G. Assignment Isurat ti possible a mapasamak kadagiti sumaganad a sarita: 1. nagmula ni tatang iti nadumaduma a natnateng. 2. nagmalmalem nga nagtudtudo.

217

DAY 5 Evaluation Objectives 1. Spell words with consonant clusters and blends/diphtongs, etc. correctly 2. Write a short story that include elements of setting, characters and events E. Use verbs in a culturally appropriate manner in sentences and paragraphs: -ing form I. Write the following words on your paper (Dictate the words). 1. prutas 2. traysikel 3. eskuela 4. tiendaan 5. apoy 6. taaw 7. ballasiw 8. wasay 9. prito 10. prinsesa II. Based on the situation below, write a short story that includes elements of setting, characters and events. Kasangay ti maysa a kaeskuelaam. Inimbitarannaka a mapan dumar-ay. Ania ti mabalinmo nga itugot ken sino ti posible a kaduam a mapan. III. Use the following verbs in sentences. 1. agbasbasa 2. magmagna 3. aglablaba 4. agsursurat 5. agkankanta

218

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE SECOND QUARTER-Week 18

Theme Things I Can Do and Can’t Do Objectives 1. Use expressions appropriate in the grade level to recall important details in a poem 2. Identify rhyming words in poems consisting of two or three stanzas 3. Give the meaning of words being read 4. Spell correctly content words in the list of vocabulary words 5. Write a short narrative story that includes elements of setting, characters, and events 6. Use verbs in a culturally appropriate manner in sentences and paragraphs: a. –positive/negative form of auxiliary verbs 7. Locate specific information in the text to find answers to simple and higher level questions Domains 1. Oral Language Using expressions appropriate in the grade level to recall important details in a poem 2. Phonological Skills Identifying rhyming words in poems consisting of two to three stanzas 3. Word Recognition Giving the meaning of words being read 4. Spelling Spelling content words in the list of vocabulary words correctly 5. Handwriting Writing short narrative story that include elements of setting, characters and events

219

6. Grammar Awareness Using verbs in a culturally appropriate manner in sentences and paragraphs: a. –positive and negative form of auxiliary verb 7. Reading Comprehension (Comprehension of Informational Texts) Locating specific information in the text to find answers to simple and higher level questions Value Focus Love for Animals Subject Matter A. Topic Verbs, Rhyming words Elements of setting and characters B. Reference K to 12 Curriculum 2 (Mother Tongue Competencies) C. Materials Poems (Ti Panniki ni Rowena Nefangui, Ti Nuang ni Perlita P. Quinto, Ti Aywanko nga Aso ni Perlita P. Quinto), pictures D. Procedure DAY 1 Objectives 1. Use expressions appropriate in the grade level to recall important details in a poem 2. Locate specific information in the text to find answers to simple and higher level questions 3. Give the meaning of words being read A. Preliminary Activities 1. Show a picture of bats. Have the pupils say something about the picture. 2. Unlocking of difficulties (Through context clues and with the use of pictures.) 1. kueba 2. panniki 3. aglulumba 220

4. nasipnget 5. nakinngato Let the pupils read the words and their meaning. B. Motivation Ask: Nakakitakayo kadin iti panniki? Ania nga oras ti kadawyan a makakitakayo iti panniki? C. Developmental Activities 1. Say: a. We will read a poem today. b. We will see if you can read with proper expression and correct intonation. 2. Post the poem on the board. Talk about the title of the poem. Say: In the poem we will read today, we will find out the characteristics of bats. Ti Panniki Ni: Rowena T. Nefangui Ti panniki ket adda payakna Ngem saan a tumatayab ti pakaibilanganna No maturog nakabitin. Nakinngato pay ti sakana Iti nasipnget a lugar ken kueba a pagnaedanna. Ti panniki ket rumuar laeng ti rabii Aglulumbada nga agtaytayab a nakatagtagari Sadanto agi-innuna nga agsubli Dagiti babassit isuda’t maud-udi. Panniki a nakaad-adu Kabaelanda ti tumayab uray sadinno Nakaad-adayo ti madanonda Agsardengda latta iti nasipnget a disso. Isu nga no makakitatayo iti ub-ubbing nga agpalsiit Kadagiti agtaytayab a panniki a babassit Intay ngarud anawaen ida Ta dagiti panniki kas kadatayo nga adda pategna

221

3. During Reading 1. First reading Read the story without interruption while the pupils listen. 2. Second Reading Let the pupils read the poem. 4. Post Reading 1. Let the pupils answers the following comprehension questions: 1. Ania a klase nga ayup ti panniki? 2. Ania ti uni ti panniki? 3. Sadino ti pagnaedanda? 4. Kasano ti pannaturogda? 5. No makakitakayo ti ubbing a mangpalsiit kadagiti panniki, ania ti aramidenyo? D. Engagement Activity Let the pupils read the poem by group, by pair and by individually with correct expression and proper intonation. E. Assignment Let the pupils memorize the poem and ask them to recite in the class tomorrow. DAY 2 Objective a. Identify rhyming words in poems consisting of two or three stanzas A. Preliminary Activity Let the pupils read the poem “Ti Panniki” with correct expression and proper intonation. B. Developmental Activities a. Flash the word “panniki” Ask: “Does panniki rhyme with kuwago?” “Does panniki rhyme with tumatayab?” “Does panniki rhyme with rabii?”

222

C. Oral Practice 1. Let the pupils look for pairs of words that rhyme in the poem by stanza. Ask them the words that rhyme in the first stanza, second stanza, third stanza. 2. Write the rhyming words on the board and let the pupils read the rhyming words written on the board. D. Generalization What are rhyming words? E. Guided Practice Ask the pupils to think and give other examples of rhyming words. Write these words on the board. F. Independent Practice Let the pupils read the rhyming words by individual. G. Evaluation Post the poem “Ti Nuang ” on the board. Let the pupils look for pairs of words that rhyme in the poem. Ti Nuang Ni: Perlita P. Quinto Adda nuang ni tatang, natayag ken nalukmeg Kasta unay ti panangaywanna gapu ta napateg Isu’t kanayon a kaduana iti panagtalonna Agtudo man wenno agin-init, saanna nga igin-gina. Kired ti nagan ti nuang ni tatang Pinanagananna daytoy ni nanang No mapanda agdalus ti mulada a bawang Agkuykuyog latta ni tatang ken ti nuang

H. Assignment Instruct the pupils to list down 5 pairs of rhyming words.

223

DAY 3 Objectives a. Use verbs in a culturally appropriate manner in sentences and paragraphs: –positive and negative form of auxiliary verb b. Write short story that include elements of setting, characters and events A. Preliminary Activity 1. Ask the pupils about the things they can do and cannot do in their houses and let them write their answers on the board. B. Developmental Activities Basaen dagiti sumaganad a sarita. 1. Kabaelan ni Dora ti agdigos nga agmaymaysa. Saan a kabaelan ni Dora a labaan dagiti badona. 2. Ni Eddie ket kabaelanna a sipiluen ti ngipenna a nasayaat. Saan a kabaelan ni Eddie a dalusan ti kuartona. 3. Ni Rosie ket kabaelanna ti agkanta. Saan a kabaelan ni Rosie ti agsala. 4. Ni Niko ket kabaelanna ti agpasiar a maymaysa. Saan a kabaelan ni Niko nga ubraen dagiti aramid iti uneg ti balay. 5. Ni Ela ket kabaelanna nga isurat ni naganna. Saan a kabaelan ni Ela ti sumungbat ti telepono. Ania ti kabaelam nga aramiden kadagiti nabasa a sarita? Ania ti saanmo a kabaelan nga aramiden kadagiti nabasa a sarita? C. Engagement Activity 1. Ask individual pupils about the things they can do and cannot do in the school. 2. Let them write a short story about the things they can do and cannot do that include elements of setting, characters and events D. Guided Practice Instruct pupils to do the activity in Aramiden 75 on page 117 (Aramaten Dagiti Agad-adal). 224

Key to Correction Aramiden 75, page 117 (Aramaten Dagiti Agad-adal) 1. saanna a kabaelan 6. kabaelan 2. kabaelanna 7. saanna a kabaelan 3. saanna a kabaelan 8. kabaelan 4. saanna a kabaelan 9. kabaelan 5. saanna a kabaelan 10.kabaelan E. Evaluation Answer Aramiden 76 on pages 118-119 (Aramaten Dagiti Agad-adal). Key to Correction Aramiden 76, page 118 (Aramaten Dagiti Agad-adal) 1. saan 6. wen 2. wen 7. saan 3. saan 8. wen 4. wen 9. wen 5. saan 10.wen F. Assignment Tell the pupils to write 5 things that they can do and cannot do in their houses. DAY 4 Objectives a. Spell content words in the list of vocabulary words correctly b. Use expressions appropriate in the grade level to recall important details in a poem A. Preliminary Activity Ask the pupils to recite the poem “Ti Panniki” individually. A. Developmental Activities 1. Spelling a. Spell the words learned in the previous days.

225

* Guided spelling Example: Show the pictures and have the pupils complete the word by giving the missing letter.

k_w_b_

p_nn_k_

n_s_png_t

n_k_nng_to

* Independent spelling Group the class into three (3) before having a spelling bee contest using words that have been learned during the week. 2. Using the pictures, let the pupils recall the important details in the poem “Ti Panniki.” Write their answers on the board. Let the pupils read their answers by:  group  pair  individually C. Evaluation Let the pupils recite the poem “Ti Panniki” by:  group  pair  individually

226

DAY 5 Evaluation Objectives 1. Identify rhyming words in poems consisting of two or three stanzas 2. Write a short narrative story that includes elements of setting, characters, and events 3. Use verbs in a culturally appropriate manner in sentences and paragraphs: a. –positive/negative form of auxiliary verbs I. Write the things that you can do and cannot do. Can ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

Cannot ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

II. Write a simple short story about what you can do and cannot do during your unforgettable vacation that includes elements of setting and characters. III. Write on your paper the rhyming words in the poem. Ti Aywanko nga Aso Ni: Perlita P. Quinto Adda aywanko nga aso Iti naganna ket Celso Duddot na ket nagmaris dapo Pakanek ti mamitlo Uray la a lumagto-lagto Pudno nga ipatpategko Ti asok a ni Celso Ta ti lailona ket napalalo Isu a kanayon a maar-arakupko No panawak iti balayko Isu’t bantayko 227

Key to Correction I. Answers may vary II. Answers may vary a. aso-Celso b. dapo-mamitlo c. mamitlo-lagto d. ipatpategko-Celso e. maar-arakupko-balayko f. napalalo-mamitlo g. balayko-bantayko h. ken dadduma pay

228

MTB-MLE (ILOKANO) (GRADE 2 TEACHER’S GUIDE) THIRD QUARTER

229

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE THIRD QUARTER-Week 19 Theme Waste Management and Recycling Objectives 1. 2. 3. 4. 5. 6.

Classify things, people, animals, objects, places, etc. Give the meaning of words being read Read stories with ease and fluency Spell content words in the list of vocabulary words Compose a story using appropriate words and coherent texts Read aloud with some pacing, intonation and expression of one’s writing of narrative and expository texts 7. Give the correct sequence of events in a selection read. Domains 1. Oral Language Classifying things, people, animals, objects, places, etc. 2. Word Recognition Giving the meaning of words being read. 3. Fluency Reading stories with ease and fluency. 4. Spelling Spelling content words in the list of vocabulary words. 5. Composing Composing a story using appropriate words and coherent Texts. 6. Vocabulary and Concept Development Reading aloud with some pacing, intonation and expression of one’s writing of narrative and expository texts. 7. Reading Comprehension(Comprehension of Literary Texts) Give the correct sequence of events in a selection read. Value Focus Caring for the environment

230

Subject Matter A. Topic Classify things, people, animals, objects, places, etc. C. Reference K to 12 Curriculum 2 (Mother Tongue Competencies) D. Materials Stories (Aldaw ti Tienda,) narrative text (Apay a Naglayus), expository text (Dagiti Wagas nga Aramiden Tapno Maliklikan ti Layus), song (Naimbag a Bigat Mo-Tune: Are You Sleeping), pictures, chart, big book D. Procedure DAY 1 Objectives a. Give the meaning of words being read b. Read stories with ease and fluency A. Pre-Reading 1. a. Motivation Show a picture of a mother waking his son. Say: Look at this picture. What do you think the mother is doing to his son? b. Activating Prior Knowledge Ask: Have you been to the market? What are the things that you can find there? 2. Unlocking of Difficulties Say: I have here some words written on strips of paper. As I flash each picture, act out and tell what the word means. pagsisinaen naputed nagtulid napardas nagsukat

231

3. Setting the Purpose for Reading Show the cover of the bigbook. Give the author and the illustrator of the book. B. During Reading 1. First Reading Read the story without interruption. a. Read the story, “Aldaw ti Tienda.” Aldaw ti Tienda Aldaw ti Sabado. “Andoy, agriingkan anak ta mapanta idiay tiendaan,” kinuna ni Nana Eling iti anakna. “Agsukatkan nakkong ta baka adu ti tao diay tiendaanen,” kinunana manen daytoy. Napardas a nagsukat ni Andoy. Imbadona ti kawesna a mapan makitienda. Idi nakasangpetda iti tiendaan, nakitana ti kaado iti tattao. Naariwawa dagitoy. Agduduma pay ti angot sadiay. Napunno a dagus ti bay-onda ta adu ti ginatangda. Napugsat payen ti pagbitbitan ti bay-onda gapu ti kaadu ti ginatangda. Natinnag payen dagiti kargana a kamatis ken dadduma pay. Pidot ditoy, pidot idiay ti inaramid dagiti agina. “Hay! Agyamanak ta nagatang ta met laengen dagiti kasapulan iti balay,” kinuna ni Nana Eling. “Nanang, gumatangta la koma iti plastiken ta pagsisinaen ta dagitoy ginatangta. Nadagsen ngamin no ikargata amin dagitoy ditoy bay-onta, ” kinuna ni Andoy. “Nasaysayaat ti bay-on ngem iti plastik anak ta nadaras laeng a madadael ti plastik. Kitaem daytoy bay-on, nabayag nga araramatentayon, ita laeng a nadadael. Aggianka ditoy ta mapanak gumatang ti baro a bay-on,” kinuna ni Nana Eling. Kalpasanna, inyalis da Nana Eling ken Andoy dagiti nagatangda iti baro a bay-onda. Inyawidda met ti daan a bay-on tapno aramidenda a basuraanda.

2. Second Reading Read the story again by asking questions about the story.

232

C. Post Reading 1. Answering Comprehension questions 1. Siasinno ti nangriing ken Andoy? 2. Apay niriing isuna ni nanang na? 3. Ania dagiti nakita ni Andoy idiay tiendaan? 4. Ania ti napasamak kadagiti ginatang da Andoy?? 5. Kasanuda a sinulbar ti problemada?? 6. Ania dagiti pagsayaatan ti bay-ong a kas kuna ni nanang ni Andoy? 7. Ania ti madi nasayaat nga ited ti panagusar iti plastic? Infusion of Values If you were Andoy, would you do the same? Why? Why not? Complete this sentence: If I were Andoy, I would ______________________. D. Engagement Activity Have pupils read the story by group, pair and individually with ease and fluency. E. Evaluation Read other stories in your book with ease and fluency. DAY 2 Objective a. Classify things, people, animals places, etc. A. Motivation What do you see in a market? Name them. (Write pupils’ responses on the board). B. Development of the Lesson 1. The pupils will be guided in classifying the things in their list. The table below shall be used for this purpose.

233

vegetables fruits people things condiments

Ask: How do we classify the things around us? Say: We classify things in many ways: according to kind,color, taste, use, characteristics, etc. 2. Read the names of animals inside the circle.

baboy, manok, billit, pato, kalding, baka, aso, tuato, kulibangbang, alutiit, igges, alakdan, lawalawa 1.

Classify them according to the following: crawling

number of legs

flying

walking

C. Enrichment Activity Bring the pupils outside the classroom. (The pupils will bring their paper and pencil.) They will be asked to observe and take down notes on the things that they see around them for five minutes. After which, they return to 234

the classroom and classify the names of things they have written on their paper. E. Assignment List down 10 things that can be found inside your house. Classify them according to the following: Things found in the bedroom

Things found in the living room

Things found in the kitchen

Things found inside the bathroom

DAY 3 Objectives A. Spell content words in the list of vocabulary words B. Give the correct sequence of events in a selection read. A. Preliminary Activity 1. Review: Complete the following sentences taken from the story “Aldaw Ti Tienda”. 1. 2. 3. 4. 5.

Alisto a nagsukat ni _______________. Naariwawa dagiti tattao iti _________________. Napugsat ti pagbitbitan ti ___________________. Nadaras a madadael ti ______________. Inyalisda Nana Eling ken ________ dagiti nagatangda iti baro a bay-onda.

2. Motivation The class sing the song, “Naimbag a Bigatmo.” Naimbag a Bigatmo (Tune: Are You Sleeping) Naimbag a bigatmo (2x) Komustaka ita? (2x) Nasayaat met gayyem (2x) Agyamanak (2x)

235

B. Development of the Lesson 1. Read the story again. While reading, let the pupils check whether their answers are correct or not. 2. Guided spelling Have pupils complete the word by giving the missing letter. 1. Gimmatang ni nanang iti baro nga b_y_ng a nagyanan dagiti ginatangna. 2. N_pa_d_s a napan nagsukat ni Andoy idi riniing isuna ni nanangna. 3. Nadaras a madadael ti p_as_ik. 4. N_p_nn_ a dagus diay basket ti mangga. 5. Insuot na ti k_w_s na a mapan makitienda. C. Enrichment Activity Distribute two envelopes containing strips of paper where the events of the story they have listened to are written. Let each group arrange the events according to how they happen in the story. Then let each group read the order of the events aloud. The group which is able to arrange the events correctly wins. D. Evaluation 1. Write the correct spelling of the following words: Dictate the words, then use it in a sentence, then dictate the word again. 1. tiendaan 2. naputed 3. napardas 4. nagtulid 5. nagsukat 6. napugsat 7. nadagsen 8. gumatang 9. napunno 10. kasapulan Write the spelling words clearly on the board. Let the pupils copy the spelling words in their spelling booklet. Supervise them as they write and check the pupils’ work.

236

2. Read the following events. Arrange them according to how they happen. 1. Kinuyog ida dagiti mangisursuro a nagturong idiay igid baybay. 2. Maysa kadagiti aktibidadda ket mapanda agpidot ti plastik kada wara diay igid ti baybay. 3. Idi makitada a nadalusen, nagsublida idiay eskwelaan ket intuloyda dagiti dadduma nga aktibidadesda ti kamping. 4. Nagraragsak dagiti agad-adal ta mapan da agkamping diay eskwelada. 5. Agi-innunada nga agpidot kadagiti agkaiwara a plastik kada rugit sa da ipan ayan ti sako a bitbitda.. E. Assignment Practise writing the correct spelling of the words that you have learned today. Day 4 Objectives a. read aloud with some pacing, intonation, and expression of one’s writing of narrative and expository texts b. Compose a story using appropriate words and coherent texts A. Preliminary Activities 1. Review Where did mother and Andoy go one day? What happened to their basket? 2. Motivation Have you experienced walking in a flood? Do you like to walk in the flood? Why? Why not? B. Development of the Lesson Show a picture of a flooded place where plastics and other solid waste materials are seen floating.

237

What do you think caused the flood in this area? What are the ways on how this incident could be prevented? (Elicit answers from the pupils) Write pupils’ responses on the board in such a way that they can compose a narrative text. What are the different things that we can do in order to prevent our community not to be flooded. Write the following steps given by the pupils. (expository text) C. Evaluation Have pupils read the text that they have composed with some pacing, intonation and expression. (Narrative text) Apay a Naglayus? Maysa nga aldaw, dimteng ti napigsa a tudo. Nagmalmalem a nagtudtudo.Pagam-amuan adalemen ti danum iti aglawlaw. Naglayus a gapuanan ti awan sardeng a panagpukan iti kaykayo iti banbantay. Dagiti tattao ket saan a nasayaat ti panagibellengda iti basura. Agkaraiwara ti lata, plastik ken dadduma pay a basura. Napan dagitoy iti kanal ket naserraan ti dalan ti danum. Dagitoy ti rason no apay nga aglayus no adda bagyo ken napaut a tudtudo. (Expository text) Dagiti Wagas nga Aramiden Tapno Maliklikan ti Layus Umuna, paglalasinen ti panagdaldalus ti aglawlaw. Maikadua, pagdadasigen dagiti basura. Maikatlo, saan 238

nga agibelleng ti plastic ken dadduma pay a klase ti basura iti kanal ken karayan. Maikapat, agmula ti naduma-duma a kaykayo iti aglawlaw. Ti maudi pagtalinaeden ti kinadalus ti aglawlaw. D. Assignment If you really care for the environment, make a promise. Write your promise in your notebook.

Manipud ita _____________________________ _________________________________________ _________________________________________ _________________________________________ ______________________. _________________________________________ _________________________________________ _________________________________________ _________________________________________ ______________________.

Day 5 Evaluation Objectives a. Classify things, people, animals, objects, places, etc. b. Give the correct sequence of events in a selection read. A. Classify the following words in the basket in their proper heading.

239

kalamansi kamatis, sibuyas, bawang patatas, karabasa, kaimito, ikan, karne itlog, manok, bagas, gatas, kape, asukar, tinapa, asin, patis, bagoong

B. Make a list of the things that you can see in the market using the table below. vegetables

fruits

fish

C. Arrange the following events according to how they happen in the story. a. Agkaywara ti lata, plastik ken dadduma pay a basura. b. Dagitoy ti rason no apay nga aglayus no ada bagyo ken napaut a tudtudo. c. Maysa nga aldaw, dimteng ti napigsa a tudo. d. Napan dagitoy iti kanal ket naserraan ti dalan ti danum. e. Nagmalmalem a nagtudtudo. 240

Key to Correction 1. c. Maysa nga aldaw, dimteng ti napigsa a tudo. 2. e. Nagmalmalem a nagtudtudo. 3. a. Agkaywara ti lata, plastik ken dadduma pay a basura. 4. d. Napan dagitoy iti kanal ket naserraan ti dalan ti danum. 5. b. Dagitoy ti rason no apay nga aglayus no ada bagyo ken napaut a tudtudo.

241

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE THIRD QUARTER-Week 20 Theme Making the Family Happy Objectives 1. 2. 3. 4. 5.

Predict possible ending in a story, events, etc. Give the meaning of the words being read Read stories, legends, news articles etc. with ease and fluency Spell content words in the list of vocabulary words Compose a story, advertisement etc. using appropriate words and coherent texts 6. Use preposition and prepositional phrases 7. Identify the beginning, middle and end of a literary text read 8. Answer literal and higher level question Domains 1. Oral Language Predicting possible ending of a story, events, etc. 2. Word Recognition Giving the meaning of the words being read. 3. Fluency Reading stories, legends, news articles etc. with ease and fluency. 4. Spelling Spelling content words in the list of vocabulary words. 5. Composing Composing a story, advertisement etc. using appropriate words and coherent texts. 6. Grammar Awareness Using preposition and prepositional phrases. 7. Reading Comprehension (Comprehension of Literary Text) Identifying the beginning, middle, and end of a literary text read. 9. Reading Comprehension(Comprehension of Informational Text) Answering literal and higher level questions. Expressing love for stories and other texts by browsing the books read to them and asking to be read more 242

stories and text. Value Focus Obeying Elders Subject Matter A. Topic Preposition & Prepositional Phrase Predict possible ending in a story, events, etc. B. Reference K to 12 Curriculum 2 (Mother Tongue Competencies) C. Materials Story:“Ni Tukak ken Ngilaw” & “Umaykayon Intay Diay Jolibee”, pictures, chart, big book, Flashcards D. Procedure DAY 1 Objectives a. Read stories with ease and fluency a. Answer literal and higher level questions c. Predict possible ending in a story d. Give the meaning of the words being read A. Preliminary Activity Review Give some ways on how we can protect the environment. B. Pre-reading 1. Motivation Show a picture of an old frog and a fly in a pond. What do you observe with the picture? 10.

Activating Prior Knowledge Do you know a story about a frog and a fly?

243

2. Unlocking of Difficulties Look at the pictures. From the pocket chart, choose the phrase that best describes each picture.

11. 4. Setting the Purpose for Reading Show the bigbook to the pupils. Give the author and the illustrator of the story. C. During Reading 1. First Reading a. Read the story “ Ni Tukak ken Ngilaw”. Ask prediction questions from time to time like “What do you think will happen next?”

244

Ni Tukak ken Ngilaw Agnanaed dagiti agina a da ngilaw ken ti maysa a tukak iti asideg ti lubnak. Kanayon a bilbilinen ni ngilaw ti anakna a saan nga umas-asideg ken ni tukak. "Saankayo a madanagan nanang ta saanak nga umasideg ken ni tukak,” kinuna ti anak a ngilaw. Kalpasan ti panagsarita dagiti agina a ngilaw, timmayab ti anak. Nakitana ti dakkel a tukak nga agin-inana iti rabaw ti dakkel a bato. “Anian a kinalukmeg daytoy a tukaken!! Makapakatawa ti langana. Nalukmeg unay isu a marigatan a makalagto. Siguradoak a saannak a matiliw ta napardasak a tumayab,” kinuna ti anak a ngilaw. Napan ngarud daytoy ti rabaw ti tukak. Saan a nagkuti ti tukak. Timmayab manen daytoy ket napan iti ulo ni tukak. Ngem anian a malasna ta inalistuan ni tukak ti nangirruar iti dilana ket natiliwna ti anak a ngilaw. 2. Second Reading Read the story again. Ask questions to check pupils comprehension. D. Post Reading Answering comprehension questions and higher level questions. 1. Where did the frog and flies live? 2. What warning did the mother to the little fly? 3. What did the little fly say? 4. Did the fly obey Mother Fly’s advice? 5. What did the little fly do? 6. Why did the little fly fly near the frog? 7. Why did the big frog keep still? 8. What happened to the little fly? 9. If you were the little fly, would you do the same? Why? Why not? Infusion of Values What will happen if you will not obey your elders? Why? does it make your family happy when you obey them? E. Evaluation Have pupils read the last part of the story and have pupils give the possible ending to the story. Ngem anian a malasna ta inalistuan metten ni tukak a nangiruar ti dilana ket natiliwna ti anak a ngilaw. 245

G. Assignment Copy and read the selection and give the possible ending. Nasapa a nagriing ni Marta. Inurnosna ti nagiddaanna. Kalpasanna napan nagdigos. Nagsukat ti unipormena ken insaganana dagiti usarenna ti eskwela. Nangan ti pammigat ket kalpasanna naggisigis ti ngipenna. Innala na ti bagna ket nagpakada kada tatang ken nanangna. DAY 2 Objective a. Identify the beginning, middle and end of a literary text read A. Preliminary Activity 1.Review Complete the following sentences taken from the story. 1. Nagay-ayam ti anak a ngilaw ti asideg ti _________ 2. Kaay-ayo ni tukak ti mangan ti_________________ 3. Nakita ni ngilaw ni tukak nga agin-inana ti rabaw ti dakkel a ____. 4. Marigatan a lumagto ni tukak agsipud ta _______________________. 5. Timmayab ni ngilaw ket napan ti rabaw ti _________ ni tukak. B. Development of the Lesson Read the story again. While reading, let the pupils check whether their answers are correct or not. Divide the class into two groups. Let them do these activities. Game ( Ready 1,2,3 ) Give an envelope to each group containing the same set of pictures. At the count of 3 have the group arrange the pictures from the beginning, middle, to the end of the story: The group that will do it accurately will be the winner.

246

Group Presentation Have each group present their output. Process pupils’ activity. C. Evaluation Show the pictures of a life cycle of a butterfly. Let the pupils arrange the pictures from the beginning, middle and end.

247

D. Assignment Read one story and write the beginning, middle and end of the story. DAY 3 Objective a. Use preposition and prepositional phrases A. Preliminary Activity 1. Drill The class reads these phrases: rabaw ti lamisaan sirok ti bangsal baba ti balay ngato ti kayo uneg iti kahon 2. Review Distribute the pictures used in yesterday’s lesson. The pupils will tell something about the pictures.

248

3. Motivation The pupils match the picture in column A with the correct phrase in column B. Column A

Column B

1.

a. uneg iti kahon

2.

b. sirok ti bangsal

3.

c. uneg iti basket

4.

d. sirok ti lamisaan

5.

e. rabaw ti lamisaan

249

B. Development of the Lesson 1. Ask: Where were the frog, mother fly and little fly live? Where did the frog rest? When do we use below, under, above, on and in (baba, sirok,ngato,rabaw,uneg) 2. Employ CABLA(Communicative Activity Based) Language Acquisition) object to teach prepositions. Demonstrate the following actions. 1. Hold a pencil. 2. Put the pencil on the table. She says: “The pencil is on the table.” (rabaw) 3. Put the pencil under the table. She says:”The pencil is under the table.” (sirok) 4. Put the pencil on the floor below the blackboard. She says:”The pencil is below the blackboard.” (baba) 5. Put the pencil inside her bag. She says:”The pencil is in my bag. (uneg) 6. Put the pencil above the blackboard. She says:”The pencil is above the blackboard. C. Generalization When do we use the preposition on? (rabaw) under? (sirok) below? (baba) in? (uneg) D. Evaluation Read the following questions. Use correct preposition in your sentence. 1. What are in your school bag? 2. Where do you place your slippers? 3. Where do you usually see an airplane? 4. Where are the birds flying? 5. Where can you see a flower vase? E. Assignment Draw the following: • A yoyo in your pocket • A marble on top of the table • A cat under the chair • A bird above the tree • An airplane flying below the clouds 250

DAY 4 Objectives a. Spell content words in the list of vocabulary words b. Compose a story, advertisement etc. using appropriate words and coherent texts. A. Preliminary Activity 1.Review Ask: How do you write a paragraph? What are the things to remember in writing a paragraph? 2. Drill a. Show picture of a girl going to school. Mother is on the door. Ask: What do you think mother is telling her daughter? Possible pupils’ responses: Agannadka iti dalanmo. Agawidka sigida no malpas ti klasem. Agdengneg a nasayaat. b. Guided Spelling Write the missing letter. Aramidem daytoy no addaka iti dalan a mapan agbasa. (a_an_ad) Aramidem no malpas ti klase. (_ga_i_) B. Development of the Lesson Show picture of a family eating at Jollibee. Ask questions from the pupils based from the picture in order to compose an advertisement. (Write pupil responses on the board.) 1. 2. 3. 4. 5. 6.

Napanan dagiti sangapamilia? Ania nga aldaw idi napanda sadiay? Ania ti magusgustuanda a kanen? Apay nga magustuanda daytoy? Ania met ti ininumda? Ania ti inkari da tatang ken nanangda?

251

UMAYKAYO INTAYON IDIAY JOLIBEE ! Magustuan ti sangkapamiliaan ti mapan iti Jolibee tunggal aldaw ti Sabado! Magustuanda ngamin ti mangan ti chicken joy a mapabulonan iti softdrinks. No kayatyo ti mangan ti naimas a manok umaykayo ditoy Jolibee! Ditoy a maramananyo ti nasarangsang, naimas ken nananam a manok! Umaykayo, intayon diay Jolibee! C. Evaluation Check pupils’ responses using rubrics. Put a check on the appropriate column if you have followed the correct steps in writing an advertisement. Wen 1. 2. 3. 4.

Nausar a husto ti dakkel a letra. Nausar a husto dagiti punctuation mark. Nausar dagiti maiyanatop a balikas. Sangsangkamaysa ti turungen dagiti nausar a sarita.

D. Assignment Write an advertisement about a soap, shampoo or toothpaste using appropriate words and coherent texts. DAY 5 Evaluation Objectives a. Use preposition and prepositional phrases b. Predict possible ending in a story A. Have them do the activity in Aramiden 78 on page 122. Key to Correction 1. diay igid 2. diay ngato 3. diay uneg 252

Saan

4. diay sirok 5. diay uneg B. Predict the following ending of the following stories. 1. Nagmula ni tatang ti naduma-duma a natnateng. Binigatna a mapan sibsibugan ken ikkanna ti abuno. Idi dumadakkeldan, nakaadadu ti bungana. 2. Napan nagpasyar dagiti aggayyem idiay igid ti baybay. Nadanunda ti nakaad-adu a tattao nga agararibungbong iti lawlaw dagiti simmangpet a napan nagkalap ti ikan. 3. Agay-ayam da Lisa ken ni Rona idiay sirok ti mangga. Nakitada nga umul-uli ni Danny iti puon ti mangga. Pinaritan dagiti dua ni Danny tapno saan nga umululi ngem iti di agbayag nangngegda ti napigsa nga ikkis ken sangsangit ni Danny. Key to Correction B. (Possible Answers) 1. Adu ti maapit ni tatang nga natnateng ken adu pay mapaglakuanna. 2. Napanda met nakipag-aribungbong ket nakitada ti nakaad-adu nga ikan. 3. Natinnag ni Danny iti puon ti mangga ket napan inarayat dagiti dua nga aggayyem. C. Pick out the correct preposition from the parenthesis to complete the sentences. 1. Nangala ni Pedro ti badona iti ( ruar, ngato, uneg) ti kabinet. 2. Nagbatay ni Rolly idiay (tuktok, ruar, uneg) ti galba idi gaw-atenna diay bunga ti bayabas. 3. Addan dagiti pinggan ken kutsara iti (uneg, sirok, rabaw) iti lamisaan. 4. Agin-inana ni tatang idiay (ngato, rabaw, sirok) ti puon ti kayo.

253

5. Napan dagiti agbuya ti contest ti sala idiay (uneg, rabaw, sirok) ti plasa. Key to Correction 1. 2. 3. 4. 5.

uneg tuktok rabaw sirok uneg

254

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE THIRD QUARTER-Week 21

Theme Celebrations Local (Fiesta,Tribal gatherings, etc) Objectives 1. Recall important details in a story etc. 2. Give meaning of words being read 3. Read with automaticity 200 grade two level high frequency sight words 4. Spell words with consonant clusters and blends 5. Compose a story, advertisement etc. using appropriate words and coherent texts 6. Use preposition and prepositional phrases 7. Read aloud with some pacing, intonation, and expression of one’s own writing of narrative and expository texts 8. Manifest comprehension of informational texts through answering literal and higher level questions Domains 1. Oral Language Recalling important details in a story etc. 2. Word Recognition Giving meaning of words being read. 3. Fluency Reading with automaticity 200 grade two level high frequency sight words. 4. Spelling Spelling words with consonant clusters and blends 5. Grammar Using preposition and prepositional phrases. 6. Composing Composing a story, advertisement, etc. using appropriate words and coherent texts. 7. Vocabulary and Concept Development Reading aloud with some pacing, intonation and expression of one’s own writing of narrative and expository texts. 9. Reading Comprehension 255

Manifesting comprehension of informational texts through answering literal and higher level questions. Value Focus Being compassionate Subject Matter A. Topic Preposition and Prepositional Phrase B. Reference K to 12 Curriculum 2 (Mother Tongue Competencies) C. Materials Story: Aldaw ti Ilocos Sur, Naragsak a Panangselebrar, Naragsak a Domingo, Ni: Vilma F. Alcayaga pictures, chart, big book D. Procedure DAY 1 Objectives a. Give meaning of words being read b. Manifest comprehension of informational texts through answering literal and higher level questions A. Preliminary Activity Review Ask: Where did the family go one Saturday morning? B. Pre Reading 1. Motivation Show a picture of a parade. What do you observe with the picture? When do you see this scene? Activating Prior Knowledge Have you experienced watching a parade? Where?

256

2. Unlocking of Difficulties Say: I have here some words/phrases written on strips of paper. As I post them on the board try to think of words that can be associated to them. agsaibbek kapitolyo aldaw ti Ilocos Sur 3. Setting the Purpose for Reading Give the title of the story, the author and the illustrator. C. During Reading 1. First Reading a. Read the story, “Aldaw ti Ilocos Sur” without interruption. Aldaw ti Ilocos Sur Napan nagpasiar idiay kapitolio ti pamilia ni Nana Mely. Aldaw ti Ilocos Sur ita isu nga adu ti mabuya ken pagpasiaran. “Saankayo unay nga umadayo kaniak,” kinuna ni Nana Mely kada Lando ken Tino. Saanda a tinungpal ti bilin ti inada. Timmarayda ketdi nga immasideg kadagiti paggatangan ti ay-ayam. “Umaykan Lando ta mapanta idiay pagay-ayaman ti ullaw. Kitaem dagiti ullaw, kasla nagdadakkel a billit,” kinuna ni Tino. Adu ti pagpasiaran diay kapitolio. Adu ti makita sadiay ken adu pay ti magatang. Adu pay dagiti tattao nga agpaspasiar sadiay. Naragsak dagitoy agsipud ta adu ti magatang. Kalpasan ti panagbuyada kadagiti ullaw, napanda diay paggatangan ti palsiit. Adda nakitada nga agsangsangit nga ubing iti igid ti poste. “Apay ading nga agsangsangitka?” sinaludsod ni Tino” “Saanko a mabirukan ni nanangko. Itay pay laeng a birbirukek isuna. Gapu ta agsangsangit ti ubing, saan a naawatan ni Tino ti ibagbagana. Saan a nakabiruk ti palsuotda Tino ken Lando. Kinuyogda ti ubing a napan diay pagipanan ti mapukpukaw nga ubbing. Saan a nagsardeng ti panagsangit ti ubing numan pay inay-ayo ken kinuyog ti dua daytoy. Nalagip ni Tino a napasamak met idi kenkuna daytoy. Kasta unay met ti sangitna idi. Napasardengda laeng daytoy idi adda 257

intedda a billit nga agduduma ti marisna. Isu nga nagbirukda met iti billit a ginatangda sada inted. Napasardengda nga agpayso ti ubing ngem agsasaibbek met a mangkitkita iti billit nga agduduma iti marisna. “Carla! Carla!,” napigsa a pukkaw ti maysa a babai. Kinita ti ubing ti paggapuan ti pukkaw ket dagus daytoy a timmaray a nangarakup iti babai. ”Nanang! Nanang!” isu laeng ti naibaga ti ubing sana inarakup ti inana. Naragsak a nagsublida Lando ken Tino iti lugar a pagkikitaanda iti inada. 2. Second Reading Read the story again. Ask questions to check pupils comprehension. D. Post Reading Answering comprehension questions and higher level questions. 1. Have the pupils answer the comprehension questions. a. Where did the family go? b. Why did they go to the capitol? c. What happened when Lando and Tino were about to buy a slingshot? d. How did they help the young girl? e. What do you think would have happened if the two boys did not help the lost girl? Infusion of Values If you were Lando and Tino, would you do the same? Why? Why not? E. Evaluation Idrowing dagiti naduma-duma a nakita ti pamilia ni Nana Mely idiay capitolio. Iti babana isurat no apay nga adda dagitoy. F. Assignment Make a list of celebrations where you can see a parade.

