Mother Tongue-Based

Multilingual Education (MTB-MLE)

Teacher’s Guide
Waray (Unit 4 – Week 4)
 1
Mother Tongue - Based
Multilingual Education
(MTB-MLE)
Teacher’s Guide

Waray
(Unit 4 – Week 4)

This instructional material was collaboratively developed and

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

We value your feedback and recommendations.

Department of Education
Republic of the Philippines
Mother Tongue Based Multilingual Education – Grade 1
Teacher’s Guide: Waray (Unit 4 – Week 4)
First Edition, 2013
ISBN: 978- 971-9981-82-4

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

The borrowed materials (i.e., songs, stories, poems, pictures, photos, brand
names, trademarks, etc.) included in this book are owned by their respective
copyright holders. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dr. Yolanda S. Quijano
Assistant Secretary Dr. Elena R. Ruiz

Development Team of the Teacher’s Guide

Consultant : Rosalina J. Villaneza

Author : Gretel Laura M. Cadiong, Ramira R. Tayoni, Rosemarie
M. Guino, Ronela R. Anasarias,
Sylvia D. Villanueva
Editor : Jomar I. Cañega, Jose Evie G. Duclay
Graphic Artist : Mercedita S. Garcia, Deo R. Moreno, Erich D. Garcia,
Amphy B. Ampong
Layout Artist : Anthony Gil Q. Versoza

Printed in the Philippines ____________

Department of Education-Instructional Materials Council Secretariat

(DepEd-IMCS)

Office Address : 2nd Floor Dorm G, PSC Complex, Meralco Avenue.

Pasig City, Philippines 1600
Telefax : (02) 634-1054, 634-1072
E-mail Address : imcsetd@yahoo.com
FOURTH QUARTER
WEEK 4

I. Objectives

1. Use culturally appropriate expressions in giving opinion, ideas, views,

etc. in a given situation/ issue/ news/ events.
2. Read stories, legends, essays, news, articles, blogs, etc. containing high
frequency words and words studied.
3. Read grade one level text with a accuracy rate of 95-100%
4. Read grade one level text in four to five word phrases with appropriate
intonation, expression and punctuation cues.
5. Correctlyspell previously learned words.
6. Observe proper spacing between words, punctuation marks, and
capitalization in essay and story-writing.
7. Write through dictation simple sentences, phases, and pharagraph
observing correct punctuation marks, capitalization, indentions and
format
8. Give the synonyms and antonyms of simple describing words
10. Use clues from context to figure out what the words mean.
11. Predict what the story, school and community events, situations,
activities, legends, and blogs.
12. Retell a story/legend/folktale/folklore read in their own words, citing the
characters and important events
13. Retell a school/community articles, news, events, etc. read in their own
words, citing the characters and important events
14. Show love for reading by listening attentively during story reading and
making comments.

II. Subject Matter

1. Oral Language:
Use culturally appropriate expression in giving opinion, ideas, views,
etc. in a given situation/ issues/ news/ events.
2. Word Recognition:
Read stories, legends, essays, news, articles, blogs, etc. containing
high frequency words and words studied.
3. Fluency:
a. Read grade one level text with a accuracy rate of 95-100%
b. Read grade one level text in four to five word phrase with appropriate
intonation, expression and punctuation cues.
4. Spelling:
Correctly spelled previously learned words.
5. Handwriting:
Observe proper spacing between words, punctuation marks, and
capitalization in essay and story-writing.

4
 6. Composing
Write through dictation simple sentences, phases, and paragraph
observing correct punctuation marks, capitalization, indentions and
format
7. Grammar Awareness:
Give the synonyms and antonyms of simple describing words
8. Vocabulary:
Use clues from context to figure out what the words mean.
9. Reading Comprehension
a. Predict what the story, school and community events, situations,
activities, legends, and blogs.
b. Retell a story/legend/folktale/folklore read in their own words, citing
the characters and important events
Retell a school/community articles, news, events, etc. read in their
own words, citing the characters and important events
c. Show 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 (L1): 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: experience story, short selections, recyclable materials, glue,

scissors, activity sheets
D. Theme: Helping my community – Keeping our community clean (e.g. throwing
our garbage in the right places, recycling, segregating garbage, re-
using)

III. Learning Activities

DAY 1
PRE-READING
1. Preliminary Activity
Have the pupils present and share their assignment to the class.
Encourage pupils to read the paragraph / essay they wrote about the
water form they have chosen.

1. Motivation / Activating Prior Knowledge

a. The teacher will show a picture of a heap of garbage.

