a ‘Sample Lesson 4: Sample Lesson 1: Lesson Plan Using the Two-Track Approach (Emphasis on Meaning) Hiligaynon Version English Version ‘Objectives At the end of the period, the pupil must nave: related what has been read to real life experiences; made predictions and support them; and. matched similar words. |. Subject Matter. Ang Bayu ai Lisa Value Focus: Appreciation for One's Attire Materials: Big Book Word and Sentence Cards Teaching and Learning Activities . Teacher introduces the Shared Reading Story Sin-o sa inyo ang nakapasakup na sa isa ka paindis-indis? Ano nga paid-in in? Pano mo ginhandaan ini? Teacher reads the story Mga bata ang tig-ulo sang aton istorya subong amo ang'Ang Bayu ni isa’. Parte a ano ayhan ang istorya naton? Ano ‘ang makita ninyo sa una nga laragway? Basahon naton ang pahina nga ini. Ano ayhan ang masunod nga matabo? (Teacher does the same for each page) Objectives At the end of the period, the pupil must have: related what has been read to real life experiences; made predictions and support them; and matched similar words, |. Subject Matter. Lisa's Dress Value Focus: Appreciation for One's Attire |. Materials: Big Book Word and Sentence Cards Teaching and Learning Activities . Teacher introduces the Shared Reading Story Have youjoined any contest? What kind of contest was that? How did you prepare for i? . Teacher reads the story (nour story, we will read about a girl who joined a contest. The title reads, ‘Lisa's Dress". After knowing the title of our story and looking at the picture in our cover, what do you think is it about? Ourstoryis written by Angelito D. Germinal and Lilia C, Robles and illustrated by M. Suette Copia, etc. “Now, look atthe first picture. What can you see? Why do you think is she fooking at the announcement?” “Ym going to read the text on this page of the big book,” for succeeding pages, the teachier asks about the picture, reads the textand asks questions.ligaynon Version English Version ‘Ang Estorya: ‘Ang BayuniLisa ‘Angelita D. Germinal kag Lila C. Robles May paindis-indis sa pagkanta sa plasa. Nagahimus si Lisa kay magapasakup sia sa paindis-indis. “Anay ka, ano nga bayu ang isuksok ko? Jing asul bala ukon ining pula?” "Mas manami nang asul hambal ni Nanay nia. “Huo man, Nay, mas manami ining asul ssangsa pula.” Gani ang asul nga bayu ang ginsuksok ni Lisa. “Bagay gid sa imo inang asul nga bayu, Lisa,” pagdayaw ni Nanay niya, “Ari naman ang sapatos, laso kag medyas nga gamiton mo,” ang dugang ni Nanay niya. *Sus, katahum gid sa imo, Manang," ang tugda sang iya manghod nga si Luis. Si_Lisa, si Luis kag si Nanay nagpadulong nasa plasa. Kanami sang pamatyag ni Lisa. Nasadyahan gid sia. Sa pagpungko niya upod sa iban nga nagapasakup, nagalaum gid si Lisa nga madaug siya. Note: After reading the page, teacher asks comprehension questions. “What is the title of the contest? Were you right to say that Lisa wil join the contest?* The Story: Lisa's Dress Angelia D. Germinal kag Lila C. Robles There willbe singing contest atthe plaza. LLisais preparing to oin the contest. “What will | wear for the contest, Nanay? Will wear ths blue dress or his red one?" Lisa asks her mother. “I think you will look beautiful in this blue dress, Lisa,” Mother answers. ‘So Lisa wears the blue dress. “And here's your shoes, your socks and ribbon for your hair” mother adds, ‘When Luis, her younger brother sees her, he claps his hands and says, “Wow, you are very pretty Manang” Lisa, mother and Luis happily walk to the plaza. Lisa feels so good in her blue dress. While on stage with other contestants, Lisa hopes to win in the contest. Note: After reading, teacher asks comprehension questions which include convergent and divergent questions. The teacher reads the story following steps 2-5 ofthe Reading PianHiligaynon Version English Version 3. Class works on Matching Word Activity Mga bata, may tinaga ako diri sa akon “word card”.| plasa] Sa aton daku nga libro, pangita-a ang Kapareho nga tinaga kag itupad sa idalum sini. Husto ang mo sabat. Karon basahon naton tanan ini. (Do this with the other words in the Matching Word Activity) 4. Class works on the Hide-A-Word Activity Mga bata basahon ko ang dinalan nga ini. Karon dungan naton nga basahon ii May paindis-indis Sa pagkanta sa plasa, Karon naman, ipiyong ninyo ang inyo mga mata. (Teacher covers the target word with a piece of paper and asks the learners to open their eyes.) ‘Ano nga tinaga ang nadula sa aton dinalan? (If the answer is correct, uncover the word and praise them. Teacher reads the sentence again with the students. If the answer is wrong, point to the word they gave and show them that is not the word thatis covered.) ” Karon, basahon naton liwat ang aton dinalan. (Do this with the other Hide-A- Word Sentences.) 