258

DAY 2 Objectives a. Recall important details in a story etc. b. Compose a story, advertisement etc. using appropriate words and coherent texts A. Preliminary Activity a. Review Here are some dialogs taken from our story yesterday. Tell me who said these. 1. “Umaykan Lando ta mapanta sadiay pagay-ayaman ti ullaw. Kitaem dagiti ullaw, kasla nagdadakkel a billit.” 2. “Saanko a mabirukan ni nanangko. Itay pay laeng a birbirukek isuna. Mapukpukawak.” 3. . “ Carla!, Carla!” 4. “Saankayo unay nga umadayo.” 5. “Apay ading nga agsangsangitka?” b. Motivation Read the story again. While reading, let the pupils check whether their answers are correct or not. B. Development of the Lesson 1. Engagement Activities Divide the class into three groups. (groupings depend on the number of pupils in a class). Let them do the following activities: Group 1 Isurat ti nadumaduma a pasamak ti Aldaw ti Ilocos Sur. Isurat ti sungbat iti pagsuratan nga adda ti baba.

259

________

________

Aldaw ti Ilocos Sur

________

________

Group 2 Mangisurat ti maysa a pakaammo maipapan ti “Aldaw ti Ilocos Sur” tapno maamuan dagiti amin nga umili iti maaramid a “Pagraragsakan. Isurat ti sungbat iti blanko tapno makumpleto ti Pakaammo.

pakaammo Aldaw ti Ilocos Sur Kaano:_______________ Sadino:____________ Ania ti Maaramid:

_________________________________________________________ _________________________________________________________ _________________________________________________________ _____________________________________________________

260

Group 3 Pretend that you are a reporter. Make a report regarding Aldaw ti Ilocos Sur. Be ready to report in front of your classmates.

C. Enrichment Activity Group Presentation: Have each group present its output . Process the pupils’ output. D. Assignment Look for pictures and articles/news about celebrations in your community. Cut them and paste in your notebook. Read your assignment to your classmates tomorrow. DAY 3 Objective A. Use preposition and prepositional phrase. A. Preliminary Activity 1. Review: Ask some volunteers to present their assignment to the class. 2. Motivation Let pupils read this article written on a chart.

261

Naragsak a Panagselebrar Daytoy nga aldaw ti panagselebrar dagiti tattao ti Aldaw ti Ilocos Sur. Adu ti naisagana a mabuya. Adu pay ti nadumaduma a produkto a magatang iti probinsia. Adu ti naisagana a pagraragsakan dagiti umili agraman dagiti bisita a naggapu iti nadumaduma a nasion. Adda mabuya a sala, pasalip iti kanta ken dadduma pay. Adda pay mabuya iti uneg ti auditorium. Adu ti tattao iti igid ti kalsada ti agbuybuya ti pasalip ti marching band. Pudno nga ti amin a pamilia ket nagtitimpuyog a napan nakiselebrar ti Aldaw ti Ilocos Sur. Adu kadakuada ti nangan diay Plaza Salcedo. Anian a ragsak ti Aldaw ti Ilocos Sur!

Ask few questions about the article. B. Development of the Lesson Have the pupils read the prepositional phrases taken from the article. ditoy kapitolio uneg ti auditorium igid ti kalsada ditoy Plasa Salcedo What do these phrases tell us? Explain what a prepositional phrase means. Ask: ”What are prepositional phrases?” 2. Present a picture. Say: Ania ti makitayo iti ladawan? Mangbukel ti maysa a pakaammo maipapan iti ladawan. Write the answers on the board. Let pupils identify the prepositional phrases used in the sentences. C. Evaluation Post pictures on the board. Ask the pupils to make sentences about the pictures using prepositional phrases.

262

1. _________________________________________________

2. ______________________________________________

3. _________________________________________________

263

4._________________________________________________

5. _________________________________________________ D. Assignment Where can you find the following? Write a sentence about each using a prepositional phrase. 1. your pet dog/cat 2. your clothes 3. school bag DAY 4 Objectives a. Read with automaticity 200 grade two level high frequency sight words b. Spell words with consonant clusters and blends A. Preliminary Activity 1. Drill Have pupils maysa agong berde kanta

read the following basic sight words. sakbay dakkel itdem nganga aklo immay pinggan magna lakay baket bagim dakami

2. Review Have pupils spell the following words with consonant cluster and blends. 264

drowing pluma brilyante

granatis presko aggrabyado

groseri planggana plantsa

3. Motivation What do you do on Sunday? B. Development of the lesson Present the selection and read it to the pupils. Naragsak a Domingo ni: Vilma F. Alcayaga Maysa a bigat ti Domingo, rimuar ti pamilia ni Mang Tony. Umuna ket napanda nakimisa. Kalpasanna napanda nagmerienda iti maysa a panganan. Adda plorera iti rabaw ti lamisaan ken napintas dagiti plato a nausar. Kapadpada ti maris ti blusa ni nanangda dagiti plato. Idi nalpasda a nagmerienda napanda iti parke. Adu ti tao iti parke. Nadumaduma a mulmula ti makita ditoy ken iti plasa. Naginanada iti apagbiit, presko ti angin iti sirok dagiti kaykayo. Naragsakan unay iti panagay-ayam dagiti agkabsat a da Frances ken Marielle. Naragsak unay nga aldaw ti Dominggo para iti pamilia ni Mang Tony. C. Discussion Ask some questions about the selection.  Napanan ti pamilia ni Mang Tony iti maysa a bigat iti Domingo?  Ania ti umuna nga inaramidda?  Sadino ti nagmeriendaanda?  Ania ti nakitada iti panganan?  Apay a nakainanada? Give the words from the selection with consonant clusters. plorera blusa Frances

plato plasa presko

These words are example of words with consonant clusters. These words have two consonant letters in a syllable or word that sound as one. 265

Have pupils give other consonant clusters.

example

of

words

with

D. Enrichment Activities Activity 1 Let’s Go Fishing (Use an improvised aquarium with cut outs of fish inside. Words with consonant clusters are written on the cut outs. Have pupils hook the fish and give the word formed by combining the different sounds.) /pl/ /a/ /t/ /o/

/pl/ /a/ /s/ /a/

/pr/ /e/ /s/ /k/ /o/ /kl/ /a/ /s//e/

/pr/ /i/ /t/ /o/

Activity 2 Climb Up the Ladder Write the word you form by combining the following sounds. Write it on the flashcard and form it like a ladder. 1. 2. 3. 4. 5.

/pr/ /e/ /s/ /k/ /o/ /pl/ /e/ /t/ /e/ /bl/ /u/ /s/ /a/ /kl/ /i/ /m/ /a/ /pl/ /a/ /t/ /o/ plato klima blusa plete

presko 266

E. Evaluation I am going to say all the sounds I hear in a word. Write the word that you hear when you put these sounds together. Model: If I say /pr/ /i/ /t/ /o/ the word is . . . (prito) 1. /pl/ /a/ /s/ /a/ 2. /pl/ /e/ /m/ /a/ 3. /kl/ /a/ /s/ /e/ 4. /bl/ /u/ /s/ /a/ 5. /pl/ /e/ /t/ /e/ F. Assignment Write words with the following consonant clusters. plblklprDAY 5 Evaluation Objective a. Use preposition and prepositional phrase. A. Read this rebus story. Substitute the pictures with prepositional phrases. Write the prepositional phrases you used below. Ni Tata Tomas Napan naggapas ni Tata Tomas diay Kalpasanna, inkargana dagiti irik ti

. . Sangapulo a

sako ti irik ti naani ni Tata Tomas. Inkargana dagitoy iti maysa a

ngem bigla a nagbuatit ti baka

isu a natinnag dagiti nakasako nga irik iti Kaasi met ni Tata Tomas. Nasayaat ta dagiti irik ket naikarga iti

267

c. Have the children answer the activity in Aramiden 79 on page 123. Key to Correction 1. 2. 3. 4. 5.

diay tambak nakalugan ti pasagad diay tengnga ti alug diay tambak diay pasagad d. Have the children answer the activity in Aramiden 80 on page 124. Key to Correction

1. 2. 3. 4. 5.

plasa blusa agplanplantsa plastik grasa

e. Mangisurat iti maysa a pakaammo maipapan ti umadanin maaramid nga Elementary Day iti pagadalanyo. Isurat ti sungbat iti blanko tapno makumpleto ti Pakaammo.

pakaammo Aldaw ti Ilocos Sur Kaano:_______________ Sadino:____________ Ania ti Maaramid:

___________________________________________________________ ________________________________________________________

268

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE THIRD QUARTER-Week 22

Theme Panagkaykaysa ti Pamilia iti Komunidad Objectives 1. Give opinions about the stories, commentaries, news articles, etc. 2. Give the meaning of words being read 3. Read with automaticity 200 grade two level high frequency sight words 4. Spell words with consonant clusters 5. Write a short narrative story that includes elements of setting, characters and events 6. Compose a story using appropriate words and coherent texts 7. Use prepositional phrases 8. Read aloud with some pacing, intonation, and expression of one’s own writing of narrative and expository texts 9. Sequence three events in the stories, narratives, etc. by telling which happened first, second and third or last; give a summary of a selection read Domains 1. Oral Language Giving opinions about the stories, commentaries, news articles, etc. 2. Word Recognition Giving the meaning of words being read. 3. Fluency Reading with automaticity 200 grade two level high frequency sight words. 4. Spelling Spelling words with consonant clusters. 5. Handwriting Writing a short narrative story that includes elements of setting, characters and events. 6. Composing 269

Composing a story using appropriate words and coherent texts. 7. Grammar Awareness Using prepositional phrases. 8. Vocabulary Reading aloud with some pacing, intonation, and expression of one’s own writing of narrative and expository texts. 9. Reading Comprehension Sequencing three events in the stories, narratives, etc. by telling which happened first, second and third or last. Giving a summary of a selection read Value Focus Unity and Cooperation Subject Matter A. Topic Prepositional Phrases B. Reference K to 12 Curriculum 2 (Mother Tongue Competencies) C. Materials Story: Ti Maysa nga Iit Naragsak a Pamilia Diay Taltalon Ni: Vilma F. Alcayaga Song: Ay-ayatenmi a Maestra (Tune: Leron-Leron Sinta) Diay Baybay (adapted), chart, pictures D. Procedure DAY 1 Objectives a. Give opinions about the stories, commentaries, news, articles etc. b. Give the meaning of word being used

270

A. Preliminary Activity 1. Have a warm-up activity by singing the song “Ay-ayatenmi a Maestra.” “Ay-ayatenmi a Maestra” ( Tune: Leron-Leron Sinta) Naimbag a bigat Ay-ayatenmi a maestra Panagyamanmi kenka Kanayon nga ibagbaga Pagsayaatanmi Ipalagipmo latta Tapno masursuromi Panagsurat ken panagbasa B. Pre-reading Activities 1. Motivation/Motive Question • Show a picture of a busy family doing household chores. Ask: “How do you think does each member of the family feel about the household chores?” •

Big Group Sharing The pupils are encouraged to share his/her family activities at home.

2. Unlocking of Difficulties Say: Before I read to you the story, let us go over the meaning of these words. Guess the word by using the shapes of the letters and the meaning given. 1. a (agtrabaho)

271

2. k

t (problema) 3.

(inummong) 3. Activating Prior Knowledge Ask: Do you help your parents at home? Have you experienced sweeping your yard? What do you use in doing this work? 4. Setting the Purpose for Reading Introduce the title of the story. Give the author and the illustrator of the story. C. During Reading 1. First Reading Read the story without interruption. Setting the standards for listening Reading aloud of the story “Ti Maysa nga Iit” by the teacher. Ti Maysa nga Iit Adda lima nga annakda Nana Pina ken Tata Tino. Agnaganda iti Magi, Maku, Masi, Mada ken Marie. Adda trabaho ti tumunggal maysa kadakuada iti inaldaw. Ni Nana Pina ken Tata Tino ti para luto ti pammigat manipud Lunes agingana’t Biernes agsipud ta adda klase dagiti lima nga annakda. Ni Maku ti para innaw ti plato ken dadduma pay a nanganan. Ni Magi met ti para luto ti aldaw. Pangrabii met ni Mada. Para dalus met ni Marie. Ti aldaw ti Sabado, ni Masi ti para laba ti uniporme a blusa ken dadduma pay a kawesda. Nagpintas a buyaen dagiti agkakabsat agsipud ta nasayaat ti panagtitinnulongda.

272

Iti maysa a Sabado, bimmangonda a nasapa gapu ta adda nangngegda ti kusinada. Simmaruno a naguni ti ruanganda. Nakitada ni Marie nga agsangsangit nga agtrabtrabaho iti kusina. “Apay anak, ania ti parikotmo,” kinuna ni Tata Tino. “Awan Tatang,” insungbat ni Marie. “Nabannogak laeng a nagdalus ti balay. Imbag pay dagiti kakabsatko ta agluto ken agdalus laeng ti ubrada,” naibaga ni Marie. “Saanmo nga ibagbaga dayta manang ta uray dakami ket mabanbannogkami met,” kinuna ni Magi. Inummong ni Tata Tino dagiti lima nga annakna. Nakaiggem daytoy ti maysa nga iit. Impakitana kadakuada. Nangikkat ti maysa ket kinunana, “No maysa laeng ti aramatek nga agsagad, makadalus kadi?” “Saan Tatang,” insungbat dagiti lima. “Kitaenyo daytoy, no aramatek daytoy maysa a reppet nga iit, makadalus kadi?” kinuna ni Tata Tino. “Wen Tatang,” insungbat dagiti lima. “Dakayo nga agkakabsat ket kasla maysa a reppet nga iit. No agsisinakayo, awan ti serbiyo. Ngem no agkaykaysakayo, nadarasyo a malpas ti amin a trabaho. Napateg ti panagiinnayat, panagsisinnakit ken panagkaykaysa ti maysa a pamilia tapno kanayon a naurnos ken naragsak ti timpuyog,” palawag ni tatangda. 2. Second Reading Read the story again. Ask questions to check pupils comprehension. D. Post Reading Activity 1. Answering comprehension questions a. Who are the couple? b. How many children does the couple have? c. What does each family member do at home? d. What happened one day? e. Why did Marie feel that way? f. How did father explain to her the importance of each family member’s role in doing the household chores? g. What did he use as an example? h. In your own opinion do you agree with the statement of father comparing the family members to that of a broomsticks? E. Evaluation What lesson have you learned from the story? Creative Response: (Refer to Aramaten Dagiti Agad-adal, Aramiden 81 on page 125.) 273

Have the pupils answer the If you were question in ten minutes. Take ten! If you were Tata Tino how would you solve the problem? If I were Tata Tino I would _____________________________________________________ _____________________________________________________. F. Assignment Bring a picture of your family. Paste it on a cardboard. You may add designs to it to make it more attractive. Be able to tell something about what each member of the family does at home. DAY 2 Objective a. Use prepositional phrase A. Preliminary Activities Review/ Drill Conduct a short review on prepositions by asking questions through a game. While singing the song “Diay Baybay” a bouquet will be passed to all pupils. Once the teacher raises the red flag, pupils will stop singing. The pupil holding the bouquet will be the one to answer the question. (Teacher writes pupils’ responses on the board) Diay Baybay (Tune: Diay Baybay) Maysaak a mangngalap Agnaedak….igid diay baybay Kanayonak a mapan Agkalap ti ikan Diay baybay a napnuan kinabaknang 274

Bangka innak pagluganan Rakit pay no maminsan Tapno madanunko’t papanan Agkalap ti adu nga ikan Questions:

Segun iti kanta, sadino ti pagnanaedak? Sadino ngata ti papanan diay mangngalap Sadino ti pakakitaan kadagiti nadumaduma nga ikan? Ania ti pagluganan dagiti mangngalap a mapan diay baybay?

Expected Response: Igid ti baybay Diay baybay Diay baybay Diay Bangka/raket Refer to the pupils’ responses. What do you call these words? What do they tell? B. Development of the Lesson 1. Grammar Focus: Use the pupils’ responses in sentences. • Agnaedak idiay igid ti baybay. • Adu ti makalap nga ikan sadiay baybay. • Sadiay baybay ket nabaknang ti nadumaduma nga ikan. • Ti paglugluganak a mapan idiay baybay ket ti bangka ken ti raket. What do the underlined phrases tell? What do we call them? Teacher explains to the class what prepositional phrases are. 2. Generalization What are prepositional phrases?

275

3. Guided Practice Pilien ti prepositional phrase a naaramat iti tunggal sarita. 1. 2. 3. 4. 5.

Nagsibog ni Masi kadagiti mulada idiay igid ti kalsada. Adu ti billit diay ngato ti kayo. Indulin ni Rey ti gawgaw diay uneg ti tukador. Inkabil ni Ana ti libro diay sirok iti tugaw Nakakitaak ti dakkel a bao diay dakkel nga abot.

C. Evaluation Isurat ti umno a prepositional phrase iti blanko tapno makumpleto ti istoria. Pilien ti sungbat iti uneg ti kahon. diay pasagad diay tambak diay alug diay tengnga ti alug nakalugan ti pasagad

Napan ni Tata Kulas __________________ a _____________________________. Nakita dagiti tattao ni Tata Kulas nga aggapgapas ______________________. Idi malpasna ti ar-aramidenna, napan ______________________ tapno aginana bassit. Kalpasanna, nagawiden. Nasabatna ni Tata Sepas a nakalugan _________________ a nakaikargaan ti irik a nagapasna. D. Assignment Agsurat ti lima nga outline maipapan ti ______________. Agaramat ti prepositional phrase iti tunggal outline.Ugedan dagitoy. DAY 3 Objectives a. Read with automaticity 200 grade two level high frequency sight words b. Spell words with consonant clusters c. Sequence three events in the stories, narratives etc. by telling which happened first, second and third or last; give a summary of a selection read

276

A. Preliminary Activity 1. Drill Have pupils read the following basic sight words. Bagik kukuak dakayo kukuam Damag unay sardeng itan Umay kubo uleg umyan Rabaw baro husto baet 2. Review Complete the sentences taken from the story that you have listened to. 1. Iti maysa a Sabado, ____________________ a nasapa gapu ta adda nangngegda ti kusinada. 2. Nangngegda nga adda______________ti kusina 3. Napateg ti panagiinnayat, panagsisinnakit ken _____________ ti maysa a pamilia. B. Development of the Lesson 1. Motivation Show picture of a family doing household chores. What do you noticed with the picture? What are they doing? 2. Unlocking of difficulties ganuat (context clues) trigo (picture clue) grasa (realia) sumakdo (action) krema(picture clue) 3. Motive question Apay a naragsak ti pamilia? 4. Presentation Present the selection.

277

Naragsak a Pamilia Sinurat ni: Vilma F. Alcayaga Maysa nga aldaw ti Sabado, nasapa a nagriing da Mang Brando ken Nana Brenda. Adda ngamin ganuatda a sangkapamilia iti daytoy nga aldaw. Riniingda da Drigo ken Krista nga annakda. “Sika ti agsibog ti mulatayo a tsiko ken trigo, Drigo. Alaem diay timba ta mapanka sumakdo idiay gripo,” kinuna ni Mang Brando. “Ni adingmo a Krista ti mangpunas kadagiti tugaw ditoy ruar a naikkan ti grasa,” kinunana na. “Simpaek met dagiti alad tapno saan a makastrek ti kalding nga agdadael iti mulatayo.” “Siak metten ti agurnos iti uneg ti balay, kalpasanna, agaramidnak iti meriendatayo a naimas. Mangaramidak ti salad. Nayunak ti krema tapno naim-imas,” kinuna ni Nana Brenda. “Yehey, nagimasen ti aramiden ni nanang a meriendami,” indir-i dagiti dua nga ubbing. Naragsak ti pamiliada Mang Brando ken Nana Brenda. 5. Discussion 1. Ania nga aldaw idi nasapa da Mang Brando ken Nana Brenda? 2. Sino ti nasapa a nagriing? Apay a nasapada a nagriing? 3. Ania ti ganuatda iti daytoy nga aldaw? 4. Ania ti inaramid ni Brando? ni Krista? 5. Ania met ti inaramid ni tatang ken nanang? 6. Ania ti mapasamak no agtitinnulong ti sangkapamiliaan? 7. Tumultulongkayo kadi iti trabaho ti balay? Apay? Ipabasa dagiti sumaganad a sarita: a. Nasapa a nagriing da Mang Brando ken Nana Brenda. b. Riniingda da Drigo ken Krista nga annakda. c. Sika ti agsibog ti mula tayo nga tsiko ken trigo. d. Mapanka sumakdo idiay gripo. e. Ni Krista ti mangpunas ti tugaw nga adda grasana. f. Nayunak ti krema ti salad tapno naim-imas. g. Naragsak ti pamilia nga agtitinnulong iti trabaho.

278

Ask: What have you noticed with the underlined words? What do they have in common? How do they begin? Say: These words begin with consonant clusters. Consonant clusters are two consonant letters in a syllable or word that sound as one. C. Evaluation Write words using the following consonant clusters. gr

tr

ts

tr

Day 4 Objective A. Write short narrative story that includes elements of setting, characters and events B. Compose a story using appropriate words and coherent texts A. Preliminary Activities 1. Review Ania ti immuna nga inaramidyo itay bigat? maikadua? maikatlo? 2. Nakapan kayo kadin idiay taltalon? Ania dagiti naduma-duma a makita ditoy? B. Development of the Lesson 1. Motivation (Show picture of a family living in the farm.) What do you observe with the picture?

279

2. Development of the Lesson 1. Think Pair Share (Have pupils find a pair and share their experiences in their trip to the farm by answering the following questions: a. Kaanoka a napan idiay taltalon? b. Sino ti kaduam a napan idiay? c. Ania dagiti banbanag a nakitam idiay? d. Ania ti inaramidmo idiay? e. Ania ti mariknam kabayatan ti kaaddam idiay? Process pupils responses in order for them to come up with a short narrative story. (Have pupils give a title for their story) 2. Discuss the elements of setting, characters and events. Example: Diay Taltalon Napankami idi Sabado idiay taltalon. kaduak da tatang, nanang, Manong Caloy ken Manang Elsa. Adu ti nalabsanmi a natnateng ken kaykayo. Adda pay kalding ken baka nga agar-arab ti ruot iti igid ti tambak. Napanmi binisita da lolong ken lelang. Tinulungak ida a nagpakan ti manok ken baboyda. Maragsakanak ken magustuak unay ti mapan idiay taltalon ta naulimek ken presko ti angin. C. Evaluation Have pupils read the story that they have written. Ask the following questions: 1. Where did the story happen? 2. Who are the characters in the story. 3. What are the important events in the story? D. Assignment Write a short story about your experience in going to a park. Remember to include the following elements setting, characters and events.

280

Day 5 Evaluation Objectives a. List down words with consonant clusters b. Sequence three events in the stories, narratives etc. by telling which happened first, second and third or last; give a summary of a selection read A. Have the pupils answer the activity in Aramaten Dagiti Agad-adal, Aramiden 82 on page 126. B. Write the letter of the appropriate word for each given sentence. 1. Nalamiis ti ________ idiay Baguio. a. klima b. klema c. krema 2. Nagluganda Trina ti _______ a napan diay Bicol. a. traktor b. transit c. tren 3. Adu ti mulada Drigo a ______. a. siko b. tsiko c. tribo 4. Agdengdenggeg ni nanang iti ______. a. drama b. dram c. draga 5. Adda dakkel a ______ idiay simbaan. a. kras b. krus c. kris Key to Correction B. 1. a. klima 2. b. tren 3. c. tsiko 4. d. drama 5. e. krus C. Arrange the following pictures and make a story. Be able to give a title to your story. (Refer to Aramaten Dagiti Agad-adal, Aramiden 83, p 127.)

281

282

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE THIRD QUARTER-Week 23

Theme Unity and cooperation of family and community Objectives 1. 2. 3. 4. 5.

Predict possible ending in a story Give the meaning of words being read Read stories, legends, news articles, etc. with ease and fluency Spell words with diphthongs, etc. Write a short narrative story that includes elements of setting, characters and events 6. Compose advertisements, etc. using appropriate words and coherent texts 7. Sequence three events in the stories, narratives, etc. by telling which happened first, second and third or last 8. Read and answer higher order factual comprehension questions. 9. Give possible endings Domains 1. Oral Language Predicting possible ending in a story 2. Word Recognition Giving the meaning of words being read. 3. Fluency Reading stories, legends, news articles, etc. with ease and fluency. 4. Spelling Spelling of words with diphthongs, etc. 5. Handwriting Writing a short narrative story that includes elements of setting, characters and events. 6. Composing Composing advertisements, etc. using appropriate words and coherent texts. 7. Reading Comprehension(Activating Schema & Prior Knowledge) 283

Sequencing three events in the stories by telling which happened first, second, third or last. 8. Reading Comprehension (Comprehension of Literary Texts) Reading and answering higher order factual comprehension questions. 9. Reading Comprehension(Comprehension of Informational Texts) Giving possible endings. Value Focus Unity and Cooperation Subject Matter A. Topic Predicting possible ending in a story B. Reference K to 12 Curriculum 2 (Mother Tongue Competencies) C. Materials Daniw: Ti Lakay Ni Perlita P. Quinto Istoria: Dagiti Mangngalap Kanta: Igid Diay Baybay (adapted) D. Procedure DAY 1 Objectives a. Give the meaning of words being used b. Spell words with diphthongs, etc. A. Preliminary Activities: 1. Sing the song “Igid Diay Baybay” 2. Motivation Ask: How do you feel now? Are you happy today? What makes you happy? What makes you sad?

284

Say: Look at the pictures. Ask: What can you say about the feelings of each boy and girl? 3. Unlocking of Difficulties pannubok mangsaranget parikut kapatadan mabang-aran B. Presentation Read the poem “Ti Lakay” Ti Lakay Ni Perlita P. Quinto Adda maysa a balay Diay igid ti bantay Adda agnaed a maysa a lakay Nga agnagan iti Kallay Aso ti lakay, nagmaris ti puraw Ti lakay kanayon nga agpukkaw Aglalo no ti asona ket pumanaw Ta awan metten ti mangted ti ray-aw Adda pay aywanna a lima a baboy A pakpakanenna ti bulong ti kahoy Pudno a mapnek ti taraon dagitoy Adu pay ti mulana a kamote a naraboy 5. Comprehension Check-up - Siasino ti agnaed diay igid ti bantay? - Ania ti naganna daytoy? - Ania dagiti aywanna nga ayup ? - Ania nga ayup ti mangted ray-aw kenkuana? - Mano a baboy ti aywanna? - No dakayo ti lakay, ania ti mariknayo? C. Guided Practice Basaen dagiti sumaganad lakay

puraw 285

baboy

balay bantay Kallay

agpukkaw pumanaw ray-aw

kahoy dagitoy naraboy

Saludsod:

Ania ti makunayo kadagiti balikas a nabasayo? Ania ti dua a maudi a letra iti tunggal balikas? Ania ti umno nga awag kadagitoy?

Ibaga:

Dagitoy ket maawagan iti diptonggo Ibaga kadagiti ubbing no ania ti diptonggo Basaen ken adalen ti nadumaduma a balikas a maaw-awagan ti diptonggo AW puraw pukkaw pumanaw ray-aw

IW iliw agbaliw agkissiw ballassiw

OY baboy Kaloy dagitoy naraboy buyboy

AY lakay Kallay bantay balay baybay

D. Evaluation Say: Spell the following words. Listen carefully as I say each word. Then I will use the word in a sentence. •

baboy

• • •

bantay puraw Iliw

Adda lima nga aywan a baboy ni Tata Kallay. Agnaed ni Tata Kallay diay igid ti bantay Puraw ti maris ti aywanna nga aso. Nakaro ti iliw a marikriknana ken ni Nanangna nga agub-obra idiay Italy.

E. Assignment List down 10 words with dipthongs.

286

DAY 2 Objectives a. Give the meaning of words being used b. Read and answer higher order factual comprehension questions. A. Preliminary Activity 1. Singing of the song “Igid Diay Baybay” B. Pre-Reading 1. Motivation Show pictures of different fishes. Ask: What are the fishes that you can see in the picture? (Let the pupils identify these fishes) Activating Prior Knowledge Where can we usually find these fishes? 2. Unlocking of difficulties: Before reading the story, let us first take a look at the meaning of these words using context clues. • • •

Nasipnget pay idi nagriing ni Tata Aldong agraman dagiti kakaduana a mangngalap. Delikado ti agaramat ti dinamita pare. Nagkaykaysada a nangiwayat ti iket idiay ayan ti pangen ti ikan. 3. Setting the Purpose for Reading Introduce the title of the story. Give the author and the illustrator of the story.

C. During Reading 1. Setting the standards for reading. 2. Reading of the story “Dagiti Mangngalap”.

287

Dagiti Mangngalap Nasipnget pay idi nagriing ni Tata Aldong agraman dagiti kakaduana a mangngalap. Insaganada amin a kasapulanda a mapan diay baybay. Idi makasangpetda iti taaw, inwayatda ti iket. Nagkaykaysada a nangiwayat ti iket diay ayan ti pangen ti ikan. Kabayatan nga agsigsigayda, nakangngegda ti napigsa a kanalbuong a naggapo iti amiananenda. Nakitada nga aramid daytoy ti sabali a grupo ti mangngalap. Idi akasenda ti iketda, nakitada nga ad-adu ti nakalapan dagiti mangngalap a nagaramat iti dinamita. Immapalda. “Apay no agaramattayo met ti dinamita,” kinuna ni Tata Aldong. “Delikado ti agaramat ti dinamita pare. Madadael ti baybay ken dagiti nadumaduma a kinabaknangna. Mairaman pay a matay dagiti babassit nga ikan,” kinuna ni Tata Selo. “No delikado ken maiparit ti agaramat ti dinamita, apay nga adda latta agaramat iti daytoy,” kinuna ni Tata Amboy. “Awan met ngata ti maiparit no padasentayo,” kinuna ni Tata Aldong. Awan ti naaramidan ni Tata Selo. Saanna a kayat nga aramaten ti dinamita ngem napilitan daytoy. Simmurot gapu ti isu ta kayat dagiti kakaduana. Iti panagsublida, nagaramatda iti dinamita. Naragsakanda iti kinaadu ti naalada nga ikan. Maysa a rabii, bayat iti panagsigayda, saanda a ninamnama a bimtak ti dinamita sakbay a naipuruakda daytoy iti baybay. Dakkel a problema iti impaay ti aksidente kadagiti pamiliada Tata Aldong, Selo ken Amboy. Tallo a bulan a saanda a nakakalap gapu kadagiti dunorda a naipaay ti panagaramatda iti dinamita. Imbag laengen ta awan ti natay kadakuada. “Pare Selo, mapantayo agkalap,”’ kinunada Tata Aldong ken Tata Amboy iti parbangon ti Sabado. Naragsakda a nagkalap agsipud ta ti inaramatda ket tay iket, saanen a dimanita. Nagtitinnulongda a nangiwayat iti daytoy. Nagragsakda a nangbuybuya kadagiti aglalagto a nadumaduma nga ikan a nasigayanda.

D. Post Reading: 1. Ask the following comprehension questions: 1. Siasino dagiti napan nagsigay? 2. Ania dagiti inaramatda iti panagkalapda? 3. Ania ti nangngegda nga uni idi agkalkalap ? 4. Apay nga immapal ni Tata Aldong a nagaramat ti dinamita iti panagkalap? 288

5. Apay a saan nga immanamong ni Tata Selo ti kayat ni Tata Aldong maipapan iti wagas ti panagkalap? 6. Ania ti epekto ti panagaramat ti dinamita iti biag dagiti mangngalap nga agar-aramat iti a kastoy a wagas iti panagkalap? 7. No sika ni Tata Selo, agaramatka kadi ti dinamita iti panagkalap? Apay? 2. Infusion of Values: Ask: What lesson can we get from the story? E. Evaluation Let the pupils read the story again by groups. Ask: Nasayaat kadi a pagwadan ti wagas ti panagkalap ni Tata Aldong? Apay? F. Assignment Make a summary of the story “Dagiti Mangngalap”. Have them write it in their notebook. DAY 3 Objective A. Predict possible ending in a story B. Sequence three events in the stories, narratives, etc. by telling which happened first, second and third or last A. Preliminary Activity 1. Drill Reading of words with dipthongs: sigay taaw baybay apay daytoy Amboy

natay

B. Development of the Lesson Ask the pupils to give at least five important events of the Story “Dagiti Mangngalap.” Ask: What do you think would have happened if Tata Selo and his friends did not use dynamites in fishing? (Write pupils’ responses on the board.

289

3. Skill Focus Say: What you have done is predicting outcomes. When you predict, you give the possible endings to certain situations. You based your predictions on some previous events that have taken place. 4. Generalization Ask: How do we predict outcomes? 5. Guided Practice Let the pupils act out what is likely to happen in the following situations (this can be done by small groups): • Karen ate too many chocolates. • It’s raining hard. Rico played all day in the rain. • The people in Brgy. Subadi throw their garbage everywhere. • The clouds are dark and heavy. • Rica went home very late in the evening. C. Evaluation Let the pupils match the situation with the picture that tells what is likely to happen in the story by writing the letter of the correct answer. (Refer to Aramiden Dagiti Agad-adal, Aramid 86, page 130.

A

B

C

D

E

1. Lito comes from a poor family but he is an intelligent and diligent boy. He studies his lessons well. What is likely to happen to him? 2. Carlito’s three-year old brother is playing with matches. What is likely to happen? 3. Ronald climbs in the tall acacia tree to get his kite which got tangled with the branches. As he climbs the tree, one of 290

the branches suddenly breaks. 4. People throw their garbage everywhere including nonbiodegradable wastes. What do you think will happen to their place during rainy season? 5. Vilma loves to eat candies and chocolates. DAY 4 Objectives a. Write a short narrative story that includes elements of setting, characters and events b. Compose advertisements using appropriate words and coherent texts A. Preliminary Activity 1. Gallery Walk Let the pupils display/post their assignments on the board. The class takes a look at the posters/drawings on the board. Then call on volunteers to show and tell about their drawings. Ask: If all our communities are like these drawings, what kind of community will we live in? B. Development Activity Divide the class into small groups. Each group makes a poster that shows how the school looks like if everybody cooperates in cleaning it. C. Presentation of Outputs. Creative Response Let the pupils summarize the story read by completing the story map below. She/he tells them to include the elements of the story- setting, characters and plot. (Refer to Aramaten Dagiti Agad-adal, Aramiden 85, page 129.)

291

Dagiti Mangngalap Plot

Characters Setting

C.

Evaluation Make an advertisement that encourages the use of prescribed nets in fishing.

Day 5 Evaluation Objectives a. Write words with diphthongs b. Sequence three events in the stories, narratives, etc. by telling which happened first, second and third or last 292

A. Have the pupils do the activity in Aramaten dagiti Agad_adal, Aramiden 84, page 128. c. Have the pupils do the activity in Aramaten dagiti Agad-adal, Aramiden 87, page 131.

