mtb (bahasa sug) 1st-4th grading v1.0

7/25/2019 MTB (Bahasa Sug) 1st-4th Grading v1.0

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I. Objectives:

1. Introduce oneself, family, friends and others using naming words andpronouns in culturally appropriate manner.

2. Recall important details in the story listened to3. Use correctly the terms referring to conventions of print: book, front and

back cover, beginning, ending.4. Talk about pictures presented using appropriate local terminologies with ease

and confidence (animals, mechanical,objects, musical Instruments,environment and alphabet).

5. Perceive/comprehend sounds heard locally (animals, mechanical, objects,musical Instruments, environment and alphabet).

6. Develop and use vocabulary by listening to: sounds produce and heardlocally (animals, mechanical, objects, musical Instruments, environment andalphabet).

7. Comprehend and produce sounds heard locally (animals, mechanical,objects, musical instruments, environment and alphabet).

8. Use proper eye-hand movement skills in handwriting (left-right, top-bottom,use beginning writing skills).

9. Trace and copy lines (straight, slanting, horizontal, curve, circular).10. Write using comfortable and efficient pencil grip.

II. Subject matter:

A. Topics:1. Introducing oneself with confidence2. Recalling important details in the story listened to3. Using correctly the terms referring to conventions of print: book, front and

back cover, beginning, ending4. Talking about pictures presented using appropriate local terminologies

with ease and confidence (animals, mechanical,objects, musicalInstruments, environment and alphabet).

5. Perceiving/comprehending sounds heard locally (animals, mechanical,objects, musical Instruments, environment and alphabet).

6. Developing and using vocabulary by listening to: sounds produce andheard locally (animals, mechanical, objects, musical Instruments,

environment and alphabet).7. Comprehending and producing sounds heard locally (animals,

mechanical, objects, musical instruments, environment and alphabet).8. Using proper eye-hand movement skills in handwriting (left-right, top

bottom, use beginning writing skills).9. Tracing and copying lines (straight, slanting, horizontal, curve, circular).10. Writing using comfortable and efficient pencil grip

Lesson Guide in Grade 1 - Tausug: Week 1


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B. Selection: ANAKSiyulat hi: Dr. Mussah M. Ladja

C. References: K+12 Curriculum, MTB-MLE Curriculum

D. Materials: songs (Maunu-unu Kaw, Hain hi?), story,puppets,magic box, pictures (different kinds of animals,musical instruments, mechanical objects), realia,recorded sounds, Cd player/laptop

E. Theme: Kabayaan iban Kalisuan Ku iban Pamilya Ku; Adlaw-adlaw Hihinangun/Kawjiban

F. Value: Pangagari (Obedience)

III. Learning Activities:

A. Motivation1. Introduce a song. Maunu-unu Kaw? (Tune: Hello, Hello, Hello)2. Let pupils form a big circle and sing a song.

B. PresentationPuppet Show1. Teacher uses puppets to present the lesson.

DAY 1 & 2

Alaikum Mussalam.In aku hi Nasser Ibrahim.Unum tahun da isab aku.Lambang I damikkian aku

.

Assalamu Alaikum.In Aku hi Rahina Sali.Unum tahun in ummul ko.Lambang I na aku.

Maunu-unu kaw?(Tune: Hello, Hello, Hello!)

Maunu-unu, Maunu-unu?Maunu-unu kamu bihayaun?

Aku marayaw ra, Aku marayaw raAku marayaw ra sin kta kita.


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2. Teacher asks questions about the dialog:a. Hinda siyu in nagbibissara ha pagsambung-laung?b. Unu in biyayta nila ha pagsambung-laung?c. Biydiin in pagpakilal hi Rahina sin baran niya? Iban hi Nasser?d. Unu in biyayta nila pasal sin baran nila?

C. Modeling1. Teacher introduces herself to the class.

Example: AssalmualaykumAku hi ___________________.Aku in mastal niyu.Manjari kamu magpakilal?Mamayta kamu pasal sin baran niyu.Manjari kamu magpakilal ha unahan sin klas?

D. Guided Practice

1. Ask a pupil to volunteer introducing her/himself in front of the class.2. Let the pupils follow the pattern in introducing oneself.

3. Encourage all pupils to introduce her/himself in front with confidence.

E. Independent Practice1. Introduce another song: Hain Hi?2. Form a big circle and let the pupils sing the song.3. Hisiyu-siyu in matawag magpakilal siya sin baran niya.

4. The pupil who is called will go to the center of the circle to introduceher/himself.

Aku hi ______________.

_______tahun na in ummul ku.

Ha ___________na aku .

Hain Hi?(Tune: Where is Thumbman?)

Hin hi (Miko)? Hin hi (Ana)?Aku nangasubu, aku nangasubu.

Marayaw ra, marayaw ra.Alhamdulilla.


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F. Post Assessment/EvaluationGame: Going Bulilit Show1. Teacher creates scenario were pupils introduce themselves in a Going

Bulilit Show.2. Pupils may imitate a model before he/she introduces himself/ herself.

A. Prereading Activities1. Unlocking of difficult words (through pictures and context clues)

a. mag-uumamag-uuma in ama hi Abdulla. Ini in tawag ha tau magtatanum halupa.

b. SabtuKamaumahan adlaw hipaghihinang ta ha by. In sumunud adlaw pag-ubus sin Jumaat.

c. UtuhMiyanaw hi utuh iban bagay niya harap pa iskul. Utuh in tawagan taha taimanghud usug, atawa ha anak usug.

d. Indah (Kaka)Naglulutu hi Indah sin makawn mataas-suga. Indah in tawagan ta hataimanghud babai, atawa ha anak babai.

2. MotivationGame:I Sounded Like my Moma. Teacher prepares mask representing faces of five (5) different kind

of animals.b. Teacher produces the sound of the animals and the pupils will locate

their mother based on the sound produced by the teacher.c. Pupils are grouped into (5):

Tumpukan 1: sapi (cow) Tumpukan 2: iru (dog) Tumpukan 3: itik (duck)

Tumpukan 4: manuk-manuk (bird)

Tumpukan 5: kuting (cat)

3. Book OrientationIntroduce the book, the title and the author.

4. Motive Questiona. Awn ipatan niyu ha by?b. Unu in kasban mu ipatan?c. Mayta kaw masb kaniya bilang ipatan?

B. During ReadingListening story: Teacher reads the story. Pupils listen.Interactive reading : Second reading of the story

DAY 3 & 4


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C. Post Reading1. Engagement Activities

a. Unu in kabayaan ipatun hi Abdulla?b. Mayta siya mabaya umipat haini?c. Unu in kabayaan ipatun hi Anwar?d. Mayta siya mabayah umipat haini?e. Unu in natali hi Anwar?f. Unu naman in manga hayup kta nila ha gimba?g. Biya di-in in katingug sin Kabaw?h. Biya di-in in katingug sin manuk-manuk?i. Biya di-in in katingug sin itik?j. Biya di-in in katingug sin iru?k. Biya di-in in katingug sin kuting?l. Hisiyu in ngn sin ama hi Abdulla?m. Unu in usha sin ama niya?n. Unu in usha sin ina niya?o. Bang ikaw hi Anwar, singuran mu baha in natali niya?

p. Unu in pangadji nakawa mu ha istori?

D. Skill Development1. Modeling

a. Give emphasis on the sound produced by different animals in thestory listened to.

b. Q and A at the FarmTeacher produces the sound and pupilsidentified the animal.

Unu in hayup in mag-iyan aw-aw?

Unu in hayup mag-iyan meow, meow?

Unu in hayup mag-iyan mee..meee?

Unu in hayup mag-iyan moomoo? Unu in hayup mag-iyan kwakkwak? Unu in hayup mag-iyan kokakkokak? Unu in hayup mag-iyan sshhhsshhh?

2. Guided Activitya. Game: I am Looking for my Mom

Eight of the pupils will act as the mother carabao, duck, dog, cat,rooster, frog, cow and goat.

The mother will produce the sound of the animal it representswhile the pupils assigned for the identified animal shall producethe sound to locate their mother.

Game ends when the class was able to form eight different groupsof animals.

b. Grouping: Group pupils into several groups and let each groupimitate/give the sound of the animals found in the story.

3. Independent ActivityGame:Visit to the Farma. Teacher post pictures of different kinds of animal on the wall.


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b. Pupils are grouped into three (3) and they will take turn in visiting afarm.

Farm 1: goat

Farm 2: cow

Farm 3: chicken

Farm 4: duck Farm 5: horse

Farm 6: snake

Farm 7: bird

Farm 8: carabaoc. Pupils will produce the sound of the animals in the farm they have

visited.

E. Post assessment1. Teacher shows pictures of different animals listed inside the box and

pupils produce the sound.

snake duck cow hen horse

2. Kitaun in hayup dampal pa tuu. Hisugpat in hayup pa katingug niyadampal pa lawa labay ha pag-urul sin manga tumbuk. Teacher producesthe sound.


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A. Review1. What animals did Abdulla and Anwar meet at the farm?2. Can you produce the sound of the animal?

B. Presentation1. Game:The Magic Box

a. Teacher puts pictures of different objects that produce sound.b. In a form of a riddle pupils will guess whats inside the box.

c. When the pupils guess the object, teacher will reveal the correctanswer.

2. Show Me a Picturea. After the pictures are revealed from The Magic Boxteacher tells that

not only animals produce sound. There are different objects thatproduce sound.

Unu pa in manga panyap magkatingug?

Pupil names the picture and gives the sound it produces.

C. ModelingTeacher shows different real objects (toys) like musical instrument,mechanical andother objects that produce sound. Teacher gives the sound of the object whilepupils imitate.

D. Guided Activity1. Activity 1: Urulun in manga tumbuk supaya matibuuk in panyapmagkatingug.

DAY 5

Sawpma:Kakitaan mu aku ha taas langit.

Maglupad aku biya manuk-manuk.In katingug ku zoomzoom.

Unu aku?______(ariplnu)

thunder agung tricycle

bell water/rain airplane


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Note: Presentation of pictures - The pictures should be traced by thepupils.

2. Activity 2: Hisugpat in panyap pa katingug niya.

Note: reproduce the 1stand 2ndactivity sheets.(Learner Package)


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E. Independent activity:Game: Parade of SoundsTeacher posts pictures outside the classroom of different object that producesound. Pupils will walk around and as they passed by the picture theyproduce the sound.

F. Post Assessment:Did I hear it right?Teacher records different sounds. Pupils identify the different sounds andgroup the sounds as animals, musical instruments, environment andmechanical objects. Pupils shall put the picture on the specified column.