3. Class works on Matching Word Activity While holding the word car ntest} the teacher says, "This word reads, “Contest”. lll read it again. Please say the word three times, children. (contest, contest, contest). On this page, there is a word that is similar to the one in the word card. Please put the word card under it. Was came of chil) able to find the matching word? Let's clap our hands for her/him. Now, let's read the word.” (contest) Teacher does the same for the other words. 4. Class works on the Hide-A-Word Activity Teacher holds the sentence card Lisa wears the blue dress | and reads the ‘sentence two times, while sliding a points under it. “Children read the sentence two times. (Lisa wears the blue dress.) Now, close your eyes. I'l count 1 2.3.45 {while counting she covers the word blue] Open your eyes now. Is a word missing in our ‘sentence? What word is that? (blue) I'll remove the cover and see if you are right, children. Now read the sentence two times. (Teacher does the same for the other sentences.)Primer Lesson Known Letters —________» a, u, g,i,s, byt Key Symbol ———__—__»> Key Picture =$———_______> Word = —____» ean Sih ia, fe Word breaking —____» aso | and makin Ia: ila 1 laso Big Box (for word building)» laso bao lata bata aso liso a guj mu | sul bala ubo abo asul isa tubi Sentence making word ———» asul Sentence making———> Asu] ang laso sang bata. asul an ins asul ang laso sang _asul an; ig ig asul ang laso asul ang laso asul ang asul ang laso sang asul Asul ang laso sang bata Words and sentences for———> ang aso spelling and handwriting asul nga laso ractices Asul nga aso sang bata.——— Sample Lesson 2: Lesson Plan Using the Two-Track Approach (Emphasis on Accuracy) Hiligaynon Version English Version Objectives At the end of the period, the pupil must have: * read the target keyword for the day correctly + identifed the syllable that make up the keyword + broken down a word into syllables + made and broken down sentences Using a given word Subject Mater; Primer Lesson on [I and “laso" Materials: Picture of a blue ribbon/a real blue ribbon Reference: Primer Lesson on Hiligaynon Handouts by Juvy D. Baranda and Dymphna Leizel G. Jocson Teaching and Learning Experiences The teacher introduces the keyword picture, “Mga bata, laragway ini sang isa ka asul niga laso” The teacher introduces the keyword. “Mga bata, aso (she points at and reads it to them)” *Sin-o ang gusto magdungan sa akon nga magbasa sini?" laso - laso (She reads it 2-3 times with them). Objectives At the end of the period, the pupil must ave: * read the target keyword for the day Correctly identified the syllable that make up the keyword * broken down a word into syllables * _ made and broken down sentences using a given word Subject Matter: Primer Lesson on [LI and “laso” Materials: Picture of a blue ribbon/a real blue ribbon Reference: Primer Lesson on Hiligaynon Handouts by Juvy D. Baranda and Dymphna Leizel G. Jocson Teaching and Learning Experiences The teacher introduces the keyword picture. “Children, this is a picture of “asul nga laso.” The teacher introduces the keyword. a. “Children, this word is “laso’. . Who likes to read with me? ~“laso” ©. She reads it 2-3 times with them. “laso-laso-laso”qo Hiligaynon Version English Version The teacher does the syllable activity with the class. (She reads “laso" at normal speed. Then she points to the syllables in the syllable boxes.) ‘Dungannaton nga basshen ang mga kunla nga ink la — “Basahon naton ivat a aang mga ini, kag magpamalakpak kada tapos basa sang kada kunla. la - so" She works on the “Break - the - Word” activity with the class, The teacher writes ‘laso” on the left side under the syllable boxes, points to it as class reads it to her. “Karon isulat ko ang parte sang-aton finaga nga may bag-o nga letra para subong nga adlaw - I. Karon, dungan naton ini nga basahon ~ 1” (The teacher writes the new letter 1 and tells the students) “Karon, basaha ninyo ini sa akon ~ |." “Karon, basaha ninyo ang mga ini sa akon — laso, la, I She works on