293

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE THIRD QUARTER-Week 24 Theme Making oneself lovable by being courteous Objectives 1. Explain or give reasons to events. 2. Read at least 200-300 words appropriate to the grade level. 3. Read stories with ease and fluency 4. Spell content words in the list of vocabulary words 5. Write short narrative story that include element of setting, characters and events 6. Use courteous expressions in culturally appropriate situations 7. Make inferences 8. Sequence three events in the story by telling which happened first, second and third or last. 9. Show love for reading by listening attentively during story reading and making comments or reactions. Domains 1. Oral Language Explaining or giving reasons to events. 2. Word Recognition Reading at least 200-300 words appropriate to the grade level. 3. Fluency Reading stories, legends, news articles, etc. with ease and fluency. 4. Spelling Spelling content words in the list of vocabulary words. 5. Handwriting Writing short narrative story that include elements of setting, characters, and events. 6. Grammar Awareness Using courteous expressions in culturally appropriate situations e.g. telephone conversations. 294

7. Reading Comprehension(Comprehension of Informational Texts) Making Inferences 8. Reading Comprehension ( Activating Schema and Prior Knowledge) Sequencing three events in the story by telling which happened first, second and third or last. 9. Reading Comprehension(Attitude Towards Language, Literacy and Literature) Showing love for reading by listening attentively during story reading and making comments or reactions. Value Focus Being courteous Subject Matter A. Topic Using courteous expressions in culturally appropriate B. Reference K to 12 Curriculum 2 (Mother Tongue Competencies) C. Materials Story: Dagiti Aggagayyem Ni: Perlita P. Quinto Poem: Ti Ubing A Nadayaw Ni: Rowena T. Nefangui Picture of boys playing basketball, big book, chart D. Procedure DAY 1 Objectives a. Read at least 200-300 words appropriate to the grade level b. Explain or give reasons to events. c. Show love for reading by listening attentively during story reading and making comments or reaction A. Preliminary Activity 1. Let the pupils read the poem “Ti Ubing A Nadayaw”

295

Ti Ubing A Nadayaw Ni: Rowena T. Nefangui Ti ubing a nadayaw Saan pulos a mauyaw Pagpannakkel da tatang ken nanang Ta isu’t pagtuladan a naisangsangayan. No pumanaw balayda Uray ania ti or-orasna Mapan latta agpakada Ta kayatna a maamuanda’t papananna. No met mapan makiay-ayam Kadagiti ub-ubbing a papagayam Numan adda ti di pagkikinnaawatan Naisem latta nga dumawat ti pakawan. 2. Talk about the poem. Ask comprehension questions about the poem.  Who is the pride of mother and father? Why?  What did he do before leaving his parents? Why? B. Pre-Reading 1. a. Motivation Show the following pictures: * Boy (in basketball uniform) waking up his parents * Playing basketball with friends * Boy after playing basketball, perspiring , and talking to his father b. Activating Prior Knowledge/Motive Question Ask: Masapul kadi nga agpakada kayo kada nanang ken tatangyo no adda ti papananyo wenno obraenyo? 2. a. Unlocking of Difficulties ( through context clues and picture clues ) 1. agdardaras 2. makiringringgor 3. madangran 4. nasiglat 5. nagi-innalamano

296

3. Setting the purpose for reading. Say: In the story we will read today, we will find out who will win in the basketball game played by the four friends. C. During Reading 1. During Reading Read the short story first. Let the pupils read entire by group, then by pair, individually. Dagiti Aggagayyem Nasapa a nagriing ni Joseph iti maysa a Sabado. Nagdardaras a namigat. Napan diay kuartoda Nanang ken Tatangna sa nagmano kadakuada. “Naimbag a bigatyo nanang ken tatang,” kinunana. “Mabalin kadi nga agay-ayamak ti basketbol nanang ken tatang?” “Wen nakkong,” insungbat ti inana. “Agannadka ken saanka a makiringringgor,” palagip ti amana. Napan ngarud ni Joseph diay pagay-ayaman ti basketbol. Adda sadiayen dagiti gagayyemna a da Larry, Sedrik ken Benedik. “Agayayamtayo ngaruden, agpilitayo ti kaduatayon,” kinuna ni Joseph. “Sino ti kaduak?” kinuna ni Joseph. “Siakon,” kinuna ni Larry. “Sige ngarud, agkaduakami met ken ni Sedric,” kinuna ni Benedik. Naragsak ti panagay-ayamda. Adda oras nga adda madangran ngem ammoda a paset amin ti panagay-ayam. Kalpasan ti panagayayamda, nagpamerienda da Sedrik ken Benedik agsipud ta nangabakda. Apaman nga agmermeriendada, husto met nga lumabas ti ama ni Joseph ket nasaludsodna, “Komusta ti panagay-ayamyo ti basketbol?” “Pares-pares ti panagay-ayammi tatang. Nagkaduakami ken ni Larry. Nagkadua met da Sedrik ken Benedik. Nangabakda ta nasiglatda a dua,” kinuna ni Joseph. “Kalpasan ti panagay-ayammi, naggiinnalamanokami,” innayonna pay. “Nasayaat no kasta nakkong. Masapul a maipakita latta ti nasayaat a kababalin ti maysa nga umaayam. Saankayo a madanagan ta addanto met laeng panawen a dakayo ti mangabak,” kinuna ti amana. D. Post Reading Ask the following comprehension questions to the pupils. Comprehension Questions: 1. Siasinno dagiti aggagayyem? 2. Ania ti ubraenda nga aggagayyem iti aldaw ti Sabado? 3. Ania ti inaramid ni Joseph sakbay nga pimmanaw iti balayda? 297

4. Siasinno ti nagkadua iti ay-ayamda? 5. Siasinno ti nangabak? 6. No madangran ka no madama ti ay-ayam, makiapa ka kadi? Ania ti aramidem? 7. Ania ti inaramidda Joseph idi malpas ti ay-ayamda nga mangipakita nga maawatda pannakaabakda? 8. Ub-ubraenyo kad met nukua daytoy? 9. Ania a klase nga ubing ni Joseph? 10. Ania dagiti nadayaw nga balikas nga nausar iti istoria? Ar-aramidenyo met la dagitoy? 11. Ania ti mapasamak no madiyo ammo ti mangawat ti pannakaabakyo? E. Evaluation Divide the pupils into 3 groups. Then let each group select the best part of the story each group likes best and have them act it out in front. F. Assignment What character trait did Joseph manifest? Is it good to be courteous? Why? DAY 2 Objectives a. Sequence three events in the stories by telling which happened first, second and third or last. b. Read the story with ease and fluency A. Preliminary Activity 1. Review Review the story “Dagiti Aggagayyem” a. Review the story by reading the whole text to be done by the pupils. Ask: What do you think will happen if the friends did not show courtesy and sportsmanship? Ask: Do you have good friends? Do you enjoy being with them?

298

B. Development Lesson Let the pupils arrange the sentences as to what had happened first, second, third and last. 1. Napan ngarud ni Joseph diay pagay-ayaman ti basketball. Adda idiayen dagiti gagayyemna a da Larry, Sedrik ken Benedik. 2. Kalpasan ti panagay-ayamda, nagi-innaalamanoda sa da napan nagmeryenda. 3. Nasapa a nagriing ni Joseph ti agsapa iti Sabado. Nagdardaras a namigat, idi malpas nagmano ken tatang ken nanangna sa nagpakada nga mapan makiay-ayam iti basketbol. 5. Naragsak ti panagay-ayamda. Adda ti oras nga adda madangran ngem ammoda nga paset ti panagay-ayam. C. Evaluation Ask some volunteer pupils to narrate the story based on what had happened first, second, third and last. E. Assignment Write the summary of the story. DAY 3 Objectives a. Use courteous expressions in culturally appropriate situations. a. Write short narrative story that include element of setting, characters and events A. Preliminary Activity 1. Review/ Drill Review the story” Dagiti Aggagayyem “ a. Present the story again. Call some pupils to read aloud in the class. B. Development of the Lesson 1. Presentation 1. Read the dialog and supply the missing words 299

with courteous expressions. 1. Tomas: May I have a glass of milk and bread, please. Seller: Sure. Tomas: How much do I have to pay? Seller: Twenty pesos. 2. Tomas: Oh! I left my money at home. Seller: it is alright. Come back as soon as you have your money. 3-5. Danilo: Just get the milk and bread. I will pay for you first. Tomas: Thank you very much. Danilo: You are welcome. 2. Say: Read the underlined words. What do we call the underlined words. They are called courteous expressions. 2. What are the courteous expressions commonly used in the following situation? a. talking to your teachers/ elders b. telephone conversations 3. Can you give other courteous expressions? 4. What are the courteous expressions commonly used in the following situations? a. Talking to your teachers/elders b. Telephone conversations 2. Guided Practice Kitaen dagiti dua a ladawan. Pilien ti maysa a ladawan ken mangaramid ti dialogo maipapan iti daytoy. Aramaten dagiti nadadayaw a balikas.

300

C. Evaluation Show a picture of a telephone conversation between two girls named Alma and Helen. Read the situation and make a short story that includes characters, setting and event.

Alma is inviting Helen to a birthday party, but Helen is busy. She is helping her sister in cleaning the house. Ask: How did Helen tell Alma that she couldn’t attend the birthday party? D. Assignment Write one sentence in each situation using appropriate courteous expressions. 1. Your grandmother visits you one day to give you a basket of fruits. 2. One of your classmates does not have a pencil and you have 3 pieces of pencil in your bag. 3. It is time to sleep and before going to your room, you need to do something to show your respect to your parents. DAY 4 Objectives a. Spell content words in the list of vocabulary words b. Make inferences A. Preliminary Activity 1. Drill Give spelling activity on the board. 301

1. agdardaras 2. makiringringgor 3. madangran 4. nasiglat 5. nagi-innalamano 2. Review Ask: What courteous expressions we have learned yesterday? B. Development of the Lesson Show the picture to the pupils.

Ask: Kitaen ti ladawan, ania ti ar-aramiden dagiti ubbing? Apay ngata maay-ayatanda? Give situations for the pupils to make inferences. C. Evaluation Show pictures. Have the pupils talk about the pictures. Ask: What do you think happened to the child? Why is she crying? D. Assignment Mangisurat ti mabalin a mapasamak kadagiti sumaganad nga sitwasyon. 1. Nadanunan ni nanang a nakadaldalus ti arubayan ti balay. 2. Adda maysa nga ubing a mangbali-baliktad ti bag na ken 302

kasla madandanagan. 3. Makisalip ni Mimi iti kontes ti kinnantaan. Kanayon isuna nga agen-ensayo. DAY 5 Evaluation Objectives a. Use courteous expressions in culturally appropriate situations. b. Sequence three events in the stories by telling which happened first, second and third or last. A. Let the pupils do the Activity in Aramiden 88 on page 132. B. Write one sentence in each situation using appropriate courteous expressions. 1. You were about to reach your house from the school when you saw your friends playing patintero. You wanted to join them but your mother was sick. Nobody will help her in cooking the dinner. What would you tell to your friends? 2. A stranger is looking for your father. How are you going to tell him that your father is still at the office. 3. You are inside a bus andyou see an old woman standing because there’s no vacant seat anymore. What will you tell her?

303

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE THIRD QUARTER-Week 25 Theme My School Community Objectives 1. Listen and retell a story heard in their own words citing characters, setting and important events in a culturally appropriate manner 2. Read at least 200-300 words appropriate to the grade level 3. Give the meaning of words being read 4. Read aloud grade two level texts with an accuracy of 95100% 5. Spell content words in the list of vocabulary words 6. Write short narrative story that include elements of setting, characters and events 7. Use courteous expressions in culturally appropriate situations e.g. telephone conversations 8. Sequence three events in the stories by telling which happened first, second and third or last 8. Perceive cause and effect Domains 1. Oral Language Listening and retelling a story heard in their own word citing characters, setting and important events in a culturally appropriate manner. 2. Word Recognition Reading at least 200-300 words appropriate to the grade level. Giving the meaning of words being read. 3. Fluency Reading aloud grade two level texts with an accuracy of 95-100%.

304

4. Spelling Correctly spell content words in the list of vocabulary words. 5. Handwriting Writing short narrative story that include elements of setting, characters and events. 6. Grammar Awareness Using courteous expressions in culturally appropriate situations e.g. telephone conversations. 7. Reading Comprehension – Activating Schema & Prior Sequencing Knowledge three events in the stories by telling which happened first, second and third or last. 8. Reading Comprehension- Comprehension of Informational Texts Perceiving cause and effect. Value Focus Giving one’s support and cooperation to the school Subject Matter A. Topic Using courteous expressions in culturally appropriate situations e.g. telephone conversations. B. Reference K to 12 Curriculum 2 (Mother Tongue Competencies) C. Materials Story: Ti Pagadalanmi! Ni: Vilma F. Alcayaga Poem: Umaykayon Agbasa! Ni: Rowena T. Nefangui D. Procedure DAY 1 Objectives a. Listen and retell a story heard in their own word citing characters, setting and important events in a culturally appropriate manner 305

b. Read aloud grade two level texts with an accuracy of 95-100% c. Give the meaning of words being read A.Preliminary Activity 1. Pre-viewing of the bigbook Show a picture of children reading books in the school library. Then let the pupils talk about the picture. Ask:Do you also like to read books? What kind of books do you read? B. Pre-Reading 1. a. Motivation Ask: Siasino kadakayo ti adda mula na a nateng idiay balayda? Ania ti maited ti nateng kadatayo? b. Activating Prior Knowledge Ask: Ania dagiti nateng a makita a nakamula ditoy pagadalantayo? 2. Unlocking of difficulties Write the vocabulary words in the flashcards.Let the pupils read each word.Guide them in giving the meaning of each word through picture clues. nagpakada nadumaduma nakasab-it nangngeg gabion karaykay 3. Setting the Purpose for Reading Say: Sakbay nga intay basaen ti istorya, ania dagiti intay rumbeng nga aramiden no intay dumngeg iti istorya?

306

C. During Reading 1. Follow the Reading Plan. Ti Pagadalanmi Ni: Vilma F. Alcayaga Nasapa a nagriingda Mario ken Alma. Magagaranda a mapan agbasa. Idi nakasukatda, nagpakadada kada tatang ken nanangda. Nagragsak nga agpatpatang kabayatan ti pannagnada nga agturong iti pagadalanda. Malagipda ngamin ti imbaga ti maestrada nga adda pasalip ti pagnatengan iti amin a pagadalan iti distritoda. Nagtutulugan ngarud dagiti mangisursuro, nagannak ken ubbing a papintasenda ti pagnatenganda iti pagadalan. Idi nalpas ti klaseda iti malem, imbaga ni Mrs. Tolentino a mapanda amin iti pagnatengan iti likod ti pagadalan. Dagiti babbai ket nangala ti karaykay a pagdalus iti pagmulaan. Nangitugot met dagiti lallaki ti gabion a pagkalida. Kabayatan ti panagmulmulada, immasideg ni Mr. Alcayaga a prinsipalda ket imbagana a masapul ti kinagaget, kinasalukag ken panagtitinnulong tapno agbalin a naprogreso ti pagadalanda. Gapu iti nasao ti prinsipalda, lalo nga ingaed dagiti ubbing ti trabahoda tapno mapapintas ti pagnatenganda.

D.

Post Reading 1. Check pupils’ comprehension of the story by letting them answer the following questions: 1. Who are the characters of the story? Tell something about them. 2. Describe the setting of the story. 3. What are the important events in the story 4. What do you think will happen to Santa Rita Elementary School if the teachers, parents and pupils help one another in maintaining the school garden? 2. Enrichment Activity Infusion of Values What value did Mr. Alcayaga mention in his message during the program? Write the value in bold letters on the chalkboard.

307

E. Evaluation Write the following words, phrases and sentences on your notebook. Tell whether these are the setting, characters or events in the story. 1. 2. 3. 4. 5.

Nasapa a nagriingda Mario ken Alma. Ni Mrs. Tolentino ti maestrami Nagturong dagiti ubbing iti pagnatengan. Nangitugotda ti karaykay ken gabion. Nagsarita ti prinsipal ti pagadalan. Key to Correction 1. 2. 3. 4. 5.

Characters Character Setting Events character

F. Assignment Give three example of setting, characters or events in a story. DAY 2 Objectives a. Sequence three events in the stories by telling which happened first, second and third or last b. Retell a story heard in their own word citing characters, setting and important events in a culturally appropriate manner A. Preliminary Activity 1. Drill Read the vocabulary words with correct pronunciation. nagpakada asikaso nadumaduma nakasab-it nangngeg gabion karaykay bimmaba 308

2. Motivation Check on their assignment by asking the pupils: Do you have a dream school? Encourage the pupils to say one sentence about about their dream school then let them post their drawings on a designated part of the classroom. B. Development of the Lesson 1. Look at the jumbled pictures below.Arrange them in correct sequence.

309

Tell a story about the pictures.What title can you give to your story? 2. Ask: Can Santa Rita Elementary School, the school in our story yesterday be your dream school too? Why or why not? 2. Guide the pupils in retelling the story we talked about yesterday by letting them state the story events. Write on the chalkboard their responses. Say: Look at the sentences. Are they in proper order as they happened in the story? 3. Infusion of Values What lesson did you learn from the picture story? C. Evaluation Write the correct sequence on brushing the teeth. DAY 3 Objectives a. Perceive cause and effect b. Spell content words in the list of vocabulary words

310

A. Preliminary Activity 1. Drill Have a spelling drill using the vocabulary words: nagpakada asikaso nadumaduma nakasab-it nangngeg gabion karaykay bimmaba 2. Checking of assignment Let the pupils read the correct sequence of brushing their teeth. 3. Motivation Let the pupils sing the happy song ”Naragsakkami Ita” Ask: Are you happy to be in school today? Encourage them to give their reasons and write their responses on the chalkboard. 4. Unlocking of Difficulties through picture and picture clues. amirisen maiyaw-awan makaadal patigmaan B. Development of the lesson 1. Read the poem aloud for the first time. Umaykayon Agbasa! Ni: Rowena T. Nefangui Umaykayon ditoy eskwela Ta agur-uray ni mestro ken mestra Dagiti liblibro, tugtugaw, lamlamisaan nakasagana Para kadakayo nga ub-ubbing awan labasna. Ti makaadal anian a pintasna Agsurat, agbilang, agdrowing ken agbasa Masursuro pay ti dadduma Kas ti agkararag, agsala ken agkanta.

311

Ti adal saan a mapukaw uray kaanuman Uray sadinno a disso ti pakadanunan Madi tayo pulos maiyaw awan Ta adda kadatayo ti adal a kangrunaan. Isu nga ti bilin dagiti nagannak ti denggen Panagayat ken patigmaanda intay amirisen Nasayaat nga aramid ti masapul nga ubraen Tapno nagasat nga agsapa intay ragpaten. 2. Do the second reading of the poem. 1. Let the pupils read the poem. Then let the pupils read the first stanza. Ask: What are the things that we use in school? Have them read the second stanza. Ask: What do children learn in school? Then the last stanza, then ask: how do parents show their love for their children? C. Post Reading Have the pupils read the poem. Let them answer the following question. 1. Apay a masapul a mapantayo agadal? 2. Apay a tungpalen ti bilin ti nagannak? 3. Apay a masapul nga ubraen dagiti nasayaat nga aramid? Encourage the pupils to give their answers in complete sentences.Write the pupils responses on the chalkboard using the format below. Example: Sumrekkami iti pagadalan Tungpalen ti bilin dagiti nagannak Ubraek dagiti nasayaat nga aramid

tapno masursuro mi iti agbasa ken agsurat tapno maipakitak ti panagayatko kadakuada tapno nasayaat iti pagbanagak

Explain that their responses show cause and effect relationship. 4. Go back to the pupils responses to the question asked earlier in the motivation. 312

Example: I am happy to be in school today because I will learn a new poem. Show the cause and effect in this sentence, do the same with the other pupils’ responses. C. Evaluation Let the pupils perceive the cause and effect relationship in the following pictures.

Infusion of values Why should you go to school everyday? 313

D. Assignment Write your answer to this question. Apay a naragsak ni maestro a mangpasangbay kadagiti agadal? Let them underline the cause and encircle the effect. DAY 4 Objectives a. Use courteous expressions in culturally appropriate situations b. Write short narrative story that include element of setting, characters and events A. Preliminary Activity 1. Drill Say: “What other words do you like to include in our list, let us add ten more words. Let me check if you can write the words correctly. Cover the lists and dictate the words as spelling activity.” 2. Review Let the pupils present their answer to the given activity in the assignment. Invite the pupils to a gallery walk and look at the pictures of the dream schools of their classmates.Let them choose a picture and tell why they like it.Guide the pupils in perceiving the cause and effect in their responses. 3. Motivation Ask: Who is your favorite tv host or radio announcer? Does he or she say words clearly? Who do you think is the best drama actor/actress in television? Why is he/she a good actor? actress? B. Development of the Lesson Pretend to be the best tv host or radio announcer by reading the following words clearly and the correct pronunciation.

314

1. nagpakada 2. nagduduma 3. karaykay 4. bimmaba 5. nangngeg 6. pagadalan 7. agur-uray 8. kabigatan 9. makaadal 10. panagayat Tell the pupils to recall the story “Ti Pagadalanmi” and the poem “Umaykayon Agbasa! Explain to the pupils that reading and spelling difficult words correctly help them better understand the story or poem read or listen to. Ask: Are there courteous expressions that we can use if we make a dialogue out of the poem? Say: Let us have a dramatized recitation of the poem “Umaykayon Agbasa!” Let the pupils find their partners and recite the poem with proper facial expressions and gestures. Instruct the pupils to choose from the following modes of presentation. 1. unison 2. each pupil will recite each line one after the other 3. reading the poem by stanza Did you enjoy dramatizing the poem? Did you enjoy listening to and watching your classmates as they dramatize the poem. C. Enrichment/Reinforcement Activity Give all pupils strips of paper Ask: What lesson did you learn in the dramatization of the poem? Did you enjoy doing this activity with your partner? Why or Why not?

315

D. Evaluation Write at least three courteous expressions that we can use in our everyday conversation. E. Assignment What are the courteous expressions will you use in the following situations. Select one from the three situations below. Then write a short narrative story about the situation. 1. you meet your teacher in the morning 2. your father give you a new toy 3. you accidentally step on the foot of your brother Day 5 Evaluation Objectives a. Use courteous expressions in culturally appropriate Situations b. Sequence three events in the stories by telling which happened first, second and third or last A. The following sentences are jumbled. Let the pupils sequence the sentences by writing the number 1-5. (Refer to Aramaten ti Agad-adal, Aramiden 88 on page 132.) A. Aramiden 88, page 132 ______Nagpakada dagiti ubbing nga agawiddan. ______Nagyaman ti aestro l kadagiti bisita. ______Binilin ti aestro dagiti ubbing nga agannadda iti dalanda. Kalpasan ti makalawas, simmangpet dagiti donasion a para ti pagadalan. ______Nagsagana dagiti nagannak, ubbing ken opisiales ti barangay iti isasangpet dagiti sangaili

316

Key to Correction 3 Nagpakada dagiti ubbing nga agawiddan. 2 Nagyaman ti prinsipal kadagiti bisita. 4 Binilin ti maestra dagiti ubbing nga agannadda iti dalanda. 5 Kalpasan ti makalawas, simmangpet dagiti donasion a para ti pagadalan. 6 Nagsagana dagiti nagannak, ubbing ken opisiales ti barangay iti isasangpet dagiti sangaili B. Have the pupils do Aramiden 87 on Aramaten ti Agad-adal on page 131. 1. c 2. d 3. b 4. a C. Have the pupils do Aramiden 89 on Aramaten ti Agad-adal on page 133-134. D. Have the pupils do Aramiden 90 on Aramaten ti Agad-adal on page 135-136.

317

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE THIRD QUARTER-Week 26 Theme The Community I Live Objectives: 1. Talk about famous people, places, events, etc. using descriptive words in a culturally appropriate manner 2. Read aloud grade two level texts with an accuracy of 95-100% 3. Spell content words in the list of vocabulary words 4. Use courteous expressions in culturally appropriate situations e.g. telephone conversations 5. Give the correct sequence of the events 6. Show love for reading by listening attentively during story reading and making comments or reactions Domains 1. Oral Language Talking about famous people, places, events, etc. using descriptive words in a culturally appropriate manner. 2. Fluency Reading aloud grade two level texts with an accuracy of 95100%. 3. Spelling Spelling content words in the list of vocabulary words. 4. Grammar Awareness Using courteous expressions in culturally appropriate situations e.g. telephone conversations 5. Reading Comprehension Comprehension of Informational Texts Giving the correct sequence of the events

318

6.

Reading Comprehension Attitude Towards Language, Literary and Literature Showing love for reading by listening attentively during story reading and making comments or reactions.

Value Focus Patriotism, Love of Country Subject Matter A. Topic Descriptive Words B. Reference K to 12 Curriculum 2 (Mother Tongue Competencies) C. Materials Story: Ti Ubing a Nagpaparut Ngipen Song: Mangrugin ti Klase Ayug:Atin Cu Pung Singsing pictures of famous people, places and events; flashcards, pocket chart D. Procedure DAY 1 Objective a. Talk about famous people, places, events, etc. using descriptive words in a culturally appropriate manner A. Preliminary Activity Ask: Who is your favorite television or movie personality? Why do you like him/her? Is your favorite television star popular? What makes him/her popular? B. Development Activity 1. Post the pictures of the following people on the pocket chart: President Aquino, Manny Pacquiao, Jose Rizal, Charisse, and Ai-Ai delas Alas.

319

Guide the class in talking about the people in the pictures by describing each of them. Write the descriptive words used by the pupils. The first two groups are given pictures of famous places like beach, malls, church, etc. The next two groups are given pictures of famous events like: a birthday party, Christmas Day, All Saints’ Day, wedding, etc. Tell the class that the pictures show famous places and events. Have all members of the group look at the pictures with the leader of the group facilitates the activity. They will talk about the place and events in the pictures by using words that describe each place/event. Using the notecards, the pupils write the descriptive words for the picture. Have the pupils read all the descriptive words. Ask: Did you enjoy the activity? Which of the pictures do you like most? Why? What did you learn about the people, places and events? Guide the pupils in coming up with values from this activity. e.g. positive traits that made the people famous desired traits and behavior that they should display while they are in some places and events. C. Evaluation Write 2 descriptive words for each of the following: a. mother b. New Year c. Vigan City d. teacher e. sister f. Christmas Day D. Assignment Name a person, place or event and talk about him/her/it using descriptive words.

320

DAY 2 Objectives a. Read aloud grade two level texts with an accuracy of 95-100% b. Shows love for reading by listening attentively during story reading and making comments or reactions A. Preliminary Activity Sing the Song “Sampung mga Daliri” (in Mother Tongue) Sangapulo a ramay Saka ken ima Dua a lapayag Dua a mata Agong a napintas Babassit a ngipen Usaren a pagngalngal Maysa a dila A mangibagbaga Saan ka nga agul-ulbod. Ask: What does the song say about your teeth? Do you have a good set of teeth? What can you say about your teeth? B. Pre-reading Activity 1. a. Motivation Ask: How many times do we brush our teeth in a day? b. Activating Prior Knowledge/Motive Question Show a picture of a family coming home from a Vacation. Let pupils share their experience when a family member or relative comes back home from a far workplace. 2. Unlocking of difficulty makasangsangit – (through picture clues) Let the pupils do the action: pasiente – (show a picture of a patient 321

consulting a doctor) plaslayt– show picture of a flashlight 3. Setting the purpose for reading. Say: We are going to read a story today with proper expression and intonation. C. During reading (Shared reading) Read aloud the entire story ( Ti Ubing a Nagpaparut ti Ngipen) as the pupils read silently in their seats. Then call on some pupils to take turns in reading the story aloud. Ti Ubing a Nagpaparut ti Ngipen Nangan ni Aldrin ti adu a tsokolate. Kalpasanna, mariknana nga agsakit ti ngipenna. Kasta unay ti sangit ni Aldrin agsipud ta nasakit ti ngipenna. Nasangpetan ni manangna a Clarita nga agsangsangit. Nangngeg ni nanangna nga angsangsangit ni Aldrin. Dinamag ti nanangna no apay nga agsangsangit ti anakna. Imbaga daytoy nga agsakit ti ngipenna. Inawis ni nanangna a mapanda iti dentista ngem saanna a kinayat. Sinublian ngarud ni nanangna dagiti lablabaanna. Kalpasan ti sumagmamano nga aldaw, mayat met laeng ni Aldrin a mapanda iti dentista. Napanda Aldrin ken nanangna iti klinika ni Dra. Valdez. Insagana ti dentista dagiti kasapulanna. Innala ni Dra. Valdez ti bassit a plaslayt ket kinitana dagiti ngipen ni Aldrin. Pinarut ni Dra. Valdez ti ngipen ni Aldrin a kanayon nga agsakit. Nagyamanda Aldrin ken ni nanangna iti dentista. D. Post Reading 1. Ask comprehension about the story: 1. Siasino ti nagsangsangit? 2. Apay nga nagsangsangit ni Aldrin? 3. Ania ti makagapu iti panagsakit ti ngipenna? 4. Siasino ti nakangngeg iti panagsangit ni Aldrin? 5. Kinayat kadi ni Aldrin ti napan iti dentista? Apay? 6. Napadasanyo kadin ti napan iti dentista? 7. No sika ni Aldrin, ania ti aramidem? 2. Engagement/Reinforcement Activity Give each pupil the chance to read.

322

E. Evaluation Apay nga nasken a mapan iti dentista aglalo kadakayo nga ubbing? DAY 3 Objective a. Give the correct sequence of the events b. Spell content words in the list of vocabulary words A. Preliminary Activity 1. Drill Let the pupils spell the following words: 1. timmaliaw 2. agsangsangit 3. plaslayt 4. pasiente 5. kasapulan Let the pupils use these words in sentences orally. 2. Review the story. Assign four pupils to read the story through diadization. (Narrator, Nanay, Aldrin and Dra. Valdez) B. Development Activity 1. Say: Read the sentences in the flashcards. These are some of the events in the story. Arrange them in their correct sequence by placing them in the pocket chart as illustrated below: 1.

Kayat ni Aldrin ti mapan iti dentista

Simmangpet ni manangna a Clarita.

2.

323

Nangngeg ni nanangna nga agsangsangit ni Aldrin.

3.

Nagsangit ni Aldrin gapu ti sakit ti ngipenna. 4.

Nangan ni Aldrin ti adu a tsokolate. 5. Dinamag ni nanang no apay nga agsangsangit ni Aldrin.

6.

Sinublian ni nanangna dagiti lablabaanna.

7.

Inawis ni nanangna a mapanda iti dentista ngem saanna a kayat.

8.

324

C. Evaluation Arrange the sentences as they happened in the story. Number them 1-5. _____ Pinarut ni Dra. Valdez ti ngipen ni Aldrin. _____ Nagyamanda Aldrin ken nanangna iti dentista. _____ Innala ni Dra. Valdez ti bassit a plaslayt ket kinitana ti ngipen ni Aldrin nga agsaksakit. _____ Napanda Aldrin ken nanangna iti klinika ni Dra. Valdez. _____ Insagana ti dentista dagiti kasapulanna. D. Assignment Have the pupils rewrite the sentences ( 1 to 5) in paragraph form. Key to Correction 4 5 2 1 3

Pinarut ni Dra. Valdez ti ngipen ni Aldrin. Nagyamanda Aldrin ken nanangna iti dentista. Innala ni Dra. Valdez ti bassit a plaslayt ket kinitana ti ngipen ni Aldrin nga agsaksakit. Napanda Aldrin ken nanangna iti klinika ni Dra. Valdez. Insagana ti dentista dagiti kasapulanna.

DAY 4 Objective a. Use courteous expressions in culturally appropriate situations, eg. telephone conversations A. Preliminary Activity 1. Review the vocabulary words (Day 1 and 3) 2. Sing a song of greeting. Mangrugin ti Klase (Ayug: Atin Cu Pung Singsing) Naimbag a bigatyo amin Maragsakanmi Ta kaduami ni maestro Ipalakpak ti ima Ipaddek ti saka Kalpasanna agtugaw Ta mangrugin ti klase. 325

Ask: What courteous expression was used in the song? Show pictures to the class then ask: What courteous expression shall you use in the situation depicted in the pictures? B. Pre-Reading 1. a. Motivation Ask: Who among you have telephones at home? b. Activating Prior Knowledge Ask: Have you tried answering a telephone call/calling somebody over the telephone? How did you feel when it was your first time to talk over the telephone or cellphone? 2. Unlocking of difficulty insigida – through modeling agdardaras – through synonym ibaga – through synonym panagbaba – modeling D. During Reading Read the dialogue while the pupils listen. Nora: Hello! Naimbag a bigatyo Apo. Mabalin a makasarita ni Mr. Soriano, ni Nora daytoy. Mr. Soriano: Hello. Naimbag a bigatmo met Nora. Ni Mr. Soriano daytoy. Ania kadi ti maitulong ko kenka? Nora: Sir, kumbidaren kayo koma kenni Mam nga umay ditoy balay inton bigat ta aldaw panagkasangayko iti oras ti alas tres iti malem. Sapay koma ta makaumaykayo Sir. Mr. Soriano: Ala wen Nora. Namnamaem. Agyamanak ti pinangkumbidarmo kadakami. Nora: Awan aniamanna Sir. Goodbye! Mr. Soriano: Goodbye! D. Post Reading 1. Let the pupils answer the following questions to check comprehension. - Why did Nora make a call to Mr. Soriano? 326

-

Was she able to talk to him? What are the courteous expressions used in their telephone conversations? If you were Nora, will you do the same? What good traits did you learn from Nora? What about Mr. Soriano?

2. Engagement Activity Discuss with the class the importance of using courteous expression and when to use them. 3. Guided Practice - Assign 2 pupils to read the dialog in front. - Divide the pupils into 2 groups and each group will read aloud their parts in the dialogue. 4. Independent Practice Ask: What can you say about how Nora and Mr. Soriano talk over the phone. What are the courteous expressions used in the dialog? E. Evaluation Draw a happy face before a courteous expression and a sad face if not. ______1. Saanka nga agdardaras ket adda ar-aramidek! ______2. Komustakayo amin apo? ______3. Ania ti maitulongko kadakayo apo? ______4. Mapannakon gayyem. Agkita ta man no bigaten. ______5. Ma’am, mabalin ti rumuar a mapan diay kantina? F. Assignment List down some courteous expressions used in a telephone conversation. Day 5 Evaluation Objectives: a. Talk about famous people, places, events, etc. using descriptive words in a culturally appropriate manner b. Use courteous expressions in culturally

327

appropriate situations, eg. telephone conversations A.

Use descriptive words to describe the following pictures.

1. pandesal vendor going around the barangay on his bicycle 2. the school doctor and nurse conducting medical check up in the clinic B. Make a dialogue using courteous expressions in a telephone conversation.

328

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE THIRD QUARTER-Week 27 Theme Making Oneself Lovable by being helpful Objectives 1. Participate in and initiate more extensive social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and soliciting information 2. Read with understanding paragraphs and stories 3. Spell/read words with diphthongs 4. Follow a model to write a friendly letter 5. Use courteous expressions in culturally appropriate situations 6. Recognize some common root words when they are attached to known vocabulary 7. Read and answer higher order factual and implied comprehension questions 7. Manifest comprehension of informational text through dramatization 9. Sequence three events in the story by telling which happened first, second and third or last. Domains 1. Oral Language Participating in and initiating more extensive social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and soliciting information. 2. Word Recognition Reading with understanding paragraphs and stories. 3. Spelling Spelling/reading correctly words with diphthongs. 4. Composing Following a model to write a friendly letter 5. Grammar Awareness Using courteous expressions in culturally appropriate situations. 6. Vocabulary and Concept Development 329

Recognizing some common root words when they are attached to known vocabulary. 7. Reading Comprehension Comprehension of Literary Texts Reading and answering higher order factual and implied comprehension questions Comprehension of Informational Texts Manifesting comprehension of informational text through dramatization Activating Schema & Prior Knowledge Sequencing three events in the story by telling which happened first, second and third or last Value Focus Ready to lend a hand, Caring for others Subject Matter A. Topic Writing a Friendly Letter B. Reference K to 12 Curriculum 2 (Mother Tongue Competencies) C. Materials Story: Ti Bassit a Sirena miniature mermaid (wooden or paper mache), pictures, charts, graphic organizers, task cards D. Procedure DAY 1 Objectives a. Participate in and initiate more extensive social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and soliciting information. b. Spell/read words with dipthongs c. Dramatize with correct expression.

330

A. Preliminary Activity 1. Drill The pupils read and spell some words with diphthongs: lakay puraw baboy balay agpukkaw kahoy bantay pumanaw dagitoy Kallay ray-aw naraboy 2. Motivation Show a busy picture of a community. It features people in different spots like in the church, park, community hospital, market, school, city hall, etc. Ask the pupils about what they see in the picture. Possible answers: 1. The lady in the market is selling vegetables. 2. I can see a policeman in front of the city hall. 3. The children are playing in the park. 4. A family is entering the church. 5. The school children are in uniform. B. Development of the Lesson 1. Small Group Work (SGW) Divide the class into five (5) groups. Each group will choose a particular scene from the picture to describe. This will be done in a form of a dialogue or a role play. The task card bears these instructions: 1. Form a group of five members. 2. Choose a spot in the busy picture that you would like to act out. 3. Write a short script or dialogue. 4. Practice it for ten minutes. 5. Act it out. (guided by rubrics) 2. Whole Class Discussion (WCD) Guide the pupils in giving their insights about the role play. Ask relevant questions to encourage pupils to share helpful insights.

331

C. Evaluation Provide some unfinished comic strips. The pupils will be asked to complete each by giving simple illustration/ cartoon and dialogue. There is an approaching jeepney. An old woman is about to cross the road. A boy is looking at the old woman with this thought in mind: Thought Bubble: “Kaya ngata ti baket ti bumallasiw nga agsolsolo?”

The boy approached the woman and held her by the hand. Speech bubble: “ Nana, kuyugenkayon a bumallasiw.”

A girl and a boy are walking along a sidewalk. They saw a wallet full of money. Speech Bubble: “Ayna! Napunno ti kuarta iti daytoy apitaka. Ania ti aramidenta?”

Both are thinking while walking.

A family is inside the church. One of the kids at the back seat keeps on talking with a loud voice.

The same kid laughs so loudly while the mass is going on.

Speech Bubble: “Pangitedanta iti daytoy a pitaka?

Thought Bubble (of another girl): “Ania ngata ti aramidek tapno sumardengda?”

332

? ? ?

E. Assignment Ask: Have you seen a mermaid? Do you know of a story about mermaids? Recall a story you have previously heard and be ready to share it in class. DAY 2 Objective a. Sequence three events in the story by telling which happened first, second and third or last. A. Pre-Reading 1. Motivation Show a picture of a mermaid to the pupils. (It is better if the teacher can provide for a wooden mermaid or a mermaid figurine to show the pupils.) Have them talk about their assignment a story a mermaid. Activating Prior Knowledge Have you heard about a story of a mermaid? 2. Unlocking of Difficulties The following words used in the story are unlocked through pictures, demonstration, etc. sigay taaw baybay apay 3. Setting the Purpose for Reading Say: In the story we will read today, we will find out how the mermaid sacrificed her love to a prince? A. During Reading Reading of the Story The story is entitled, “The Little Mermaid” adapted).

333

Ti Bassit a Sirena Adda maysa a bassit a sirena nga agnaed iti datdatlag a pagarian iti tukot ti baybay, kaduana ni tatangna nga Ari. Dagiti lima nga ininauna a kakabsatna a babbai ket ay-aywanan ti lolangda. Ni Ariel ti bassit a sirena ket isu ti buridekda. Umapal kadagiti kakabsatna ta mabalinda ti aglangoy iti asideg ti takdang maminsan ti makatawen. Iti tunggal agsublida iti pagarian, maragsakanda unay a mangipadamag kadagiti banbanag nga inda nakita. Magagaran unay ni Ariel nga aglangoy iti asideg ti takdang. Naminsan a naglangoy daytoy a napan iti asideg ti takdang ket nakitana ti maysa a barko. Iti saan unay nga adayo a disso, nakitana ti maysa a prinsipe ket nagduyos ti riknana kadaytoy. Dimteng ti napigsa nga angin ket dimmakkel dagiti dalluyon inggana a napattog ti barko ket natinnag ti prinsipe iti danum. Dagus a tinulungan ni Ariel ti prinsipe idi makitana a malmalmes ket inpanna daytoy iti igid ti baybay. Inurayna inggana nga adda nakakita ken timmulong iti prinsipe. Saan a nakita ti prinsipe ti sirena ket inpagarupna a ti babai nga adda iti igid ti baybay ket isu ti nangtulong kaniana. Manipud idin, kanayon a malaglagip ni Ariel ti prinsipe ngem inbaga ni tatangna nga Ari a saan a mabalin nga agassawa ti tao ken iti sirena. Gapu ta agduyos unay ti riknana iti prinsipe insukatna ti boses na ti maysa a potion iti mangkukulam iti taaw tapno ti ipusna agbalin a saka. Nagnaed ngarud ni Ariel iti takdang ket nakita isuna ti prinsipe ket nagduyos met daytoy kenkuana kalaksidan ti pannakaitulagnan a makikallaysa. Sinursuruan ti prinsipe ni Ariel nga agbalin a normal a tao kalaksidan ti panagbalinna nga umel. Nagkasar ti prinsipe ken ti prinsesa ket napalalo unay ti sakit ti nakem ni Ariel. Napan dagiti kakabsatna ket intedda ti kutsilyo nga inted ti bruha ti taaw kasukat ti pannakaputed ti buokda. Daytoy ti usaren ni Ariel a pangpatay iti prinsipe ta no matedtedan ti dara ti sakana agbalin met laeng a sirena, ngem pinilina nga inbato ti bagina iti baybay ngem ti mangpatay iti ay-ayatenna unay a prinsipe Nagbalin isuna nga ispiritu a maibilang nga anak ti angin agsipud ti kaadda kaniana ti managayat a puso nga isu ti kasukat ti awan patinggana na kararua a mangitan-ok kaniana iti pagarian ti Apo.