Manga HayupManga

Panyap MusicKatilibut

Manga PanyapMkina

Sequence of recorded sounds1. kuk-ku-ga-uk-kuk-ku-ga-uk2. broom-broom3. splash, woosh,woosh4. ding-dong, ding-dong5. boom-boom-boom6. kokak-kokak-kokak7. toot-toot-toot8. aw-aw-aw-aw9. kring-kring

10. mee-mee-mee


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I. Objectives:

1. Use correctly the terms referring to conventions of print: title, page, author,illustrator.

2. Track the text in the correct order: page by page, left to right, top to bottom.3. Recall important details in a listening story4. Predict what the story is all about based on personal experience5. Distinguish and produce sounds heard (volume-loud and soft; pitch-high and

low; pace-fast and slow; similar and different)6. Manifest enjoyment in producing sounds heard locally from: animals,

mechanical, objects, musical instruments and environment.7. Identify names of persons, places and things

II. Subject Matter:

A. Topics:1. Using correctly the terms referring to convention of print2. Tracking test in the correct order3. Recalling important details in a listening story4. Predicting what the story is all about based on personal experience5. Distinguishing and producing sounds heard according to volume; pitch,

pace, similarity and difference6. Manifesting enjoyment in producing sounds heard locally from: animals,

mechanical, objects, musical instruments and environment

7. Indentifying names of person, place and thing

B. Selection: Nakakita Hi AtikaSiyulat hi: Dr. Mussah M. Ladja

C. Reference: K+12 Curriculum, MTB-MLE Indicators

D. Materials: Story: Nakakita Hi Atikarealia-instruments: xylophone, drums, objects that producesoft/loud; high/low; fast/slow; similar/different sounds, pictures;boxes; recorded sounds

E. Theme: My Family and I-Healthy Habits

F. Value: Real essence of celebrating Maulud/Hailaya-Being thankful forGods Blessings



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A. Prereading1. Recall

a. Read the Rhyme

Bata Ha Taas Nangka Bata-bata sakat kaw pa taas nangka

Ampa kaw dumul pa babaBat da kaw makakita sin by-by hi ama

In atup niya nipa; miyamabut pa lupa

b. Teacher plays the recorded sounds.c. Pupils will identify the sounds heard.

Unu hayup in nagkatingug diyungug niyu?

Biya di-in in katingug niya? Unu panyap pagpatugtugun in diyungug niyu?

Unu pa in panyap diyungug niyu?

Dugaing dayng sin hayup iban manga kapanyapanpagpakatingugun, awn pa baha tingug dugaing diyungug niyu?

Biya diin in katingug niya? Sibu baha in katingug sin maglugu iban magnasihat? Sin hayup

iban panyap? Sin pagpakatingugun?

Unu in maghangkasibu in tingug niya? Awn baha magdugaing in tingug niya? Biya diin in kapagdugaing nila?

2. Unlocking of difficult wordsUnlock difficult words through context and picture clues.a. Maulud

Malami tuud kakahaba bulan Maulud. Maulud in bulan pakaradjaanha pagpusma pa Nabi (SAW).

b. PangalayNagpangalay kahapun ha plasa. pangalay in ngan sin Muslim dance/magbayla ha Tausug.

c. AgungPangalay ha agung in kabayaan ku pangalay. agung in panyapmagkatingug usalun bang awn magpangalay.

d. Drumdrum in mawmu pag-usalun bang awn kuliling.

e. cymbals

DAY 1


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f. xylophone

3. MotivationJukupun in ludjuman (chart) tudju pa manga karadja pagkasakupanmubang Maulud/Haylaya. Hipikit in patta ha patut tirnan.

Sung paMaulud/Haylaya

AdlawMaulud/Haylaya

PuasMaulud/Haylaya

a. Unu in manga pagtagama nahinang mu ha pagsabu sin maulud?Haylaya?

b. Biyadiin in pagtagama sin manga tau ha ini?

4. Motive Question:

Unu in magkaawn karadja ha kukunsmun in maulud/haylaya?

B. During ReadingListening story: Nakakita hi AtikaInteractive Reading: Teacher reads the story while pupils interact bypredicting the next event to happen.

Expected pictures

1. People busy preparing food.2. Religious organization decorating the plaza,

street and mosque.3. Parade around the town/barangay.4. Parlor games in the playground.5. People cleaning the surrounding.6. Programs in the plaza/municipal.7. Many people in the grocery store.


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Nakakita Hi AtikaSiyulat hi: Dr. Mussah M. Ladja

*Unu baha in kakitaan hi Atika?

* Unu baha in manga diyungug nila ha pagkuliling?

Boom-boom,boom-boom-boom maladju tingug sin drum.Klang-klang-klang-klang-klang in tingug sin cymbals.Toot-toot-to-to-tooot, tot-tot-to-totoot in katingug sin trumpet.Ting-ting-ting-ting-ting-ting maluuy katingug sin xylophone.

Kumita kaw magkuliling kunsum? pangasubu hi Atika. Kita-un kunapasal mataud tuud tau iban mapasu in suga, mahibuk pa in kapanyapanpiyakakatingug nila in sambung hi utuh niya Nawmil.

In baita hinda ina iban sin mastal ku awn kuliling , mataud pakapanyapan pagpakatingugun in dhun magkuliling, in sambung hi Atika.

Ha adlaw kuliling, way nakasandal kimita da hi Utuh Nawmil, Atikaiban pa sin kaibanan lahasiya nila, timindug sila ha tungud sin plasa; landutuud in kuyag nila sin kajinisan in kita nila ha pagkuliling.

Miyagad hi Atika kan Ina niya piyada-ira. Landu tuud na-inu inu hiAtika bang mayta mataud tau ha lawm da-ira, madtu mari in tau. Awn na

nagbubutang hipagpalingkat sin dan, awn ha taas palaliyan, awn naglalanusin masjid iban awn da isab namimimi pagkaun.

Nangasubu hi Atika kan ina niya. Ina, mayta sasaw tuud in mangatau? Awn nagpapalingkat sin dn iban palaliyan? Awn isab kiyalabayan tanaglalanu sin masjid? Iban mataud tuud tau di ha pamimihan kakaun? Insambung sin ina; Kunsum na in maulud? kakahaba bulan mauludmagpajamu ha masjid, ha pagpuspa sin bulan kapag-anak ha Nabi (S.A.W).Ha dih pa makapagpajamu ha masjid, mataud pa in pakaradjaan paawnun,awn magkuliling ha lawm da-ira iban pamadju Tausug atawa Arab, Awn daisab magbassa Qur-an, maglugu, magwasil, iban awn da isab panayam-nayam pa manga kabata-bataan.


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*Unu pa baha in kita hi Atika dugaing dayng sin manga drum, cymbals,trumpet iban xylophone?

*Unu baha in kabayaan hi Atika paglaggu niya?

C. Post Reading1. Engagement

a. Tumpukan 1

Hinda siyu in lamud ha pagtagama sin pagsabu? Lumukis patta amu in kakitaan in manga tau nagmimisuwara

pasal pagtagama sin pagsabu.b. Tumpukan 2

Biyadiin in pagtagama sin manga tau ha ini? Hipakita (drama) bang biyadiin in pagtagama ha maulud/haylaya.

c. Tumpukan 3

Unu in kta hi Atika ha adlaw pagkuliling (parade)? Ngnan in manga panyap kta hi Atika ha adlaw pagkuliling.

d. Tumpukan 4

Unu in mmanga panyap music iyusal ha pagkuliling?

Hidihil in tingug sin manga panyap music nasabbut.- Unu in karadja nahinang sung pa maulud/haylaya?- Hinda siyu in lamud ha pagtagama sin pagsabu?

Tumpukan 1magpakita

Biyadiin in pagtagama sin tau ha ini?

Tumpukan 2magpakita

- Mayta mabaya tuud hi Atikakimita sin pagkuliling?

- Unu in kta nila ha adlawpagkuliling ?

Bang aku malaggu na mabaya aku magpangalay! in agi hi Atika; mabayaaku magdungug sin katingug sin agung; hangkan, subay aku magpahindumagpangalay kan Ina laung pa hi Atika pa manga iban nila. Damikkian akusambung hi Andrada.

Ting, titing, titing ting, titing, titing, ting, titing, titing ting, titing, titingmaluuy katingug sin agung.

Utuh, unu in ngn sin magkatingug ya-un? pangasubu hi Atika.Agung, in tawag kaniya sambag hi Utuh Nawmil ha pangasubu sin manghudniya hi Atika. Ah! Malingkat in tingug niya; ampa aku nakadungug tingug niyaiban dagbus sin agung. In agung pagpakatingugun bang awn magpangalay.In agi hi Nawmil.


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Tumpukan 3magpakita

- Unu in kibatukan hi Atika pasalsin manga panyap music?

Tumpukan 4

magpakita

- Unu in iyangut sin manga bata-bata pagkita sin pagkuliling?

- Mabaya kaw mahinangmagbabayla atawa makaagadmagkuliling? Mayta? Mayta di?

Maudu (Theme): Unu in subay mu hinangun supya madawhat in iyaangut-angut

mu?

Unu in subay mu kaunun supya mahinang bata masambu inpamaranan?

Unu in manga kakaun makasambu hipagtagama sin manga tauha adlaw maulud/haylaya?

Value Focus:

Unu in subay tumtumun sin manga tau ha pagsabu sinmaulud / haylayalabi dayng ha pagpanayam basketball?

2. Skill Focus (Grammar Awareness)Post picture about the scene when Atika, Nawmil and Andrada arewatching the parade.a. Who are they?

Hisiyu in manga ha patta ini?b. Who is Atika? Nawmil and Andrada?

Hisiyu dayng kanila hi Atika? Nawmil? Andrada?c. Who else do you see in the picture?

Hisiyu pa in manga piyagkakita-an niyu ha patta?

d. Tell the names of the characters in the story.Ngani niyu kunu bang hinda siyu in manga ha istori?3. Guided Activity

State your name and the name of your classmates.in ngn mu iban ngn sin manga iban mu bata-iskul mu.Sawpama: Aku hi Alwida. In siya hi Annura.

4. Independent PracticeActivity: Meeting New FriendsForm 2 circles, one big circle and one inner circle. Everybody singsMaunu-unu kaw? When singing of the song stops, pupil will take turnsin introducing oneself to his/her partner.