Ask: May ada ba kamo nakikit-an nga pareho hini ha iyo lugar?
Hin-o man an may binuhatan hini?
Ano an peligro o karat-an an gindadara hini nga mga basura ha aton?

5
 b. The teacher will bring the class to an area of the school where
there is a heap of garbage. Make sure to take extra precautions
while doing this activity.
Group them by 5’s. Let each group stay together and check on
each other while doing the activity.
Instruct the group to write down sentences about the things they
observe in the area.

DURING READING USING EXPERIENCE STORY

Say: Makakahimo ba kamo hin halipot nga istorya bahin han iyo mga nakit-
an ha lugar nga aton ginkadto? (Can you make a story out of the
things you observed in the place that we went to?)
The teacher guides the class in coming up with their story. The
following questions may be given to guide the class in coming up with
their story.
1. Nagkain ba kamo?
2. Ano an hitsura han lugar nga iyo ginkadtoan?
3. Ano an iyo mga nakit-an didto han hapilan o basurahan?
4. Ano an baho han lugar?
5. Ano an puyde ighatag hini nga mga basura ha kabataan
dinhi ha eskwelahan?
6. Ano an angay buhaton hini nga mga basura? Kay ano?

The teacher will write the story on the board as the pupils dictate the
sentences. Ask the class what title they can give to their story.
Pupils will read their story.

The story may run this way:

Kumadto an amon klase han hapilan han amon eskwelahan.

Damo an mga basura nga nakatambak didto.
Mahugaw hin duro an lugar.
Mayda mga papel, mga putos hin kendi, tsitsirya ngan ice candy.
Mayda gihap mga buong nga botelya.
Damo gihap an mga dunot nga dahon.
Mabaho didto han hapilan.
Ini nga mga basura in puyde maghatag hin sakit han kabataan ha
eskwelahan.
Angay ini nga mga basura kuhaon kay para magmalimpyo an lugar.
POST READING ACTIVITY
1. Discussion questions:
a. Nagkain an mga eskwela?
b. Ano an ira mga nakit-an?
2. Ha iyo huna-huna, naruruyag ba an mga bata hini nga lugar? Kay ano?
3. Ano an angay buhaton hini nga mga basura?
4. Hin-o an angay magbuhat para diri dumamo an tambak han basura ha
eskwelahan?
5. Ano an angay buhaton han mga basura nga pareho hit papel ngan plastk?

6
 Ask the class to read their story again. Let them observe correct
expression, intonation and observe correct punctuation marks.

DAY 2
1.Preliminary Activity:
Reread the experience story.
Point out the value of throwing garbage properly and recycling
of garbage.
2. Engagement Activities:
1. The teacher will explain to the class that they are going to show how they
would make used things usable by recycling them.
Ask the pupils to prepare their materials ( pre-assigned)
(Materials: objects that can be recycles such as old newspapers, used
plastic bottles, candy wrappers, etc., glue, scissors)
2. Group the class into 5. The teacher will instruct the groups to create any
artwork using the recycled materials they brought to the class.
Ask pupils to suggest working rules that they have to follow while doing
the activity.
Example: a. Work cooperatively with groupmates.
b. Stay where the group is.
c. Keep the working area clean after doing the work.
d. Be careful using sharp objects such as scissors.
e. Do the work quietly.
f. Give the best output.
3. Processing of the Activity
a. The teacher will check if the pupils were able to follow the working
rules while doing the activity.
b. Each group will explain their work and why they made such output.
c. The pupils’ work will be displayed in the classroom.

DAY 3
1. Review: Let the pupils read the story they made on the previous day.
2. Skill Development
Ask: Ano an mga pagsurundon nga dapat buhaton kun magsusurat
hin usa nga “paragraph”? (What rules do we observe when
writing a paragraph?)
San-o angay ig-indent an una nga pulong? (When do you
indent?)
San-o angay gamiton an bahol nga letra? (When do you
capitalize a letter?)
Ano nga kugit an gingagamit ha katapusan han pamulong?
(What punctuation mark do you use at the end of the
sentence?)

Say: Magsusurat kamo yana hin paragraph nga magsusumat kun

ano ka makakabulig pag-iban han mga basura. (Today you will
write a paragraph on some of the ways you can help reduce
the garbage on our surroundings.)

7
 I will dictate them to you. Make sure to observe proper
spacing, indention, capitalization and the use of correct
punctuation marks.

The teacher starts dictating the following:

Mabulig ako para diri dumamo an basura ha

kalibungan.Hihimuon ko nga mga dekorasyon o gamit ha balay
an mga putos hin kendi o biskwit. Gagamiton ko utro an mga
plastik. Gagamiton ko an mga papel nga puyde pa masuratan.
Diri ako maghahapil bisan diin han akon basura.