While reading the big book, ask some questions from time to time to track the pupils’ comprehension and to check their interest level.

334

C. Post-Reading Activity 1. Ask the following comprehension questions: 1. Where did the story happen? 2. Who are the characters of the story? 3. What are the important events in the story? 4. What character trait of Ariel do you like best? Why? 5. Do you believe of the existence of mermaids? Why? Why not? 2. Engagement Activity Have the pupils read the story with the guidance of the teacher. D. Evaluation Arrange the events in the story by telling which happened first, second and third or last . Sentences are written on flashcards. ________ 1. Agduyos unay ti riknana iti prinsipe insukatna ti boses na ti maysa a potion iti mangkukulam iti taaw tapno ti ipusna agbalin a saka. ________ 2. Dimteng ti napigsa nga angin ket dimmakkel dagiti dalluyon inggana a napattog ti barko ket natinnag ti prinsipe iti danum. ________ 3.Nagbalin isuna nga ispiritu a maibilang nga anak ti angin agsipud ti kaadda kaniana ti managayat a puso nga isu ti kasukat ti awan patinggana na kararua a mangitan-ok kaniana iti pagarian ti Apo. ________ 4. Adda maysa a bassit a sirena nga agnaed iti datdatlag a pagarian iti tukot ti baybay, kaduana ni tatangna nga Ari. E. Assignment Use the following words in sentences. 1. sigay 2. baybay 3. taaw 4. apay 5. agkaraykay

335

DAY 3 Objectives a. Spell/read words with diphthongs b. Recognize some common root words when they are attached to known vocabulary. A. Preliminary Activity 1. Ask: What time did you wake up this morning? Does somebody have to wake you up in the morning? 2. Have the class read the quotation adapted from the English adage “Early to bed, early to rise, make a child healthy, wealthy and wise”. Masapa a maturog Masapa a makariing Pagbalinen a nasayaat ti aldaw Pagsayaatan ket nasalun-at ken kusto ti panunot Ask: What happens when you sleep late at night? How do you feel when you have to wake up early for school? B. Presentation * Read the poem to the pupils. Ti Nasalibukag Nga Ubing Ni: Maria Luisa D. Nayal Sakbay a sumingising ti init Agriingen tay ubing a nasaririt Isem nan tay nakasamsam-it Mangted liwliwa kadagiti naladingit. Agtugaw bassit diay abay balayda Ta adu ti kayatna a mabuya Kas kadagiti tumatayab ti aglawlawda Sabsabong ruruot ken dagiti dinguenda. 336

Apunayen a ragragsak ti rupana Kadagitoy nga inna makitkita Mangted inspirasyon ti panagdakkelna Anian a nagsingpet ti Apo a Namarsua! C. Oral Practice/Modelling Have the pupils read the poem by group, by pair and by individual with correct expression and proper intonation. Guide the class in studying each pair of words. e.g. agriingen –riing nakasamsam-it – sam-it agtugaw – tugaw naladingit – ladingit ragragsak – ragsak makitkita – kita panagdakkelna – dakkel nagsingpet - singpet Ask: Do you read the short word in the long word?  Discuss with the class that the short word is called the root word. D. Guided Practice Instruct the pupils to identify the root words in each of the following words. 1. 2. 3. 4. 5.

gimmatang insimpa mannangan napumpunno napintas

337

E. Independent Practice Read the paragraph below and write the root word of the encircled words. Nasayaat ti agnaed iti komunidadmi. Natalna ken nadalus iti aglawlaw.Nadayaw dagiti ubbing kadagiti nataengan. Managayat ken naasikaso met dagiti nataengan kadagiti ubbing. Makita dagiti pagadalan, barangay hall, ken health center iti komunidadmi. Nadumaduma iti pagsapulan dagiti tattao ditoy. Adda maestro, nars, doktor, mannalon, karpintero, drayber, pulis, abogado, tubero ken dadduma pay. Naragsak amin nga agnanaed ditoy a komunidad. F. Evaluation Give the rootword of the following words: 1. naragsak 2. natalna 3. nasipnget 4. naasikaso 5. pagdayawan DAY 4 Objectives a. Spell/read words with dipthongs b. Follow a model to write a friendly letter A. Preliminary Activities 1. Drill Let the pupils read some words with dipthongs: lakay puraw baboy balay agpukkaw kahoy bantay pumanaw dagitoy 2. Review Recall the details of the story previously read.

338

3. Motivation Ask: Do you have a best friend? What are the things that you enjoy doing together? What are your best friend’s good traits? B. Development of the Lesson 1. The class reads a friendly letter. Who wrote the letter? Who received the letter? What occasion is mentioned in the letter? Do you have the same experience as the one mentioned in the letter? Have you received a similar letter? Tell the class about it. 2. Explain to the class the following: 1. What is a friendly letter? 2. What are the parts of a friendly letter? 3. What are important writing mechanics that have to be observed? D. Enrichment Activity Present a friendly letter whose parts are not in proper order. Let the pupils arrange them to form a well-written friendly letter. C. Evaluation Let the pupils write the necessary parts of the letter shown on the board. ____________________ ______________, _____________________________________________ ___________________________________________________ ___________________________. _____________________________________________ _________________________________________. __________________, ___________________ 339

E. Assignment Write a friendly letter for one of your classmates. Be sure to include all the basic parts of a friendly letter. Day 5 Evaluation Objectives a. write a friendly letter b. Recognize some common root words when they are attached to known vocabulary. A. Arrange the following jumbled parts of a friendly letter to make a good one. 1. Your friend, 2. Bgry. Lioes, Currimao, Ilocos Norte February 25, 2013 3. Jojo 4. Dear Jelo, 5. Hello! How are you doing? Next Saturday is my birthday I’m expecting you to come and attend, the party will start at 2:00 P.M. See you. B. Identify the root word in each of the following words. 1. 2. 3. 4. 5.

nagtaray nagluto ngimmato nagdigos nagdalus Key to Correction 1. 2. 3. 4. 5.

Nagtaray - taray nagluto – luto ngimmato – ngato nagdigos – digos nagdalus - dalus

340

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE THIRD QUARTER-Week 28 Theme Making Oneself Lovable by being polite and courteous Objectives 1. 2. 3. 4.

Read with understanding paragraphs and legends Read stories, legends, news articles, etc. with ease and fluency Spell content words in the list of vocabulary words Compose an advertisement using appropriate words and coherent texts 5. Follow a model to write an excuse letter. 6. Use culturally appropriate expressions to show locations 7. Recognize some common root words when they are attached to known vocabulary 8. Read and answer higher factual and implied comprehension questions 9. Sequence three events in the story by telling which happened first, second and third or last. Domains 1. Word Recognition Reading with understanding paragraphs and legends 2. Fluency Reading stories, legends, news articles, etc. with ease and fluency. 3. Spelling Spelling correctly content words. 4. Composing Composing an advertisement using appropriate words and coherent texts. 5. Handwriting Following a model to write an excuse letter 6. Grammar Awareness Using culturally appropriate expressions to show locations 7. Vocabulary and Concept Development Recognizing some common root words when they are attached to known vocabulary

341

8. Reading Comprehension Comprehension of Literary Texts Reading and answering higher factual and implied comprehension questions Activating Schema and Prior Knowledge Sequencing three events in the story by telling which happened first, second and third or last Value Focus Being polite and courteous Subject Matter A. Topic Writing an Excuse Letter Using appropriate expressions to show locations B. Reference K to 12 Curriculum 2 (Mother Tongue Competencies) C. Materials Story: Ti Anunsiyo Ni Lola Naty Ti Naggapuan Ti Paoay Lake (Adapted) pictures, charts, graphic organizers, taskcards D. Procedure DAY 1 Objectives a. Spell content words in the list of vocabulary words b. Compose an advertisement using appropriate words and coherent texts A. Preliminary Activity 1. Review Show the pictures of the different places in Ilocos Sur and let the pupils tell what particular place is being shown. Let them tell something about the place. B. Pre- Reading 1. Motivation 342

Ask: Nakabuya kayo kadin iti festival? Ania a festival dagidiay a nabuyayon? 1. Unlocking of Difficulties (through the use of pictures and context clues) b. Pasalip c. Festival d. Anunsyo e. Kannawidan a sala f. Gamet g. Bagnet h. Tapey i. Pamulinawen j. Dinaklisan k. buslugan 2. Setting the Purpose for Reading Say: “In the story that we will read today, we will find out what is the advertisement about.” C. During Reading 1. First reading Read the story without interruption while the pupils listen. Ti Anunsio Bigat ti Sabado napan nagpasyar ni Nika kenni Maria idiay parke. Naragsakda nga agpagna-pagna idi adda makitada a nakapaskil nga anunsyo. Inasitganda daytoy sa da binasa. Kadagiti Interesado: Siasinno: Dagiti agtutubo nga agtawen iti 13-19 Ania: Pasalip iti Kannawidan a Sala (Mangpili kadagiti sumaganad a festival) a.Dinaklisan Festival – Currimao, Ilocos Norte b. Bagnet Festival – Narvacan, Ilocos Sur c. Pamulinawen Festival – Laoag City d. Tapey Festival – Sudipen, La Union e. Gamet Festival – Burgos, Ilocos Norte f. Buslugan Festival – Luna, La Union 343

Kaanu: February 17, 2013 Ayanna: San Fernando Plasa, San Fernando, La Union Nagkinnita dagiti dua nga aggayyem. “Ipadamag ta daytoy ken dagitay kakaduata ta makisalip tayo kadaytoy. Agensayo tayo a nalaing tapno mangabaktayo” ti kuna ni Maria. “Ala wen gayyem, napintas la unay daytoy nga pakisalipantayo. Sapay koma ta mangabaktayo.” ti insungbat ni Nika. 2. Second Reading – Reading of the story again followed by the pupils. D. Post Reading 1. Ask the following comprehension questions: 1. 2. 3. 4. 5. 6. 7. 8.

Siasinno dagiti napan nagpasyar diay parke? Ania ti nakita ken nabasada? Ania daydiay a pasalip? Siasinno dagiti makisalip? Inton kaanu daydiay a pasalip? Ayanna pakaaramidan diay pasalip? Makisalip kadi dagiti aggayyem? Ania ngata ti pagsayaatan a maaramid wenno maited daytoy nga anunsio? 2. Engagement Activity Use the following words in sentences. Have pupils write the correct spelling in their paper.

1. Adda maangay a pasalip iti kannawidan a sala para kadagiti agtutubo. 2. Naimas ti bagnet nga aggapu iti ili a Narvacan. 3. Pamulinawen Festival ti nagan ti Festival ti Laoag City. 4. Sinakar dagiti aggayyem ti anunsyo a naipaskil idiay pisarra. 5. Naimas ti buslugan a klase ti ikan. E. Evaluation 1. Match the city/town with its festival. _____1. Narvacan a. Dinaklisan Festival _____2. Laoag City b. Buslugan Festival _____3. Sudipen, La Union c. Gamet Festival _____4. Currimao, Ilocos Norte d. Pamulinawen Festival _____5. Burgos, Ilocos Norte e. Tapey Festival 344

_____6. Luna, La Union

f. Bagnet Festival

2. Show an example of an advertisement. (announcement about a town festival written in mother tongue) Divide the class into five groups. Give details of an advertisement. The group writes the ad with appropriate designs on a onehalf sheet of cartolina. F. Assignment Interview your parents about a town festival they know about. Create an announcement about it. Don’t fail to include necessary details: • Name of the city/ town and the festival • Activities/ Games/ Contests, etc. • Date/ Time • Place • People involved Key to Correction 1. 2. 3. 4. 5.

Narvacan – Bagnet Festival Laoag City – Pamulinawen Festival Sudipen, La Union – Tapey Festival Currimao, Ilocos Norte – Dinaklisan Festival Luna, La Union – Buslugan Festival

DAY 2 Objectives a. Use culturally appropriate expressions to show locations b. Read and answer higher factual and implied comprehension questions A. Preliminary Activities 1. Review The pupils will read their assignment on advertisement about a town festival.

345

B. Pre-Reading 1. Motivation Ask: Ayanna ti nakaiyanakam? Ayan na ngarud ti pagnanaedam ita? 2. Unlocking of Difficulties (through the use of pictures and context clues) 1. Agputputed 2. Simmarungkar 3. Inpasungad 4. Pamigat 3. Setting the Purpose for Reading Say: “In the story that we will read today, we will find out where can we usually see the members of the family when they are at home.” C. During Reading 1. First reading Read the story without interruption while the pupils listen. Ti Lola Naty Maysa a bigat ti Domingo, napan simmarungkar ni Lola Naty idiay balay da Rodel. “Naimbag a bigat mo Lola,” ti inpasungad ni Rodel kenni lolana. “Kasta met kenka barok, ayanna ni tatang mo?” ti dinamag ni lola Naty. “Adda ni Tatang idiay likod ti balay lola, agputputed iti kayo,” insungbat ni Rodel. “Ni ngarud Nanangmo?” ti insaludsod manen ni Lola Naty. “Adda idiay kusina ni nanang Lola, aglutluto iti pamigat”, ti kunani Rodel. “Da ngarud manang ken manongmo ayannada? sinaludsod manen ni lola. Ni Manang Cely ket adda idiay banyo Lola, agdigdigos, ni manong ket agsibsibog iti mula dita sango, madim kadi nakita isuna dita sango? “Saan barok,” insungbat ti baket. “Sumrekka ngarud lola ta innak ayaban ni nanang. 2. Second Reading – Reading of the story again followed by the pupils.

346

D. Post Reading 1. Ask the following questions to the pupils. a. Ayanna ni tatang? (Idiay likod ti balay) b. Ayanna ni nanang? (idiay kusina) c. Ayanna ni manang? (idiay banyo) d. Ayanna ni manong? (idiay sango) (Idiay likod ti balay, idiay kusina, idiay banyo, idiay sango ket balikas nga mangibagbaga iti lugar) 2. Ugedan dagiti balikas a mangibagbaga iti ayanna. 1. Adda dagiti ubbing idiay uneg ti klase. 2. Magmagnakami a mapan idiay simbaan iti aldaw ti Domingo. 3. Napan nakitienda ni nanang idiay tiendaan ti Laoag. 4. Mapankami agay-ayam idiay parke iti kada malem ti Sabado. 5. Nagdigos kami idiay baybay idi kalman. E. Evaluation Ugedan ti umno a balikas a mangibagbaga iti ayanna. 1. Agsibsibug ti mula ni manongko idiay (salas, arubayan). 2. Ip-ipan ko dagiti librok idiay (rabaw ti lamisaan, pagiddaak.) 3. Maturogkami idiay ( kuwarto, banyo.) 4. Mapmapan ni tatang nga innaldaw idiay (taltalon, parlor.) 5. Aglutluto ni nanang idiay (kusina, salas.) Key to Correction 1. 2. 3. 4. 5.

arubayan rabaw ti lamisaan kuwarto taltalon kusina

F. Assignment Write 10 words that tell location and use them in sentences.

347

DAY 3 Objectives a. Read with understanding paragraphs and legends b. Read stories and legends with ease and fluency c. Sequence three events in the story by telling which happened first, second and third or last. d. Recognize some common root words when they are attached to known vocabulary A. Preliminary Activity 1. Review Ask the pupils to read and check their assignment on words that tell where. B. Development Activity 1. Motivation Say: Who among you have heard the famous town of Paoay in Ilocos Norte? You can find there the historic church and the Paoay Lake. Divide the class into two groups. Each group will be given a set of five pictures that tell about a certain legend. The two groups will race to arrange the pictures in the order they think will complete the story. 2. Unlocking of Difficulties (through the use of pictures and context clues) a. Kinaprogreso b. Salisal c. Agraem d. Gurruod e. Alikamen f. Pasdek g. Anniniwan 8. Developing a Purpose for Reading Say: Have you read about a legend? Today we will read about the Legend of the Paoay Lake. Let’s find out what happened to the people and the place.

348

C. During Reading 1. First reading Read the story without interruption while the pupils listen. Ti Naggapuan ti Paoay Lake (Adapted) Idi un-unana a tiempo, adda maysa a lugar iti ili ti Paoay a dagiti agnaed a tattao ket naasi, managparabur ken adda panagbutengda iti Dios. Makita unay ti kinaprogreso ti lugar babaen ti kinapintas dagiti balbalay, kinangina dagiti kawes ken sileng ti alahasda. Iti panaglabas ti panawen, dimteng ti nakaro a salisal iti panagpaado iti kinabaknang. Nalipatandan iti agkararag ken agraem iti Dios a Namarsua, malaksid iti agasawa a ni Juan kenni Maria a nagtalinaed a nasimple latta iti panagbiagda ken saanda a nakalipat nga agdayaw iti Dios. Maysa a rabii, natagtagainepda a malayus ti barioda no saan nga agbalbaliw dagiti tattao. Inpadamagda daytoy kadagiti kaarrubada ngem saanda a namati, no di ket kinatkatawaanda ida. Maysa a bigat, adda nangngeg dagiti tattao a boses a mangibagbaga a panawanda dayta a lugar no mangngegda ti napigsa a gurruod ken saanda nukuan nga agsubsubli ta no aramidenda daytoy adda dakes a mapasamak kadakuada. Tinungpal dagiti agasawa ti inbaga daydiay nangngegda a boses. Nangalada iti sangkabassit nga alikamenda ket inbatida iti turod, ngem dagiti dadduma sinubliananda dagiti gamitda ket naabutanda iti napigsa a gin-gined ken insurot ida ti dadakkel a dalluyon. Nagikkis ken agsasangitda nga agpatulong ngem awan makangngeg kadakuada. Nagsubli ni Maria iti lugarda numan pay igawgawid daytoy ti asawana ngem nagpilit latta isu nga inalun-on isuna ti agalikuno a danum. Ginuyud ti asawana ngem saannan a naisalakan. Daytoy ti rason ti naggapuan ti lugar a “Nangguyudan” nga pakasarakan Paoay Lake. Dagitoy dagiti dua a bato a makitkita iti Bantay Pugaro. Iti ngatona ket nagtubo ti maysa a bangar a kasla payong. Iti panaglabas iti tiempo, limned daytoy a lugar ket timpaw iti nalatak a Paoay Lake. Maibagbaga nga no makita ti adalem a parte ti Paoay Lake ket makita dagiti anniniwan dagiti nagkakadakkel a paspasdek ken balbalay idi naprogreso pay laeng idi daytoy a lugar. Kuna pay dagiti mangngalap nga adda tiempona a ti makalapanda nga ik349

ikan/sidsida ket naarkusanda ti al-alahas. Patienda daytoy nga dagiti tattao idi dagitoy nga agnaed iti lugar. 2. Second Reading – Reading of the story again followed by the pupils. D. Post Reading A. Ask the following questions to the pupils: 1. Iladawan dagiti tattao nga agnaed idi iti ili ti Paoay Lake. 2. Siasinno dagiti dua nga agasawa? 3. Ania ti tagtagainep dagiti agasawa? 4. Ania ti napasamak kadagiti tattao? 5. Naisalakan kadi ni Maria kenni Juan? 6. Ania ti naimbag nga sursuro ti maadaw daytoy a leyende? E. 1. 2. 3. 4. 5.

Enrichment Activity The pupils will underline the words with affixes. Kasapulan nga uminom iti gatas dagiti ubbing. Makapadakkel iti gatas. Napattog ti gatas diay lamisaan. Ngimmina ti gatas diay tiendaan. Gimmatang ni nanang iti gatas.

F. Evaluation • •

The pictures previously arranged will be revisited to see which group posed the correct sequence. Some words with affixes from the legend will be drawn out. The class first identifies the root words and the affixes. 1. naasi ( na + asi) 2. kinapintas ( kina + pintas) 3. managparabor ( manag + parabor) 4. kinangina ( ki + nangina) 5. nalayus ( na + layus) 6. agkararag ( ag + kararag) 7. nasimple ( na + simple) 8. panawan ( panaw + an) 9. nagtubo ( nag+ tubo) 10. agbalbaliw ( agbal + baliw)

G. Assignment List down five words with affixes. 350

DAY 4 Objective a. Follow a model to write an excuse letter. A. Preliminary Activity 1. Drill Ask the pupils to read the following words with affixes: 1. naasi 2. kinapintas 3. managparabor 4. kinangina 5. nalayus 6. agkararag 7. nasimple 8. panawan 9. nagtubo 10. agbalbaliw 2. Review The pupils will read their assignment on rootwords with affixes. B. Development of the lesson The class reads an excuse letter.

Brgy. Lioes, Currimao, Ilocos Norte February 22, 2013 Dear Miss Cacayorin, Please excuse me for being absent today because our family was chosen to represent our barangay to the street dancing activity. This is in line with the Dinaklisan Festival in our town which will be held on April 29, 2013. I promise to come to school tomorrow after our practice. Thank you very much for your consideration. Your pupil, Jaira Kate B. Tabag 351

Ask: Who wrote the letter? Why is she absent from her class? Who is the receiver of the letter? When is the Dinaklisan Festival? Why is it necessary to write an excuse letter? C. Generalization Ask the following to the pupils: • What is an excuse letter? • What are the parts of an excuse letter? • What is found in each part? C. Evaluation Arrange the following jumbled parts of an excuse letter. a. Your pupil, b. Dear Ma’am, c. Please excuse me for being absent today because I am suffering from colds and cough. I hope I can come to school tomorrow. d. Rowena e. February 22, 2013 Sta. Rita, Paoay, Ilocos Norte D. Assignment Write an excuse letter for not attending your class because you are suffering from stomachache. Day 5 Evaluation Objectives a. Write an excuse letter b. Identify the root words and the affixes A. Write an excuse letter for not attending your class because you are not feeling well. B. Identify the root word and the affixes of the following: 1. aglagto 2. nagbasa 3. napintas 352

4. magmagna 5. agdigos 6. nagtiliw 7. nasayaat 8. naluto 9. immuli 10. nabasa

353

MTBMLE (ILOKANO) (GRADE 2 TEACHER’S GUIDE) FOURTH QUARTER

354

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE FOURTH QUARTER-Week 29 Theme Our Community Resources “Our Local Products” Objectives 1. Read with automaticity 200-300 grade two level high frequency sight words 2. Read short stories with ease and fluency 3. Read aloud grade two levels text with an accuracy of 95100% 4. Write short narrative story that include elements of setting, characters and events. 5. Use decoding knowledge and skills in academic and social vocabulary to begin independent reading. 6. Make inference on what is likely to happen next based on the events in the stories, legends, etc. 7. Read and answer higher order factual and implied comprehension questions 8. Express love for stories and other texts by browsing the books read to them and asking to be read more stories and text 9. Manifest comprehension of informational texts through answering literal and higher level questions Domains 1. Fluency Read short stories with ease and fluency. Read with automaticity 200-300 grade two level high frequency sight words Read aloud grade two levels text with an accuracy of 95-100% 2. Composing Write short narrative story that include elements of setting, characters and events. 3. Vocabulary and Concept Development Use decoding knowledge and skills in academic and social vocabulary to begin independent reading. 355

4. Activating Schema and Prior Knowledge Make inference on what is likely to happen next based on the events in the stories, legends, etc Read and answer higher order factual and implied comprehension questions. 5. Comprehension of Informational Text Manifest comprehension of informational texts through answering literal and higher level questions. 6. Attitude Towards Language, Literacy and Literature: Express love for stories and other texts by browsing the books read to them and asking to be read more stories and text. Value Focus: Patronize your own product Subject Matter A.Topic Reading short stories/Independent Reading B. References K to 12 Curriculum 2 (Mother Tongue Competencies) C.Materials Story: The Legend of the Mango Fruit ( Adapted and translated to mother tongue) pictures of local products, chart, sequence map D.Procedure DAY 1 Objectives: a. Read with automaticity 200-300 grade two level high frequency sight words b. Read short stories/articles with ease and fluency c. Use decoding knowledge and skill in academic and social vocabulary to begin independent reading d. Read aloud grade two levels text with an accuracy of 95%-100%

356

A.Preliminary Activities 1.Song: Let the pupils sing the song Bahay Kubo. Ask: What are the different vegetables in the song? Do you have them in your community? Do you like to eat these vegetables? 2. Show pictures of local products in the community Say: We have here another products in our places. Look at them and tell something about these products. A. Pre-Reading 1. Motivation Song: Let the pupils sing the song Bahay Kubo. Ask: What are the different vegetables in the song? Do you have them in your community? Do you like to eat these vegetables? 2.Unlocking of Difficulties will be done. Say: I have here some sentences written on a manila paper. Let us read them. Ask: What do you notice about the words in each sentence? Say: Read the underline words in the sentences. Give the meaning of the underline words. Products Bagnet and longganisa are some of the products in our community. Community There are still a lot of products that we can be proud of in our community. Materials Most of the materials used in these products came 357

from our community. 3.Setting the Purpose for Reading What must you do when reading? B.During Reading Kannawidan Ylocos Festival

Inangay ti Ilocos Sur ti Kannawidan Ylocos Festival. Naipakita ditoy ti pannakalukat ti “Partuat ken Patanor” Trade And Agri Fair a nakaipakitaan dagiti nadumaduma a produkto ti probinsia manipud makan, mainum, dekorasion ken masapsapul iti balay, mulmula ken masetas ken dagiti naggapu kadagiti sabsabali a probinsia iti Amianan. Naipabuya pay ditoy dagiti naidumduma ti kinadakkelna nga apit dagiti mannalon ken mangngalap. Adda dagiti atiddog a bunga ti paria, marunggay, kabatiti,dadakkel ken agkakadagsen a kamas, langka, kamatis, lasona, bawang, mais, repolio, cauliflower, tabungaw, kamoting kahoy ken dadduma pay a produkto iti talon. Sabali laaeng dagiti naiparang a dingo nga addaan kadagiti naidumduma a talugading kas kadagiti nagpaidumat’ dagsenna a manok, lima ti annakna a kalding, saan a gagangay ti kadakkelna a baka, nuang ken dadduma pay a dingo. -adapted-

C.Post Reading 1.Answering Comprehension Questions Ask: What is the article about? What was celebrated? Why do people join the festival? What were the products shown in the festival? Do you have these products in your own community? 358

2.Engagement Activities Our province produces enough vegetables and fruits, what must you do to patronize our products? Let’s Do This!

Name of local Product

List the materials used in this product? Do you like this product? Why?

How do we use this product? 3.Skills Focus 1. Say: Read the article again with ease and fluency 2. Guided Practice Say: I will describe a product in our locality.Tell me what product is I am referring to. a. Maysaak a produkto ti Kailokuan. Mausarak a paglutuan ti makan. Idi umuna a panawen, siak pay ti pag-urnungan ti danum a mainom.Ania ti naganko ( banga wenno burnay) 359

b.Maysaak a gusgutuen a kanen. Nasam-it ken napigketak no ngalngalen.Ania ti naganko ( kalamay) 2. Independent Practice Say: You will make a riddle just like what we have done.Be ready to read it in front during the presentation 4. Infusion of Value Say: If you were to buy your snacks at the canteen, what will you buy - malagkit and buko juice or softdrinks and cheese curls? Why? 5.Evaluation Say: Inside the basket are products found in our community. Read carefully and encircle the products found in your place. Dagiti Produkto ti Kailokuan

bibingka bawang

perlas bagnet kalamay balitok pagay lasona

360

F. Assignment List down 5 products of your community and put them on the freedom wall. Key to Corrrection Bibingka perlas bagnet kalamay bawang pagay lasona DAY 2 Objectives a. Write short story that include elements of setting, characters and events b. Manifest comprehension of information texts through answering literal and higher level questions. c. Read and answer higher order factual and implied comprehension questions A. Preliminary Activities 1. Review Let the pupils read again the article written on a manila paper- “Kannawidan Ylocos Festival” The teacher says: Think of the products we have in our barangay/town that were not mentioned in the article. B. Motivation Give the pupils the activity sheet LM# 91 on page138 The teacher says: Fill in the chart with the necessary data. Follow the sequence map. Name of the product

Picture of the product

361

Here’s How To Do It

Here’s How We Use It

C. Presentation Today we will read articles and answer questions about products in our locality D. Development of the Lesson 1. Group I- “This Is Yours!” Say: You are going to write a paragraph based on the questions below. Follow the correct way of writing. Ask: What are the famous products in your community? Do you know where this products came from or how they are formed? How do you feel knowing that there are a lot of products in your community that you can be proud of? How can you help in promoting these products of your community? 2. Group II- “Tell Me” Ask: What can you say about the following? Write your answer on the blank. __________________________ __________________________

__________________________ __________________________

362

3. Group III-“Reality or Fantasy?” The teacher instructs the children to identify the following sentences whether they are reality or fantasy. Tell them to support their answer. • • • • •

Coconut is called “Tree of Life”. Bagnet can become mermaids. Mango Trees are once fruitless. Coconut meat can be made into different delicacies. There lived a giant on a big narra tree.

4. Presentation and processing of outputs. Teacher writes pupils answer on chart. Group

Activities

Skills Learned

I II III IV E. Evaluation Write a short paragraph about how a product in your locality is made. F. Cut out pictures of products and make a booklet. Put a caption below the picture of the product. DAY 3 Objectives a. Read short stories/articles with ease and fluency b. Respond to the story/legend/article through illustrations and dramatization A. Preliminary Activities 1. The teachers says: We are going to match the products written in a strip of paper to the province/town they are being produced. kalamay

Vigan city

longganisa

Dagupan city

363

bangus

Candon City

bawang

Badoc

B. Motivation The teacher passes basket with pictures of different products in the community. As music stops pupil holding the basket picks picture and will tell something about it. C. Presentation Today we are going to read articles and answer questions about it. D. Development of the Lesson 1. Say: Who wants to read our article “Kannawidan Ylocos Festival”? See to it that you read the article fluently. 2.Engagement Activity: Say: Read the advertisement with ease and fluency. Ti Longanisa ti Vigan Kayatyo kadi a ramanan Paborito ti kaaduan Napnuan imas ken nanam Longganisa nga aramid ti Vigan Maipagpanakkel a produkto Ditoy kailokuan The teacher groups the pupils into smaller groups and asks them to create advertisement using the advertisement the teacher reads as model. Do activity in the LM # 92 on page 139

364

3.Presentation of Outputs Each group will present the advertisement they created with correct rate, accuracy and prosody (phrasing, pausing and emphasis). E. Assessment Say: Use the rubrics below to rate your classmates during the presentation of their advertisement. Aytem 1 2 3 4 5

Detalye Nakasao ti nalawag/diretso maipanggep iti anunsio nga inaramid Maawatan ken mangngeg ti panagsao. Nairaman dagiti produkto ti binasa nga artikulo iti inaramid a anunsio. Nausar dagiti makaallukoy a sao iti inaramid nga anunsyo. Maipakita ti panangipanakkel kadagiti produkto iti naaramid nga anunsio

Legend: No No No No No

naaramid ti amin ( 1-5) – 5 points- Excellent uppat laeng ti naaramid -4 points- Very Good tallo laeng ti naaramid - 3 points- Good dua laeng ti naaramid2 points- Fair maysa laeng ti naaramid- 1 point- Poor

F.Assignment Cut an advertisement in a magazine or newspaper.Practice reading it and be ready to read it tomorrow in class. DAY 4 Objectives a. Citing the characters, setting and important events b. Write short narrative story/poem that include elements of setting, characters and events c. Make inferences on what is likely to happen next based on the events in the stories, legends, etc.

365

d. Express love for stories and other texts by browsing the books read to them and asking to be read more stories and texts. A. Preliminary Activities 1.Song: In tune of Leron-Leron Sin Idiay arubayanmi Ket adu ti bungbunga Adda Santol, Bayabas Mangga, Tsiko ken Anonas Amin dagitoy ket nasam-it naimas Napnot’ bitamina, mangted pigsa ken salun-at Composed by: Elvira M. Alvarez

A.Pre-Reading 1.Motivation The teacher shows a picture of a mango fruit. Say: What is this fruit? Do you like to eat mango? What do you know about this fruit? 2. Unlocking of Difficulties Say: Give the meaning of the words through picture, action and through context clues immannamong inpudno gangannaet nataer Teacher shows the cover of the book and tell the title,writer, illustrator and the translator of the adapted story. 3.Setting the Purpose of Reading Say: Today we are going to read a legend of Mango.Do you want read the story? What do you do when you read orally

366

B.During Reading Ti Nagtaudan ti Mangga Dagiti Ari ken Reyna ti Pagarian ti Narusnub ket agpadada nga naliday. Awan ti anakda. Kanayon nga makitkita ni Ari Ebdan ni Reyna Adena nga agsangsangit. “ Ikkankayo ti anak ngem iti maysa a kondision, alaek ti anakyo inton agtawenen ti sangapulo ket walo,”kinuna ti ganganaet. Immannamong ti Ari ken Reyna ti kondision ti ganganaet. Ni Prinsesa Marga ti nagbalin nga anak da Ari Ebdan ken Reyna Adena. Ay-ayatenda unay ti anakda. Naglabas dagiti panawen, nalipatan ti ari ken reyna ti gangannaet. Idi dandanin agsangapulo ket walo ti edad ti prinsesa simmangpet ti gangannaet ti pagarian.”Maasika, saanmo nga alaen ti anakko”,insangit ti reyna. “ Tulag ket tulag”, insungbat ti gangannaet. Napanunot ti ari ken reyna nga ibaga iti agpayso iti anakda. Inpudnoda ti prinsesa a nakitulag da ti maysa a gangannaet. “Inton alas dose ti tengnga ti rabii alaennakan ti gangannaet ngem saanka nga ited”, kinuna ti ari.Ngem iti dayta a rabii, saan a nagpakita ti gangannaet.Agingga a nalipatan ti ari ken reyna iti maipapan ti gangannaet. Maysa nga aldaw nga agpaspasyar ni Prinsesa Marga idiay katalkalunan, nakitana ti maysa a nataer ken nasingpet a baro. Isu ni Kunio nga taga kabangibang a pagarian. Naggayyem da Prinsesa Marga ken Kunio.Inarem ni Kunio ni Prinsesa Marga agingga a naginnayan-ayatda ket nagtulagda nga agkallaysa ti kabiitan a panawen. Bisperas ti kasar da Prisesa Marga ken Kunio, simmangpet ti gangannaet ket pinilitna nga alaen ti prinsesa. “ Saanak a sumurot kenka”, kuna ti prinsesa. Nangala iti kutsilio ket inbagsolna iti pusona. Natay ti prinsesa ket inkali ni Kunio ti bangkay ti prinsesa. Napalabas ti sumagmamano nga lawas, adda timmubo mula ti nakaikalian ti prinsesa. Nagbunga daytoy iti sinanpuso. Isu daytoy ti mangipakita ti napudno a panagayat ni Benita ken Kunio. Pinanagananna ti kayo iti Marga. Naglabas ti panawen, daydi dati a Prinsesa diay Marga ket nagbalin a Mangga. B. Post Reading 1.Comprehenstion Questions Ask the following comprehension questions: Who were the king and queen? Why were they lonely? 367

Who gave them a child? What was the condition of the stranger? Who will marry the princess? What happened on the night before the wedding? What grew in the grave of Marga? What did they call the tree? Who were the characters in the story? Where did the story happen? 2.Engagement Activities a. Read the statements. Identify if it refers to character, setting or event. Write your answer in the blank provided. ________1. Naliday ti ari ken reyna gapu ta saanda nga naparaburan ti anak. ________2. Simmangpet ti maysa a ganganaet it pagarian. ________3. Iti adayo a lugar ti Pagarian ti Narusnub ada agasawa nga awan anakda. ________4. Natay ni Marga ket intabon ni Kunio. Adda nagtubo a mula iti tanemna. ________5. Ni Kunio ket maysa a nataer ken nasingpet a baro a naggapu iti kabangibang a pagarian. 1. Skill Focus a. Say: Fill in the spider web to complete the needed information. Tell Me Mango fruit is......

Mango Fruit

368

b.Guided Practice Do activity in LM # 93 on page 140 c. Independent Practice: Draw a picture that will show the entire story. Make sure to show the setting, characters and important events happened in the story. d.Value Infusion Ask: What part of the story inspires you a lot? Why? E. Evaluation Fill in the information in the semantic web Ti Nagtaudan ti Mangga Setting

Characters

Events

1.

1.

1.

2.

2.

2.

F. Assignment Make an album of the different products found in your community. Select one of the products and research for it’s legend. Write also the story of the legend.