5. Evaluation

State 5 names of your new classmates

D. HomeworkKnow the names of the members of the family.


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A. Recall1. What musical instruments were mentioned in the story?2. What kind of sound did each instrument produce?3. Let pupils imitate the sounds of each instrument.

B. Presentation1. Use real objects to produce sounds. Let pupils identify the soft and loud

sounds.2. Game:Where do I belong?

Teacher prepares two boxes. Pupils identify which of these objects havesoft sounds and loud sounds.

C. Modeling1. Teacher uses drum and xylophone. Pupils identify which of the two

instruments produce soft / loud sound.2. Pupils play the instrument and distinguish which produces soft / loud

sound.3. Teacher can repeat the same activity using Tausug musical instrument

like agung, kulintangan, suling, etc.

D. GuidedActivityGame: Its all about soundsUtilize different objects that produce sounds. Let pupils manipulate theobjects and tell which has soft/loud sounds.

LOUD SOUNDS

DAY 2

SOFT SOUNDS


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E. IndependentActivityGame: I can be1. Teacher shows pictures of different objects, animals, forms of

transportation. Pupils imitate the sound it produces and identify which hassoft / loud sounds.Manjari aku kambing magkatingug__________.Manjari aku kuting magkatingug ______________.Manjari aku dawgdug magkatingug __________ .Manjari aku ariplnu magkatingug___________.In tingug misan ha unu.Manjari siya maagak atawa makusug/matanug.

Manjari AkuManjari aku kambing in tingug mee-meee.Manjari aku kuting katingug meow, meow.

Manjari aku daugdug kimatingug bung! bung!Manjari aku eruplanu timingug sooom, soom, soom.

Unu in maladju in katingug? Unu in mahina in katingug?

A. Recall1. Distinguish soft and loud sounds.2. Using recorded sounds, pupils identify which objects produce soft /loud

sounds.

B. PresentationUse a xylophone/agung/suling. Let pupils listen to the sounds of xylophone /

agung / suling with high/low pitch.1. Unu jinis sin tingug diyungug mu?2. Sibu-sibu ba in tingug diyungug mu?

C. ModelingTeacher models how to produce high and low pitch sounds. Pupils imitate theteacher.

D. GuidedActivityGame: Little Drummers1. Use cans and sticks to produce high and low pitch sounds. Group pupils

into 3.2. Let each group imitate a drummer on parade using cans to produce high

and low sounds in unison.

E. IndependentActivityActivity:Like Frog Singing SchoolPupils demonstrate producing high and low pitch by singing their favoritesong.

DAY 3


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A. Recall1. Distinguish high and low pitch of sounds.2. Game: Thumbs up, thumbs down

Teacher plays recorded sounds. Pupils show thumbs up if the sound hashigh pitch and thumbs down if low pitch. The activity will be done by thewhole class; group and individual.

B. PresentationTeacher plays two songs with different rhythm. One has fast rhythm (rapsong) and the other with slow rhythm.1. Unu in kiyabayaan mu kalangan? Mayta?2. Unu in tingug diyungug mu?3. Unu in kalangan mabiskay in rhythm? Maagak/malallay?

C. Modeling

Activity:Rain Clap1. Teacher models how to produce fast and slow pace sounds.2. Introduce rain clap.3. Just like how the rain fell, its sound shows slow and fast pace.

D. GuidedActivityActivity:Follow meTeacher leads in performing the task by producing fast and slow pacesounds.Group 1: clappingGroup 2: tappingGroup 3: stomping

E. IndependentActivity:Activity: Battle of the Band1. Pupils form groups and prepare a presentation for a band concert.2. By clapping, tapping and stomping to produce fast and slow pace rhythm.

A. RecallDistinguish fast and slow pace of sounds.Activity: Teacher creates scenario to show pacing of sounds. Pupils shallproduce the sound.

Ex. Stormy day vs windy day produce the sound of the wind.Shshshshshhhhhhhh (fast)Sssh-sssh-ssssh-sssh (slow)Unu in katingug sin ulan bang makusug in hangin iban bang awnbadju?Biya di-in isab in katingug sin ulan bang way badju?

DAY 5

DAY 4


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Hawnu kanila duwa in mas makusug in katingug sin ulan? Ma-agak-agak?

B. PresentationGame:Blind fold1. Teacher asks a pupil to be blindfolded. Pupil must be able to distinguish

similar and different sounds heard.2. Teacher may use real objects or recorded sounds.

a. Unu in tingug sin manga panyap, music, iban hayup in diyungug mu?b. Unu in manga tingug magsibu? Dugaing?

C. GuidedActivityGame:Sa Pula sa PutiTeacher shall play recorded sounds of animals, objects and instruments.Pupils will line up in red flag when they hear similar sounds and on white flagif they hear different sounds.

D. Post AssessmentUsing things found inside the room, have a mock up parade inside the schoolcampus. Produce different sounds according to volume, pitch, pacing,similarities and differences.


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I. Objectives:

1. Listen and respond to others.2. Express love for stories by browsing the storybooks read to them and asking

to be read more stories.3. Use culturally appropriate courteous expressions in different situations.4. Identify names of persons, things and places.5. Give/produce the beginning sounds of letters in a given word.6. Identify differences between letters.7. Give the letter that begins with the name of the given picture/object.8. Identify specific letters (a,n,i) in the alphabet both upper and lower.9. Write upper case and lower case letters(a,n,i) in print using proper

proportion.10. Give the sounds of the specific letters(a,n,i) in the alphabet.11. Match words with pictures and objects.12. Develop and use vocabulary words that begin with the sounds of letters

presented by listening to teachers producing the sounds.

II. Subject Matter:

A. Skills:1. Listening and responding to others2. Expressing love for stories by browsing the storybooks read to them and

asking to be read more stories

3. Using culturally appropriate courteous expressions in different situations4. Identifying names of persons, things and places5. Giving/producing the beginning sounds of letters in a given word6. Identifying differences between letters7. Giving the letter that begins with the name of the given picture/object8. Identifying specific letters (a,n,i) in the alphabet both upper and lower9. Writing upper case and lower case letters(a,n,i) in print using proper

proportion10. Giving the sounds of the specific letters(a,n,i) in the alphabet11. Matching words with pictures and objects12. Developing and use vocabulary words that begin with the sounds of

letters presented by listening to teachers producing the sounds

B. Selection: Salsila Sin Duwa BulludSiyulat hi: Dr. Mussah M. Ladja

C. Reference: K+12 Curriculum, MTB-MLE Indicators,

D. Materials: Story- Salsila Sin Duwa Bullud, pictures.



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E. Theme: Things I Enjoy and People I Like-food, fruits, vegetables, localdelicacies

F. Value: Caring for animals

III. Learning Activites:

A. Prereading1. Unlocking of difficult words

Teacher unlocks the difficult words found in the story through contextclues.a. nagdwaa

Nangayuh-ngayuh pa Tuhan.b. banua

amu in nakura ha kawman

c. butanganbutangan sarah in dusa nahinang sin hambuuk tau

2. MotivationPresent the book, talk about the cover.a. Unu in kta mu ha pais sin bk/kitab?b. Papatahan in lugal ha patta.

3. Motive QuestionUnu in panagnaan sin Duwa Bullud?

B. During ReadingReading Aloud of the StoryTeacher reads the story while pupils listen.

Salsila Sin Duwa BulludSiyulat hi: Dr. Mussah M. Ladja

Awn hambuuk waktu ha kawman sin pu Sirum, awn duwamagtaimanghud usug iban baba-i in nagbabaybay ha kubu-kubu nila; bisanpaman in atup niya; atup nipa miyamabut pa lupa.

Hambuuk adlaw, way na makaun sin duwa magtaymanghud ini, mabayasila kumaun bang-bang apam, dimatung na pa napsu nila in bungang kahuyiban sayul giyataan sah way sin nila hipami, mabaya sila manugnadamikkiyan way ra matugna bugas nila.

Nasusa na in duwa magtaymanghud; ahasan, hikmatan sila sin AllahuTaala pikilan na papangistaun pa dagat!

In malingkat sumulay aku mamingit pa laud kalu aku tundukun sinmanga ista dugaing daing sin makaun ta hikapagsuruy ta in kaibanan bat

DAY 1


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awn hikapami ta bugas makapagtugna na kita! in agi sin taimanghud usug.ikaw naba utuh dih na sakan liyuhan mamikil; ikaw pa in magulangsambung sin manghud pa magulang.

Nangayu na in duwa magtaimanghud pa Tuhan ha bang man bisanhambuuk ista awn mara niya muwih ha way baya-baya!

Didtu man in taimanghud usug ha laum dagat iban bangka landu asibiganta tumuput duwa tau; namatinduk sa ini hidayatan sin Allahu Taalakakaun mataud pagka in sila ini sabar-sabar.

Hawpuun tana sadja nakauwi na hi utuh malayu pa nagtatawag na pamanghud. Indah! Indah! Dumul ba kaw ha tandawan karuk landu taud sinista naka ku bukun sadja hat ista sambil na imbaw amu in kasuban musabawan, ibis iban pa manga indung dih ta saini maubus kaununmagsarakka kita in makapin hapagsarakkahan hipagdagang ku pa dugaingkauman.

Biyattu na in kiyapag-isunan sin duwa magtaimanghud. Hawpuun tanasadja nakauwi na in taimanghud usug daing ha pagdagangan iban na pagdabugas ha suput, bangbang iban pa manga iklug itik nakabi na!

Indah, tabuka in pamimi ku ini agi sin usug. Tiyabuk na sin baba-i ibanpagsarangsukul pa Tuhan sin dihilan sila lidjiki makakaun sin bang-bangkiyanapsuhan nila iban awn pa matugna nila.

Alhamdulilla! marayaw na in nakaun nila ha waktu yadtu bukun nasadja panggih-bangun tiyatanum nila ha daig bay.

Karuk kug sin taimanghud baba-i pasal, awn na sila makaun sambil inipatan niya kuting makakaun na sin bukug ista daing ha syupsupan pyagka-unan nila. Meow, meow, meow. Kuk, kurukukuk,kuk, kurukukuk in sambagsin itaw.

Way limugay bulan timaud na in kakaun nila sambil awn na kiyatau-tausin.

Nabukag na pa hansipak binaybayan sin mataud na sin nila, pagka inmanga tau ha hansipak kauman naka-ingat na sin awn na sin nila; miyadtusan nanungup ha duwa magtaimanghud bang mayta biyadtu na sadja intaud sin sin nila.