The teacher will go around the class to see if the pupils wrote
the paragraph correctly. Works of pupils who did the work
correctly may be shown to the class.

Practice:
Ha usa nga papel, igsurat an mga grupo hin pamulong nga igdidikta han
maestra. Sunda an sakto nga mga pagsurundon.
An aton basura puyde mahimo nga kwarta. Sanglit
kinahanglan nga maaram kita magbahin-bahin han aton basura. An mga
basura nga nadudunot ngan diri nadudunot in angay igbutang hin mag-iba
nga surudlan.
An mga plastik, lata ngan papel an puyde mahibaligya.
Maupay nga tirokon ini imbes ighapil naton.
DAY 4
GRAMMAR LESSON
1. Preparatory Activity
Let the pupils read again the experience story.
The teacher will ask the pupils to identify some of the describing
words used in the story.
mahugaw damo mabaho malimpyo buong
dunot
2. Presentation
An mga pulong panladawan in pwede magkamay-ada pareho nga
kahulugan o kabaliktaran nga kahulugan.
Kitaa ini nga mga pananglitan:
Pareho-kahulugan ( synonym) Kabaliktaran ( antonym)
mahugaw – malamiri mahugaw – malimpyo
buong – basag damo – gutiay
mabaho –maanut-ot mabaho – mahamot
dunot – latâ dunot – presko

3. Comparison & Abstraction:

Igsiring kun an nasunod nga mga pulong in magkapareho- kahulugan
o magkabaliktaran. Igsumat kun kay ano.
mahusay – maanyag malipayon - marisyo

8
 mapawa – masirom haligot - masuok
itom – busag makuri – masayon
delikado – peligroso matambok – mataba
baltok – maaram maduruto – hubya
4. Generalization
Ano an karuyag buot-sidngon han pareho-kahulugan o synonyms?
Ano an karuyag buot-sidngon han kabaliktaran o antonyms?
5. Practice:
A. Lidongi an pareho-kahulugan o synonym han nasunod nga mga pulong:
a. malamrag ( mapawa masirom mahusay)
b. bag-o ( daan presko damo)
c. maaram ( bulok makarit budlot)
d. malamiri ( malinaw malimpyo mahugaw)
e. mahinay ( malaksi maluya madagmit)
B. Ekisi an pulong-kabaliktaran o antonym han nasunod nga mga pulong:
a. buwâ ( tuod balikad uwat)
b. haluag ( dako haligot halipot)
c. mabusag ( maanyag maraot maitom)
d. makuri ( masayon marisyo maiha)
e. harayo ( distansyado harani halaba)
DAY 5
IV. Evaluation
A. Igsurat ha papel an istorya nga igdidikta han maestra.
An kalibutan aton urukyan. Diri ini maliliwanan. Sanglit, aton ini
paghirotan. Kinahanglan likyan an sobra nga basura kay para diri
magmahugaw an aton kalibungan.

B. Basaha utro an imo iginsurat ha papel. Pagkatapos, igsurat an pulong han

sakto nga baton hini nga mga pakiana.

1. Base han imo istorya nga ginsurat ngan ginbasa, ano an aton urukyan?
(kalibungan kalibutan balay)
2. Kay ano nga angay ini paghirotan?
( kay diri na ini maliliwanan kay diri ini aton)
3. Igsurat an imo kalugaringon nga baton:
Aanhon mo pagbulig nga diri magdamo an basura ha kalibungan?

C. Butangi hin kun an mga pulong in pareho-kahulugan.

Butangi hin kun kabaliktaran an mga pulong.
1. maaram – baltok
2. mapawa – malamrag
3. madagmit – mahinay
4. malipayon – masurob-on
5. halapad – haligot
6. maanyag – mabaysay
7. tuok - tawa
8. maiha – madugay

9
 9. matipig – makarag
10. buotan - malabad
V. Homework
Paghimo hin album hin mga pulong nga magkapareho-kahulugan
ngan magkabaliktad. Igdikit an mga ritrato o ladawan hin usa nga bond paper.
Igsurat ha ubos hini an mga pulong. Paghatag hin taglima (5) nga pananglitan
han kada tagsa.

10
 For inquiries or feedback, please write or call:

DepEd-Bureau of Elementary Education,

Curriculum Development Division

2nd Floor, Bonifacio Bldg., DepEd Complex (ULTRA)

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 638-4799 or 637-4347

E-mail Address: bee-deped@pldtdsl.net,

bee_director@yahoo.com

ISBN: 978- 971-9981-82-4