369

DAY 5 Evaluation 1. Read with automaticity 200-300 grade two level high frequency sight words 2. Read short stories with ease and fluency 3. Read aloud grade two levels text with an accuracy of 95100% 4. Write short narrative story that include elements of setting, characters and events. 5. Use decoding knowledge and skills in academic and social vocabulary to begin independent reading. 6. Make inference on what is likely to happen next based on the events in the stories, legends, etc. 7. Read and answer higher order factual and implied comprehension questions 8. Express love for stories and other texts by browsing the books read to them and asking to be read more stories and text 9. Manifest comprehension of informational texts through answering literal and higher level questions

370

I.Read the story of Banana and answer the following questions. Ti Nagtaudan ti Saba (Adopted) Idi un unana nga aldaw iti adayo nga pagarian, adda napalalo ti pintas na nga prinsesa a managan Maria Maganda. Naragsak ken naayat nga agpaspasyar iti minuyungan. Iti daayta nga oras adda ganganaet a prinsepe a nakakita kanyana.Nagam ammoda nga dua.Naragsakda a nagsarsaritada ket naggayyemda a dua. Saanda a napuotan nga agtengnganan iti rabii ket masapul nga agsubli ti prinsepe idiay pagarianda.Idi nagpakada daytoy, nagtulagda nga agkita da iti sumaruno nga rabii. Napasamak garud nga kasta ket naragsakda.Idi agpakadan ti prinsepe,nagineggem da nga dua ti ima ket kasla saandan a kayat ti agsina. Pinetpetan a nalaeng ti prinsesa ti ima ti prinsepe idi pagammuan ta nagpukaw lattan ti imatangna.Nabati ti ima ti prinsepe. Ket gapu ta mabuteng unay, inkali ni Maria Maganda dayta nga ima. Nalaus unay ti liday ni Maria Maganda ta manipud idi saandan a nagkita iti Prinsepe.Maysa nga aldaw a nagpasiar ni Maria Maganda iti minuyungan adda nagtubo a mula iti disso a nangikalian na dyay ina ti Prinsepe ket adda sabong na.Inaldaw a binisbisita ni Maria Maganda inggana a nagbunga daytoy iti kasla ima nga adda ramay na. Daytoy ti umuna a saba ditoy lubong. 1. Ania ti nagapuan ti immuna a saba? a. Ima ti Prinsepe c. Ulo ti Prinsepe b. Kallugong ti Prinsepe d. Ima ni Maria Maganda 2. No sika ni Prinsepe panawam kadi ni Maria Maganda?Apay? a. Wen, tapno makapanak idiay pagarian mi. b. Wen, tapno c. Saan,gapu iti ayat ko ken Maria Maganda. d. Saan, tapno makalibasak iti pagarian mi. 3. Ania ngata ti napasamak no saan nga nagpukaw ti Prinsepe? a. Saan a naliday Maria Maganda b. Saan nga pimmintas ni Maria Maganda. 371

c. Saan nga nasam-it ti saba. d.Awan kuma ti ruot iti talon 4.Iti panagpaspasyar ni Maria Maganda iti kabakiran. Adda nakitan nagdakkel a lion. Ania ngata ti aramidenna? a. Sabatenna ti Lion b. Aglemmeng iti kakaykayuan. c. Ayabanna dyay tigre. d. Aglaaw ta mangngeg ni tatangna. 5. Nakita ni Maria Maganda nga adun ti naluom nga bunga ti saba,ania ti aramidenna? a. Buyaenna daytoy. b. Urayenna a matnag dagiti bunga tis aba. c. Pukanenna tapnu maalana dagiti bungana d. Saanna nga pansinin dagita naluom a bungana

II.Basaen dagiti produkto nga naisurat iti uneg ti kahon.Pilien dagiti produkto nga aggapu iti saba. Chips

Tinapay

katsup

Papel

vetsin

lupot

Bababa cue

soy sauce

candy

a. _________________________________________ b. _________________________________________ c. _________________________________________ d. _________________________________________ III.Piliin ti letra ti umno nga sungbat 1.Iti istoria a Nagtaudan ti Umuna a Saba, sino dagiti nagpaset/nagtakem? a. Maria Maganda ken Maria Makiling b. Maria Maganda ken Prinsepe c. Maria Makiling ken Prinsepe d. Maria Martha ken Prinsepe 372

2. Sadinno ti nakapasamakan ti istorya? a. Adayo a Pagarian. b. Pagarian ni Ari Saba c. Pagarian ti Prinsepe d. Idiay kabakiran 3. Ania ti inaramid ni Maria Maganda iti ima ti Prinsepe? a. Inbellengna iti adayo a lugar b. Inkalina iti minuyongan c. Inbitinna iti kayo. d. Inkalina idiay bantay. 4. No sika ni Maria Maganda, kayatmo met kadi/naragsak ka kadi iti minuyungan? Apay? Pumili ti dua a kusto nga sungbat a. Naragsakak ta adu ti napipintas a sabsabong sadiay b. Naragsakak ta presko ti angin idiay. c. Naragsakak ta adu ti tattao idiay. d. Naragsakak ta adu ti ubbing idiay.

373

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE FOURTH QUARTER-Week 30 Theme Community Livelihood/Occupation Objectives 1. Predict possible ending in a story, event etc 2. Read with automaticity 200-300 grade two level high frequency sight words 3. Read aloud grade two levels text with an accuracy of 95100% 4. Read short stories with ease and fluency 5. Spell words with consonant clusters and blends 6. Write short narrative story that include elements of setting, characters and events 7. Use decoding knowledge and skills in academic and social vocabulary to begin independent reading 8. make inference on what is likely to happen next based on the events in the stories, legends, etc. 9. read and answer higher order factual and implied comprehension questions 10. express love for stories and other texts by browsing the books read to them and asking to be read more stories and text 11. manifest comprehension of informational texts through answering literal and higher level questions Domains 1. Oral Language Predicting possible ending in a story, event etc. 2. Fluency Reading with automaticity 200-300 grade two level high frequency sight words. Reading aloud grade two levels text with an accuracy of 95100%. Reading short stories with ease and fluency.

374

3. Composing Writing short narrative story that include elements of setting, characters and events. 4. Vocabulary and Concept Development Using decoding knowledge and skills in academic and social vocabulary to begin independent reading. 5. Activating Schema and Prior Knowledge Making inference on what is likely to happen next based on the events in the stories, legends, etc. Reading and answer higher order factual and implied comprehension questions. 6. Comprehension of Informational Text Manifesting comprehension of informational texts through answering literal and higher level questions. 7. Attitude Towards Language, Literacy and Literature: Expressing love for stories and other texts by browsing the books read to them and asking to be read more stories and text. 8.Spelling Spelling words with consonant Clusters and blends Value Focus Industry/Unity/Resourcefulness Subject Matter B. Topics Predicting Possible Ending, Making Inferences C. Reference K to 12 Curriculum 2 (Mother Tongue Competencies) C. Materials Stories, pictures, chart, big book

375

D.Procedure DAY 1 Objectives a. Predict possible ending in a story, event etc. b. Read with automaticity 200-300 grade two level high frequency sight c. Read aloud grade two levels text with an accuracy of 95-100% d. Use decoding knowledge and skills in academic and social vocabulary to begin independent reading. e. Manifest comprehension of information texts through answering literal and higher level questions f. Spell words with consonant clusters and blends. A. Preliminary Activities 1. Previewing of the big book Show the cover of the book Ask: Can you still remember the title of the legend we read last week? Look at this book, what is the title of this big book. What can you say about it? Have you gone to this place? B.Pre-Reading 1.Motivation Say: Look at this picture ( picture of a farm, rice fields) Ask: Who worked in this place? Do you like to visit/stay in the farm? Why? 2. Unlocking of Difficulties Game: The class will be divided into smaller groups. Say: I have here envelopes. Each group will be given one. But wait for my signal for you to open it. Read carefully the instructions for you to know what to 376

do. (Each envelope contains a picture and letters. Children are ask to combine the letters to form the name of the picture). agaruyot, ibain,

napaliiw, maanawa

lapdan,

3.Setting the Purpose for Reading Today we will read a story about Tata Carlos. Be ready to answer the questions about it. C. During Reading Ni Tata Carlos Napudot iti tiempo. Saan a malapdan ti ling-et nga agaruyot iti rupa ni Tata Carlos. Ti kallugongna iti inaramatna a pinagpaypay iti bagina. Maysa a nagaget a mannalon ni Tata Carlos. Saanna nga ibain ti trabahona. “ Lakay, umaykan ta mangantayon,” impukkaw ni Nana Felisa. Idi mapanen ni Tata Carlos iti ayan ni Nana Felisa, nakitada nga agkinkinnamat dagiti dua nga annakda a da Fidel ken Cora. Saanna a maanawa ida. Nakadanunda payen ti tambak gapu ti panagkinkinnamatda. Naikaglis ni Fidel gapu iti kinasukirna. Narugit ti bagina ta pitakpitak ti badona. Nagsardeng met laeng dagiti agkabsat nga agininnangaw. Naginnunada a napan ken ni Tata Carlos. Nagsardeng ni Tata Carlos ta ur-urayenna dagiti annakna ngem awan ti simmangpet kadagiti dua. Adda laeng gayam iti panunotna dagidiay a napasamak iti napalabas. Naliday ti rupa ni Tata Carlos ta mailiw kadigiti dua nga annakna. Iti panagpagnapagnana, napaliiwna nga adda dua a kadua ni Nana Felisa a mangsimsimpa ti taraonda. “Tatang,” kasla kanta ti nangngegna a balikas. Nakitana a maysa a balasang ken maysa a baro ti kadua ni Nana Felisa. Naragsakan ni Tata Carlos. Ni gayam Fidel a maysan nga inhiniero ken Cora a maysan a maestra ti bimmisita kadakuada. 377

C.Post Reading 1. The teacher asks the comprehension questions: Who is Tata Carlos? What is his work? How do you find his job? Why? What can you say about the work of Tata Carlos? Is Tata Carlos a good father? Why? Why not? Who has a father like Tata Carlos? Are you proud of your father? 2.Engagement Activities Pretend that you are a reporter, make a report about the life of Tata Carlos by answering the guide questions provided. a. Who is Tata Carlos? b. What is his work? c. What kind of person/father is Tata Carlos? d. What does he feel when he was in the farm one day? e. What did he think of? What are they doing? f. What surprised him that day? g. What kind of family does Tata Carlos have? 3.Skill Focus Say: Look at the following words from the story we have read. What are the underlined words? trabaho innangaw nangngeg What do we call these words? ( consonant clusters) What are consonant clusters? (A consonant cluster (sometimes known as a consonant

blend) is a group of consonants that appear together in a word without any vowels between them. When reading clusters, each letter within the cluster is pronounced individually.) 4. Infusion of Values If you were one of the sons/daughters of Tata Carlos, what will you tell him? Why will you tell that?

378

5.Evaluation 1. _____ dagiti agkabsat a nagawid manipud idiay eskwelaan tapno agay-ayamda. a. b. c. d.

Agkinkinnamat Agsangsangit Agsasao Agdidigos

2. Piliin manipud kadagiti sao ti mangipakpakita ti consonant cluster Plano

kusto

sao

talon

3. Basaen ti ababa nga istoria. Ited ti posible a gibusna. Nagaget ni Alma nga agbasa ti leksionna. Kanayon nga agaramid ti assignment na. Nangato ti maal-alana iti eksaminda. Idi madanon ti panagserra iti klase, ni Alma ket _____________. D. Assignment Bring to class picture of your father/grandfather and be able to tell something about him. Cite some of his characteristics. Key to Correction 1. A

2. Plano

3. Napadayawan (answer may vary)

DAY 2 Objectives a. Predict possible ending in a story, event etc. b. Read short stories with ease and fluency c. Write short narrative story that include elements of setting, character and events

379

A. Preliminary Activities 1. Review The teacher reads the story again. As she reads, she stops and let the pupils continue the lines to check if pupils still remember the story. 2. Unlocking of Difficulties The teacher presents to class the words unlocked the other day. Say: Read the difficult words in our story yesterday. Can you use these words in your own sentences? I will call each one of you to use one of the words in your own sentence. agaruyot, ibain,

napaliiw, maanawa

lapdan,

B. Motivation The teacher shows pictures of professionals e.g. nurse, teacher, engineer, doctor Ask: Who wants to be like them? Why? Who wants to be a farmer like Tata Carlos? Why? Why not? What must you do to achieve your ambition? C.

Presentation Today we are going to read a story with ease and fluency.

D. Development of the Lesson 1. The teacher lets the class read the story orally with ease and fluency.The teacher checks the error of the pupils right away. The teacher uses the popcorn method in calling pupils to read. 2. The teacher reads the comprehension questions: Is the family of Tata Carlos a model family? Why? 380

If Tata Carlos did not work hard in the farm, do you think he can send his children to school? If his children should have not studied hard, do you think they will graduate and become professionals? What do you think would Tata Carlos feel when his children were not in the farm that day? 3. Engagement Activities The teacher divides the class into three groups. (grouping depends on the number of pupils in a class). The teachers let each group does one of these activities: Activity 1: Who is he? Describe Tata Carlos. Complete the semantic web.

________

________

Tata Carlos

________

381

________

Activity 2: Let’s Write! Pretend that you are the writer of the story. How will you end your story. Write it below. _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________. Activity 3: I can be a poet! Compose a poem about the story heard. 4. Group Presentation The teacher instructs each group to present the output E. Evaluation Identify if the statement tells about the character, events or setting. 1. Naikaglis ni Fidel gapu ti kinasukirna. 2. Naliday ti rupa ni Tata Carlos ta mailiw kadagiti dua nga annakna. 3. Nakadanunda payen ti tambak gapu ti panagkinkinnamatda. 4. Napno ti mulmula nga agduduma ti talon ni Tata Carlos. 5. Saan nga pinakan ni Tata Berto dyay nuang na iti 2 nga aldaw. Ania ti possible nga mapasamak iti taraken na? a. Sumalun at. b. Umalisto nga agarado. c. Agsakit ket saan nga makatrabaho. d. Sumayaat ti bagbagi na. F. Assignment Bring to class your family picture. Prepare a short story about your family. Be ready to share your story to your classmates. Key to Correction 1.event

2. Character

4. Setting

3. Event 5.c.

382

DAY 3 Objectives a. Read with automaticity 200-300 grade two level high frequency sight words b. Make inferences on what is likely to happen next based on the events in the stories, legends, etc. A. Preliminary Activities 1. Review Ask: Who can retell the story about “ Ni Tata Carlos” What do you think will the family do after eating lunch? 2. Unlocking of Difficulties Say: Read the following words from the situation. Unlock the words through CABLA, synonyms, picture nalulem pul-oy intugot B. Motivation 1.Ask: No makitam a nalulem ti tangatang ket adda papanam, ania ti rumbeng nga itugotmo? C. Presentation Today I will let you read and I will observe how fast and how good you read an article. D. Developmental Activities 1. Say: Read the situation written on a manila paper. The teacher lets the pupils read it with automaticity. Then ask pupils what will likely to happen. Maysa nga aldaw ti Hulio napan binisita ni Tata Carlos ti rinaepanna. Nalulem ti aglawlaw, nalamiis ti pul-oy ti angin ken napaspas dagiti ulep nga agpadaya. Awan ti intugot ni Tata Carlos nga panglinongna. Iti saan a mabayag, nagtudo ti napigsa.

383

2. Ania ti mabalin a mapasamak ken Tata Carlos?Apay nga nakunam dayta. Irasonam ti sungbat mo. 3. Generalization How do you give your inferences on what will likely to happen in the situation 4. Guided Practice The teacher posts pictures. She/he asks the pupils to choose what will likely to happen next. 5. Do Activity in LM # 94 page 141 E. Evaluation Read the following sentences. Write on the blank what is likely to happen next. 1. Lito climbs the guava tree. _________________________________________________________ 2. Crumpled papers are scattered in Grade 2 room. _______________________________________________________ 3. People in Barangay Turod help one another in cleaning their barangay. _______________________________________________________ 4. Terry doesn’t like to eat vegetables and fruits. _______________________________________________________ 5. Evelyn studies her lessons every day. ______________________________________________________ F. Assignment Think of one of the best/worst incidents in your life. Prepare a journal and tell a story on how you cope up with it. Include also the outcome of your action. DAY 4 Objectives a. Read short stories/articles with ease and fluency b. Make inferences on what will likely to happen next based on the events in the stories, legends etc. c. Write short narrative story that include elements of setting, characters, and events

384

A. Preliminary Activities Lead the pupils in singing the song “Dagiti Ayup” to the tune of Baa Baa Black Sheep Dagiti Ayup Ni: Jodeline L. Sarmiento Nadumaduma nga ayup A taraken ni tatangko Pakpakanenna ti ruot Ken iwaywayna diay alug Adda nuang, baka ken kalding Nga taraken met ni ading Binigatna a pakanen Iwayway ken painumen. B. Motivation: Show pictures of carabao and cow. Ask: What are these animals? Have you seen one? Where? Are they helpful? To whom?

385

Show a picture of hand tractor. Ask: What is this? Where do farmers use this? What good does it do? Which do you thick is better, carabao or hand tractor? Why?

C. Presentation Today we will read an article about a machine that is very important to farmers to make their work easier. D. Developmental Activities 1.Say: Let us read an article about a farm equipment that help farmers. 386

Maysa kadagiti aramaten dagiti mannalon tapno mapadaras a malpas dagiti aramidda ket ti panagaramat iti traktor. Daytoy ket maysa a kabaruan a makina nga ar-aramaten iti panagarado. Uray kasano kalawa ti kataltalunan, apagbiit laeng daytoy a maarado.

Ask: What are the advantages of these farm equipment to farmers 2. Engagement Activities Post a news article written on a manila paper. Read first the article then asks pupils to read with her. Ask volunteer to read a current news article about some latest technology that help in making our work easier nowadays. Ask: What do you think will happen to us if we do not use these advance technology in our daily lives? Do activity in LM # 95 on page 142-143 E. Evaluation 1.Write what will likely to happen without them.

387

2.

Read the following sentences. Write on the blank what is likely to happen next. a. Kanayon nga mangan ni Jerry ti chi chiria no oras ti merienda. _______________________________________________ b.

Kanayon nga aramiden ni Evelyn dagiti assignmentna. ____________________________________________ c. Makisalip ni Rose ti kinnantaan idiay eskwelada.Kanayon na nga agpraktis daytoy. ____________________________________________ F. Assignment Think and write 5 modern products of technology that help us in our lives. Write a short sentence about the importance of these technology. Tell what will happen to us if the technology was not invented. DAY 5 Evaluation Objectives 1.Predict possible ending in a story, event etc 5. Spell words with consonant clusters and blends 6. Write short narrative story that include elements of setting, characters and events 7. Use decoding knowledge and skills in academic and social vocabulary to begin independent reading 8. Make inference on what is likely to happen next based on the events in the stories, legends, etc. 9. Read and answer higher order factual and implied comprehension questions 10. Express love for stories and other texts by browsing the books read to them and asking to be read more stories and text 11. Manifest comprehension of informational texts through answering literal and higher level questions

388

1. Kitaen dagiti ladawan isurat ti maaramid no dagitoy ket awan.

a.

b.

2. Naisurat ditoy dagiti produkto ti teknolohiya.Isurat ti maitulong da iti panagbiag tayo. a. Flat iron ________________________________________________ b. refrigerator ________________________________________________ c. rice cooker ________________________________________________ d. electric fan ________________________________________________ e. computer ________________________________________________ 3. Isurat ti kusto a pagleppasan ti istoria. Adda taraken ni Tata Berto baka. Kanayon na a pakanen iti nalangto a ruot ken painumen. No napudoten ti tiempo igalot nan iti sirok ti kayo tapno aginana daytoy. Ti baka ni Tata Berto ket_______________________________

389

4. Urnosen dagiti letra tapno nabukel ti sarita a. rotopduk _______________________ b. batroha________________________ c. lopna__________________________ d. troktar________________________ 5. Basaen dagiti sumaganad a sarita. Urnusen dagitoy tapno makabukel ti istorya. Isurat ti papel ti sungbat mo. a.Umuna nga ipastor na ti bakana santo mapan agpakan ti baboy b.Maysa a mannalon ni Tata Oscar. c.No malpas na dagitoy mapanen agpayar iti pinagayan na. d.Kanayon a masapa a mapan idiay talonna. agpakan ti baboy a tarakenna. e.Nalaglag-an ti panag pamula na iti napalabas ta ket nakagatang kadagiti mausar na kas iti traktora. Key to Correction 1. 2. 3. 4. 5.

Answer may vary Answer may vary. Ti baka ni Tata Berto ket nasalun-at ken napigsa. a. produkto b.trabaho c.plano d.traktor bd a c e

390

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE FOURTH QUARTER-Week 31 Theme Save for the Future Objectives 1. Predict possible ending in a story, event, etc. 2. Give the meaning of words being read 3. Read with automacity 200 grade two level high frequency sight words 4. Spell word: a. consonant clusters and blends b. dipthongs 5. Write short narrative story that include elements of setting, character and events 6. Use imperatives to give simple three to six step directions in a culturally appropriate manner 7. Use decoding knowledge and skills in academic and social vocabulary to begin independent reading 8. Make inference on what is likely to happen next based on the evens in the stories, legends, etc. 9. Answer literal and high level questions 10. Show love of reading by listening attentively during story reading and making comments or reactions. 11. Expressing love for stories and other texts by browsing the books read to them and asking to be read more stores and texts. Domains 1. Oral Language Predicting possible ending in a story, events, etc. 2. Word Recognition Giving the meaning of words being read. 3. Fluency Reading with automacity 200 grade to level high frequency sight words.

391

4. Spelling Spelling words with a. consonant clusters and blends b. diphthongs 5. Composing Writing short narrative story that include elements of setting, characters and events. 6. Grammar Awareness Using imperatives to give simple three to six step directions in a culturally appropriate manner 7.Vocabulary and Concept Development Using decoding knowledge and skills in academic and social vocabulary to begin independent reading. 8.Reading Comprehension a.Making inference on what is likely to happen next based in the events in the stories, legends, etc. b. Answering literal and higher level questions. c. Expressing love for stories and other texts by browsing the books read to them and asking to be read more stores and texts. d.Show love of reading by listening attentively during story reading and making comments or reactions. Value Focus Thrifty Subject Matter A. Topics Possible ending,consonant cluster B. Reference K to 12 Curriculum 2 (Mother Tongue Competencies) C. Materials Story: “Ni Pusa ken Billit ” pictures of cat, bird, big book, flashcards

392

D. Procedure DAY 1 Objectives a. Read aloud grade two levels text with an accuracy of 95-100% b. Read short stories with ease and fluency c. Use decoding knowledge and skills in academic and social vocabulary to begin independent reading d. Read and answer higher order factual and implied comprehension questions. A. Preliminary Activities 1.Song: Animal Song Birdie, birdie tweet Birdie, birdie tweet Birdie, birdie tweet, tweet, tweet ( repeat) Kitty, kitty meow Puppy, puppy aw 2.Review Ask: Can you recall the story of the Leon and the Mouse? Who helped the leon? B. Motivation 1.Ask: Have you ever tried to save money? Where do you keep it? What will happen if you save some of your money? Show a picture of a cat and a bird. Ask: Have you seen these animals? What can you say about them? 2. Unlocking of Difficulties 1. agur-urnong iti taraon (gathering food) 2. panagtutudo (rainy day) 3. napintas nga aldaw (beautiful day) 393

4. napinget nga agtrabaho (work very hard) C.Presentation Today we will readthe story of the “ Ni Pusa ken Billit”.Do you want to read the story? D.Developmental Activities 1. Read the story “Ni Pusa ken Billit.” Read the story to the pupils in a lively and interesting way. Read. Stop 2 to 3 times to ask the pupils. > What do you think happen next? > What is the possible ending of the story? Ni Pusa ken Billit Tayab dita…..tayab ditoy. Kasta ti aramid ni billit. Kasta met ti kinaalisto ni pusa nga agur-urnong ti taraonna. Ammo ngamin ni pusa nga umanadanin ti panagtutudo. “Gayyemko a pusa, apay a banbannugem ti bagim? Isardengmo pay ta ar-aramidem. Umayka ta agay-ayamta,” kinuna ni billit. “Sika latta ti agay-ayamen gayyem. Masapulko ngamin nga agurnongak iti taraonmi. Asideg man ngaminen ti panagtutudo,” insungbat ni pusa. Saan nga immapal ni pusa ti ar-aramiden ni billit. Intultuloyna ti nagurnong ti taraon. Tumayabtayab latta ni billit. Awan ti planona nga agurnong ti taraonna. Iti maysa nga aldaw, immay iti panagtutudo. Nabayag a di nagsardeng ti tudo. Mabisinen ni billit. Napan ngarud daytoy ken ni pusa tapno dumawat iti taraon. “Gayyemko a pusa, dumawatak man iti taraon, mabisinakon,” kinuna ni billit. “ Saanka a maikkan gayyemko ta husto laeng ti naurnongko a kanenmi ingana’t malpas iti panagtutudo. 2. Ask the comprehension questions. 1. Why does the Billit have nothing to eat? 2. Did the pusa give the billit some food? 3. Did the pusa do right in saving food for the rainy days? 4. How about you? Are you going to save food for the rainy days? Why? 394

5. Should you save other things like pencil and paper? How? 3.Infusion of Values: Why is it good/ proper to save for the future? E. Evaluation Say: I will group you into 3, pick a paragraph in our story and practice for 5 minutes. You will be having a choral reading and you will be graded. Use this rubrics in assessing pupils performance. Ikkan ti tsek (/) ti batog ti Ikkan ti tsek ( / ) ti batog ni

no naaramidmo ti detalye no di naaramid ti detalye

Detalye 1. Nabasa ti istoria a nalawag. Napigsa ken saan nga agbeddal ti panagbasa Naited ti husto nga emosion ti nagakem. Nasurot ti umiso nga dynamiks. Adda panagtutunos ti boses ti pagbasa 2. Uppat laeng kadagiti sumagannad ti naaramid ti grupo 3. Tallo laeng kadagiti sumagannad ti naaramid ti grupo 4. Dua laeng kadagiti sumagannad ti naaramid ti grupo 5. Maysa laeng kadagiti sumagannad ti naaramid ti grupo F. Assignment Practice your favourite line/dialog in the story and you will recite it in class tomorrow.

395

DAY 2 Objectives a. Correctly spell words with consonant clusters and blends b. Give the correct sequence of events in a selection read c. Manifest comprehension of informational texts through answering literal and higher level questions A. Preliminary Activities 1. Review Ask: Who were the characters in our story? What happened one day? Who asked for food? Why do you think he doesn’t have food to eat? 2. Unlocking of Difficulties Say: Use the following words in your own sentence. I will call each one to recite. - agurnong - panagtutudo - napintas nga aldaw - napinget B. Motivation Say: I have here strips of paper where the characteristics of the characters in the story “ Ni Pusa ken Billit” were written. Paste them to the picture where they belong.

396

Nasadut

Naayam

Nagaget

Napinget

Naragsaka y

Nainut

C. Presentation Say: Let us go back to the story we read yesterday. Understand the story and be able to answer the questions about it. D. Developmental Activities 1. Ask the comprehension questions: Why do you think Pusa did not give food to Billit? If you were Pusa are you going to do the same? Why? 2. Engagement Activity Group Activity a. Game (Step by Step) Form into 3 groups. Give an envelope containing flashcards to each group. At the count of three, let the group arrange the sentences in sequence. The teacher says: Here are the things that happened in the story. Urnosen dagiti sumaganad a sarita maibasar iti istoria a.Nagtudo ti napigsa. b.Awan a pulos ti makan ni Billit. c.Agur urnong ni Pusa ti makan. d.Inawis ni Billit ni Pusa ta agay ayamda. e.Agtayabtayab ni Billit ken nalaus ti ragsakna. Key to Correction d c eab

397

b. Writing word through dictation on the board. 1. billit 2. ngamin 3. plano 4. aginggana 5. gayyem Say: Now that you have spelled the words correctly. Read the letters that I have underlined. Ask: What are they? What have you noticed as we pronounce them? How are they written? (consonant cluster/blends) c. Writing phrases through dictation on the board by pair. 1. banbanogem ta bagim 2. agurnongka itan 3. napan ti aggayyem 4. simmangpet ti tudo 5. tumayabtayab latta E. Evaluation Read the events happened in the story. Arrange them by numbering them 1-5. _____ a. Simmangbay ti napigsa a tudo ti sumagmamano nga aldaw. _____ b. Tayab a tayab ni billit. Naragsak nga agtayabtayab. _____ c. Saan nga innikan ni pusa ni billit ti makan ta apag isu la nga kanenda ingana malpas ti tudo. _____ d. Inawis ni billit ni pusa tapno agay-ayamda. _____ e. Saan metten nga agsardeng ti tudo. Mabisinen ni billit. F. Assignment Draw an animal and write at least 3 sentences to describe it. Use consonant cluster/blend in your sentences.

398

DAY 3 Objectives a. Write short narrative story that include elements of setting, character and events. b. Express love for stories and other texts by browsing the books read to them and asking to be read more stories and text. c. Use imperatives to give simple three to six step directions in a culturally appropriate manner d.Predict possible ending in a story, event etc. A. Preliminary Activity 1. Song: Bassit a Billit Adda bassit a billit nga adda iti kulungan Gapu ta maasiannak, innak pinalubusan Nagtayab, nagpangato, nagpababa Nagdisso idiay dakkel a kayo Iti malem nagsubli tiy billit Idiay bassit a ballayna Ku-kurokkok kurokkok kurokkok kurokkok kurokkok kokkok. 2. Review Ask: What was our story yesterday? What happened to Billit and Pusa? B. Motivation 1.Ask: What pet do you have at home? What food do you give to your pet cat? What do you do together with you pets? 2.If you have a chance to choose a pet, which do you prefer, a bird or a cat? C. Presentation Today we will identify the setting, character and events of the story that we have read.

399

D. Development of the Lesson 1.Say: Ni Billit ket kanayon nga agaslimetmet.Ibirukanna dagiti annakna ti makanda. Maysa nga aldaw nagsakit ni Billit ania ti mapasamak dagiti annakda________________________ ( Give another example of predicting outcomes) 2.From the sentences raised by the pupils the teacher is expected to choose some sentences with imperatives and write it on the board. - Umayka ta agay-ayamta. - Agurnongka ti taraon. - Umadayoka ta agtrabahoak. - Agawidkan awan maitedko kenka. 3.Asks: Read the following sentences? What do we call these sentences? What do they tell us? Generalization What are imperative sentences? Give examples of imperative sentences? 4.Based on the story we have read, what are the good characteristcs of Pusa? Compare yourself to Pusa, what do you have in common? 5.Go back to the imperative sentences, arrange these sentences to be able to write a paragragh consisting of the characters, events and setting 6. Enrichment Activity Ask a pupil to go to the board and let him do what the teacher says. 1. 2. 3. 4. 5.

Write your full name on the board. Go in front and tell your name. Stand up. Raise your left hand. Raise your two hands. Run around the classroom. 400

Ask: What did you do? Did you follow directions/ commands correctly? Why is it proper to follow directions/ commands correctly? E. Evaluation 1. How do you wash dishes? Write the steps in washing dishes on the blank. 1. 2. 3. 4. 5. 6.

______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________

2. Kopyaren ti istoria,isurat ti umno a sao manipud iti kahon. Ada taraken ni _________________nga aso nga agnagan ti_________.______________ daytoy nga kaay ayamna no sumangpet nga agapu___________.Kanayon nga agang angawda.Maysa nga aldaw nagsakit ni Blakie. ________ ti Carol ta awanen ti kaay-ayamna. Naragsak, Blakie,balay Carol, naliday,eskwela, danum 3. No sika ni Carol, ania ti aramidem iti tarakenmo? ______________________________________________________

E. Assignment How do you take a bath? Write 5 steps on how you do it using imperatives.

401

DAY 4 Objectives a. Make inference on what is likely to happen next based on the evens in the stories, legends, etc. b. Show love of reading by listening attentively during story reading and making comments or reactions A. Preliminary Activities 1.Review Go back to the story “ Ni Pusa Ken Billit” Ask: What will happen if cat went to play with the bird? B. Motivation 1. Asks: Who among you have read another story about animals? Have you heard the story of the “The Lion and The Mouse”? Do you want to listen to it? 2. Unlocking of Difficulties Unlock some difficult words in the story through pictures, context clues and action. C. Presentation Today we wil read the story of the Lion and the Mouse be attentive and be ready to answer questions about it. D. Development of the Lesson 1. Say: I am going to read to you the story of “The Lion and the Mouse”. Listen attentively for you to be able to answer the questions after reading. 2. Ask the comprehension questions What happened to the Leon? Who came to his rescue? What is the moral of the story? 3. Ask: What do you think will happen to the lion if the mouse did not help him?

402

If you were the mouse are you going to help the leon? Why? What do you think the hunters feel about the escape of the lion? (The pupils will give their inferences orally) 4. Engagement Activities Group the class into 3.They will do the differentiated activities prepared by the teacher Group 1- Draw one favorite setting in the story. Group 2- Select your favorite part of the story and dramatize it. See to it that the characters,events and setting are shown Group 3- Write a summary of the story. See to it that the elements of setting, characters and events are shown E. Evaluation 1. Read the passage below and write your comment or reaction about it. “ I am the King of the Jungle, no one can harm me while I am in my kingdom”, said the Lion”. _______________________________________________ _______________________________________________ _______________________________________________ _____________________________________________ 2. What do you think will happen if the wild pig and the Lion will meet in the forest? a. The Lion will run away. b. The wild pig will be eaten by the Lion c. The wild pig will eat the Lion. d. They will both run away from each other. F. Assignment Bring to class your favorite fable tomorrow. Be ready to tell the story to the class.

403

DAY 5 Evaluation Objectives 1. Predict possible ending in a story, event, etc. 2. Give the meaning of words being read 3. Read with automacity 200 grade two level high frequency sight words 4. Spell word: a. consonant clusters and blends b. dipthongs 5. Write short narrative story that include elements of setting, character and events 6. Use imperatives to give simple three to six step directions in a culturally appropriate manner 7. Use decoding knowledge and skills in academic and social vocabulary to begin independent reading 8. Make inference on what is likely to happen next based on the evens in the stories, legends, etc. 9. Answer literal and high level questions 10. Show love of reading by listening attentively during story reading and making comments or reactions. 11. Expressing love for stories and other texts by browsing the books read to them and asking to be read more stores and texts. I. Isurat ti sungbat dagiti sumagannad 1.Ti Tata Luis nga mannnalon ket napinget nga agtrabaho idiay taltalon para ti pagbiag ti pamilyana.Ania ti kayat na sawen ti nalinyaan a sao? a. nasadut c. naliday b. nagaget d. naulimek 2.Ni kuton ket saan a nagsardeng a nagbirbiruk iti taraon na para iti umay a panagtutudo. Idi tiempo ti panagtutudo _____________________________________________________________ 3.Ni __ _i_ __ __ __ ket tayab a tayab, saan na nga inkaskaso ti agbiruk ti kanenna para iti umay a panagtutudo.

404

4.Piliin ti sao a mangipakpakita ti consonant cluster a. tao b. trabaho c. tangke d. tuso 5.Urnusen dagiti sumaganad a mangipakpakita ti umiso nga aramiden no sumangpet nga aggapu idiay pagadalan. ___________1. Aramiden dagiti inted ni maestra nga aramiden iti balay. ___________2. Agsukat iti bado a para balay. ___________3.Apan agay ayam idiay arubayan. ___________4. Agdayaw kada Tatang ken Nanang. a. b. c. d.

1,2,3,4 2, 1, 3, 4 4, 2, 1, 3 4, 2, 3, 1

6.Ikkan ti tsek dagiti sarita a mangipakpakita ti imperative ______Agdalus iti uneg iti pagadalan no sumangpet iti bigat. ______ Aggurnong ti taraon para iti panagtutudo. ______ Ania ti kayat mo a gatangen idiay kantina? ______ Napintas dagiti sabsabong iti hardin. 7.Ni Dudon ket kanayon a naragsak,tayab a tayab ken agsala sala nga agmalmalem. Nasadut nga agbirbiruk iti taraon na para iti panagtutudo. Ania ti mapasamak kanyana no umayen ti napigsa a tudtudo? _________________________________________________________ 8.Sakaren ti istorya.Ikabil ti umno a sao iti blanko manipud iti kahon tapno makompleto daytoy. Iti kabakiran, ti_________ ti ari iti amin nga ______________. Napigsa, _________ken narungsot daytoy.Awan ti sabali nga animal a ______________ kanyana. ___________________amin dagiti babbabassit nga animal sadiay. Kabutbuteng Lion Nasirib Makaabak Animal 405

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE FOURTH QUARTER-Week 32 Theme Waste Management and Recycling Objectives: 1.Use culturally appropriate expressions to explain or give reasons on certain school and community issues, situations and events 2. Give opinions about the stories, commentaries, news articles, etc. 3. Give the meaning of words being read 4. Read stories, legends, news articles, etc. with ease and fluency 5. Spell words with consonant clusters 6. Use imperatives to give simple three to six steps directions in a culturally appropriate manner 7.Use decoding knowledge and skills in academic and social vocabulary to begin independent reading use the text (such as ideas, illustrations and titles) to draw inferences and conclusions and make generalization 8. Give the correct sequence of events in a literary selection read 9. Answer literal and higher level questions 10. Express love for stories by reading more literary and informational texts Domains 1. Oral Language Using culturally appropriate expressions to explain or give reasons on certain school and community issues, situations and events. Giving opinions about the stories, commentaries, news articles, etc. 2. Word Recognition Giving the meaning of words being read. 3. Fluency Reading stories, legends, news articles, etc. with ease and fluency. 4. Spelling Spelling words with consonant clusters. 406

5. Composing Writing short, clear announcement, notices, etc. (e.g. cleanliness drive, drug information campaign, health program. 6. Grammar Awareness Using imperatives to give simple three to six steps directions in a culturally appropriate manner. 7. Vocabulary and Concept Development Using decoding knowledge and skills in academic and social vocabulary to begin independent reading. 8. Reading Comprehension Using the text (such as ideas, illustrations and titles) to draw inferences and conclusions and make generalization. Giving the correct sequence of events in a literary selection read. Answering literal and higher level questions. Expressing love for stories by reading more literary and informational texts. Value Focus Keeping our community clean Subject Matter A. Topics Word meaning, consonant clusters, drawing generalization B. References C. Materials Story: Arubayak, Dalusak pictures, chart, Learners’ Materials D. Procedure DAY 1 Objectives a. Use culturally appropriate expressions to explain or give reasons on certain school and community issues, situations and events 407

b. Read stories, legends, news articles, etc. with ease and fluency c. Write short, clear announcement, notices, etc ( e.g. cleanliness drive, drug information campaign, health program) d. Express love for stories by reading more literary and informational texts A. Pre- Reading 1. Motivation Show a picture that depicts dirty surroundings. Ask: What can you say about this place? Will it be safe to live in this environment? Would you like to live in this place? Why not? 2. Unlocking of Difficulties Play Spill and Spell. Call on ten volunteers. Group them into two. Provide each group with Spill and Spell Boards and scrambled cut-out letters placed in small envelopes (letters for each word should be placed in separate envelopes). Have each group listen carefully to the clues/meaning given by the teacher for them to spell the words correctly in their Spill and Spell boards. 1.Maysa a problema wenno parikut 2.Sakit a nagramaram iti komunidad 3.Mangted daytoy iti sakit 4.Nangbukel wenno nangaramid 5. Naaramat iti sabali a pakausaran 3.Presentation Today we are going to read a story about how people solve the garbage problem. What must you do when reading orally? B. During Reading: The pupils read aloud the story “Arubayak, Dalusak” (Use the sectional approach wherein teacher stops after reading a paragraph or two and ask questions.