Pagka kita nila landu in pagkasi sin duwa magtaimanghud; sulut-sulutsila dih mag-arujawab; hinangan pitna sin manga tau yadtu. Kunu, in silamagtaimanghud bukun marayaw in pikilan. Pagka san nabukag napiyatawag na sila sin banua ha kawman.


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Assalamu alaikum panalam sin suluhan naraak. Alaikum MussalamWarahmatulla! sambag sin duwa magtaymanghud. Yari aku naraakpapamaihuun kamu sin banua ha adlaw ra ini laung sin suluhan.

Landu tuud nainu-inu salta, miyuga bang mayta sila piyakawa.

Pagdatung nila pa banua piyalingkud na sila salta piyangasubuhan sinin sila nakadugtul sarah agama! Laung sin duwa magtaimanghud Wairuuntuud dusa namu bukun bunnal in susumbungan kaimu. Sumagawa, inbanua ini dih magdungug sin pakanya-pakanya kabtangan; bang unu na inkiyasumbung atawa kiyabayta kaniya; way pag sumariya mataud iban waypag-nyata magtuy niya dihilan undang undang sarah!

Pagka awn suy-suy kya-ingatan ku subay kamu yan hi hulug kaduwa pa laud karajum. In sambag sin duwa magtaimanghud andumaulung kaw kamu; way tuud na dusa namu ini ah! Dih makadjari; bangunu na in agi ku amuna in maagad! laung sin banua ha kawman.

Timangis na in manghud baba-i siyapu-sapu na ha taikud sin magulangusug iban pamung sarina sah, kita magsabar .

Hawpuun tana sadja giyapus na in duwa magtaimanghud liyu-un na pabubu ampa biyugsayan pa laud. Didtu mayan sila ha laud, hiyulug na sila pabuli-an dagat; naghangin na tuud makusug; susa landu in manga naghatudkanila pa laud.

In kasusahan nila labi na daing kasusahan sin duwa magtaimanghudkarna, in duwa nangayuh-ngayuh pa Tuhan na bang way dusa nilahipapanyata sila pa manga naraak sambil maka-abut na pa banua. Waylimugay ha biyadtu kusug sin dagat limigut; imuplut na in bud ha tungud sin

piyaghulugan pa manghud. Bukun malugay simunud na in hambuuk.

Kiyublaan in tu naraak. Iiyan taba kamu dih natu sila hi hulug patapukun ta niyu na sadja sila pa dugaing pu malayu pa katu, sah dih kamumagkahagad laung sin hambuuk.

Mabuga kita ha banua sambag sin duwa. Minuwi na in naraak ibanpag-inu-inu sin kiyasakupan nila.

Ha laud pa sila, biyak na san sila sin malaggu alun. Liyagsik na silakatu; hambuuk da tau in nara pa hunasan sin alun makusug. Kiyublaanlandu in tau ha daig dagat nagbabay bang hisiyu in tau way sayunagkakapang salta, piritna misan in panamung.

Nakaratung na pa banua in tau piyupunung yadtu amu siya in tau landuimulung pa duwa magtaimanghud ganta magpapaguy pa duwa!

Nakasayu man siya, piyangasubuhan na siya sin banua mayta inbadju mu pirit na? iban hawnu na in iban mu naghatud pa laud? pangasubusin banua.


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Way pa siya nakababayta, timu na in luha ha mata niya salta ibanpamung daing katagna ku, way aku nakakita biyadtu pag-hulug sumari-atmagtuy nahinang bud! karuk in susun sin banua bang mayta siyanagkahagad sin pitna yadtu.

C. Post ReadingTeacher asks questions about the story heard.1. Interactive questions during reading

a. Biya di-in in ka-aun sin Duwa Bullud?b. Mayta sila nasusa sin way pagkaun nila iban sin ipatan niya?c. Unu in kiyanapsuhan kaunun sin magtaimanghud?d. Unu in hinang sin taimanghud usug?e. Dugaing daing sin ista, unu pa in manga nakawa sin taimanghud

usug? Unu in kabayaan niya pagsabawan?f. Unu in ipatan sin taymanghud baba-i?g. Piya-unu sin taimanghud baba-i in ipatan niya?

h. Mayta baha sila piyatawag sin banua?2. Value Infusion:

Bang ikaw in awn ipatan, singuran mu ra baha in hinang sin taimanghudbabai?Theme:a. Unu in kiyapag-isunan sin duwa magtaimanghud, dugaing dayng sin

ista makaun nila? Unu pa?b. Unu in narar sin magulang usug sin uwi niya nagdagang pa

hansipak kawman? Unu pa?c. Unu in naput niyu pangadji-an na subay hinangun? Subay dih

hinangun?

A. ReviewRecall details that happened in the story listened to by asking somequestions about it.

B. Literary ExtenderGrouping: Lights, Camera, Action!Teacher grouped pupils into 4 groups. Give each group a scenario from thestory and let pupils perform the given task.

a. Group 1- Pantomime how the two siblings were happy when they haveseen plenty of fish in the banca.b. Group 2- Give names of fish that they know (ex. tuna, mackerel)c. Group 3- Act out activities of vendors in the marketd. Group 4- Draw fishes swimming in the sea.

DAY 2


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C. Skill Development1. Situation: When people visited the place/house of other person; they say

this _______________.2. Listen as I read some courteous expression they utter in their

conversation.a. Assalamu Alaykum.b. Alaykum Mussalam.c. Ikaw naba utuh in maagad.d. magsadakka kita.e. Indah! Dumul ba kaw ha tandawan.f. Alhamdulilla!g. maluuy aku ha duwa ini, hitapuk natuh na sadja pa dugaing pu?h. Unu naman in marayaw imumungan kiyadungugan niyu ha istori?i. Unu in hibayta ta bang kita sumud pa bay sin tau?j. Unu in sambung niyu pa salam tiyukbal kaniyu?k. Kansiyu kita mangayu pagsarangsukul pa lidjiki natabuk ta?l. Unu in hi agi ta kanya?

D. Modeling1. Teacher models how each expression is used.2. Situations are given to practice how these expressions are appropriately

used.

E. Guided PracticePresent comic strips. Teacher reads the situations and the pupils will give thecorrect greetings and courteous expressions.

F. Independent ActivityOn the WallTeacher posts pictures showing different time of the day and

situations that reflect actions that need courteous expressions. Pupils shallhave a walk by group and practice saying the correct expressions as theypassed by the area.

Wall 1: morning Assalamu Alaykum.Wall 2: evening Assalamu Alaikum.Wall 3: noon time Assalamu Alaikum.Wall 4: appreciation for the favor Alhamdulilla, magsukul

given


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A. Presentation:1. Introduce names. These are the names found in the story.

2. Teacher presents more pictures that refer to persons, things and places.

B. Guided ActivityMystery Box1. Get a box and put pictures of persons, things and places.2. Let each pupil pick one and identify each name. As the pupils name the

picture, teacher posts it on the board and puts a name below it.3. Teacher says the picture name again.

Ask: Unu in ha patta?

C. Independent ActivityWhere It Belong? Ask pupils to group names into persons, animals, orplaces. Tack the picture with picture name on corresponding group.

Tau Panyap Lugal

D. Post ActivityPost It Three pupils are assigned to hold a card representing person, thingand place. When the teacher shows picture of person, thing or place, pupilschoose from among the three. They have to line up on the specific postdesignated.

Introducing Letter AaA. Presentation

Whats in a picture?Yari in manga patta, kangnan mu sila?(Show pictures that begin with letter Aa.)

Duwa Bullud

Puh Sirum

banuaIsta

Ipang-ipang

DAY 4

DAY 3


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B. ReviewLet the pupils identify names of persons, things and places.1. Hawnu dayng ha manga ini in ngn para ha tau?2. Ha kapanyapan lamud na in hayup iban hiyanum?3. Ha kauman?

C. Modeling1. Teacher says the picture name one at a time by producing the initial

sound of each. Say the word three times.a. Ini in patta sin /aaa/anakb. Ini in patta sin /aaa/amac. Ini in patta sin /aaa/adlawd. Ini in pattasin /aaa/atise. Ini in patta sin /aaa/ambawf. Ini in patta sin /aaa/Albaa

2. Unu in tingug kadungugan mu ha panagnaan sin patta?3. Teacher produces the letter sound again as pupils follow.4. Present sets of pictures on the board. Which among the pictures begins

with /Aa/ listen as the teacher says the name of the picture. Check thepicture that begins with /Aa/.

adlawani

ama

anak

Ana atis


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5. Present flashcard with letter Aa as a symbol of the sound /a/. The letter ismade of sand paper for the pupils to trace and feel it with their fingers.

6. Class this letter sounds like/aaa/ (Produce the sound 3x)7. In ngn sin batang-sulat Aa. Ini in /A/ malaggu_______ iban yari isab in

/A/ asibi ________. Hikatudlu mu in/A/ malaggu iban asibi?

D. Guided PracticeTracing Letter1. Urulun in batang-sulat Aa hinang dayng ha kigkig (sandpaper) ha

flashcard, nanamun in kasap sin ktas.2. Hikasulat mu in Aa malaggu iban asibi?3. Hisulat sin tudlu ha hangin, ha pd lima, ha taykud sin iban mu bata-

iskul, ha lilingkuran.

E. Independent PracticeTotal Physical Response-Body1. Present a chart with letters. Teacher points each letter and ask. Ini in

batang-sulat Aa?2. Bang amu in jawab tumuppak in manga bata 3x. Bang bukun amu injawab tumandak in manga 3x.

A. ReviewPresent pictures of object that begins with the sound /a/. Name the pictures.Do the same activities using pictures that begin with sound /a/, /n/,

B. Presentation1. Teacher shows letter cards with A and a.

2. Produce the sound of a as /aaa/

C. ModelingSay it again Teacher shows letter cards with letter Aaand gives its sound.Pupils repeat after the teacher. (Encourage pupils to produce the /a/ soundone by one.)

anak atis ama ambaw addat ani Ana abaga

DAY 5

A d a w r a m A

a a o A y k A N

A a A U N I i a


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D. Guided Practice:Trace me Urulun in gudlis-utud supaya matibuuk in panyap magtagna habatang-sulat Aa. Let pupils say something about the picture.

E. Independent Practice1. Tracing big and small letter Aa.2. Writing big and small letter Aafollowing the proper hand stroke.