the “Make the Word Activity” with the class. “Kaina ginbulag naton ang mga letra ‘sang bag-o naton nga tinaga tubtub sa bhag-o naton nga letra. Karon naman pormahon naton liwat ang mga letra nga ini sa bag-o naton nga tinaga. Unahon ko ang pagsulat sang bag-o naaton nga letra .” “Karon isulat ko ini sa tuo nga bahin sang aton pisara ~ I. Basaha ninyo in.” “Isulat ko naman ang parte sang bag-o nton nga tinaga nga may bag-o nga letra - la.” (She writes la under | and asks the class to read it to her.) “Basaha ninyo ang letra kag kunla nga itudlo ko.” (I, la) “Karon naman isulat ko ang aton keyword kag basahon ini ninyo sa akon.” “Karon isavisahon ninyo sa pagbasa The teacher does the syllable activity with the class. 1. She reads ‘laso" at normal speed Then she points to the syllables ir the syllable boxes by saying, ‘Let’ read each sylable.” Mead the syllables again, clapping once for each syllable la-so Now I'll read the syllables again, you may clap with me. la-so She works on the “Break - the ~ rag activity with the class. a. The teacher writes ‘laso” on the left side under the syllable boxes, points to it as class reads it to het b. Now, 'm going to write the syilabl with the new letter- | la. Let's read the syllable ~la. (The teacher writes the new letter | and tells th students) "Please read our letter “J. “Let's read al-l-so, la, | ‘She works on the “Make the Word Activity” with the class. “Earlier, we separated the letters of ot new word up to our new letter. Now, ‘we will combine again the letters to form our new word, | will write first our new letter.” “Now, I'm going to write it at the right ‘commer of our chalkboard: |. Please read all." “I'm going to write the syllable of our new word with a new letter” (She writes la under | and asks the class to read it to her.) “Read the letter and syllables"eT Hiligaynon Version English Version ‘ang kada bahin sang aton ago nga leksyon — laso, la, | |, la, laso.” ‘Children read these together, then volunteers read by themselves. Class works on the Big Box for word building. *"Basaha ninyo ang mga letra ukon kunla nga itudlo ko.” (From left to right frst, then from top otto) The teacher then points to the different letters or syllables in random order as volunteers read. They are corrected if they do this incorrectly. If they find difficulty doing this by themselves, the teacher may read with them and then they read to her. But they are encouraged to read these by themselves. i. Students find the new keyword in the Big Box. *Sin-o ang makatudlo sang mga letra ukon kunla sa bag-o naton nga tinaga? Ihambal ini (The teacher repeats the keyword.) “Husto bala ang ginhambal niya? Isulat naton ini sa pisara, kag basahon naton ini.” (If the word is incorrect, the teacher asks another child to point to the correct parts of the keyword then, she writes it on the board.) |. Students find other words in the Big Box. *Sin-o ang makahatag sang iban pa nga mga tinaga sa aton Big Box? Basaha ang mga ini. Husto bala ang ginbasa niya?” (ifthe answer is incorrect, ask another child to point to the correct answer. “Now, I'll write the keywords and read it for me.” “Now, read *Children read these together, then Volunteers read by themselves. Class works on the Big Box for word building. “Please read the letter that Ill point.” (From left to right firs, then from top to bottom) ‘The teacher then points to the different letters or syllables in random order as volunteers read. They are corrected if they do this incorrectly. If they find dificulty doing this by themselves, the teacher may read with them and then they read to her. But they are encouraged to read these by themselves Students find the new keyword in the Big Box. ‘Who can point the letters in our new word? (The teacher repeats the keyword.) “Is it correct? ('l write it on the board and you'll read it. (\f the word is incorrect, the teacher asks another child to point to the correct parts of the keyword then, she writes it on the board.) Students find other words in the Big Box. "Who can give other words in our Big Box? “Please read all. Is it correct?” (If the answer is incorrect, ask another Child to point to the correct answer.oc Hiligaynon Version English Version The teacher writes all the words given by the children on the Word Chart or on the Chalkboard.) The teacher points to all the words found by the students as they read those to her. Do the