408

Arubayak, Dalusak Aldaw iti Sabado, adu ti tattao a napan diay Brgy. Turod Hall gapu ta adda maangay a meeting dagiti bumaranggay. Napabutnganda kapitan ken dagiti opisiales ti barangay agsipud ti maysa nga epidemia a nagramaram diay lugarda. Daytoy ti sakit a dengue nga agtaud iti kagat ti lamok. “Agyamanak iti iyuumayyo pannakitabuno iti daytoy a meeting. Masapultayo a pagsasaritaan ti dakkel a problematayo maipapan iti agraraira nga epidemia. Ania ti masapultayo nga aramiden tapno masolbartayo daytoy a parikut?” kinuna ti kapitan. “Nasayaat Kapitan no agkaykaysatayo a mangdalus iti arubayantayo tapno maliklikan ti panagramaram iti dengue ditoy lugartayo,” insingasing ni Tata Ruben. “Kapitan, mabalintayo kadi a mangbuangay ti maysa a proyekto? Posible ngata a ti tumunggal maysa ket agdalus ken agurnos ti aglawlawna? Kinuna no Nana Petra. “Napintas man dayta nga insingasingmo Nana Petra,” kinuna ni kapitan. “Panaganantayo ngarud daytoy a proyekto iti “Arubayak, Dalusak,” kinuna ni Kagawad Gloria. “Nasayaat dayta a kapanunotam kagawad. No agtitinnulongtayo a mangdalus iti arubayantayo, manamnama a maiyadayo ti pamiliatayo iti aniaman a sakit,” kinuna ni kapitan. Nagtutulag ngarud dagiti bumarangay.

1st Stopping Point: Sadinno ken kaano a napasamak ti istoria? Sino dagiti naalarma iti agdinamag nga epidemia? Sino dagiti nagdardaras a napan idiay barangay hall? Apay a nagdardaras da a napan idiay barangay hall? Ania ngata ti napasamak idiay miting? 2nd Stopping Point: Ania ti insingasing dagiti tattao nga proyekto?

409

Ania ti makunayo, napintas ngata daytoy a napanunutanda? Apay nga nakunam dayta? 3rd Stopping Point: Ania ti inaramid dagiti tattao tapno masolbarda ti problema? Ania dagiti naduma duma nga stratehiya nga inarmidda? 4th Stopping Point: Ania ti resulta ti inaramid dagiti tattao? C. Post Reading 1. Comprehension Questions Ask the comprehension questions. How did the people of Barangay Turod participated in the project? What was awarded to their barangay for the “ Arubayak, Dalusak Project? 2.Skill Focus Make an announcement about the meeting for the project “Arubayak, Dalusak.”

Announcement What: ______________________________________ When: _____________________________________ Where: _____________________________________ Who: _______________________________________

Asks: What are the different important details in making announcements? How should you write announcements? Do activity in LM # 99 on page 149 410

3.Evaluation Write a clear announcement using the details below. Arrange them to come up to a clear and simple announcement.

Pakaammo Who: ___________________________________________________ What: ___________________________________________________ Where: __________________________________________________ When: __________________________________________________  Sabado, iti oras ti alas dos ti malem,Abril 20, 2012  San Francisco Sur Barangay Hall  Miting ti amin a bumarangay tapno maipakaammo ti proyekto panagdaldalus ti arubayan  Amin a bumarangay

D. Assignment Read articles from magazines and newpapers about waste segregation and recycling. Compile them and make an album. Day 2 Objectives a. Give the meaning of words being read b. Use text ( such as ideas, illustrations and titles) to draw inferences and conclusions and make generalization A. Preliminary Activity 1. Review: a. Re-reading of the story by the pupils to be done through a popcorn method with emphasis on fluency. B.Motivation Game: Treasure Hunt

411

Look around the classroom the different treasures that were distributed to different places. If you find one, hold it for presentation. (Pupils will go around the classroom to look for the materials) What are these? Where do we see them? Are they important? Can we convert them into something using useful? How? (recycling them) C.Presentation Today you are going to read to a story and make sure you can make inferences and generalization D.Developmental Activities 1. Picture study: Show a picture of people rushing to the Brgy. Hall. Ask: “Why do you think are they rushing to the Brgy. Hall?” 2.The pupils will read again the story “Arubayak, Dalusak” What do you think will happen if all the barangays will follow what they have done? What are the problems that could be solved if everbody will help in cleaning the surroundings? 3.Give the meaning of the following words from the story through context clues epidemia opisyales agraira 4. Engagement Activities: The teacher divides the class into four groups (number depends on the number of pupils in the class). The materials for the different activities are pre-assigned. Group IYes! We Can Do it. Recycle used bottled water. Group II-

The place we want to live in. 412

Make a poster/slogan of that shows proper waste segregation Group III- We Can Feel It! Draw your emotions when you see proper waste segregation in a barangay. Group IV- Let’s do it! Act out the proper way of garbage disposal. 5. Group Presentation Presentation of the outputs by group 6. Infusion of Values The teacher asks: What do you think made Brgy. Turod won the “Cleanest Barangay Award?” E. Evaluation 1.Isurat dagiti possible a maaramid no dagiti sumaganad ket surutentayo.  Ikabil dagiti basura tayo iti umiso a pagibellengan ____________________________________________  “ Tapat Ko, Linis Ko” ___________________________________________  “ Recycle, reuse, reduce” ___________________________________________ 2.Piliiin ti umiso a sao manipud iti kahon. Masapul a makigammulo iti ania man a proyekto tapno nasayaat ti kasasaadtayo. Basaen dagiti anunsio a nakapaskil iti arubayan ti eskuelaan. Proyekto, pakaammo,dram,trak

F. Assignment Write 5 words with consonant clusters.

413

DAY 3 Objectives a. Use imperatives to give simple three to six steps directions in a culturally appropriate manner b. Give the correct sequence of events in a literary selection read c. Answer literal and higher level questions A. Preliminary Activities 1. Review: Recall some of the details in the selection read yesterday through a pass the ball game. The class sings Bahay Kubo while passing the ball to one another. When the song ends, the one holding the ball will draw one question from the question box and answer it. The same process will be done until all the questions are answered. B. Motivation 1.Ask: Ania ti aramidem tapno agtalinaed a nadalus ti arubayam? C. Presentation Today we are going to read article about a project which is helpful in iliminating the garbage problem D. Developmental Activities 1.Present the following sentences that tell about some of the events in the story read. Dalusan ti lugaryo. Mangbukelka iti komite Kagawad Teban, agaramidka iti pakaammo Rumuarkayo ta makipartisipar ti proyekto Ikkanyo ti gunguna dagiti mangabak Ask: What do these sentences tell? What kind of sentences are they?

414

Say: These are imperative sentences. Imperatives tell what one should do or command someone to do something. Ask: Going back to the statements we have raised, which of this happened first? Second, next and last? E. Generalization Give example of imperative sentences? How do we arrange events in the story? F. Fixing Skills Study the picture. Write three imperatives that one should do in the given situation in each picture. Do activity in LM # 100 on page 150-151 1.

a. _______________________________. b. _______________________________. c. _______________________________.

2. Arrange the events that happened in the story. Number them 1 – 5 _____Dalusan ti lugaryo. _____Mangbukelka iti komite _____Kagawad Teban, agaramidka iti pakaammo _____Rumuarkayo ta makipartisipar ti proyekto _____Ikkanyo ti gungguna dagiti mangabak

415

3.Do activity in LM #96 page 144-145 E. Evaluation 1. Write 3 imperatives shown in the picture.

a. _________________________. b. _________________________. c. _________________________.

Write three-step to six-step directions that tell one on what to do upon waking up. What to Do Upon Waking Up 1 2 3 4 5 6 F.Assignment What should you do after playing with your toys? Write three to six-step directions about it.

416

DAY 4 Objectives a. Spell correctly words with consonant clusters b. Use decoding knowledge and skills in academic and social vocabulary to begin independent reading c. Give opinions about stories, commentaries, news articles, etc A. Preliminary Activities 1. Drill The teacher lets the pupils read some vocabulary words from the story read for emphasis. arubayak dalusak komite proyekto basura compost pit B. Motivation The teacher shows a picture of ditry surroundings. Look at the picture class, what can you see here? (picture of dirty surrounding) Do you like to live in this place? What will happen to people living in this kind of surrounding? C. Presentation Today we are going to read an announcement on how people unite to solve a problem D.Developmental Activities 1. Read the announcement made by the Brgy. Secretary about the meeting on Arubayak, Dalusak project.

417

PAKAAMMO What: 1. Meeting maipapan iti proyekto nga “Arubayak, Dalusak” 2. Panagprepara dagiti bumaranggay maipapan iti panagkolekta iti basura When:Nobiembre 10, 2012 Where: Barangay Hall Who: Amin a bumaranggay

1. Read the underlined words proyekto

panagprepara

Ania ti kayat na a sawen dagitoy nga sao? 2. What is the effect of the cooperation of the people to the program of the Barangay? Let the pupils give their opinion to the question raised. (Give other situations for the pupils to raise their comments) 3. Ask: What are the underlined words in the announcement. What do these words have in common? What are the consonants that are side by side? 4. Say: These words are called consonant clusters. Consonant clusters are made up of two consonants that come one after the other and their sounds are sounded distinctly like pr, dr, kl, tr, br, etc. 418

6 .Generalization What are consonant clusters? Consonant clusters are made up of two consonants that come one after the other and their sounds are sounded distinctly like pr, dr, kl, tr, br, etc. 1. Guided Practice a. Look at the jumbled letters rearrange them to form the word with consonant cluster. salek ______________________ orkisile _____________________ belmapor ___________________ lonap ______________________ yokrorpe ___________________ magaropr ___________________ a. Fill in the blanks with the correct consonant cluster. Choose your answer from the words you have formed above ( spelling lesson) 1. Aglalaok dagiti ___ ti basuraan a makita iti arubayan. 2. Nagyaman ni Kapitan Inggo idi nagsarita iti naangay a __________. 3. Nagsaludsosak maipapan iti ___________________ ti barangay tapno maliklikan iti ________________. 4. Masapul nga ____________ dagiti basura a mabalin pay a mausar. E. Independent Practice Complete the rebus by writing words with consonant clusters in place of the pictures. 1. Ti

ni Rosa ket nalabbaga.

2. Pinunno ni Pedro na danum diay dakkel a

419

.

3. Simmangpet diay baro a iti

nga agkolekta

4. basura diay barangay

.

5. Impakni ni Abel diay inusarna daytoy.

kalpasan nga

6. Do activity in LM # 104 on page 150 F. Evaluation Fill in the blank with the appropriate word with consonant clusters to complete each sentence. Select your anser inside the box. 1. 2. 3. 4. 5.

Awan ti ____ no napigsa ti bagyo. Nangan ni Ara ti adu a _____. Nadadael diay _____ ni inang. Natinnag diay ____ diay rabaw ti lamisaan. Napan nagsakdo ni Brando diay _____. plantsa

plato

gripo

klase

tsiko

G. Assignment Write 5 word with consonant clusters DAY 5 Evaluation Objectives 1.Write short, clear announcement, notices, etc ( e.g. cleanliness drive, drug information campaign, health program) 420

2. Give the meaning of words being read 3. Correctly spell words with consonant clusters 4. Use imperatives to give simple three to six steps directions in a culturally appropriate manner 5.Give the correct sequence of events in a literary selection read 6.Give opinions about stories, commentaries, news articles, etc. I.Piliin ti letra ti umiso a sungbat 1. Napunno dagiti __________ iti danum a pagsibog ti mula a. drum b. dramm c. dram d. drame 2. Nagkarga ti basura dagidiay _______ nga limmabas. a. truck b. trac c. trak d. truk 3. Ti barangay San Francisco ko ket adda epidemia ti tuko.Ania ti kayat na a sawen ti maugedan a sao? a. Sakit nga saan a maagasan. b. Sakit nga maapektaran ti kaaduan. c. Kasasaad ti aglawlaw d. Kasasaad nga saan nga kayat ti amin. II. Urnusen dagiti sumagan nga mangipakpakita ti panagluto ti prito nga itlog.Isurat ti 1-4 _______Ikkan ti bassit nga asin. _______Bittaken ti itlog ti mallokong. _______Batilin a naimbag ti itlog. _______Ipisok ti itlog iti napudot a paryok nga adda mantika na. III. Agsurat ti maysa a pakammo maipanggep ti maangay a GTPA miting. Usaren dagiti detalye a naisurat iti kahon      

San Jose Elementary School Kadagiti amin a Nagannak March 4,2013 Maipakaamo ti panagkali dagiti nagannak iti abot nga pagikabilan ti basura. 9:00 ti bigat Jose L. Ramos

421

IV.In the story “Arubayak, Dalusak,” you have seen how the people of Brgy. Turod managed to segregate their wastes and make their place the cleanest barangay. If you were the Brgy. Captain, how would you motivate the people to make your barangay the cleanest in town? Write a short message on how you could motivate your people to cooperate.

V. Urnusen ti sumaganad ta makaaramid ti istoria.  Naprogreso ti barangay San Francisco.  Nagkaykaysa dagiti bumarangay nga nagdalus iti arubayanda  Nagmiting dagiti bumarangay ta nagplanoda ti aramidenda.  Maysa maysa nagsao ket nagibaga ti umiso nga aramidenda

422

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE FOURTH QUARTER-Week 33 Theme Conservation of energy resources Objectives 1.Give the meaning of words being read through matching them with pictures, doing the action or giving its synonyms 2. Read stories, legends, news articles, etc. with ease and fluency 3. Use imperatives to give simple three to six steps directions in a culturally appropriate manner 4. Infer the character's feelings based on their actions or on what they say 5. Give the correct sequence of events in a literary selection read 6. Show love for reading by listening attentively during story reading and making comments and answering higher order thinking questions Domain 1. Word Recognition Giving the meaning of words being read by matching them with pictures, doing the action or giving its synonyms. 2. Fluency Reading stories, legends, news articles, etc. with ease and fluency 3.Grammar Awareness Using imperatives to give simple three to six steps directions in a culturally appropriate manner 7. Vocabulary and Concept Development Creating a simple dictionary of words frequently use in the lesson 8. Reading Comprehension Inferring the character's feelings based on their actions or on what they say. 423

Giving the correct sequence of events in a literary selection read Showing love for reading by listening attentively during story reading and making comments and answering higher order thinking questions. Value Focus Conserving water, energy and electricity Subject Matter A. Topics Imperatives, infer characters feeling B. Reference K to 12 Curriculum 2 (Mother Tongue Competencies) C. Materials Story: Ti Ginittaan, song “Kastoy ti Aramiden” Tune: Adapted from This is the way I wash my face D. Procedure DAY 1 Objectives a. Give meaning of words being read through matching them with pictures, doing action or giving its synonyms b. Listen and retell a story heard in their own words citing the characters, setting and important events c. Show love for reading by listening attentively during story reading and making comments and answering higher order thinking questions. A. Pre-Reading 1.Motivation Show a CABLA picture that depicts native delicacies like bibingka, suman, puto, ginittaan, sinambong, etc. Ask: Have you tasted these foods? Do you know how these 424

foods are cooked? 2.Unlocking of Difficulties Post the words written on strips of paper on the board and have the pupils read them. pespesen

igaden

ikiwar

Show the pictures and ask: Which of the words on the board matches the picture? (Explain the meaning of each word) 3.Setting of Purpose What must you do when reading a story? B. During Reading

Ti Ginittaan Madanun manen iti piesta dagiti natay. Nagsasangpet dagiti bakasyunista ditoy probinsia. Maysa kadagiti simmangpet ket ni Susan a kaduana ti anankna a ni Ana nga agtawen iti sangapulo. Idi simmangpetda diay balayda Nana Lina, madama daytoy nga agig-igad iti niog. Gapu ta damu laeng ni Ana ti makakita ti agig-igad iti niog, nagsaludsod daytoy kenni Nana Lina, “ Ania ti ub-ubraem Apong Lina?” “Ig-igadek nakkong daytoy niog tapno agaramidak ti ginittaan,” insungbat ni Nana Lina. “Naimas kadi ti ginittaan Apong? Kasanoyo nga aramiden dayta?” saludsod ni Ana. “Umayka nakkong ta bantayannak nga agluto tapno makitam no kasanok nga lutuen ti ginittaan,” kinuna ni Nana Lina. “Dagitoy ti rekado ti panagaramid ti ginittaan: maysa a kilo a diket (masapul a naipagiling daytoy), maysa a kilo nga asukar, dua a bukel a niog, dippig, sago, ken anis. Masapul a naisagana amin dagiti rekado tapno saan a nagastar ti pagtungo a kayo,” inlawlawag ni Nana Lina. “Ammom kadi ti mangtimbulel ti diket Ana?” saludsod ni Nana Lina. “Saanko nga ammo Apong ngem no isuronak, mabalinko nga adalen,” insungbat ni Ana. Insuro ngarud ni Nana Lina no kasano ti mangtimbukel iti diket a maysa a rekado iti ginittaan. “Denggem nga nalaing Ana ta isuroka. Basaem ti diket iti danum saka mangala iti pagtimbukelem,” kinuna ni Nana Lina. Inkabilna nga agsisina dagiti natimbukelna iti bigao tapno saan nga agpipigket. Pinespesna ti naigad a niog sa ikargana iti kaserola ti gittana.

425

Pinagburekna sana inkarga dagiti dippig, sago, anis ken amin a rekado a kayatna nga inkarga a kas ti langka wenno nalukneng a niog. Kiniwarna sana inkabil ti asukar ken dagiti natimbukel a niog. Idi naikabilna aminen a rekado, Kiniwarna daytoy sana pinagpalet. Idi makitana daytoy a naluto aminen a rekado, inadawnan ti ginittaan. “Nalaka gayam ti agluto ti ginittan, Apong Lina,” kinuna ni Ana. “Isuratko dagiti rekado ken dagiti wagas iti panagluto tapno ammokton ti agaramid,’ kinunana pay daytoy. Nangikarga ngarud ni Nana Lina ti ginittaan iti maysa a mallokong sada nagmerienda. “Ayna! Nagimbag gayam ti ginittan Apong Lina,” nasao ni Ana. “Saan laeng a naimbag nakkong, nasustansia pay,” kinuna ni Nana Lina.

C. Post Reading 1.

Ask the • • • • •

comprehension questions Where and when did the story happen? Who were the main characters in the story? What is the story all about? What made Ana happy? Why? How did Nana Lina explain the procedures of cooking ginittaan? • If you were Ana, would you enjoy cooking ginittaan? Why or Why not?

2. Point out the elements of the story like the plot, setting, characters 3.Skill Focus 1.Here are some of the words that we have read from the story. Study them carefully and give their meaning according to how they were used in the sentence, through pictures and gestures Bakasyunista damu rekado adalen pinagpalet

426

2. Infusion of Values Why did Nana Lina advise Ana to prepare all the materials and ingredients first before cooking? 3.Creative Response Do activity in LM # 105 on page 157 3.Evaluation Match the word in column A with its meaning in column B. 1. 2. 3. 4. 5.

A rekado kiniwar napalet nagburek inkarga

B a.inkabil b.ramramen c. napudot unay d. pinaglaok e.napigket

D. What is your favorite food? Ask your mother how to cook it. Write it in your notebook DAY 2 Objectives a. Retell a story heard in their own words citing the characters, setting and important events b. Retell story heard with ease and fluency c. Write short, clear announcement, notices, etc ( e.g. cleanliness drive, drug information campaign, health program A. Preliminary Activity Ask for volunteers to retell the story citing the characters, setting and plot. Do the retelling through a Connect the Dot game wherein one pupil starts retelling the story then another continues until it reaches the end observing the correct sequence of events. Encourage the pupils to retell it in their own words with fluency. 427

B. Motivation Say: We are going to play the “Ginittaan Game”, we have here a big bowl with rolled papers. I will call pupils to come and get a roll of paper and read what is written in it. If it is one of the ingredients of Ginittaan say, YUMMY. If it is not say, HMMP. ( Write in the rolled papers the following: diket,asukar,niog,dippig,sago,anis,asin,suka,bawang) C. Presentation Today you will listen to a story and be able to retell the story in class D. Developmental Activities 1. Pupils will retell the story. Call pupils to retell. Use the popcorn method. Ask: Were you able to tell the important events in the story 2. Engagement Activities Divide the class into four groups. Let each group do the following activities: Group 1-

The Chefs! Pretend that you are chefs in a restaurant. You are going to prepare an advertisement. Draw your specialty food present it in a way that costumers will be attracted to come and visit your place

Group 2Let’s Conserve Energy Write some ways on how you can conserve energy when cooking or doing household chores.

428

Group 3-

Make a poster that tells about proper way of conserving water.

3. Presentation of Outputs Presentation by group E. Evaluation Write an advertisement for people to come and join the opening of your snack house. Make ginittaan your specialty food. Write that first 10 persons will be free. Pakaammo Maawiskayo amin nga umay iti panaglukat ti _____________________________________________________. Agrugi daytoy intono ______________________________ _____________________________________________________. Adu ti agkakaimas a makmakam a kas iti____________ _____________________________________________________ Libre ti ______________________________________________ ______________________________________________________ Nalinis ti aglawlaw.Garantisado ti serbisio ken nalaka pay. _____________________________________________________

429

Ikabil ti tsek (/) iti batog ti umiso nga sungbat.

1. 2. 3. 4. 5.

Detalye Nasurot dagiti direksion Nalinis ken napintas ti inaramid Maawatan ti sinurat Kompleto ti detalye ti anunsyo Makaawis kadagiti kostumer ti anunsio

Wen

Saan

F. Assignment Cut an advertisement of restaurant from magazines or newpapers.Bring to class tomorrow. DAY 3 Objectives a. Use imperative to give simple three to six steps directions in a culturally appropriate manner b. Infer characters’ feelings based on their actions or on what they say c. Give the correct sequence of events in a literary selection read A. Preliminary Activities 1. Review Write the scrambled procedures of cooking ginittaan on strips of paper. Post them on the board. Call on some pupils (number of pupils depends on the number of strips). Have them arrange the strips of papers according to the correct order of steps. B. Motivation Game: Throw a ball to a pupil. Anybody who catches the ball will act out the given situation

430

   

You You You You

have eaten a delicious ginittaan tasted a sweet banana. ate a sour mango. tasted a bitter ampalaya.

C.Presentation Today we will read a part of the story “Ti Ginittaan” and be sure you could infer feelings of the characters. D.Developmental Activities 1.Read the paragraphs taken from our story “Ti Ginittaan” “Nalaka gayam ti agluto ti ginittan, Apong Lina,” kinuna ni Ana. “Isuratko dagiti rekado ken dagiti wagas iti panagluto tapno ammokton ti agaramid,’ kinunana pay daytoy. Nangikarga ngarud ni Nana Lina ti ginittaan iti maysa a mallokong sada nagmerienda. “Ayna! Nagimbag gayam ti ginittan Apong Lina,” nasao ni Ana. “Saan laeng a naimbag nakkong, nasustansia pay,” kinuna ni Nana Lina. 2. Comprehension Questions a. Who were talking in our story? b. What do you think did Ana feel? c. Why did you say that she is happy? Read the sentence that proves your answer. 3. Read the following sentences.  Isurat mo dagiti rekado iti papel.  Ikargam iti mallokong ta ginittaan ta manganka.  Kanem amin a kargana ta mallokong. What have you observe with the sentences? What do they tell us? Which do you think happened first? Which is the last? 431

4.Engagement Activities a. Write the emotions shown by the characters.  “ Hu hu hu I lost my money for recess”.  “Huray! We won the game.”  “I cannot do this I am not ready”.  “My grades are high and I am glad”. happy, sad, excited, afraid, lonely b. Let the pupils read the correct order of the steps in making tambo-tambong. Then ask : What kind of sentences are these? What do we call them? Ask the pupils to give directions in cleaning the house or other chores that they are familiar with. 3.Generalization What are imperatives? (Explain that imperatives are often used in giving directions such as in cooking or in doing some things like chores at home.) Do activity in LM # 107 on page 159 What are the different emotions shown by characters? How can we tell the correct emotions shown by them? 4. Guided Practice Look at the road map. Give three-step directions in going to your house from school. Do activity in LM #106 page 158

432

E. Evaluation 1.Write six-step directions in washing the dishes. How to wash the Dishes ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ 1. Write the correct emotions shown by the characters. Choose from the letters below. a.“We will go to the beach tomorrow”. _________________ b.My pet died yesterday. ___________________ c.I received a gift from my friend. ___________ d.I should have won the contest. ___________ a. upset b. excited c. sad d. happy F. Assignment Ask your mother or father about how to cook/prepare your favorite dish. Write the procedure on a piece of paper and be able to share it to the class. DAY 4 Objectives a. Use culturally appropriate expressions to explain or give reasons on certain school and community issues, situations and events b. Create a simple dictionary of words frequently use in the lesson. A. Preliminary Activities 1. Drill: Read the following words -umay - buyaen 433

- igaden - ikiwar - adalen 2. Review Let the pupils post the procedures in cooking/preparing your favorite dish on the board. Then call on volunteers to share their assignment to the class. Of the dishes you have heard, which of them would you like to try eating? Why? B. Motivation Show pictures of the different fastfood chains in town ( Jollibee, Mc Donalds, KFC, Greenwich, Pizza Hut ) What food do you prefer to eat in this fast food chains? Compare the food prepared by your mother at home, do they have the same food nutrients? C. Presentation Today we will read a short story. D. Developmental Activities 1.Read the short story. Ti Kasangay ni Anton. Maysa a malem ti Marso 26, oras ti alas tres iti balay da Anton, naangay ti selebrasion ti kasangay na. Inawis na dagiti gagayyem na nga agtutubo. Adu ti makan nga insagana ni mamana. Ada pansin, puto, salad, ice cream, lumpia ken cake.Nagkakanta ken nagigitara dagiti agtutubo. Naragsak ti kasangay ni Anton. Adda maysa a kadua da a saan a naragsak gapu ta saan na mabalin kanen dagiti naisagana gapu iti salun at na. Inanusan na lattan ti nangan ti linengta a saba tapno napedped ti bisinna.

434

Ania dagiti makan a naisagana iti kasangay ni Anton? Apay nga adda saan nga naragsak? Ania ti rason apay nga bawal nga mangan kadagiti naisagana? Kayat mo kadi ti kastoy a mapasamak kenka? Ania dagiti sakit nga tumanor ita a tiempo nga mainaig ti taraon nga ipapaunegtayo? 2. Creative Interaction If you were to cook an unusual food, what would it be and would it taste? Why do you prefer such food? ( let pupils give their reasons) Draw your unusual food. Then write at least three sentences to describe how it tastes and why have you thought of it. Give a name to your recipe. 3. Group Sharing Call on some volunteers to share their work to the class. 4. Say: Go to your group and assign a leader and secretary. Recall all the word that we have enlocked and use. List all you could remember Let the leader of each group read the words they have written. After all the groups have reported, let them compare their work and find out which of the words from the other group have they missed. Let the pupils do activity LM #109 0n page 161 E. Evaluation Give your comment to the situation presented below

435

Iti kantina ti elementaria iti lugar mi saan nga aglako ti chichiria, kendi ken dadduma pay a saan a nasustansia a makan. Inpaunay unay ti nars ti pagadalan ti kinadalus sakbay ken malpas a mangan.Pinaalis dagiti nagannak dagiti aglaklako ti street foods ( fishball, kikiam ken kwek kwek) iti asideg ti ruangan ti pagadalan.Daytoy ket bilin nga inpaulog ti PTA ( Parents Teachers Association) tapno masalakniban ti salun-at dagiti agad adal. Ania ti makunam iti daytoy?Umannamong ka? Apay? Saan ka umannamong? Apay? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ F.Assignment: Out of the presented words, let each pupil make his own words list. Remind them to arrange the words in alphabetical order. If they wish to add more words they may do so. DAY 5 Evaluation Objectives a.Give the meaning of words being read through matching them with pictures, doing the action or giving its synonyms b.Use imperatives to give simple three to six steps directions in a culturally appropriate manner c. Infer the character's feelings based on their actions or on what they say d.Give the correct sequence of events in a literary selection read

436

I.Pagparisen dagiti agpada ti kaipapananna. Isurat ti letra ti husto nga sungbat. _____1. rekado a.inkabil _____2. kiniwar b.ramramen _____3. napalet c. napudot unay _____4. nagburek d. pinaglaok _____5. inkarga e.napigket II. Isurat ti rikna dagiti agakem iti sumaganad a pasamak 1. 2. 3. 4. 5.

“ Hu hu hu napukaw ti asok”. “Yehey.nangabak kami ti ay ayam.” “Saanko kaya daytoy nga aramiden,mabutengak”. “Nanang!nagngangato ti gradok”. Hala,nagdakkel nga uleg!

III.Urnusen dagiti sumaganad tapno mabukel ti istoria. ____ Nagbayag a nagnagna ti Maria a mangbirbiruk ti asona. ____ Idi agay ayam ni Maria ken ti asona iti arubayanda adda kinabuteng ti aso ket intero ti tarayna. ____ Adda inregalo ni Nana Ason nga aso ken Maria idi kasangayna. ____ Napalalo ti ragsak ni Maria iti naawatna a regalo. ____ Nakita na ti asona iti maysa a suli ti balayda.

437

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE FOURTH QUARTER-Week 34 Theme Good Character Traits Objectives 1. Express agreement/disagreement on story,event,issue etc. 2. Explain or give reasons to issues,events,news articles etc. 3. Talk about famous people,places,events, etc. using descriptive words in a culturally appropriate manner 4. Read at least 200-300 words appropriate to the grade level 5. Read with understanding paragraphs, stories, legends, etc. consisting of words being studied 6. Read aloud grade two level text with an accuracy of 95-100% 7. Spell content words in the list of vocabulary words 8. Follow a model to write a friendly,excuse etc. letters 9. Use expanded vocabulary in oral and written responses to simple and complex text 10. Infer the character’s feelings based on their actions or on what they say Domains 1.Oral Language Expressing agreement/disagreement on story,event,issue etc. Talking about famous people, places, events,etc using descriptive wordsin a culturally appropriate manner 2.Word Recognition Reading at least 200-300 words appropriate to the grade level Reading with understanding paragraphs,stories,legends etc. consisting of words being studied. 3. Fluency Reading aloud grade two level text with an accuracy of 95-100%. 4.Spelling Spelling content words in the list of vocabulary words. 5.Handwriting Follow a model to write a friendly,excuse etc. letters. 438

6.Composing Writing letters observing the correct format. 7.Vocabulary and Concept Development Using expanded vocabulary in oral and written responses to simple and complex texts. 8.Reading Comprehension Inferring the character’s feeling based on their actions or on what they say Value Focus Being Obedient and Industrious Subject Matter A.

Topics Describing Words

B.

Reference K to 12 Curriculum 2 (Mother Tongue Competencies)

C.

D.

Materials Story: Dagiti Agayyem, pictures of famous, people, places, events, etc. chart, sample Iloko letter Procedure

DAY 1 Objectives a. Express agreement/disagreement on story, event, issue etc b. Read with understanding paragraphs, stories, legends, etc. consisting of words being studied. c. Infer the character’s feelings based on their actions or on what they say A. Pre-Reading 1. Song: In tune of “I want to be your Friend” “Kayatka a Gayyem” Kayatka a gayyem nga agnanayon Kayatka a gayyem nga agnanayon Kayatka a gayyem nga agnanayon Wen kayatka, wen kayatka Iti agnanayon 439

2. Unlocking of Difficulties Use the following words in your own sentences 1. karayan 2. balay 3. naay-ayo 4. aggayyem B. Motivation Show a picture of “Dagiti Aggayyem”’ Ask: What can you say about this picture? Who among you have friends? What is his or her name? C. Presentation Today we will read a story and be able to express your ideas regarding the different situations. D. Developmental Activities 1.Read the story “Dagiti Aggayyem” While reading, the teacher may ask inferring questions like “ What is the feeling of Ricky and Larry while taking a bath in the river?” “ Dagiti Aggayyem” Maysa nga aldaw ti Sabado, awan klase dagiti aggayyem nga da Larry ken Ricky.Agay ayam ni Larry iti arubayanda idi rumuar ni nanangna a mapan idiay tiendaan. Binilinna ni Larry, “ anak saanka pumanpanaw ditoy balay, agbantayka biit ta mapanak makitienda”. “ Wen nanang, agay-ayamak laeng ditoy arubayan”,insungbat ti Ricky. Iti di mabayag sumungad ni Ricky manipud ti amianan. “ Naimbag a bigatmo gayyem”, kinunana. “Umayka koma ayaban ta mapanta aglangoy dita karayan. Naglinis ken naglammiis ti danum.Makaay-ayo unay.Mapantan”, kuna ni Ricky. Nagpanunot ni Larry no ania ti aramidenna. Awan pay met la ngarud ni Tatangna ta agpakada koma. Panpanunutenna ti panawanna a balayda. Intuloy ni Ricky, “Umaykan gayyem ta di pay umaldaw. Immunan dagiti dadduma a gayyemtan,” kinuna ni Ricky. Gapu iti dayta a sinao ni Ricky,nagdardaras ni Larry a napan nangirekep ti balayda.Naragsak ni Ricky ta naayabanna ni Larry a gayyemna.Nagkuyogen dagiti aggayyem a nagpalaud ti karayan.Idi 440

makasangpetda idiay adu dagiti kapatadada nga agkakatawa, agaayam ken aglalangoy. “Larry nagganas ti aglangoy,naglamiis ti danum”, kinunana ni Ricky. Saandan a napupuotan ti oras. Nakigtot ni Larry idi tumaliaw iti igid ti karayan ta nakitana metten ni Nanangna a mangpaypayapay kenkuana. Kasta unay ti butengna. “Ricky, agawidtan adda ni nanang. Ay-ayabandakon,” kinunana ti gayyemna. Awan tagtagari ni Larry ken Ricky bayat ti pannagnada a nagawid. Dinardarasda ti nagna. Idi sumangpet ti balayda nakasangon da tatang,nanang ken dua a manangna iti panganan.Ur urayendan a sumango.Awan tagtagarina nga immasideg iti panganan. Nakadumog. Nagsao ni Tatangna. “Larry nasayaat kadi ti inaramidmo, anak”? “Saan tatang , diakto ululiten”. Dimmawat ni Larry ti pammakawan iti inaramidna. “ Ala husto daytan. Ta maminsan, agpakadaka nga umuna saka mapan iti papanam tapno saankami a madandanagan ken agbirbiruk kenka. Mangantayon,” kinuna ni nanangna. Indauluan ni Larry ti kararag iti pannangan.

2. Answering Comprehension Questions: a. Who invited Larry to go with him to take a bath in the river? b.What did mother tell Larry before she go to the market? c. Who among you have experienced taking a bath in the river? Did you ask permission from your parents? 3. Infusion of Values If you were Larry, whom are you going to follow, Ricky or your mother? Why? Do you agree on what Ricky and Larry did? Why? 4.Engagement Activities Do you think Larry is happy of what he did? Why? (Teacher ask pupils to give their own opinion) Read the following conversations from the story read. Tell what the character’s feeling when he said them.  “Ricky agawidtan adda ni nanang ayayabandakon”.  “Larry nagmayat ti aglangoy,naglammiis ti danum”.  “Larry nasayaat kadi ti inaramid mo tatta”?

441

What are the feelings of characters that were shown in our story? E. Evaluation Read carefully the statements below and tell what is the appropriate feeling. 1. “ Apay a dika nagpakada sakbay a rimmuarka ditoy balay!” 2. “ Umaykan gayyem nagadu ti maala a bunga ti lomboy.” 3. “ Pakawanendak nanang diakton ulitenen.” 4. “ Hala, napukaw ti relok nga indissok ditoy yan ti bato.” 5. “ Ala naguneg met gayam idiay a parte ti karayan.” F. Assignment Read the statement below. Write 3-5 sentences to express your opinion wheter you agree or not. “ Pupils should not watch television during class days”. DAY 2 Objectives a. Talk about famous people, places, events, etc. using descriptive words in a culturally appropriate manner b. Express agreements/disagreements on story, events, issue etc. A. Preliminary Activities 1. Review -What is the title of the story that we read yesterday? -Who are the characters in the story? -What moral lesson did we learn from the story? 2.Unlocking of Difficulties Unlock the following word through context clues/pictures nalamiis nalinis naragsak 442

makaay-ayo B. Motivation Let the pupils to get a picture from the box then she/he will ask the pupil to tell something about them. __________________ Karayan ___________________ Nuang ___________________ Luneta Park ___________________ Mayon Volcano ___________________ Christmas C.Presentation Today we are going to use descriptive word to tell something about people D. Developmental Activities 1. Comprehension Questions Ania a klase nga ubing wenno anak ni Larry? Ricky? Rumbeng kadi ti inaramid da? Ania a klase dagiti nagannak kadakuada da? Saanda kadi a dusaen daytoy? 2. Discussion What are the words we used to describe Larry and Ricky? How about the parents of Larry? ( mannakaawat, nasukir, napakumbaba) The teacher will explain to the pupils what are descriptive words? Give more examples on the blackboard. Basol ni Ricky no apay nga nagsukir ni Larry iti bilin dagiti nagannakna. What can you say about sentence? Do you agree or not? Prove your answer. 3. Engagement Activities Divide the class into two groups. Each group will write a descriptive word before the name of person, places, and events written on the chart.