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I. Objectives:

1. Listen and respond to others.2. Express love for stories by browsing the storybooks read to them and asking

to be read more stories.3. Use culturally appropriate courteous expressions in different situations.4. Identify names of persons, things and places.5. Give/produce the beginning sounds of letters in a given word.6. Identify differences between letters.7. Give the letter that begins with the name of the given picture/object.8. Identify specific letters (a,n,i) in the alphabet both upper and lower.9. Write upper case and lower case letters(a,n,i) in print using proper

proportion.10. Give the sounds of the specific letters(a,n,i) in the alphabet.11. Match words with pictures and objects.12. Develop and use vocabulary words that begin with the sounds of letters

presented by listening to teachers producing the sounds.

II. Subject Matter:

A. Skills:1. Listening and responding to others2. Expressing love for stories by browsing the storybooks read to them and

asking to be read more stories

3. Using culturally appropriate courteous expressions in different situations4. Identifying names of persons, things and places5. Giving/producing the beginning sounds of letters in a given word6. Identifying differences between letters7. Giving the letter that begins with the name of the given picture/object8. Identifying specific letters (a,n,i) in the alphabet both upper and lower9. Writing upper case and lower case letters(a,n,i) in print using proper

proportion10. Giving the sounds of the specific letters(a,n,i) in the alphabet11. Matching words with pictures and objects12. Developing and use vocabulary words that begin with the sounds of

letters presented by listening to teachers producing the sounds

B. Selection: Salsila Sin Duwa BulludSiyulat hi: Dr. Mussah M. Ladja

C. Reference: K+12 Curriculum, MTB-MLE Indicators,

D. Materials: Story- Salsila Sin Duwa Bullud, pictures.



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E. Theme: Things I Enjoy and People I Like-food, fruits, vegetables, localdelicacies

F. Value: Caring for animals

III. Learning Activites:

Introducing Letter NnA. Review

1. Show pictures that begin with letter Aaand name them.2. Produce the sound of letter Aa.

B. Presentation1. Present new set of pictures.

2. Teacher names the picture one by one.(Give emphasis on the beginning sound of the picture.)

Ini in patta sin/nnn/ nangka.Ini in patta sin/nnn/ nitu.

...niyug.

...napas.nipa.nakura.

C. Modeling1. Recognizing the letter sound of /n/

Unu in tingug diyungug niyu ha panagnaan sin patta'?The teacher produces the /n/ sound as the pupils listen.Give the sound /n/ three times.

2. Recognizing letter name NnShow a flashcard with letter Nn made of sand paper.Ini in /N/ malaggu__________iban /N/ asibi___________. Magdihil siya

sin tingug /n/.Produce the sound three times.

D. Guided PracticeWriting Letter NnBihaini in pagsulat ta /N/ malaggu_______iban /N/ asibi__________.(Teacher traces the letter in the flashcard using the finger.) Call volunteerpupil/s to trace the sand paper with a finger as he/she gives its sound.

DAY 1

nipaniyugNangka

nitu napas nakura


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Write ina_____/N/ and baby ______/N/ on the air, on the palm, on theirclassmates back or on the desk. (Encourage pupils to count the number ofstroke as they write letter Nn.)

A. Independent Practice1. Letter Box: Step Yes or No

Teacher points each letter and ask: Ini in /Nn/?If the answer is YESpupil steps on Yesand if the answer is No, pupilsteps on the No.

2. Urulun in Nnmalaggu iban asibi ha kiyatugila lugal.

DAY 2

N u U n A I U u

a U i u u a n N


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3. Sugpatun in patta iban batang-sulat Nnbang siya magtagna ha tingug/n/.

B. Post AssessmentLook at the set of letter. Tibulungan in batang-sulat taga tingug /n/.

n U A

u A N

i N U

Note: Kindly reproduce the 2nd and 3rd activity sheets and the postassessment. (Learner Package)

A. Review

Review of two learned Aa and Nn letters. Ligungan in panagnaan batang-sulat sin manga patta. Dungugun in pagbayta sin mastal sin ngnpatta.

DAY 3

ani anak nanam anakun nakura


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B. Presentation (Introduction of letter Ii)Present new set of pictures. (Pictures that begins with letter Ii)Yari in manga patta, kangnan mu sila?Example:

Ii

Makangn pa kaw dugaing panyap magtagna ha batang-sulat Ii?

C. ModelingRecognizing the letter sound of /i/Unu in tingug diyungug mu ha panagnaan sin patta?The teacher produces the /i/ sound as the pupils listen.Hilapal in tingug /i/ makat.

D. Guided Practice1. Recognizing Letter name Ii

Show a flashcard with letter Ii made of sand paper.Ini in /I/ malaggu_____ iban /I/ asibi _____.Magdihil siya sin tingug /i/.Hilapal in tingug makat.

2. Writing Letter Ii.Bihaini in pagsulat ta sin /I/ malaggu _____iban/I/ asibi _____.Teacher traces the letter in the flashcard using the finger.Call volunteer pupil/s to trace the sand paper with a finger as he/shegives its sound.Hisulat in /I/ malaggu iban/I/ asibi ha hangin, ha pd lima, ha taykud sin

iban mu bata-iskul, atawa ha lilingkuran.(Encourage pupils to count the number of stroke as they write letter Ii.)

A. Review1. Whats the First Sound?

Introduce a song with /i/ sound

Ista

Ista, ista .. .ista, ista...ista, ista kulapu, nagsasampig,nagsasampig, nagsasampig ha batu. Tagbaka na, tagbaka na,

tagbaka na ha ampa kita, ampa kita, ampa kita lumaksu!

B. ModelingUp and DownTeacher shows pupils the proper way of writing big and small letter Ii.

DAY 4

Inda iklug ilung imbawIsta


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C. Guided PracticeConnecting DotsUrulun in manga tumbuk supya matibuuk in batang-sulat Ii malaggu ibanasibi.

D. Independent PracticeShow MeTeacher instructs pupils to get their magic slate. On the slate, pupils write bigand small letter Ii correctly.

E. Post AssessmentPair of pupils goes to the board and write big and small letter Ii.

Review of Learned Letters(a,n,i)A. Review

1. Give the sound of the letter on a letter card.2. Teacher shows the cards a, n, i, then the pupils give each sound.

a. Write the letter a, n, i on the board.b. Let the pupils name the picture and give the beginning sound.

(Pictures begins with a, n, i)

DAY 5

anak nangka abugaw nanam ipisimbaw ama nitu ikog iklug


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B. Guided Practice1. Connect the picture with its beginning sound.

Sawpama:

2. Big Boxa. Teacher introduces the Big Box.

Ini in malaggu labban.b. Form syllables from the letters learned (a,n,i).

Maghinang syllables daing ha manga batangsulat kaingatan na (a,n,i)c. Teacher writes the generated syllable on a big box.

Isulat in natibuuk syllable ha malaggu labban.d. Teacher reads the syllables inside the big box.

Bassahun in syllables ha malaggu labban.e. Generate words from the syllables.

Maghinang kabtangan dayng ha syllables.f. Teacher reads the generated words.

Bassahun sin mastal in nahinang kabtangan.

a an na

in ni i

g. Generated words:Manga nahinang kabtangan:

an ani naina ini naaniAn


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C. Independent PracticeWork Trays1. Teacher prepares several set of trays with letter card of a,nandi.2. Place pictures that begin with the letters learned (at least 3 pictures).3. Call pupils to volunteer working on a tray.4. Encourage pupils to give the sound and place the pictures beside the

letter card.

Example:

nangka niyug nipa

Aku abaga abukadu

Ipis ilaw ilkug

D. Post Assessment:1. Trace the generated word from the syllables.2. Read with the teacher (an, ina, ani, ini, na)

a

i

n


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I. Objectives:

1. Participate actively during story reading by making comments and askingquestions.

2. Give/ Produce the beginning sound of letter in a given word.3. Orally segment a two to three syllable word into its syllabic part.4. Make one-to-one correspondence between written and spoken words.5. Give the letter that begins the name of a given object/picture.6. Identify specific letters in the alphabet.7. Blend specific letters (a,n,i,u,k) to form words.8. Identify a correct way to spell words.9. Write upper and lower case letters in print using proper proportion.10. Write syllables and words correctly.11. Use names of person, places and things appropriately in sentences.12. Develop and use vocabulary of words that begin with the target letters (Uu

and Kk).13. Recognize letters Uu and Kk.14. Read words with letters (a,n,i,u,k).

II. Subject Matter:

A. Topic:1. segmenting a two to three syllable word into its syllabic part2. Making one-to-one correspondence between words into syllabic parts

3. Giving the letter that begins the name of a given object/picture4. Blending specific letters (a,n,i,u,k) to form words5. Recognizing letters Uu and Kk6. Reading words with letters (a,n,i,u,k)

B. Reference: K-12 CurriculumMTB-MLE Indicators

C. Materials: Story Kalitsin Sin BaranSiyulat hi: Dr. Mussah M. LadjaBox, pictures, letter cards

D. Theme: My Favorite Animals & Plants



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Experience StoryA. Motivation:

1. What am Ia. Teacher presents a small box with ball inside it.

Ask: Katukuran mu in luun ku? Agi sin tuung (box).Taynghugan in hidihil ku paanggil (clues).Hisiyu-siyu in makatukud sin luun ku makawa aku.Paanggil (Clues):Tibulung aku,Maggulung-gulung aku,Manjari aku malaggu atawa asibi.Masb magpanayam kaku in manga bata.Unu aku?

b. After a pupil guesses whats inside the box, show it to the class and

ask. Pag-unuhun mu in bla? Unu in panayam mag-usal bla? Masb kaw magpanayam sin bla?

B. Presentation1. Do the Experience together.

Shoot That Ball - Teacher introduces a new game to the pupils.Group the pupils into four. Pupils in a group form line and each oneshoots the ball to the box. The team/group with more balls shoot will bedeclared as winner. Teacher sets rules on how to play ball and alwaysconsider the safety of the pupils while playing.

2. Ask the following questions:a. Maunu-unu in panayam?b. Kiyadayawan da kaw sin panayam ta adlaw yan? Mayta? Mayta di?c. Kansiyu tumpukan in dimaug ha panayam?d. Unu in pananaman mu bang kaw dimaug ha panayam?e. Unu in pananaman mu bang in tumpukan mu diyaug ha panayam?f. Unu in pangaddatan subay hipakita sin dimaug pa diyaug?g. Unu in pangaddatan subay hipakita sin diyaug pa dimaug?h. Bang kaw diyaug ha panayam, unu in subay mu hinang supya

dumaug kaw pagbalik?3. Talking about the experience: Create a story by encouraging the pupils to

share their experiences while playing.4. Teacher writes the pupils experiences on the board sentence by

sentence. Teacher reads the experience then asks the pupil who told theexperience if he/she is sure about it. Ask pupils to check or rearrange thesentences in the story.

5. Give a title to the story. Read the whole story following the readingguide/plan.a. Teacher reads the story.

DAY 1


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4. Syllable Boxa. Teacher points to the key word and reads it at normal speed.b. Point to each syllable as teacher reads each syllable distinctly.c. Read each syllable again, clapping once for each syllable. Do this

again and have the students clap for each syllable with you.

5. Word Breakinga. Teacher writes the key word on the left side under the syllable box.

Read it to and then with the pupils.b. Teacher writes the new letter directly under the new letter above.

Read it to then with the pupils.c. Teacher continues writing each smaller part of the word and reading it

to and with the pupils.d. Teacher writes the new letter directly under the new letter above.

Read the new letter to and with the pupils.e. Teacher reads the whole Break-the-word column with the pupils.

6. Work Makinga. Teacher writes the new letter to the right of the break-the-word

column and read the new letter with the pupils.b. Teacher writes the part of the word with the new letter so the new

letters are in a straight column. Then, read the parts of the word withthe pupils.

c. Follow that pattern, using as many steps as you did with the Break theword activity. Finally, write the entire word so the new letters are in astraight column and read the word with the pupils.

d. Pupils read the key word, syllable box, break the word and make theword together; volunteers read alone.

u na una

7. Big Box

u n inu Nana

na a ani Inu-inu

una na unu Unu-unu

a. Pupils read letters/syllables as teacher point to each box.b. First move the pointer across each row of the Big Box as pupils read.c. Then, move the pointer down column as they read.d. Then, point to different letters or syllables randomly.e. Volunteers read each letter or syllable as teacher point to it. Teacher

corrects if mistakes are committed.

u nana


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11. Guided PracticePupils read from key word, syllable box, word breaking, word making, bigbox, new word, sentence breaking and sentence breaking. Call avolunteer, by twos, in group and the entire class.

A. Review:Show letter card with /u/. Give the sound of letter then associate the lettersound with the pictures begin with letter Uu.

B. Introducing Letter Uu.Teacher shows letter cards with Big and Small Uu. Uurepresent the sound/u/. This is Ina U and Baby U. They both sound like /u/.

C. Modeling:Writing letter Uu.

Teacher shows the proper hand strokes in writing letter Uu. Count the strokewhile pupils follow. Write letter Uuon the air, palm, back of the classmate andon the desk.

D. Guided Practice1. Trace letter Uu using broken lines correctly following the proper hand

strokes.

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2. Letter Box Teacher points to the letter one at a time and ask pupils if itgives the sound /u/. Say Hep! Hep! If the letter sound is /u/ and sayHooray! if not.

3. Show the syllable box. Help pupils form new words from the givensyllables.

Do the same with the other generated words (na, inu, na-inu,na-inu-inu, unu, na-unu, na-unu-unu, ani, na-ani)

Guide pupils in reading the generated word from the letters learned(a,n,i,u)

Teacher gives the meaning of the new words.

E. Independent Practice

1. Teacher shows phrases and sentences from the generated word.Teacher reads with the pupils then pupils read alone or in pair.

Na ani ani naNa unu unu naNa ani na hi Inna.Na uunu unu naNa-una na hi Ana.

N u U I a A U

U u O n I U u


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Unu unu na in ma una.Teacher asks the following questions:

1. Nag-uunu hi Inna?_________2. Hisiyu in na-una? ______3. Unu in na-una?______

Teacher presents a story. Then answer some given questions.

Answer the following :

Hisiyu in na-una?________ Nag-unu hi Ana?____________

Hisiyu in na-inu-inu?__________

Unu in agi niya?__________

2. Spelling (if there is an extra time)a. Anab. anic. unad. inue. Inna

Primer Lesson (Key Letter: Kk)

A. Pre-Reading activities1. Unlocking of Difficulties (through pictures and context clues)

a. kalitsinb. kawmanc. kakuyagan

2. Motivation

Teacher prepares puzzle of turtle, rabbit and dragonfly.a. Unu ngn in natibuuk? Baytaan bang unu in patta.b. Hisiyu dayng kaniyu in nakasulay na diyaug? Unu in pananaman mu?

Biyadiin in paglawag mu sin lugal mu?3. Book Orientation

Ask: Unu in ha pais sin bk?Hikabayta/katukuran mu bang pasal unu in suysuy?

DAY 4

Na-una

Na-una na na-ani hi Ana.

Na-inu-inu hi Inna sin na-una na na-ani

hi Ana.

Ana, Ana na-una na kaw?

Unu na in na-ani mu?


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Pupils describe the cover, ask question about the story, predict what thestory is all about. Teacher introduces the writer and illustrator.

4. Motive QuestionsUnu in jimatu ha bagay hi Durugan?

B. Reading the storyInteractive Reading: Teacher reads the story while pupils listen. Teacherstops for a while then ask question. Pupils predict what will happen next.Then continue reading.

Kalitsin Sin BaranSiyulat hi: Dr. Mussah M. Ladja

Awn hambuuk usug mahambug in pamaranan, bantug pa katan kawman.In ngan niya hi Durugan piyag anak miskinan. In usaha niya bukun biya sinkamatauran in hinang niya magdagang-dagang hadja ha higad dan. Ubus ha

pagdagangan; humarap siya pa kagimbahan, magpasu ha kura niya dagasasang.

Hi durugan nahiluwakag pa kabudjangan, maas bata in tumunang.Sabab, bukun sadja marayaw bustan sah, mahunit pa atuhan ha kuramagparagan. Hambuuk waktu iyasubu siya sin bagay niya. o kaw duruganhantang aku imikag sin kahalan mo. Mabaya ako munyug kaimu imingat sinpaghinangun mo.

Daindidtu hi Durugan nagbubunyug na sadja iban bagay. Landu na inu-inu in bagay niya in siya di pagkugdanan prublema tungud pa altah sin in siyamiskinan. Lagi in siya mataud bagay daing ha usug pa baba-i, maas bata ha

kawman. Hambuuk waktu nagmasusa in bagay hi Durugan natali niya bangunu in hangkan hi Durugan masanyang.

Ha pag agad-agad niya kan Durugan hambuuk pangaddatan nakawaniya amuna in paglitsin iban kakuyagan sin baran. Daing ha sabab ini dihmagkasakit hi Durugan hangkan in mausaha niya hi katau niya. Bukun biyasin kaibanan, mataud in usaha sah daran nasakit in baran pasalhapagmaadjulan hangkan in altah maubus hi pagpa-ubatan.

Daing ha sabab ini in bagay hi Durugan simambu in pamaranan saltasimanyang in kabuhianan. Bunnal tuud in paglitsin hambuuk kasanyangansin baran makapahgang sin musiba kumugdan pa baran in altah dikausibaan.

C. Post Reading1. Interactive QuestionsQuestions ask during reading.

a. Hisiyu hi Durugan?b. Unu in pamaranan hi durugan? Unu in hayup hi Durugan?


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c. Mayta nahiluhakag in kabudjangan kan Durugan?d. Hisiyu in na-inu-inu kaniya?e. Mayta dih magkasakit hi Durugan?f. Unu in nakawah pangaddatan sin bagay niya?g. Unu in mataud kan Durugan?h. Mayta baha mataud kaniya yadtu?i. Unu in simambu ha bagay hi Durugan?j. Unu baha in hinang sin bagay niya ha supaya sumambu in

kabuhianan?2. Post QuestionsQuestions ask after reading.

a. Biya diin ta katagahan in sakit?b. Mayta simambu in usaha hi Durugan?c. Unu in pangadjian pangaddatan nakawa sin bagay hi Durugan?

D. Guided PracticeIts Show TimeGroup pupils into three groups. Teacher gives situation foreach group to act out in front of the class.

Group 1Nahiluhakag maas bata kan Durugan.Group 2 - In bagay hi Durugan munyug kaniya.Group 3- Nakatau na hi Durugan sin usaha niya.

A. Review:Encircle the words in the story that begin with letter Kk?

1. What is the beginning letter of the words in the story?2. What other object/word begins with letter Kk. Teacher shows pictures of

object that begins with Kk.

In what sound does the name of the pictures begin? /k/

B. ModellingShow Me Teacher shows letter card with Big and Small Kk. Introduce tothe class that the letter gives the sound /k/. Teacher produces the soundthree times as pupils follow. As teacher raises the letter card, pupils producethe sound of /k/.

DAY 5

kalitsinan kabuhianananKura kumugdan

kama kambingkilu kata


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d. Pupils read the key word, syllable box, break the word and make theword together; volunteers read alone.

kKakambing

6. Big Box

u un ku ka

k a kan na

a an na ni

n i in nu

a. Pupils read letters/syllables as teacher point to each box.b. First, move the pointer across each row of the Big Box as pupils read.c. Then, move the pointer down column as they read.d. Then, point to different letters or syllables randomly.e. Volunteers read each letter or syllable as teacher point to it. Teacher

corrects if mistakes are committed.

7. Finding the words in the Big Box.a. Pupils find other words in the Big Box. These can be words they

already learned or, even better, words they had not learnedpreviously.

b. Read the words with the pupils as they identify them.c. Ask the pupils, Is the word correct? Ifyes, read it with the pupils. If

not, another pupils points to the correct letters.d. Write each new word on the chalkboard.e. Pupils read all the words in the word list together.

8. Sentence Breaking

Naka ani na akuNa ka a ni na a kuna ka

a. Teacher writes the Sentence Making Word. Point to it and read it withthe pupils. Tell the pupils that you will use this word to make asentence.

b. Teacher writes the whole sentence under the Big Box towards the leftside.

c. Teacher moves the pointer smoothly under the sentence as teacherreads it with the pupils.

d. Teacher writes the part of the sentence with the sentence makingwords that the word is directly under the same word above. Use thepointer as teacher reads that part of the sentence with the pupils.

Ani Ku


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e. Teacher writes the next smaller part of the sentence. Use the pointeras teacher reads the part of the sentence with the pupils.

f. Teacher writes the sentence-making word by itself so it is directlyunder the same words in the rows above. Read it with the pupils.

9. Sentence MakingNa kaNa ka a ni na a kunaka ani na aku.

a. Teacher tells the pupils, Now we will make the sentence againb. Teacher writes the sentence making word under the Big Box but on

the right side.c. Point to the word as teacher reads it with the pupils.d. Teacher writes the next biggest part of the sentence under the

sentence making word above.e. Use the pointer as teacher reads that part of the sentence with the

pupils.

f. Now, write the entire sentence so that the sentence making word isjust under the same word above.g. Use the pointer as teacher reads the sentence with the pupils.