443

1.____________________ Mayor 2.____________________ Jose Rizal 3.____________________ Lapu-lapu 4.____________________ Edsa Revolution 5.____________________Chocolate Hills 4. Group Presentation Each group will present its output. 5.Do activity in LM # 112 on page 164 E. Evaluation Match the words in column A to their meaning in column B. A Karayan Angel Locsin Cory Aquino Tagaytay Dophy

B a. Naragsak b.nauneg c.napintas d. nalammin e.mannakaawat

1. 2. 3. 4. 5. 6. F. Assignment Look for a picture of a famous place in the Philippines. Paste it in a cartolina and write 3-5 sentences about it.Use descriptive words. DAY 3 Objectives a. Read at least 200-300 words appropriate to the grade level b. Spell correctly content words in the list of vocabulary words c. Use expanded vocabulary in oral and written responses to simple and complex text. A. Preliminary Activities 1. Review 1. Write a descriptive word to the following based on the story “Dagiti Aggayyem” _______________________Ricky _______________ balay 444

_______________________Larry _______________________karayan

_______________ nanang

2. Unlocking of Difficulties nadalimanek naanus nadalus B. Motivation 1.Show a picture to pupils.What can you say about it? Write all the descriptive words the pupils raised 1. First Reading of the Poem by the Teacher Listen carefully as I read the poem 2. What is the title of the poem? What are the poem all about? Did you like the poem? 3. Second Reading of the Poem The teacher will read first and the pupils will follow. Ti Eskuela Elementaria Napintas ti eskuela elementaria iti ili Nagadu dagiti ubbing nga agbasbasa sadiay A katawenan ken kadakdakkelmi Nagpipintas pay dagiti bagda Bassit ti eskuelami ditoy barangay Ta bassitkami met nga agkakaadalan Ngem nadalimanek, nadalus pay Naanus, nalaing pay dagiti mamaestrami A mangisuro kadakami 5.Comprehension Questions What can you say about the Eskwela Elementaria? How was the school describes? Read the descriptive words from the story. 6. Tell a descriptive word for each person, place and events. a.Boracay ________________________________ b.Manila Cathedral _______________________ c.Ninoy Aquino___________________________

445

7. Generalization What are descriptive words? 8.Spelling a. Teach spelling using the Horn Medthod 1.Pronounce the word ones for the first time 2.Use the word in sentence. 3.Say the word again for the last time 4. After teacher pronounce the word, the pupils will write the word 1.aggayyem 2.karayan 3.agdigos 4.agpakada 5. ulbod 9.Enrichment activities a.Write the correct spelling by arranging the jumble letters. _______________ layba (balay) _______________ dawir (ridaw) ________________kraanay (karayan) _______________ adamel (adalem) E.Evaluation Spell the words correctly. Arrange the jumbled letters and write them on the blank provided. 1. Nisimamal ( ___________ ti danum ti karayan) 2. Sigodga ( ___________ dagiti ubbing idiay karayan a) Write the descriptive words for the following. 3. Eskwela elementaria ( dakkel, bassit, napintas, narugit) 4. Dagiti eskwela ti elementaria ( napipintas, nalabid, nauyong) 5. Mamaestra ti elementaria ( naanus, nauyong, naunget) F.Assignment Read the story again at home.Tomorrow you will answer comprehension questions.

446

Day 4 Objectives a. Explain or give reasons to issues, events, news articles etc. b. Follow a model to write a friendly, excuse etc. letters A. Preliminary Activities 1.Review: What are descriptive words used in the story we have read yesterday? Which of these do you possess? 2.Unlocking of Difficulties Use the following words in your sentence inbalakad namnamaen ipakada panakaawat B. Motivation Who among you knows how to write a text message? To whom are you sending it? Who among you have tried to receive a letter from a friend? Have you tried writing a letter? C. Presentation Today we are going to learn the parts of a letter and we will write an excuse letter. D. Developmental Activities 1.Show sample of an excuse letter?

447

Let us read the letter Marso 26,2013 Patgen a Mannursuro, Naimbag a bigatmo maestra. Kayatmi kuma nga ipakada daytoy anakmi ni Eric ta nagkaro ti uyek ken gurigur na manipud pay idi naminsan nga aldaw. Saan nga makaumay ti dua nga aldaw ta isu ti inbalakad ti doktorna nga aginana.Namnamaenmi ti naan anay a panakaawatyo. Agyaman kami unay maestra, Toy nagsurat, Nagannak ni Erik 2. Comprehension Questions Who wrote the letter? To whom was the letter addressed? Why is it that Eric cannot attend class that day? What was the advise of his doctor? c. Discuss the correct format on how to write an excuse letter. What are the parts of an excuse letter? d. Which do you prefer writing a letter or sending a text message? Why or why not? 5.Do activity in LM # 111 on page 163 E. Evaluation Write an excure letter using the details below.    

Toy sidadayaw, Patgek nga mestro, Marso 12,2013 Saanak a makastrek tatta nga aldaw ta mapankami idiay hospital. Bisitaenmi ni manangko nga agsakit. Joy

  F.Assignment Write your own excuse letter to your teacher.

448

DAY 5 Objectives 1. 2. 4. 5.

Express agreement/disagreement on story,event,issue etc. Explain or give reasons to issues,events,news articles etc. Read at least 200-300 words appropriate to the grade level Read with understanding paragraphs, stories, legends, etc. consisting of words being studied 7. Spell content words in the list of vocabulary words 8. Follow a model to write a friendly,excuse etc. letters 10. infer the character’s feelings based on their actions or on what they say I.Basaen ti sumaganad a situasion. Isurat no umanamong ka iti kapanunutan/saan nga umanamong ken apay? 

Inawis ni pusa ni aso nga mapanda agpasyar idiay plasa.Bigla nga bimmallasiw ni aso ket naatalan daytoy iti bisikleta. Nasakit nga maipagna tis aka ni aso. Basol ni pusa ti napasamak ken aso. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________



Binilin ni Nana Rosa ni Lani nga agsibog ti mula da. No sumangpet nga aggapu idiay eskwela dagus a mapan agay ayam.Nalaylay dagiti mula ni Nanang na. Basol ni Lani no apay nga nalaylay ti mula ni Nanangna. _______________________________________________________ II.a. Isurat no ania a parte ti surat dagiti sumaganad ________________1. Patgenmi a Maestra, ________________2. Marso 14,2013 ________________ 3.Sidadayaw, ________________ 4.Ana ________________5. Kayat ko ipakaammo a saan a makastrek toy anak mi ita nga aldaw ta agsakit ti ulona b.Urnusin dagiti parte ti surat tapno agbalin a kompleto nga excuse letter. Usaren ti modelo nga adda iti baba 449

_______________________________ _______________________________ _______________________, ________________________________________________________ ______________________________________________________________ __________________________________. _______________________________ ______________________________ III. Isurat ti umiso nga spelling dagiti sao. a. Amnmaan= ___________________ b. Daabkal= _____________________ c. Awtanam= ____________________ d. Satikag= ______________________ IV. 1. Yehey…nangabakak iti salip ti kinantaan! Ania ti rikna ti nagsao iti daytoy nga balikas? a. Nagsak

b. naliday

c. nauyong d. makaunget

2.“Natayen ti taraken ko nga aso, awanen ti kaay ayam ko”, kuna ni Rosa. a.Nagsak b. naliday c. nauyong d. makaunget

450

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE FOURTH QUARTER-Week 35 Theme My Family and I Objectives 1. Compare and contrast different author’s use of literary elements 2. Read at least 200-300 words appropriate to the grade level 3 .Make inferences 4. Perceive cause and effect 5. Give the correct sequence of the events 6. Discuss,illustrate songs,dramatization and art 7. Show love for reading by listening attentively during story reading and making comments or reactions Domains 1. Reading Comprehension 2. Comparing and contrasting different authors use of literary elements. 3. Making inferences. 4.Perceiving cause and effect. 5.Giving the correct sequence of the events. 6. Discussing, illustrating songs,dramatization and art. 7.Showing love for reading. Value Focus Appreciation, Gratefulness and Industry Subject Matter A.Topics Cause and Effect B.Refernces K to 12 Curriculum 2 (Mother Tongue Competencies)

451

C.Materials Stories: Ni Mario, Ti Baro a Kawes ni Mina, pictures, Bigbook D.Procedure DAY 1 Objectives a. Read at least 200-300 words appropriate to the grade level b. Give the correct sequence of the events A. Preliminary Activities 6. Drill: Spell the words orally danum karayan naliknaw nakadumog nagsukir 2.Review What part of the letter tells about the one who made the letter? It tells about the message you want to tell the reader It tells when the letter was prepared 3.Unlocking of difficulties Unlock the words through context clues. agbilbilang agmano banga nakaragragsak B. Motivation 1.Shows a picture of a boy helping his father and mother.

452

Ask. What can you say about the picture? Do you also help your parents do household chores?What are the things you can do? 2.Read the story “Ni Mario “ guided by the teacher. Ni Mario Iti maysa a malem iti Lunes, agawiden ni Mario nga aggapu iti eskuelada. Apaman a simmangpet daytoy iti balayda, nakitana ti amana nga agbagbagkat iti pagtungo. Indissona a dagus ti bagna sa napan nagsukat iti para balay. Immasideg daytoy iti amana tapno agmano ken tumulong nga agbabkat kadagiti pagtungo. Naragsakan ti amana gapu ti inaramid ti anakna. Kalpasan a binagkatda dagiti pagsungrod, nagsakdo ti danum a pagluto ni nanangna. Pinunnona ti danum ti dakkel a banga a pagkarkargaanda iti danum. Naragsakan ti inana gapu ti inaramidna. Inaldaw a tumultulong ni Mario kadagiti nagannak kenkuana. Amin a maubra iti uneg ti pagtaenganda adda latta isuna a tumultulong. 2.Second Reading of the Story Have the pupils read the story orally.Have the pupils read it with fluency and ease. 3. Comprehension Questions: a.Who is the industrious boy in the story? b.What does he do after coming to school in the afternoon? c.What is the first thing Mario did before helping his father? d.What is the next thing Mario did after helping his father? e.What is the last thing that happened in the story? 4. Infusion of Values Are you like Mario? Would you do the same? Why?

453

5.Engagement Activities Tell: From the story we have read, “ Ni Mario”, arrange the events happened in the story by writing number 1-3 on the blank provided. _____ Pinunnona ti dakkel a banga a iti danum. _____ Indisso ni Mario ti bagna sa napan nagsukat iti para balay. _____ Binagkatna dagiti pagtungo. Which of the events happened first? Second? Last? E. Evaluation Arrange the events to form the story. ______ Insimpana ti nagturugan na. ______ Nakariing ni Jean ti dayta a bigat, nagkararag sakbay a bimmangon. ______ Nagpakada kadagiti nagannak kenkuana sa rimmuar iti balayda. ______ Nagdigos, nagsukat ken nangan ni Jean. ______ Nagdaydayaw kadagiti mamaestrana/mamaestrona iti pagadalan. ______ Nagna a napan nagbasa F. Assignment Write 3 character traits of Mario that you want to follow. DAY 2 Objectives a. Give the correct sequence of events b. Discuss, illustrate, songs, dramatization and art A. Preliminary Activities 1.Review Ask what are the characteristics of Mario that you like? Are you doing it at home?

454

2.Unlocking of Difficulties Use pictures, context clues and actions to unlock the words. agbilbilang agmano banga nakaragragsak B. Motivation Choose from the box the character traits of Mario. Which of these are you practicing? Nagaget, natulnog, managtulong,nadayaw, nalinis, nauyong, nanakem C. Presentation Today we will read the story orally with fluency. D. Developmental Activities 1. Oral Reading of the Story “ Ni Mario” 2. From the story that you have read,arrange the events in correct order. Number it 1-5. _____Inaldaw a tumultulong ni Mario kadagiti nagannak kenkuana. _____ Pinunno ni Mario ti dakkel a banga iti danum. _____ Tinulunganna ni Tatangna a nagawit ti pagtungo. _____ Nagsukat ni Mario iti para balay. _____ Nagmano ni Mario kenni tatangna idi sumangpet daytoy iti balayda. 3.Read the story again. As she reads, let the pupils check whether their answers are correct or not. 4.Engagement Activities Divide the class into three groups. Let them do the following activities. 455

Group I Dramatize the story “Ni Mario”. Somebody will act as Mario, father and mother. Group II Illustrate or draw the household chores Mario are doing in helping his father and mother after coming to school. Group III Narrate the story in the correct sequence of events. 5.Group Discussion Each group will present there output by group. E. Evaluation Rate the performance of the group through the rubrics F. Assignment Select a favorite event from the story and draw it. DAY 3 Objectives a. Make inferences. b. Compare and contrast different author’s use of literary elements A. Preliminary Activities 1. Review What did Mario do at home. What did he do to make his mother happy? 2.Unlocking of Difficulties Act out the following words. mangbirok/mangbuya mangpilpili agkanta

456

B. Motivation Show a picture of a girl wearing new dress. What can you say to this picture? C.Presentation Today we will read the story about the dress of Mina. Do you want to read the story? D.Developmental Activities 1.Raising of Motive Question What do want to know about the story? 2.Raising of Standard of Silent Readding What do you do when you read silently 3.Reading of the Story Ti Baro a Kawes ni Mina Iti maysa a Domingo, gimmatang da ni Mina iti bado ken ti inana iti tiendaan. Napanda gimmatang iti baro a kawes nga aramatenna iti programa iti eskuelada. Napili daytoy nga agkanta iti panagselebrar iti Bulan ti Pagsasao. “Nanang, mabalin a siak ti mangpili iti badok?” kinuna ni Mina. “Wen nakkong, mangpilika ti kayatmo a kawes”. Nangpili ni Mina iti kawesna. “Nana, mabalin a kitaen dayta nalabbaga a bestida?” “Wen, mabalin,” insungbat ti aglaklako. Idi Makita ni Mina ti bestida, imbagana iti inana nga isu ti kayatna.Dagus a binayadan daytoy iti inana. Kasta unay ti ragsak ni Mina gapu iti ginatangda a bado nga aramatenna iti programada. Insigidana daytoy nga inagep ken inarakup ti inana a kas senyal ti panagayat ken panagyamanna. 5.Comprehension questions 1.Who went to the market with her mother? 2.Why did Mina go to the market together with her mother? 3.Was she able to buy a new dress? What is the color? 457

4.What is the reaction of Mina when her mother bought the dress? 5. Who were the characters in the story? 6. Where did the story happen? 7. What are the events happened in the story? 6. Infusion of Values What did Mina do when her mother bougt the dress?Do you do the same? Why ? Why not? 7.Engagement Activities What do you think will happen if Mina did not go with her mother to buy clothes? 8. Do activity in LM # 114 page 166-167 E. Evaluation Write what will happen based on the given situation 1. The Dress of Mina is too small. ________________________________________________ 2. If Mina doesn’t like the color of the dress. ________________________________________________ 3. If their money is not enough to buy the dress. ________________________________________________ 4. If the program will be postponed. ________________________________________________ 5. If mother doesn’t like to buy a dress for Mina? ________________________________________________ G. Assignment Draw your favourite dress. Color is the way it is supposed to be. DAY 4 Objectives a. Show love of reading by listening attentively during story reading and making comments or reaction. b. Perceive cause and effect A. Preliminary Activities 1.Review Do you have a favorite dress? How does it look? 458

Pupils show their assignment to class 2. Unlocking of Difficulties Ask pupils to use the vocabulary mangbirok/mangbuya mangpili agkanta B. Motivation Say, I will give you money for shopping. You are going to buy 3 items with 500.00. Choose from the items below which will you buy. Tell why did you choose the items. Dress- 200.00 Sandals- 180.00 Shorts- 150.00

pants- 320.00 t shirt- 150.00 shoes- 420.00

hat- 120.00 slippers- 140.00

C. Presentation Read the story “ Ti Baro a Kawes ni Mina” orally D. Developmental Activities 1. Reading the story orally “ Ti Kawes ni Mina” 2. Comprehension Questions: a. What can you say to Mina? b. Does your mother buy you a dress when you have participaion in the school program? Why? c. What can you say about the story? d. What is the feeling of Mina’s mother when she hugged and kissed her? 3.What are your comments to these statements “Ti ayat ti maysa nga ina ket awan patinggana”. “ Ti salun-at ti kapatgan a sagut”

459

4. Isurat iti kahon dagiti rason ken epekto nga adda kadagiti sumaganad. a.Naragsak ni Alberto gapu ta nangabak iti sipa. b.Nagunget ti maestra gapu ta naariwawa dagiti agad-adal. c.Napitak iti dalan idi kalkalpas ti tudo d.Natuang dagiti kaykayo gapu iti bagyo. Cause

Effect

a. b. c. d. 4.Generalization What is the difference of cause and effect. 5.Do activity in LM # 115 page 168 E. Evaluation Write your comment to the statement. 1. Ti makaturog agmukat, ti nasalukag agbiag” _____________________________________________ _____________________________________________ _____________________________________________ 2. Mangan ti nasustansia, tapno ti bagi ket nasalun-at. ___________________________________________________ ___________________________________________________ ___________________________________________________ 3-5. Match the cause in column A to the effect in column A B 3. Adda nagpigsa a bagyo a timmama Nagbalin a nalatak a ti probinsia. kumakanta. 4. Nauram ti adu a balbalay ti laud ti Nagsakit ti nakaro tiendaan ti ili. 5. Saan nga inikkan ti Nana Benita ti Nayanod dagiti kanen dyay taraken da nga aso. Dinguenda

460

F.Assignment Look for a short story. Read it and be able to identify the elements of the story. Compare the literary elemets of the story “Ti Baro a Kawes ni Mina”. DAY 5 Evaluation Objectives 1. Compare and contrast different author’s use of literary elements 2. Read at least 200-300 words appropriate to the grade level 3 .Make inferences 4. Perceive cause and effect 5. Give the correct sequence of the events 6. Discuss,illustrate songs,dramatization and art 7. Show love for reading by listening attentively during story reading and making comments or reactions I.Ania ti makunam iti daytoy a pagsasao.Isurat ti papel 1.“ Gatangem laeng dagiti kasapulam Tapno no bumassit ti paggastusam” _________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ II.Read a news article about a flooded place. Adu a didigra ti napasaran ti lugartayo iti daytoy a tawen. Ti Brgy Surcoc adu a sanikua ti napirdi ken biag a napukaw. Iti agrikultura ken imprastractura ti kadakkelan a naapektaran ti nasao a bagyo. Dagiti tattao nga aggendeg iti lugar nga asideg ti nargaay a bambantay, nagaburan amin a mulmula,dinguen ken pagtaengan da. Ti gobierno lokal ipakitana ti suporta na kadagiti tattao.Adu ti relief goods, agas,ules nga iwarwaras da kadagiti tattao nga adda kadagiti lugar a pagbakuitan. 461

d. Ania ti napasamak iti Brgy. Surcoc? Ania dagiti epekto dagitoy ti biag ken masakbayan ti tattao? 1. __________________________________________ 2. __________________________________________ 3._________________________________________ III. Isurat iti kahon dagiti rason ken epekto nga adda kadagiti sumaganad. a.Naragsak ni Alberto gapu ta nakita na ti gayyemna. b.Nagunget ti maestra gapu ta narugit ti aglawlaw. c. Nagalis ti dalan idi kalkalpas ti tudo. d.Naanod dagiti kaykayo gapu iti bagyo. Cause

Effect

a. b. c. d. IV. Urnusen dagiti sumaganad tapno mabuo ti istoria.Isurat ti 1-5 iti blanko. _______________1. Napanen nagtrabaho iti pagdaetan a sumsumrikanna. _______________2. Nasapa ni Nana Eva a bimmangon iti dayta nga agsapa. _______________3. Idi napakana dagiti annakna nagdardaras a nagsukat. _______________4. Riniingna dagiti annakna a mapan agiskwela ta manganda. _______________5. Nagluto ti pamigat dagiti annakna.

462

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE FOURTH QUARTER-Week 36 Theme Celebration/ Occasions Objectives 1. Participate in and initiate more extensive social conversations with peers and adults on familiar topics by asking and answering questions and restating and soliciting information 2. Read news articles with ease and fluency 3. Read with understanding paragraphs consisting of words being studied 4. Correctly spell content words in the list of vocabulary words 5. Follow a model to write an invitation letter 6. Write letter observing the correct format- letter of invitation/ thank you letter 7. Read and answer higher order factual and implied comprehension questions Domains 1. Oral Language Participating in and initiating more extensive social conversations with peers and adults on familiar topics by asking and answering questions and restating and soliciting information. 2. Fluency Reading news articles with ease and fluency 3. Word Recognition Reading with understanding paragraphs consisting of words being studied. 4. Spelling Spelling content words in the list of vocabulary words 463

5. Handwriting Following a model to write an invitation letter. 6. Composing Writing letters observing the correct format- letter of invitation 7. Reading Comprehension Reading and answer higher order factual and implied comprehension questions. Values Focus Love of Family Subject Matter A. Topics Spell words, writing invitation/thank you letter B. References K to 12 Curriculum 12 ( Mother Tongue Competencies) C. Materials pictures, poster with sayings, D. Procedure DAY 1 Objectives a. Read news articles with ease and fluency b. Read with understanding paragraphs consisting of words being studied c. Answer literal and higher level questions A. reliminary Activity 1. The teacher shows picture to the pupils

464

Ask: What can you see in the picture? Have you been to the farm? What did you do there? (Allow pupils to say something about the picture. Let them share their experiences during their family outings) 2.Say: Let us sing the song “ The Farmer and the Dell” Elvira M. Alvarez Nuang, kabalio, baka Diay away makita Manok, ganso,pato aduda Gayyem umaykan inta.

Did you like the song? What is the song about? 465

3.Unlocking of Difficulties Say: Read the underline words. Let us give the meaning of the different words in our news article. poultry farm (picture clue) wooden bridge( Use CABLA) tour (use context clues) The owner brings the pupils around to show them the different animals in the farm. fowls (real object) variety( use context clues) There are different kinds of birds in the farm. B. Motivation Show a newspaper to the pupils. Distribute a copy and let them scan. Ask: What did you read in the newspaper? Have you seen pictures? What word or words attracted you most? What do we read in the newspaper? C. Presentation Today we will read a story about a class who went to a field trip.Do you like to know what they have seen there? D. Developmental Activities 1. First Reading by the teacher Say: Class I have here a news article written in a newspaper. Listen carefully as I read the news article (The teacher reads aloud the article)

466

Panagbiyahe diay Away Ti Green Hedge Poultry Farm ket binisita dagiti agadal ti San Jose Elementary School idi Desiembre 15, 2012. Dagiti agadal ken mangisursuroda ket naragsakan iti nakitada. Nagustuanda pay ti nagballasiw iti rangtay a kayo. Inpasiar ida iti away ti makinbagi ti pagtaraknan a ni Mr. Ramos. Naikkanda ti gundaway a nangkita kadagiti tarakenda a ganso, pabo, manok ken pato. Saan a mailimed ti ragsakda a nakaimatang ti iruruar ti itlog ti maysa a pato. Inkari ni Mr. Ramos a payawidanna dagiti agadal ti presko nga itlog. Daytoy a panagpasiar dagiti ubbing ket nangted ti adal a napnuan ti kaipapanan. 2. Second Reading of the news article by the pupils Say: I will let you read the article. Understand what you read and be able to answer questions about it. -

The whole class reads the article. (After the class, let the pupils read it by row and individually)

3.Say: Now that you have read the news article, you will answer the questions I will ask about it. -

Who went to an educational tour? What school are they from? Who owned the farm? How did the owner make the pupils happy? What did the pupils enjoy? Have been to a farm like this? Do you want to have an educational tour? Why? What places do you want to go? Why?

467

4.Infusion of Values Ask: What must we do to the animals in the farm? Say: Let the pupils relate their experiences about taking good care of animals in the farm. E.Evaluation Answer the following questions.Write your answers in a your paper. 1. Have you been to a field trip? What are the lessons you have learned in that trip? 2. If you will be given a chance to choose place to visit, which of these place would be your priority and why?     

Luneta Park Science Centrum Baluarte Botanical Burnham

F.Assignment Cut an article in magazine/newspaper about animals in the farm and tell something about them Day 2 Objectives a. Read and answer higher order factual and implied comprehension questions b. Cite problems and the most likely solution to commentaries read c. Spell correctly words in the list of vocabulary words A. Preliminary Activity 1.Checking of assignment 468

Say: Bring out the news article that you cut from a magazine about animals in the farm. Call pupils to read what they brought to the class. Write on the blackboard the animals that the pupils read from the article they brought to class. Example. - chicken cow - turkey goat - horse pig - carabao duck B. Motivation 1.Ask: Have you seen these animals? Where can you find them? Ask the pupils to sing the song in the tune of the “Animal song” Billit, billit tweet Billit, billit tweet Billit, billit tweet, tweet, tweet ( doblien ) baboy- oink pato- kwak kalding- meeee C.Presentation Read a short story about different animals In the farm. D.Developmental Activities 1. The teacher divides the class into four groups. Give each group the following activities. Group 1- Draw a picture of animal found in the poultry farm Group 2- Choose five animal found in the farm and describe it using 3-5 sentences. Group 3- Role play the movement of the animals seen in the poultry farm and imitate the sound they produce

469

Group 4- Select 3 animals in the poultry farm and write their characteristics. Write the benefit they give us. 2.Say: Let us show your group output in class. Let each group take turns in presenting. 3.Instruct the pupils to look at the pictures. Study them carefully. Identify the picture by filling in the missing letter/s. Write the correct spelling in your paper. Let the pupils do the activity in the Learners Manual # 116 on page 169-170. 4.Asks: What are the different words you have written? Tell the pupils to read the words. (Let the pupils do the activities in the Learners Material page _____ ) 5.Lets the pupils read again the news article written on a manila paper. 6.Ask the following questions: o Why did the pupils visit the poultry farm? o How did they feel when they see animals in the poultry farm. o What did they see that made them happy? o What was given to them when they went home? o What good do fresh eggs give to our body? o Is it advisable for pupils to eat fresh products? Why? o What can you say about the trip of the Grade II class to the poultry farm? o Is it safe for the pupils to visit a poultry farm? Why?

470

6.Let us look into the following statements. Draw you agree with the idea and if you do not agree.

if

1.Dagiti ayup ti ayaw ket mangted kadatayo ti presko a gatas ken itlog. 2.Ti panagbisita iti away ken pagtaraknan kadagiti ayup ket makaited iti sakit. 3.Makatulong ti panagadal dagiti ubbing ti panagbisitada kadagiti agduduma a lugar a pakapidutan ti sursuro 4.Ti parte ti pagiwarnak nga binasa ket mangted ti kapanunutan ken napintas a sursuro kadagiti agadal 5.Mangan ti presko a nateng, itlog ken ikan tapno nasalun-at ti bagi E . Evaluation Reads the news article from one of the newspapers and answer the following questions below.

Adda lima nga agadal iti maikadua a grado ti Pagadalan ti San Jose ti naitaray iti hospital. Maysa kadakuada ti kritikal ti kondisionna. Dagiti uppat ket agtakki ken agsarua. Mabalin nga ti gapuanan ti panagsakit dagiti ubbing ket ti igagatangda ken pananganda iti fish ball a ginatangda iti igid ti kalsada nga asideg iti pagadalan. 1. Street food vendors should not be allowed near schools. Agree/disagree: ____________________________________________ Why: ______________________________________________________ 2. Pupils should be taught of the ailments caused by eating street foods. 471

Agree/disagree: ______________________________________________________ Why:_________________________________________________ 3. Fresh foods are best for pupils and young people. Agree/disagree: ______________________________________________________ Why: ______________________________________________________ 4. Street foods can be eaten in minimal amount. Agree/Disagree:______________________________________ Why?________________________________________________ F. Assignment Look for an article in the newspaper about food poisoning. Write 3 bad effects it can give to the pupils. DAY 3 Objectives a. Participate in and initiate more extensive social conversations with peers and adults on familiar topics by asking and answering questions and restating and soliciting information b. Read with understanding conversations consisting words being studied c. Answer literal and higher level questions A. Preliminary Activities 1.Review The teacher asks about the pupils’ experiences in the farm and and the things the animals can give to them. B. Presentation Today we are going to read a dialogue between friends talking about their happy moments with their family.

472

C.Motivation 1. What are the other places that you have visited aside from the farm? Show the following pictures to the pupils. Have you been to these places? Do you want to visit these places someday?

D.Developmental Activities 1. Say: Today we are going to read a dialogue. I will call some of you to read the dialogue. Erik: Hi Erick, how are you? How was your family outing? Anton: It was fun. We had happy moments with my family .We have been to the farm and we enjoyed watching how different animals move. Erik: Good for you my friend. Ijust hope that we will also have time with my family this summer vacation. My family is planning to visit Baluarte. Anton: Yes, I wish that you could go and visit places with your family. I am sure it will be fun. Erik: Thank You friend. 473

Ask the following questions:  What is the conversation about?  Where did the family go?  Why did they enjoy their visit in the farm?  What did Anton wish for his friend? 2. Let the pupils take turn in reading the conversation 3. Post Reading Activities Divide the class into four. Let the groups talk about the outing they have gone with their family. Follow this format in preparing the conversation. Pupil 1: Good ___________________ friends Pupil 2: Where did you go last weekend with your family? Pupil 3: We’ve been to _____________________. Pupil 1: Good for you friend, how did you find ________________. Pupil 2: We went also to ___________________. Pupil 3: Did you also enjoy? What did you see there? Pupil 2: Yes, we____________________________. Pupil 1: We also visited ____________________ and we saw _______________________. 4. Infusion of Values Ask: What did you feel when you are with your family? Show the pupils a picture of a family praying together. Say: Let us formulate a popular saying about a family praying together. Fill in the blanks with letters T and A “ __HE F__MILY __H__ __ PR__YS __OGE__HER S__ __YS __OGE__HER” 474

E. Evaluation Cite a situation for the pupils to have social conversation. F. Assigment Dramatize the dialogue we learned today. DAY 4 Objectives a. Spell content words in the list of vocabulary words b. Follow a model to write an invitation letter c. Write letters observing the correct format- invitation letter A. Preliminary Activity 1. Show a the poster to the class. Let them read the saying.

Ask: What is the saying all about? What makes your family happy? What are the occasions you have in your family? Do you celebrate birthdays of members of your family? B. Motivation Ask: Who among you will celebrate their birthdays this March? How are you celebrating your birthdays? Let the pupils sing the song “Nagasat a Kasangaym 475

Nagasat a Kasangaymo Tune: The More We Get Together Nagasat a kasangaymo A kasangaymo, a kasangaymo Nagasat a kasangaymo Agragsaktayo Gayyemmo, gayyemko Gayyem ko, gayyemmo Nagasat a kasangaymo Agragsaktayo C.Presentation We are going to read an invitation letter. We will leartn the different parts D. Developmental Activities 1.Read the invitation letter of a girl on her birthday. Let the pupils answer the questions about the letter. March 2, 2013 Dear Elvie, December Naimbag nga aldawmo.Kumusta ka itatta12,2 nga aldaw?Adda isagsagana ni Nanangko a maysa nga padaya para iti kasangayko intonMarso 18,2013 iti oras ti 2:00 iti malem ditoy balaymi, San Francisco Sur, Sta. Cruz, Laoag City. Maragsakanak no makaumayka ken dagiti kakabsatmo. Umay dagiti gagayyemta.Urayen kayo iti daytoy nga aldaw. Agyamanak. Your friend, Dolly 2. Ask the following questions:  Who wrote the letter?  When did she write the letter?  To whom is the letter? 476

   

What will be the celebration? When will they celebrate it? If you were Elvie, are you going to join? Why? What kind of letter is this?

3. Spelling ( Use Horn Method) Spelling words 1. attend 2. celebrate 3. prepare 4. important 5. expect Read the details of in an invitation letter. Let them arrange the details to follow the format of an invitation letter. 4.Practice Write an invitation letter using the details beloe o Your friend, o March 20, 2013 o Dear Ana, o I am inviting you to please attend the birthday party of my sister on March 25, 2012 at 10:00 in the morning in our house. I hope you could come. o Thank you and see you friend. o Dina 5. Infusion of Values What do you feel when your friend cannot come on your birthday?

477

G. Evaluation Fill in the data needed in the invitation letter.

______________________ Dear __________, Good day friend. I am inviting you to attend my birthday party on _____________________________ at ___________________________________________. I hope you could come and join me on my special day. __________________, Mary

F.Assignment Write your own invitation letter. Follow the format in writing an invitation letter. DAY 5 Evaluation Objectives 1. Correctly spell content words in the list of vocabulary words 2. Follow a model to write an invitation letter 3. Write letter observing the correct format- letter of invitation/ thank you letter 4. Read and answer higher order factual and implied comprehension questions I.Isurat iti blanko ti kusto nga ispeling dagiti sumagannad 1. Nangted ti ________________ni Dolly para iti kasangayna. a. Invitasion b. embitasion c. imbitasion 2. Adu ti insaganada nga ______ ( raaton) iti dayta nga aldaw. 478

3. Masapul ti panagyaman iti _______________ a naawat ti makatawen.

II. The sister of Luisa will be graduating on March 29, 2013 as Grade Six first honors. The family will be having a thanksgiving celebration on March 30, 2013 at 10:00 the morning. What is the celebration that they are going to have? ________________________________________________________ Why do they have a thanksgiving celebration? ________________________________________________________ If you were a member of Luisa’s family, will you be happy?

479

III.The pupils write their own invitation letter using the situation below.

__________________________ ________________, ___________________________________________________ _________________________________________________________ __________________________________________. _____________, _______________

Your sister passed the board examination for teachers. Your family will be having a thanksgiving celebration on Sunday, September 22, 2013 at your residence at 10:00 in the morning. Invite your best friend to come and join your family in the celebration. E. Assignment Write 3 occasions wherein you invite friends / relatives / classmates using an invitation letter.

480

TEACHING GUIDE FOR GRADE TWO MOTHER TONGUE FOURTH QUARTER-Week 37

Theme Love Objectives 1. Read with understanding legends consisting of words being studied 2. Read legend with ease and fluency 3. Spell content words in the list of vocabulary word 4. Identify the beginning, middle and end of a literary text read 5. Participate in and initiate more extensive social conversations with peers and adults on familiar topics by asking and answering questions and restating and soliciting information 6. Use courteous expressions in culturally appropriate situation-telephone conversation. 7. Explaining common synonym and antonyms 8. Follow a model to write a thank you letter 9. Write letter observing the correct format of a thank you letter. Domains 1. Word Recognition Reading with understanding legends consisting of words being studied. 1. Oral Fluency Reading legends with ease and fluency 2. Spelling Spelling content words in the list of vocabulary word 3. Reading Comprehension Identifying the beginning, middle and end of a literary text read 4. Oral Language Participating in and initiate more extensive social conversations with peers and adults on familiar topics by asking and answering questions and restating and soliciting information

481

5. Grammar Using courteous expressions in culturally appropriate situation-telephone conversation. 7. Vocabulary and Content Development: Explaining common synonym and antonyms. 8. Handwriting Following a model to write a thank you letter. 9. Composing Writing a letter observing the correct format of a thank you letter. Values Focus: Use courteous expression expressions in daily conversation Subject Matter A. Topic Thank You Letter, Courteous Exprressions, Synonyms And Antonyms B.Reference K to 12 Curriculum 2 (Mother Tongue Competencies) C.Materials pictures, stories, charts D.Procedure DAY 1 Objectives a. Read legends with ease and fluency b. Read with understanding legends consisting of words being studied

482

A. Pre- Reading 1.Motivation Show a picture of a giant.

Ask: Have you seen a real giant? Do you believe in them? Look at the picture of a giant. What do you think are the characteristics of a giant? 2.Unlocking of Difficulties (Through pictures, synonyms and context clues)  higante  binirok  kimat  nagparintumeng  napasnek  pinilit 3.Setting the Purpose for Reading Say: We are going to read the Legend Of the Left Foot Print of Angalo in Kinmadillian Falls.

483

Ask: What do you think is the story all about? Do you want to read the story? B. During Reading Call pupils to read the story. The teacher may usethe pop-corn method for maximum participation of pupils.

Idi un-unana a panawen, iti adayo nga lugar, adda maysa a higante nga agnagan iti Angalo. Ni Angalo ket nasingpet, nagaget ken managayat ti ayup. Adda iti kaayan-ayatna nga higante a balasang nga agnagan ti Aran. Ni Aran ket napintas ken managayat kadagiti ubbing. Isursurona dagitoy kadagiti nasayaat nga aramid ken kababalin. Iti maysa nga aldaw nga tultulungan ni Angalo dagiti tattao, ni Aran ket tiniliw ken inpanaw dagiti tallo a managdakdakes a higante. Idi naammuan ni Angalo ti napasamak ken ni Aran, binirokna ti balasang. Intugotna ti aso na ket nagdaliasatda tapnu birukenda daytoy. Bayat ti panagin-inana ni Angalo ti panagbirbirokna, nagkimat ti napigsa. Tiniliwna ti kimat gapu ta patien dagiti tattao a mapatayna ti maladaga iti uneg ti tian ti ina. Pinugsatpugsatna sana inpurwak. Bigla a rimuar ken nagayos ti danum ti daga a nagdissuan dagiti kimat. Sakbay nga intuloy ni Angalo ti panagbirbirukna ken ni Aran, nagparintumeng ket nagkararag ti napasnek. Nagayos ti ling-et ti rupana. Inpunasna dagiti imana kadagiti ling-etna sana inwarsi. Naabut-abutan dagiti batbato a nagdisuan dagiti ling-etna. Timmakder ni Angalo ket immaddang. Bigla a kinagat iti anggagama ti sakana isu nga inyaddangna a dagus ti maysa a sakana. Ti kannigid a dapan na ket nagmarka iti rabaw ti bato. Saan nga nagsardeng ni Angalo a nangbirbirok ti babai nga ay-ayatenna.

484

C. Post Reading 1.Ask: Who was the giant? Who was the beautiful lady giant? What happened to Aran? Why did Angalo tear the lightning into pieces? Where did the left footprint on the stone come from? 2. Engagement Activities Say: Read the santazas from the story aloud.Let us give the meaning of the word below it. Ni Angalo ket nasingpet, nagaget ken managayat ti ayup. Adda iti kaayan-ayatna nga higante a balasang nga agnagan ti Aran. managayat iti ayup Iti maysa nga aldaw nga tultulungan ni Angalo dagiti tattao, ni Aran ket tiniliw ken inpanaw dagiti tallo a managdakdakes a higante. Idi naammuan ni Angalo ti napasamak ken ni Aran, binirokna ti balasang. Intugotna ti aso na ket nagdaliasatda tapnu birukenda daytoy. nagdaliasatda Timmakder ni Angalo ket immaddang. Bigla a kinagat iti anggagama ti sakana isu nga inyaddangna a dagus ti maysa a sakana. Ti kannigid a dapan na ket nagmarka iti rabaw ti bato. Saan nga nagsardeng ni Angalo a nangbirbirok ti babai nga ay-ayatenna. Immaddang

485

3.Skill Focus 1. Look for the word that tells about Angalo N

A

S

I

N

G

P

E

T

A

O

R

U

P

N

B

X

Y

A

M

A

T

A

L

E

K

E

Y

K

C

Z

M

W

K

G

L

A

L

I

S

T

O

R

Y

L

T

D

P

Q

J

Y

M

N

P

O

N

A

P

I

G

S

A

P

Words may appear vertical, horizontal, slanting Do LM # 118 page 173 2.Guided Practice From the words that you have seen in the chart, let us give the meaning of these words using context clues _________naayat _________ nasingpet _________ matalek _________ napigsa _________ alisto 3.Independent Practice Say: Use the following words in your own sentences. naayat nasingpet matalek napigsa alisto D. Evaluation Answer the following questions about the legend. 1. Who was the giant in the story? _________________________________ 2. What kind of giant was he? _____________________________________ 3. What happened to Aran?_____________________________ 486

4. What did Angalo feel when Aran was lost?_____________________ 5. Do you think Angalo stopped looking for Aran?_________ Why? ______________________________ E. Assignment Draw a giant and write 3 characteristics about the giant in the legend you read. DAY 2 Objectives 1. Use courteous expressions in culturally appropriate situation 2. Identify beginning, middle, and end of a literary text read A. Preliminary Activity 1. Review Who took Aran away? What kind of giant was Angalo? 2.Unlocking of Difficulties The teacher unlocks the words through pictures. Match the pictures to their meaning. nagbirbiruk a.