D. Guided Practice1. Pupils read from the key word, syllable box, word breaking, word making,

big box, new word, sentence breaking and sentence breaking. Call avolunteer, by twos, by group and all pupils.

2. Trace letter Kk using broken lines correctly following the proper handstrokes.


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I. Objectives:

At the end of the week, the pupils are expected to:1. Recite/sing with ease and confidence rhymes, jingles, riddles, chants, song,

lullaby in culturally appropriate manner.2. Give/produce the beginning sound of letter (h) in a given word.3. Orally segment a two to three-syllable word into its syllabic parts.4. Make one-to-one correspondence between written and spoken words.5. Give the letter that begins with the name of a given picture/objects.6. Identify letter /h/, both upper and lower case.7. Show relationship between sounds and written symbols.8. Match words with pictures and objects.9. Give the sounds of the specific letter/s in the alphabet.10. Blend specific letters to form syllables/words.11. Identify the correct way to spell words.12. Spell and write words using phonemic awareness and letter knowledge.13. Write upper case and lower case letters in print using proper proportion.14. Write syllables and words and phrases correctly.15. Use names of person, places, animals, and things appropriately in sentences.

Use the directionalini, yari, daindi, yan, yaun, duun, yadtu, didtu.16. Develop and use vocabulary of words that begin with letter /h/.17. Identify and use common noun markers.18. Predict what the story is about on what one knows about character, setting

and events.19. Confirm predictions after listening to a story.

20. Relate events in the story to personal experiences.21. . Recall important details in experience story22. Write the correct sequence of the events.23. Show love for reading by listening attentively during story reading and making

comments.

II. Subject Matter

A. Topics:1. Oral Language

Reciting/singing with ease and confidence rhymes, jingles, riddles,

chants, song, lullaby in culturally appropriate manner.2. Phonological Awareness

a. Giving/producing the beginning sound of letter /h/ in a given word.b. Orally segmenting a two to three-syllable word into its syllabic parts.

3. Book and Print Knowledge:Making one-to-one correspondence between written and spokenwords.



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4. Alphabetic Knowledgea. Giving the letter that begins with the name of a given picture/objects.b. Identifying letters /h/, both upper and lower case.c. Showing relationship between sounds and written symbols

5. Word Recognitiona. Matching words with pictures and objects.b. Giving the sounds of letter /h/.c. Blending specific letters to form syllables/words.

6. Spellinga. Identify the correct way to spell words.b. Spell and write words using phonemic awareness and letter

knowledge7. Handwriting

a. Writing upper case and lower case letter /h/ in print using properproportion.

b. Writing syllables and words and phrases correctly.8. Grammar Awareness

a. Using names of person, places, animals, and things appropriately insentences.b. Using the directional - ini, yari, daindi, yan, yaun, duun, yadtu, didtu

9. Vocabularya. Developing and using vocabulary of words that begin with letter /h/.b. Identifying and using common noun markers.

10. Reading Comprehensiona. Predicting what the story is all about on what one knows about

character, setting and events.b. Confirming predictions after listening to a story.c. Relating events in the story to personal experiences.d. Recalling important details in Experience story

e. Writing the correct sequence of the events.f. Showing love for reading by listening attentively during story reading

and making comments.

B. References

- K to 12Curriculum- Two-Track Approach to Teaching Children to Read and Write Their First

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

- Activities for Early Grades of MTBMLE Program: (Susan Malone, 2010)- Language Curriculum Guide by SIL International and SIL Philippines- MTBMLE Consultants

C. Materials:Busy Picture (Children doing their favorite activities in a community);Real: hawakan (hip); pencil; color, water color; scratch paper; Poster ofHuman Body Experience StoryDialogue: Pupil A and Pupil B Song: Siki, Tuhud, Hawakan, U


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D. Theme: Things I love to Do (favorite activities, hobbies, sports)

III. Learning Activities

A. Preliminary Activities1. Song:

Siki, Tuhud, hawakan, U (Tune of Paa, Tuhod, Balikat Ulo)Siki, Tuhod, Hawakan, U (3X)Tumuppak Isa, Duwa, Tu

2. DialoguePupil A: Hay, yari kaw!Pupil B: Huun bagay timibaw hulah.Pupil A: Bakas kaw haunu?Pupil B: Ha hansipak sin puh yaun.

Pupil A: Hi siyo in iban mo?Pupil B: Hi Hassan in iban ku.Pupil A: Nakahali-hali na kamu?Pupil B: Huun, Alhamdulillah

3. Busy Picture: Children doing their favorite activities in a community.Say: View the picture and point the scene:

Examples:a. A girl playing jackstone.b. A boy playing kite.c. Children playing hide and seek.d. Group of boys playing basketball.e. Group of children attending a party.

f. Children helping their parents in doing household chores.

B. Before Experience Story Activities1. Active Experience

Say: Today we will do something together. I want you to help me identifythe different parts of a human body.Ask: What are the things we need? (Big poster of the human body,papers, pencil, color or water color).Teacher allows pupils to see and study the picture. She must superviseand closely monitor the activity to prevent untoward incidents. She makessure that the experience of pupils is as active as possible.

2. Reporting TimeAllow the pupils to share their observation and experience during theactivity.

DAY 1


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A. During Experience Story Activities1. Review of yesterdays activity.

Ask: Biyadiin in paghinang ta sin karadja (activity)? Nagtabang-tabangda kamu? Kiyarayawan da kamu sin karadja? Unu karadja kasban mupaghinang sin baran-baran mu iban sin manga bagay mu? Unu inpananaman mu bang kasban mu in karadja hihinang mu? Mayta?

2. Teacher guides pupils in making up a story about their experience. Sheallows them to talk about what they did in the previous day.Say: Now lets write our own story about what we did yesterday.

3. Teacher writes the story as the pupils dictate what they want to say first.4. When one of the pupils tells a sentence, repeat the sentence.

Ask: Amu nay an kabayaan mu hibayta? If they agree say: Okay, let uswrite it. Then the teacher writes the sentence just as they said it.

5. After the teacher writes the sentence, she reads it to the pupils.Ask:Amu nay an in kabayaan mu hibayta?

If pupils want to change the sentence, let them change it so they aresatisfied.

6. Teacher again asks the pupils, Unu in kabayaan mu hibayta magbalik?And she writes just what pupils tell. (Teacher may encourage pupils tokeep their story short at least 6-7 sentences.)

7. Teacher reads the story to the pupils. (She let them make changes if theywant. Then she reads it again).

8. Pupils give their story a title and teacher writes it above the story.Ask: Unu in kabayaan mu hidihil maudu pa suysuy mu? (Teacher allowsthe pupils to discuss this. She then writes the title just the pupils say it).

9. Teacher reads the story again, using the Reading Plan.

A. Review previous day activity/ies.(Preparation: Teacher copies the story neatly onto a large sheet of paperand put it on the chalkboard/wall).a. Teacher reads the story using the Reading Plan.b. Teacher encourages pupils to draw one or more pictures about their

story on the sheet of paper.

DAY 3

DAY 2

1. Teacher reads the entire text to the pupils.2. Teacher reads the text with the pupils.

3. Teacher reads one part of the text with one 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. Teacher reads the entire text again, with all the pupils.


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Teacher may also introduce the blending of the key symbol withpreviously learned key symbols.

Examples:h+i =hi i+h =ih ki+h= kih hi+k=hikh+a =ha a+h =ah ka+h= kah ha+k=hakh+u =hu u+h =uh ku+h=kuh hu+k=huk

F. Big BoxPupils read letters / syllables as you point to them.1. First move the pointer across each row of the Big Box as they read.2. Then move the pointer down each column as they read.3. Then point to different letters or syllables randomly.4. Volunteers read each letter or syllable as you point to it. Correct any

mistakes.

a Ha wa Ka

hi I sa Na

haw U hu Nu

kan Ha la Kus

nak Wa ka Kan

5. Pupils find the new key word in the Big Box.a. A pupil points to letters or syllables that make the new keyword. Read

the word with the pupil.b. Ask, Amu in kabtangan?If yes, write the key word on the chalkboard

and read it with the pupils. If it is not correct, let another pupil point tothe parts of the key word.

6. Pupils find the new key word in the Big Box.a. A pupil points to letters or syllables that make the new keyword. Read

the word with the pupil. (hawakan)b. Pupils find other words in the Big Box. These can be words theyalready learned or, even better, words they had not learnedpreviously. (hawakan, anak, kaun, bugas, kusina, hula, aku,etc.)

c. Read the words with the pupils as they identify them.d. Teacher writes each new word on the chalkboard.e. Pupils read all the words in the word list together.f. Teacher may use Game: Forming Words

jTeacher prepares syllable cards (syllables are taken from the syllablebox.) She may prepare 3 or more cards for each syllable to be usedby pupils in forming words.

7. Introduce sight words (in, ku, ha, hi, hika) to pupils. Pupils may form

phrases with the help of the teacher. Teacher writes it on the chalkboardand let the pupils read the phrases withher then ask some volunteers toread:

in hulahulakuha hansipakhi inahika hangpu


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8. Introduce terms use in directional (ini, yari, daindi, yan, yaun, yadtu,didtu). Encourage pupils to give more examples using things/objectsinside the classroom.

Examples: Ini in hawakan (This is my hip.)Yari hi amah. (Here is my mother.)

A. Review the Big Box and the phrases formed yesterday.

B. Break-The-Sentence1. Write the Sentence Making Word (in). Point to it and read it with the

pupils. Tell them you will use this word to make a sentence.2. Write the whole sentence under the Big Box towards the left side.3. Move the pointer smoothly under the sentence as you read it with the

pupils.

Break-the-sentence Make-the-SentenceIn hawakan hi inah masakit. InIn hawakan hi inah In hawakanIn hawakan hi In hawakan hiIn hawakan In hawakan hi inahIn In hawakan hi inah masakit

C. Make-The-Sentence1. Tell the pupils, Bihaun himinang kita bissara magbalik.2. Write the sentence making word under the Big Box but on the right side.3. Point to the word as you read it with the pupils.

D. Handwriting1. Pupils practice writing the new letter

Say: Mabya aku himinang kamu bagu batang-sulat. Ini in batang-sulat Hmalaggu. H in ngn sin batang-sulat. /h/ in tingug niya.(Baytaan pa manga bata-iskul ha nakataykud kaw kanila) Jagahan intudlu ku magsulat ha hangin. (Tantuhun malaggu in batang-sulat supyanila kakitaan in paghinang mu. Agarun in aturan ha pagsulat sin batang-sulat H ha patut itungan ampa hibayta in tingug sin /h/).a. Ask them to copy your movements and practice writing the letter in

the air 3-4 times.b. Hold one hand in the air and show them how to write the letter on the

palm of one hand using the finger of their other hand. Have them dothis with you 3-4 times.

c. Write the new letter on the chalkboard. Write slowly and make theletter large so everyone can see it. Write it 3 times like that.

d. Pupils practice writing the letter in their notebooks or activity sheets10 times.

e. Follow the same procedure in writing small letter h.

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2. Pupils practice writing the new keyword (hawakan).a. Write the new key word in large letters on the chalkboard. Write it 3-4

times so everyone can see clearly how you write it.b. Pupils write the new key word 10 times in their notebooks.c. Walk around the room to see how they are doing. Help anyone that is

having trouble.3. What words can you give that begin with H or h? (Ex. hablun, hayop).4. Ngnan in patta. Hisulat in batang-sulat nalawa.

Examples:

____wakan _____ yup

E. Spelling1. Say the key word from todays lesson. Pupils write it.(hawakan)2. Say the key word from the last lesson. Pupils write it. (kambing)

3. Say 2 to 5 other key words. Pupils write each one. (umbul, istah, nangka,anak)

4. Write the spelling words correctly on the chalk board. Pupils check theirwork and correct any mistakes.


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F. Exercises1. Name the pictures and give the beginning sound.

2. View the pictures. Write the missing letters to form the correct phrasesthat describe the picture.


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G. Forming Words1. What word is formed when g at the beginning of the word is changed with

hGula= ____

2. What word is formed when h is added at the beginning of the word__ilam =____

3. What word is formed when h is removed from the wordhamut = ____

H. How many syllables are there in a word? Tell the number of syllables for eachword.

1. hawakan2. hagdan3. hanger4. hayup5. hanig

I. Read Sentences/Poem/Rhyme1. Write the reading sentences/short story on the chalkboard.Sentences: Ha Hansipak dn in hulaku.

Miyamagad ha hangin in hilam.Nagipit in hawakan hi Hamid ha hagdan.Hangpuin taud sin hayop.Mahamut in kahawa ha kahawahan.

2. Move the pointer smoothly under the sentences as you read them withthe pupils.

3. Pupils read the sentences together and then individual pupils read themalong.

4. Pupils answer simple comprehension questions:

a. Ha hansipak dan in hulah ku. Haunu in hulah mo?b. Miyamagad ha hangin in hilam. Unu in miyamagad ha hangin?c. Nagipit in hawakan hi Hamid ha hagdan. Kansiyu hawakan in nagipit

ha hagdan?d. Hangpuh in taud sin hayop. Pila in taud sin hayop?e. Mahamot in kahawa ha kahawahan. Haunu in kahawa mahamot?

A. Assessment1. Batukun in kabtangan iban sin tiban niya patta. Sugpatun in Tirnnan A

iban TirnanB.

DAY 5


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2. Kitaun in patta. Write the missing words to form the correct phrases thatdescribe the picture.

B. AgreementHilukis in karadja kabayaan mu paghinangun sin baran-baran mu iban sinpamilya mu. Hipakita ha klas iban mamayta pasal ini.


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A. Objectives:

At the end of the week, the pupils are expected to:1. Tell their own stories related to the picture with ease and confidence.2. Give/produce the beginning sound of letter/s/ in a given word.3. Orally segment a two to three-syllable word into its syllabic parts.4. Make one-to-one correspondence between written and spoken words.5. Point out that spoken words are represented in written language by specific

sequence of letters.6. Give the letter that begins with the name of a given picture/objects.7. Identify letter /s/, both upper and lower case.8. Show relationship between sounds and written symbols.9. Match words with pictures and objects.10. Give the sounds of the specific letter/s/ in the alphabet.11. Blend specific letters to form syllables/words.12. Identify a correct way to spell words.13. Spell and write words using phonemic awareness and letter knowledge.14. Write upper case and lower case letters in print using proper proportion.15. Write syllables and words and phrases correctly.16. Use names of person, places, animals, and things appropriately in sentences.17. Identify words that names, person, places or things, and actions.18. Predict what the story is about on what one knows about character, setting

and events.19. Confirm predictions after listening to a story.20. Modify prior knowledge based on new knowledge from the story.

21. Recall important details in a story read.22. Write the correct sequence of the events.23. Show love for reading by listening attentively during story reading and making

comments.

B. Subject Matter

A. Topics:1. Oral Language

Relating their own stories related to the picture presented with properphrasing and pausing

2. Phonological Awarenessa. Giving/producing the beginning sound of letter/s/ in a given word.b. Orally segmenting a two to three-syllable word into its syllabic parts.

3. Book and Print Knowledge:a. Making one-to-one correspondence between written and spoken

words.b. Pointing out that spoken words are represented in written language by

specific sequence of letters.



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C. Learning Activities

A. Preliminary Activities1. Rhyme:

Kaun kaw iklug bat in baran kumusug.Kaun kaw istabat pikilan simigla.Kaun kaw sayul bat in dugu humatul.Inum kaw gatas bat in sakit humahwas.

2. Show Me GameTeacher divides the class into 2 groups. She prepares 2 big boxescontaining objects/things with their names beginning with s for eachgroup.Say: I have here a Magic Box for each group. Show me the things I want.The first group to present these object will be given a point. The groupwith the most number of points wins the game.

Examples: Show me picture of a hat (saruk)

B. Pre-Reading1. Unlocking of Difficult words

a. masanyang (through picture or action/demonstration)b. magtali-anak (through picture or action/demonstration)c. tiyutukbal (through context)d. ridjiki (through context)e. ibadat (through context

2. Motivation/Activating Prior KnowledgeUsing Real: Let pupils name some parts of their body.Ask: Mahalga ba in simud mu? Kunu ta kagunahan in simud? Let the

pupils talk about their experience when their mouth is swelling andencourage them to share their thoughts to the class.

C. During Reading1. Read the title of the story. Introduce the author and the illustrator.

Say: Look at the cover. Unu in kta mu? Unu in kabayaan muhipangasubu pasal sin suysuy?

2. Open the book showing the first pictureAsk: Unu in kta mu?Say: Bassahun ta in gikap ini.(Teacher reads the text for that page, using the pointer smoothly underthe text as she reads.)

3. Do the same for each page, asking the pupils what they think will happennext.

DAY 1


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Magtalianak MasanyangBy Dr. Joel A. Alamia

Ha Hula Sahaya awn hambuuk magtalianak landu in sanyang sin

paghula-hula. In ngn sin ama hi Sakib. In ina hi Suhayla. Awn sila upatanak, duwa usug iban duwa babaei In ngn sin magulang babai hi Kasra. Induwa maas ini makusug mag ibadat, labi luba na magsambahayang. Saltabihadtu ra isab in manga anak nila. In ina nag aaddat ha bana damikkiyan inama nag-aaddat ha asawa. In manga anak nila magsiyum lima bang manawatawa uwi dayng ha panawan.

Sara sin Tuhan in piyapanaw nila. Apabila awn ridjiki halal hitukbalsin Tuhan kanila magsukul sila. Bang way ridjiki dumatung taymaun nilakabayaan sin Allah. Sa, in duwaa nila daran tiyatayma, hinangun nila sadjain sabab.

Dih in magtalianak ini magtayma pitna iban sasat sin saytan.Tiyutukbal nila pa Tuhan in unu-unu dumatung, sibu da mangi ibanmarayaw.

In Ina iban Ama nag-uusaha ha tabu salta di magpangakkal. Inpanimbang iban tupungan nila sarang iban jukup, bukun saputi. Dimagbibitsara puting.

In manga anak damikkiyan, sahi sadja magbitsara. Bukun subramagsin(money). Diin-diin in hidihil dih magriklamu. Bang Isnin pa Jumaat haiskul. Pagsabtu iban ahad pa madrasa.

Ha sabab sin sawasa sin pangatayan nila nakatalus katan mga anak sinpag-iskul nila sambay nakabk usaha marayaw.

E. Post Reading1. After reading the story, ask students some questions:

a. Unu in kabuhianan hinda Sakib kay Suhayla?b. Unu in ppaghinangun sin manga bata ha sung iban uwi ha iskul?c. Pakain hipagtukbal sin pamilya in manga prublima?d. Biyadiin in pagpapata mu sin pamilya hiSakib?e. Mayta baha ddihilan halga sin pamilya nila in Pagmabuga pa

Tuhan iban Kabuntul (honesty)?2. Group Activitya. Group 1: Use clay or dough to mold the feature of Sakib in the story

and tell something about it.b. Group 2: Act out part of the story when the children are kissing the

hands of their parents.c. Group 3: Draw the family of Sakib while selling their goods in the

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d. Group 4: Retell the story using your own words.3. Poster Making: Honesty is the best policy

Let the pupils draw the healthy habits/practices observed by their familiesand let them tell about what they have drawn.

A. Read the story Magtali-anak Masanyang presented yesterday using theReading Plan.1. Ask: Hinda siyu in tau ha suysuy?2. Unu pangaddatan hi Sakib?3. Unu in kabayaan mu pasal sin suysuy?

B. Naming pictures/real beginning with /s/.1. Introduce the key picture and the key word.

simuda. Ask: Unu in patta ini?b. Say: Ini in patta sin simud.c. Point to the word and say: This is how we write simud.d. Read the key word 2-3 times with the pupils.

2. Syllable Boxa. Point to the key word and read it at normal speed.b. Point to each syllable as you read each syllable distinctly.

c. Read each syllable again, clapping once for each syllable. Do thisagain and have the pupils clap for each syllable with you.

3. Break-The-Worda. Write the key word on the left side under the syllable box. Read it to

and then with the students.b. Continue writing each smaller part of the word and reading it to and

with the students.c. Write the new letter directly under the new letter above. Read the

new letter to and then with the students.d. Read the whole Break-the-word column with the students.

DAY 2

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Break-the-word Make-the-wordsimud ssi sis simud

4. Make-The-Worda. Write the new letter to the right of the Break the Word column and

read the new letter with the students.b. Write the part of the word with the new letter so the new letters are in

a straight column. Then read that part of the word with

mtb (bahasa sug) 1st-4th grading v1.0

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