487

b.

immaddang

nagparintumeng c.

B. Motivation Show the picture to the pupils.What can you see here? Based on the picture, what can you say about Angalo?

488

Are you praying also? When do you pray? C. Presentation Today we will read a legend of a giant named Angalo. Do you want to read the story? D. Developmental Activities 1. Raising of Motive Questions What do you want to know about the story? 2. Raising the Standard of Oral Reading What will you do when reading orally? 3.The pupils will read the story aloud. “The Legend of the Left Foot Print of Angalo” 4. Answering of the Motive Questions 5.Post Reading a.The teacher divides the class into four groups. Give each group the following activities: Group 1- Draw a giant and write his name below. Group 2- Act out how the three giant took Aran by force Group 3- Draw the pets of the giant you read. Group 4- Pantomime how the giant prayed fervently and how he was bitten by a scorpion

489

Each group are guided by the following questions: 1. Who was the giant? Group 1 will answer the question by showing their work in class 2. What did the three giant do to Aran? Group 2 will present their dramatization. 3. What kind of giant is Angalo? What are his pets? Group 3 will show their drawing to answer the question. 4. How did the left footprint create? Group 4 will show their presentation. b.Which part happened first? which happened at the middle? Which part happened last? 1. Say: Going back to the story that we have read, what are the polite expressions used? Aran: “Pangaasiyo apo saandak a bannugen.” Ask: What is the underlined word? What do we call this expression? What other courteous expressions do we use everyday? Naimbag a bigatyo, rabii, aldaw Agyamanak apo. When do we use courteous expressions? Do we need to use them in our daily conversation? Do activity in LM #119 page 174-175 E. Evaluation Read the dialogue carefully. Choose the courteous expressions. Write them on your paper. Ana: Naimbag a bigatmo gayyem Rose: Naimbag a bigatmo met gayyem. Natuloykayo a nagpasiar diay Kinmadillian Falls Ana: Wen gayyem, nagpintas idiay! Nagpipintas pay dagiti batbato. 490

Rose: Despensarem gayyem ta saanak nakaumay. Ana: Awan aniamanna gayyem, agyamanak ti panangimbitarmo kadakami. Rose: Awan aniamanna gayyem. 1. 2. 3. 4.

_________________________________ _________________________________ _________________________________ Intuloy ni Angalo a sinapul ni Aran kalpasan ti panaginana na. Kaano a napasamak daytoy iti istoriatayo? a. Tingnga b. Umuna c. Maudi

5. Napintas a higante a babai ni Aran. Managayat iti sabsabong ken ubbing.Maysa nga aldaw, innala ti 3 a burangen a higante ni Aran. Ania a paset ti istoria ti pannakapasamak na daytoy? a. Maudi b. Umuna c. Tingnga F. Assignment Write 5 courteous expressions your family is using at home. DAY 3 Objectives a. Spell content words in the list of vocabulary correctly b. Explain common synonyms and antonyms c. Identify beginning, middle, and end of a literary text read A. Preliminary Activity 1. Review What are the polite expressions that we use in class? ( Good morning, Good day, Good night) What are the antonyms of these courteous expressions? B. Motivation Show pictures of Angalo and Aran. Ask the pupils to choose the characteristics of Angalo and Aran and match them to the pictures.

491

napintas

nasingpet

manakitulong

managayat ti ayup

managayat ti mulmula

napigsa

What are the characteristics of Angalo? Ara? Who among you have the same characteristics like them? C. Presentation Today let us look into the different character traits of these giants. D.Developmental Activities 1.Reads the events from the story “The Left Print of Angalo.” Identify which of these are found in the first, middle and last part of the story.  Naginana ni Angalo ti ayan ti adu nga dadakkel a batbato.  Tinulungan ni Angalo dagiti tattao a mapanda agala ti asin idiay ballasiw ti baybay.  Inwayat ni Angalo ti iket na ket adu nga sida ti naalana. 492

 

Nagparintumeng ni Angalo ket nagkararag ti napasnek. Intaray ti tallo nga higante ni Aran bayat ti inna panangay-aywan kadagiti mula idiay hardin.

2.Generalization When do we say the story is the first, middle and last? Where can we find these events in the story? 3.Let the pupils identify the words that describe Angalo and Aran. industrious= hardworking beautiful= lovely Ask: What can you say about the meaning of these words? Are they the same? What do we call these words if they have the same meaning? ( synonyms) Look at the other set of words: industrious= lazy beautiful= ugly Ask: What can you say about the meaning of these words? Are they different? What do we call these words if they have different meaning? (antonyms) 4.What are synonyms? Antonyms? 5.Study carefully the set of words. Identify if they Have the same meaning or not. If the same, write synonym. If different, write antonym. small-tiny _________________________________ big- huge__________________________________ dirty-clean ________________________________ Let the pupils do other activities in the Learners Manual# 120 on page176

493

6.Look at the jumbled words. Arrange the letters to make the spelling correct. ehnigat- ____________________________( higante) tiniip- ______________________________ ( pinilit) nati- _______________________________ ( tian) lagamada- _________________________ ( maladaga) timka- ____________________________ ( kimat) D. Evaluation The instructs the pupils to study the picture showing events in the story read. Write if the story happens at the first, middle or last part of the story.

1. ______________________________

2.

____________________________

494

3.

___________________________

4. Study carefully the pair of words, write if they are antonym or synonym Dirty-clean __________________________________ 5. Study the picture carefully. Arrange the jumbled letters. Write the correct word on the blank provided.

sunaan ____________ ( naanus)

E.

Assignment Write 2 antonyms and 2 synonyms found in the legend read.

DAY 4 Objectives a. Use courteous expressions in culturally appropriate situation-telephone conversation b. Participate in and initiate more extensive social conversations with peers and adults on unfamiliar 495

topics by asking and answering questions and restating and soliciting information. c. Write letter observing the correct format of a thank you letter A. Preliminary Activity Ask: How do we describe the lady giant in our story? Who can give the same meaning with that of beautiful? What do we call these words? ( synonym) B.

Motivation Ask: Who among you have a member of the family who is working abroad? What do you do to keep in touch with them? What do you do if you want to talk to them? Who among you have a cellular phone? Ask: Have you tried talking with your friends in the telephone? How did you start the conversation?

C.Presentation Today we read a conversation over the telephone. D.Developmental Activities 1.Say: Let us read the telephone conversation of the girls. Point to each girl as the teacher reads their lines.

496

The phone is ringing. ring………………………………… Rica: Hello this is Rica, may I please speak with Nora? Nora: This is Nora speaking. Rica: Nora, please tell Miss Cruz I cannot go to school today. I have a headache. Nora: Alright, I will tell her. Rica: Thank you very much. Nora: You are welcome.

Divides the class into two groups, one to say Nora’s line and the other Rica’s line. 2.Post Reading 1. What did Rica asks Nora to do? Why did Rica not able to go to school that day? What did Nora say? What did Nora answer? 3. Engagement Activity Say: Get a partner. Practice a telephone conversation. Use your own names. Think of another reasons why you ask for an excuse for not being able to go to school. 4.Have the pupils show the conversation they have made in class. Have the pupils must see to it that they use courteous expressions in their conversation. 5.Ask: What are the courteous expressions used in the conversation? How are you going to start a telephone conversation? How will you end it? What must you do while talking in the phone? 6. Let the pupils read the Thank You letter. Observe how it is written and take note with the courteous expressions used.

497

San Jose, Sta. Cruz Ilocos Sur January 17, 2012 Dear Rosa, Thank you for inviting me to your birthday party. I have asked my mother’s permission to attend. She said I can come. I will be very happy to come to your birthday party on Saturday. See you then. Your friend, Dina Let the pupils read the letter by whole class, by row/group and individually 7.Ask the following questions: 1.Does Dina’s letter contain all the parts of a letter? What is the heading?_______________________ What is the greeting? ______________________ How did Dina start the letter? What are the words that begin with a capital letter? What punctuation marks are used? When do we use comma? How do we begin the body of the letter? 2. Let the pupils do the activity in the LM #121 on Page 177. 3. Ask: What are the parts of a Thank You letter? How do we write each part? E. Evaluation 1.Say: Act out a telephone conversation with your partner. Use the situation below. Rate your partner using the rubrics provided. Call up your cousin and invite her/him to go with you to visit your grandmother.

498

Ikkan ti tsek (/) ti batog ti umno nga iskor mo Detalye 1.Nairugi ti panagsarita a nagaramat ti nadayaw a pagsasao. 2. Naited ti amin a detalye ti impormasion a kayat nga ibaga. 3. Nadayaw ti panangileppas ti panagsao. 4.Naileppas ti panakisarita a nadayaw.

5

4

3

2

1

2.Write a Thank You letter. Use the situation stated below following the correct format of writing. (You invited your friends to your birthday party. After the party, you write a thank you letter to those who attended your party.) ________________________ ________________________ ________________________ __________________________, _______________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________. ___________________, _____________________ F. Assignment Write three courteous expressions you are using at home.

499

DAY 5 Evaluation Objectives 1. Read with understanding legends consisting of words being studied 3. Spell content words in the list of vocabulary word 4. Identify the beginning, middle and end of a literary text read 6. Use courteous expressions in culturally appropriate situation-telephone conversation. 7. Explaining common synonym and antonyms 8. Follow a model to write a thank you letter 9. Write letter observing the correct format of a thank you letter I.Choose the letter of correct answer 1.What did Angalo feel when Aran was lost?_____________________ a.happy

b. glad

c. sad

d. pleasant

2. Which of the following traits describes Aran? a.lazy b. industrious c. lonely d. sad 3-4.Kitaen ti litrato, ania ti ipakpakitana daytoy.Piliin ti umiso iti uneg ti kahon.

bimmalasiw, nagdaliasat, Agin-inana, agkarkararag

500

bimmalasiw, nagdaliasat, Agin-inana, agkarkararag

5.Idi nalpas a nagkararag ni Angalo, pinunas na ti leng-et na ket inwarsi na,nagabut-abot dagiti bato a ganidusan ((nagdisuan) ti lIng-etna. Isurat ti kusto nga ispiling ti sao nga naugedan. 6.”Pangaasiyo apo ta saandak nga an-anuen”, situtured nga inbaga in Aran kadagiti tallo nga managdakdakes a higante. Sakaren ti mangipakpakita ti courteous expression. (”Pangaasiyo apo ta saandak nga an-anuen”) 7.Piliin kadagiti sumaganad ti courteous expression iti panakisao iti telepono. a. “Agyamanak ti isasangbaymo” b.”Sige, bye agyamanak ti tawag mo” c. Pangaasim kuma mestra ta palubusam toy anakko. d. Agyamanak apo ti subalitmo iti suratko. 8.Sungbatan dagiti sumagannad a saludsod manipud ti istoria Angalo. Isurat no daytoy ket Makita iti umuna, tennga wenno maudi a paset ti istoria. 

Nagdaliasat ni Angalo iti adayo a lugar tapno sapulin na ti babae nga ay ayaten na. 501

  

Naayat ni Aran kadagiti mula, pagay-ayo na ti agpaspasiar iti minuyongan. Idi ituloy ni Angalo ti mangsapul ken Aran, kinagat ti alinggagama ti mukod na. Idi tultulongan ti Angalo dagiti tattao, intaray ti 3 a managdakdakes nga higante ni Aran.

9.Isurat no synonym wenno antonym dagiti sao a sumagannad. nalibnus-napintas ( synonym, antonym) nagaget-nasadut ( synonym, antonym) napaspas-napardas ( synonym, antonym) nataer-naalas ( synonym, antonym) 10.Write a Thank You letter. Use the situation stated below following the correct format of writing. (You invited your friends to your birthday party. After the party, you write a thank you letter to those who attended your party.) ________________________ ________________________ ________________________ __________________________, _______________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________. ___________________, _____________________

502

APPENDICES DAGITI SUNGBAT (Key to Correction) UMUNA A TALLO A BULAN TI TAWEN Aramiden 1, page 2 (Answers may vary) aso-baso

Aramiden 2, page 3 ili-sili makan-ikan mapa-apa lata-mata

Aramiden 3, page 4 bassit, nangisit agdigos, nadalus tulang, Lelang, gayyem, isem Aramiden 4, pages 5-6 nanang tatang manong manang Aramiden 5, page 7 (Answers may vary) Aramiden 6, page 8 tatang tiendaan lapis Vigan nanang aso 503

Aramiden 7, page 9 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Aramiden 8, page 10 (Refer to pupils’ output) Aramiden 9, page 11 Dr., Inhin., Kap., Ark., Atty., Sen., Ptr., Pres., Ins., Dip. Aramiden 10, pages 12-14 (Answers may vary) Aramiden 11, pages 15-17 1. pangpormal 6. pangturog 2. pangturog 7. pangkasual 3. pangkasual 8. pangturog 4. pangpormal 9. pangkasual 5. pangkasual 10. Pangpormal Aramiden 12, pages 18-19 1. nalabaga 6. amarilio 2. berde 7. nalabaga 3. amarilio 8. berde 4. nalabaga 9. nalabaga 5. amarilio 10.nalabaga Aramiden 13, pages 20-23 1. dagitoy 6. dagitoy 2. dagidiay 7. dagidiay 3. dagidiay 8. dagitoy 4. dagitoy 9. dagitoy 5. dagitoy 10.dagidiay

504

Aramiden 14, pages 24-25 1. asom 6. lapisko 2. hardinmo 7. dingwenda 3. gayyemmo 8. bayyabasko 4. nanangmo 9. librona 5. tatangko 10. balaymo Aramiden 15, pages 26-29 1. naganko 2. asom 3. bagna 4. pagadalanmi 5. balonko

6. aywanko 7. kabsatko 8. nanangko 9. librok 10.lupotko

Aramiden 16, pages 30-31 makita-mata; marisda-pintasda; aglawlaw-makapukaw; uwaw-dumar-aw; aglaw-law-uwaw; makapukaw-dumar-aw; aglawlaw- dumar-aw; makapukaw-uwaw; pintasnan-hardinnan; Perlan-umaykan; pintasnan-Perlan; umaykan-kardinnan Aramiden 17, pages 32-33 (Answers may vary) Aramiden 18, pages 34-36 1. Isuna 6. Isuda 2. Siak 7. Isuda 3. Siak 8. Isuna 4. Siak 9. datayo 5. Isuna 10.Isuda Aramiden 19, pages 37 Siak, isuna, isuna, Isuna, __kami Aramiden 20, page 38 1. Lunes 2. Domingo 3. Martes 4. Sabado 5. Huebes 6. Mierkoles 7. Biernes Aramiden 21, page 39 (Refer to Learner’s Material) 505

Aramiden 22, page 40 (Answers vary) Aramiden 23, page 41 (Refer to pupils’ output) Aramiden 24, page 42 (Answers may vary) Aramiden 25, page 43-44 1. agsagsagad 2. agmulmula 3. agbasbasa 4. aglutluto 5. agkarkarayam Aramiden 26, page 45 1. aglutluto 2. agdadait 3. agar-arado 4. agdaldalus 5. agarado Aramiden 27, page 46 Kadagiti Amin a Bumarrangay, Maawiskayo amin a tumabuno iti maangay a taripnong inton Domingo, oras ti alas dos iti malem idiay Barangay Hall. Pagsasaritaantayo no kasanotayo nga ipatungpal ti Greening Program ti gobiernotayo. Manamnama ti kaaddatayo amin, P.B. Ernesto Cruz Aramiden 28, page 47 tattao Panagmula ti kayo bambantay kabakiran madadael 506

layus panagreggaay ti dagdaga biag sanikua kaykayo lubong Aramiden 29, pages 48-49 1. b. apoy 2. a. baboy 3. e. kalapaw 4. d. lugaw 5. c. balay Aramiden 30, pages 50-51 1. aglablaba 2. agsursurat 3. agtaktakder 4. agsalsala 5. agdigdigos Aramiden 31, page 52

B A L L A S I W S

A P O Y S A W A A

W A Y W A Y L L G

A G I W L A U A A

Y K A H O Y G A Y

Aramiden 31, pages 53-54 Tatang Nanang Manong Manang

507

B A B O Y B A G S

B A L A Y A W I A

K A L A P A W W Y

Aramiden 32, page 55 1. agmulmula 2. aglutluto 3. tumulong idiay taltalon 4. agaw-awir Aramiden 34, page 56 1. 2. 3. 4. 5. Aramiden 35, page 57 (Answers may vary) Aramiden 36, page 58-59 A. nagkali, nagsibog, nagdalus, nagruot, nagsakdo, nagburas B. 1. Nagaarado 2. Naglaba 3. Nagay-ayam 4. Nagpasiar 5. Imminom Aramiden 37, page 60 (Refer to pupils’ output) Aramiden 38, pages 61-62 A. traktor, transistor, grupo, klasrum, trabaho, agklase, agsao B. (Answers may vary) MAIKADUA A TALLO A BULAN TI TAWEN Aramiden 39, page 63-64 1. prutas 2. blusa 3. plato 4. plantsa 508

5. gripo Aramiden 40, page 66 A. 1. napnapno 2. nadaldalus 3. napuspuskol 4. napimpintas 5. nadagdagsen

6. nalalaing 7. naluklukmeg 8. nakutkuttong 9. nasirsirib 10.napatpateg

B. 1. kapudotan 2. kalakaan 3. katuredan 4. kagagetan 5. kaimutan

6. kapigsaan 7. kalawagan 8. kaadaywan 9. kaalistuan 10.kasingpetan

Aramiden 41, page 67 1. napigpigsa, kapigsaan 2. natibker, natibtibkker 3. dakkel, kadakkelan 4. naranraniag, karaniagan 5. adayo, naad-adayo 6. nadalus, nadaldalus 7. basbassit, kabassitan 8. nasamsam-it, kasam-itan 9. baro, kabaruan 10.simple, kasisimplian Aramiden 42, pages 68-69 (Answers may vary) Aramiden 43, pages 70-71 1. Siak 2. kalding, nuang ken kabalio 3. kabalio 4. kalding 5. taltalon ni lolong diay probinsia Aramiden 44, page 72 1. Dakkel ti manok. 2. Dakdakkel ti kalding ngem ti manok. 3. Kadakkelan ti kabalio kadagiti tallo a dinguen. 4. Bassit ti kabalio. 5. Basbassit ti kalding ngem ti kabalio. 6. Kabassitan ti manok kadagiti tallo a dinguen. 509

Aramiden 45, page 73 1. S 6. C 2. S 7. P 3. P 8. S 4. P 9. P 5. C 10.P Aramiden 46, page 74 1. gripo-grupo 2. plantsa-plete 3. tsokolate-tsinelas 4. ngipen-ngiwat 5. trapo-trianggulo

6. prito-prutas 7. ngilaw-nganga 8. plaka-platito 9. Planggana-plasa 10.krayon-krema

Aramiden 47, page 75 Prutas kaimito saba sandia bayabas

Nateng paria tabungao kamatis

Aramiden 48, page 76 1. radio 2. panga 3. nanang 4. pinya 5. unas

Karne/Ikan karne ti manok tilapia karne ti baboy

6. ugsa 7. danum 8. makan 9. napudaw 10.atep

Aramiden 49, 77-79 1. Natayag Ni Rey ket natayag. Ni Lito ket nataytayag ngem ni Rey. Ni Nilo ti katayagan kaniada a tallo. 2. Dakkel Ti balay da Rose ket dakkel. Ti balay da Rina ket dakdakkel ngem ti balay da Rose. Ti balay da Roda ti kadakkelan a balay kadagiti tallo. 3. Napuskol Ti komiks ket napuskol Ti libro ket napuspuskol ngem ti komiks. 510

Ti diksionario ti kapuskulan kadakuada. 4. Bassit Ti pusa ket bassit. Ti koneho ket basbassit ngem ti pusa. Ti bao ti kabassitan kadakuada. 5. Nangina Nangina ti lapis. Nanginngina ti bolpen. Kanginaan ti pentel pen Aramiden 50, page 80 A. 1. napimpintas 2. kasapaan 3. naim-imas 4. nalablabbaga 5. kaaduan B. No Maysa ti Sarsaritaen 1. 2. 3. 4. 5.

atiddog nalamuyot nagaget nataray nalamiis

No Dua ti Pagdiligen naat-atiddog nalamlamuyot nagaggaget natartaray nalamlamiis

Aramiden 51, page 81 1. agkarkaramot 6. mangilutluto 2. agbuybuya 7. aglaglagto 3. agsagsagaysay 8. agsagsagad 4. agdigdigos 9. agdandaniw 5. agbasbasa 10.nagdadael Aramiden 52, pages 82-83 1. magmagna 6. mangmangan 2. aggelgelgel 7. agbisbisikleta 3. agkopkopia 8. agkarkarayam 4. agsarsarita 9. aggus-gusugos 5. agtartaray 10.aggatgatas

511

No Tallo Wenno Ad-adu ti Pagdiligen kaatiddogan kalamuyotan Kagagetan Katarayan kalamiisan

Aramiden 53, page 83 1. agsursurat 6. mangisursuro 2. naggapas 7. nagsibog 3. nagluto 8. nangan 4. nagay-ayam 9. nagbagkat 5. aglablaba 10.agpunpunas Aramiden 54, page 84 Madama a maar-aramid a tignay 1. agkankanta 2. agsalsala 3. magmagna 4. agug-ugas 5. umin-inom 6. matmaturog 7. agsipsipilio 8. agdig-digos 9. agburburas 10. agsibsibog

Nalpasen a tignay nagkanta nagsala nagna nagugas imminom naturog nagsipilio nagdigos nagburas nagsibog

Aramiden 55, page 85 1. kalapaw 2. Tata Ambo 3. agdalan iti dan-aw ken rangtay 4. Kawitan 5. kalapaw-dan-aw; bantay-rangtay; kawitan-kapitan; ray-awinaldaw; kumablaaw-aglawlaw Aramiden 56, pages 86-87 1. Kathleen, Ana ken Ivy 2. nagnagna 3. nagpasiar 4. tulungan a mangkita kadagiti kakaduana ken ikkan ti taraonna 5. naasi, mannakitulong, managayat 6. Wen, agsipud ta napntas a kabanbalin ti inda impakita iti ubing nga agkasapulan iti tulong 7. Tuladen ti inaramidda Kathleen, Ana ken Ivy 8. Agsipud ta nakatulongda ti maysa nga ubing nga agkasapulan iti tulong 9. Dagiti Tallo nga Aggagayyem/Dagiti Mannakitulong nga Aggagayyem 10. naasi, mannakitulong, managayat 512

Aramiden 57, pages 88-89 A. (Refer to pupils’ output) B. 1. wen 2. wen 3. wen 4. wen 5. wen Aramiden 58, pages 90-91 1. piek 2. kalding 3. pato 4. manga 5. pato Aramiden 59, page 92 Kolor puraw nalabbaga nangisit

Sukog kasla bituen trianggulo

Klase

Aramiden 60, page 93 A. 1. naimas 2. baro 3. nabanglo, napintas 4. nasingpet, natulnog 5. nalabbaga, naluom B. 1. berde 2. tsokolate 3. nalinak 4. nasingpet 5. bassit ken nalukmeg Aramiden 61, page 94 1. nasingpet 6. nalamiis 2. nalaing 7. naulimek 3. nalukmeg 8. Napipintas 4. nadalus 9. alisto 5. natulnog 10.Naparpardas Aramiden 62, pages 95-96 (Answers may vary) 513

Tekstura nalamuyot nakirsang

Aramiden 63, pages 97-98 1. iti 2. ti 3. ti 4. ti 5. ti Aramiden 64, pages 99-101 1. ti rabaw ti lamisaan 2. iti uneg ti frame 3. abay ti manongna 4. sirok ti kayo 5. rabaw ti lamisaan Aramiden 65, pages 102-103 1. B 2. B 3. B Aramiden 66, page 104 (Answers vary) Aramiden 67, pages 105-106 EYRAN Aramiden 68, page 107 1. agdigdigos 2. agsursurat 3. matmaturog 4. agsalsala 5. agtaktakder Aramiden 69, page 108 1. sirok 6. ruar/uneg 2. uneg 7. uneg 3. uneg 8. rabaw 4. rabaw 9. uneg 5. sirok 10.sirok Aramiden 70, pages 109-110 1. a 2. a 3. a 4. c 514

5. a Aramiden 71, page 111 1. agen-ensayo 6. agsursuro 2. agtartaray 7. agur-uray 3. agpunpunas 8. agsagsagad 4. agbirbirok 9. agpakpakan 5. agdurduron 10. agkiwkiwar Aramiden 72, pages 112-113 (Answers may vary) 1. Agsibsibog ti mula ni manang. 2. Agbalballasiw ti Nana Maria diay kalsada. 3. Agsagsagad ti dua nga ubbing. 4. Agay-ayam ti dua nga lallaki nga ubbing ti sipa. 5. Agbasbasa ti pagiuarnak ni tatang. Aramiden 73, page 114 1. kasangsangpet 6. agdengdengdeng 2. agtartaray 7. agtaytayab 3. agay-aywan 8. agkankanta 4. agis-isem 9. agin-inum 5. agidasdasar 10.agul-uli Aramiden 74, pages 115-116 1. b 2. b 3. a 4. b 5. a Aramiden 75, page 117 1. saanna a kabaelan 2. kabaelanna 3. saanna a kabaelan 4. saanna a kabaelan 5. saanna a kabaelan

6. kabaelan 7. saanna a kabaelan 8. kabaelan 9. kabaelan 10.kabaelan

Aramiden 76, page 118 1. saan 2. wen 3. saan 4. wen 5. saan

6. wen 7. saan 8. wen 9. wen 10.wen 515

Aramiden 77, page 119-120 (Answers may vary) MAIKATLO A TALLO A BULAN TI TAWEN Aramiden 78, page 121 1. igid ti kalsada 2. ngato ti kayo 3. uneg ti tukador 4. sirok iti tugaw 5. uneg ti abot Aramiden 79, page 122 Napan ni Tata Kulas diay alug a nakalugan ti pasagad. Nakita dagiti tattao ni Tata Kulas nga aggapgapas diay tengnga ti alug. Idi malpasna daytoy ti ar-aramidenna, napan diay tambak tapno aginana bassit. Kalpasanna, nagawiden daytoy. Nasabatna ni Tata Sepas a nakalugan diay pasagad a nakaikargaan ti irik a nagapasna. Aramiden 80, page 123 1. plasa 2. blusa 3. agplanplantsaak 4. plastic 5. grasa Aramiden 81, page 124 (Answers may vary) Aramiden 82, page 125 pl plato platito planggana

bl bloke blusa Blessie

Aramiden 83, page 126 (Answers may vary) Aramiden 84, page 127 (Please refer to pupils’ work) Aramiden 85, page 128 (Answers may vary) 516

gr gripo grotto grado

Aramiden 86, page 129 1. B 2. C 3. D 4. E 5. A Aramiden 87, page 130 1,2,4 Aramiden 88, page 131 4 Nagpakada dagiti ubbing nga agawiddan diay pagtaengada. 3 Nagyaman ti prinsipal kadagiti bisita. 5 Binilin ti maestro dagiti ubbing nga agannadda iti dalanda. 2 Kalpasan iti makalawas, simmangpet dagiti bisita a mapan mangted ti donasion a para iti pagadalan. 1 Nagsagana dagiti nagannak, PTA, ub-ubbing ken opisiales iti barangay para iti isasangbay dagiti sangaili. Aramiden 89, page 132-133 d, b, a, c Aramiden 90, page 134 (Answers may vary) MAIKAPAT A KUARTER Aramiden 91, page 137 (Answers may vary) Aramiden 92, page 138 (Answers may vary) Aramiden 93, page 139 (Answers may vary) Aramiden 94, page 140 (Refer to pupils’ output) Aramiden 95, page 141-142 (Answers may vary) Aramiden 96, pages 143-144 Maiparit ti agpuros iti sabong 517

Iddepen ti silaw no saan nga us-usaren Sumrek ti husto nga oras Agulimek a sumrek iti kuarto a pagadalan Aramiden 97, pages 145-146 1. a 2. b 3. a 4. a 5. a Aramiden 98, page 147 4 Nagtudo iti napigsa. 1 Agbirbirok iti taraon ni pusa tapno adda nakasagana a kanenda iti panawen ti panagtutudo. 5 Awanen ti mabalin a kanen ni billit. 2 Agay-ayam laeng ti aramid ni billit idi panawen iti kalgaw. 3 Inawis ni billit ni pusa nga agay-ayam. Aramiden 99, page 148 (Answers may vary) Aramiden 100, pages 149-150 (Answers may vary) Aramiden 101, pages 151-152 1. Agyaman ken ni Apo Dios babaen iti kararag gapu ti maysa manen a nasayaat aldaw 2. Simpaen dagiti nagiddaan 3. Agmulumog 4. Agsukat ti kawes a mapan iti pagadalan 5. Sagaysayen ti buok 6. Mamigat tapno adda pigsa a mapan iti pagadalan Aramiden 102, page 153 1. naprito 2. plato 3. Agtrabtrabaho 4. klase 5. Plinantsa Aramiden 103, page 154 1. blusa 518

2. 3. 4. 5.

plasa drum gripo tsiko

Aramiden 104, page 155 (Answers may vary) Aramiden 105, page 156 (Answers may vary) Aramiden 106, page 157 (Answers may vary) Aramiden 107, page 158 (Answers may vary) Aramiden 108, page 159 (Answers may vary) Aramiden 109, page 160 (Answers may vary) Aramiden 110, page 161 1. balay 6. natan-ok 2. ridaw 7. banuar 3. karayan 8. adal 4. adalem 9. tulong 5. sabado 10.talento Aramiden 111, page 162 (Answers may vary) Aramiden 112, page 163 (Answers may vary) Aramiden 113, page 164 1. 2 Nagdigos ni Loida. 1 Nasapa a nagriing ni Loida. 3 Nangan ti pammigat. 4 Napan ti eskwela. 2. 1 2

Nagbatir iti itlog ni nanang. Ninayunanna ti arina diay nabatir nga itlog. 519

3 Inikkanna ti gatas ken butter. 4 Nilutona diay hotcake diay pariok. 3. 2 1 3 4

Sinabunanna dagiti bado a labaan. Inurnongna dagiti mureng a lalabaan. Binalnasanna ti namintaalo ti nilabaanna. Insalapayna dagiti nilabaanna.

Aramiden 114, pages 165-166 A. Kinnan dagiti manok dagiti naluom a bunga ti kamatis B. a C. a D. b E. b Aramiden 115, page 167 (Answers may vary) Aramiden 116, page 168-169 1. rangtay 2. pupukan 3. buybuyaen 4. itlog 5. pabo Aramiden 117, page 170-171 Angalo, Aran Aramiden 118, page 172 1.higante 2.biniruk 3.kimat 4.nagparintumeng 5.napasnek 6.pinilit Aramiden 119, page 173-174 A.1.tengnga 2.umuna 3.tengnga 4.maudi 5.tengnga B.1.Naimbag a bigat 2. Komusta 3. despensarem 520

4. agyamanak 5. Awan aniaman na Aramiden 120, page 175 A. 1.bassit-ababa 2.nauyong-naranggas 3.naragsak-narambak 4.nalawag-nasilnag 5.nakipet-nailet B. 1.c 2.e 3.d 4.a 5.b C. 1.higante 2. managdakdakes 3.hardin 4.maladaga 5. kararag Aramiden 121, page 176 (Please refer to pupil’s output)

521

GLOSSARY A agkakaingas /ag’ka’ka’i’ngas/adj. agkakarupa agkaykaysa /ag’kay’kay’sa/adj. agdidinnanggay agar-arab / a’gar’arab/v. mangan ti ruot agaw-awir /ag’aw’awir/v. agay-ayam aglawlaw /ag’law law/ n. arubayan aglaylayag /ag’lay’layag/v. nakaluganti Bangka ngaaddalayagna aglulumba /ag’lu’lum’ba/agtitinnaray agobra/ag’ob’ra/v. agtrabaho agnaed /ag’na’ed/ n. aggian anniniwan /an’ni’ni’wan/n. shadow agparbeng/ag’par’beng/ agtalna agreggaay /ag’reg’ga’ay/v. agrugnay agsangsangit/ag’sang’sa’ngit/v. agibibit agsapa/ag’sa’pa/adj. bigbigat agtubtubong ti kwarta /ag’tub’tu’bong/v. agur-urnong ti kuarta alug/al’ug/n. parte ti talon nga adda danumna arapaap/ar’apa’ap/n. tarigagay, ambisyon B baggak /bag’gak/ n. bituentiagsapangamakitaitidaya baknang /bak’nang/adj. taongaadutisanikuana, nasaliwanwantibiagna bagnet/bag’net/n. lechon kawali balikas/bal’ik’as/n. sao benneg /ben’neg/n. parte C CABLA Communjcative Activity Based Language Acquisition D Dinguen /ding’uen/n. taraken dinayaw /di’na’yaw/v. respect dumar-aw/du’mar’aw/v. kumita, bumisita G gameng /ga’m’eng/ n. sanikua, kinabaknang gungunaan /gun’gu’naan/v. ikkantipremyo,ikkantipammadayaw

522

H HOTS

Higher Order Thinking Skills

I Idauluan/i’da’ul’uan/v. ipanguluan Impuruak /im’pur’uak/v. inbakal, inbato inauna /ina’u’na/ adj. natataeng, immuna a naiyanak insakibut /in’sak’ibut/ v. inkabil ti maysa a banag iti uneg ti bado ipatpateg/ip’at’pa’teg/v. ay-ayaten isla /is’la/ n. maysa a pormatidaga a danumtiaglawlawna K Kannawidan/kan’na’w’id’an/n. nakairuaman Kabangibang/ka’ba’ngi’bang/n. kaarruba a lugar Kawes/kaw’es/n. bado Kinasirib/ki’na’sir’ib/n. kinalaing Komunidad/kom’u’nid’ad/n. gimong Kueba/kue’ba/n. gukayab, rukib L Lelang /lel’ang/n. apong a baket M Makitabuno/mak’a’tab’u’no/v. makidar-ay maliklikan /mal’ik’lik’an/v.malappedan, avoid, prevent mangngalap/mang’ngal’ap/n. aggal-ala ti ikan, fisherman maprotektaran/map’ro’tek’tar’an/v. masalakniban mapukaw /ma’puk’aw/v. maawan, saan a mabirokan N Nadayaw/nad’ay’aw/adj. naraem nakabirok /na’ka’bir’ok/v. nasapulan, nabirokan nakurapay /na’kur’apay/adj. awantisanikuana, narigattipanagbiagna nagdappat/nag’dap’pat/v. dinalusan ti maysa a lugar inggana a mabalin a pagyanan nagannak /na’gan’nak/n. nagtaudan wenno naggapuan kasla kada tatang ken nanang naginnalamano/nag’in’na’la’ma’no/v. naginnabrasa nagduyos/nag’duy’os/v. nagrayo nagtaudan/nag’ta’ud’an/n. naggapuan, origin naisangsangayan/na’is’ang’sa’ngay’an/adj. naidumduma, unusual nakurapay/nak’u’rap’ay/adj. napanglaw 523

nangpalatak/nang’pal’a’tak/n. nangpabigbig, famous napalanguad/na’pal’an’guad/adj. napangas, nalastog, boastful narimat /na’ri’mat/adj. nalawag nasamek/nas’a’mek/adj. naraboy, napuskol ti mulmulana, robust nasikkil/nas’ik’kil/adj. natibker, stiff nasin-aw/nas’in’aw/adj. natarnaw, naliknaw, clear nasipnget /na’sip’nget/adj. awantilawag nasirib /na’si’rib/adj. nalaing, alerto P Pagadalan/pag’ad’al’an/n. eskuelaan, school Pagpannakkel/pag’pan’nak’kel/adj. pagtuladan. Someone to be proud of Pagtaengan/pag’ta’e’ngan/n. balay, residence Pangkasual/pang’kas’ual/n.kawes no mapan agpasiar Pangpormal/pang’por’mal/n. isuot a mapan simbaan Pangturog/pang’tur’og/n. kawes nga usaren ti rabii Parupo paragraph plano /pla’no/v. ganuat, panpanunutenngaaramiden piraso /pi’ra’so/adj. puted, iwawennogerret R Ray-aw/ray’aw/adj. mangted ragsak, make fun ragsak/rag’sak/adj. make fun rimat /ri’mat/adj. lawag, sumilap-silap, twinkle ruot/ru’ot/n. grass S Saguday/sag’ud’ay/adj. ugali, talugading Sarita/sar’i’ta/n. sentence Sinakmasl /sin’ak’mal/v. inalon-on, kinagat T Tantan-awan/tan’tan’aw’an/v. kitkitaen Taraon/tar’a’on/n. pagbiag, food Tarigagay/tar’i’gag’ay/v. kalikagom, kayat a mapasamak Tignay/tig’nay/v. balikas a mangipakita ti garaw, verb tuangen v. /tua’ngen/ paiddaen, itumba tumabuno v. /tum’a’bu’no/ nakipartisipar, dumar-ay TPR Total Physical Responce

524

U Umyan/um’yan/v. maturog iti sabali a lugar, sleep in another place ulila /ul’i’la/n. nataytitatangwennonanangna uliteg /ul’i’teg/n. kabsat a lalakinitatangwennonanang

525

BIBLIOGRAPHY Malone, Denniset. al., 2010.K to 12 Curriculum (Mother Tongue Competencies)Two-Track Approach to Teaching Children to Read andWrite Their First Language ( L1): A Handbook for Trainers Villaneza, Rose, et. al., K to 12 Curriculum on Mother Tongue Developing Comprehension in Young Readers (Lesson Plans from RAP Conventions-Vol. 1) http://planetmagazine.com/pm3/the bell.htm http://planetmagazine.com/pm3/thebell.htm http://www.longlongtime ago.com/llta_fable_ant grasshopper.html http://www.imdb.com/title/tt0097757/ http://saluyot.wordpress.com/2009/06/02/da-angalo-kenaran/ http://www.ilocandia treasures.com/2011/02/ilocos-surcelebrates-kannawidan.html http://leftysalute.wordpress.com/2012/05/03/the-legend-ofthe-mango-tree/ http://wiki.answers.com/Q/Author_of_the_story_Luis_yangco

526