Breakthe-Sentence Activity (The teacher writes the word “asul” on the board under the Big Box.) “Nadumdoran bala ninyo ang tinaga niga ini sa aton Big Box? Amo ini ang gamiton naton sa aton bulohaton subong - ang pag-utod sang dinalan kag pagporma sini liwat?” (The teacher writes the sentence “Asul and laso sang bata.” under the Big Box. She then reads this with the class.) “Karon isulat ko ang parte sang aton dinalan nga may bag-o nga tinaga. Dungan naton ini nga basahon — asul ang laso sang...” (Same procedure is followed with “asul ang laso," and “asul) Do the Make-the-Sentence Activity The class builds the sentence back from the Break-the-Sentence word (asul) to the whole sentence (Asul ang Taso sang bata.) The teacher points to the parts of the Break-the-Sentence and Make-the- Sentence Activity as students read to her. Teachers show how to write L in the air on their partner's back and on their hand. *Mga bata tuloka sing maayo kon paano ko isulat ang daku nga L.” (She does this in the air. Class practices 3-4 times before writing this (on their partner's back. Teacher shows The teacher writes all the words giver by the children on the Word Chart or ‘on the Chalkboard.) The teacher points to all the words found by the students as they read those to her. Do the Break-the-Sentence Activity (The teacher writes the word “asul” ‘on the board under the Big Box.) “Do you remember this word in our B Box? We will use this in our activity- breaking down the sentence and for it again.” (The teacher writes the sentence “Asul and laso sang bata.” under the Big Box. She then reads this with the class.) “Now, | will write the part which has ¢ new word." “Please read all gether asul ang laso sang...” (Same procedure is followed with “as ang laso,” and “asul’) Do the Make-the-Sentence Activity The class builds the sentence back from the Break-the-Sentence word (aul) to the whole sentence (Asul an [aso sang bata.) The teacher points to the parts of the Break-the-Sentence and Make-the- Sentence Activity as students read to her. Teachers show how to write L in tt air on their partner’s back and on their hand. “Children, look how | write the big letter L.” (Ghe does this in the air. Class practices 3-4 times before writing this con their partner's back. Teacher show the class how to write it on the palmSI Hiligaynon Version English Version the class how to write it on the palm of the hand using the finger and asks the class to practice it 34 times.) The class practices writing L on their paper or slate. Students practice writing the new keyword “asul” on their paper or slate. The teacher writes ‘asul” in large letters on the board 3-4 times for the class to see clearly how you writ it The class writes it 10 times on their slates or in their exercise books. The teacher supervises and assists those with dificult. Spelling + The teacher dictates the keyword from the day's lesson (aso), pupils write it on their paper or slate. + She dictates the keyword from the last lesson, pupils write it on their paper or slate. + She dictates 2-5 keywords from earlier lessons slowly, one by one. Pupils write each word. * She walks around the room as pupils write and encourages and helps them. She writes the spelling words on the board. Pupils check their work and correct any mistakes. the hand using the finger and asks the class to practice it 34 times.) The class practices writing L on their paper or slate. Students practice writing the new keyword “asul” on their paper or slate. The teacher writes “asul” in large letters on the board 3-4 times for the class to see clearly how you write it ‘The class writes it 10 times on their slates or in their exercise books. The teacher supervises and assists those with difficulty. Spelling + The teacher dictates the keyword from the day's lesson (laso), pupils write it on their paper or slate. + She dictates the keyword from the last lesson, pupils write it on their Paper or slate, + She dictates 2-5 keywords from earlier lessons slowly, one by one. Pupils write each word. + She walks around the room as pupils write and encourages and helps them. She writes the speling words on the board. Pupils check their work and correct any mistakes.oo Sample 3: Lesson Plan using Total Physical Response (TPR) (Using Action) Hiligaynon Version English Version Mm, Objectives: At the end of the period, the pupil must have: 4, responded correctly to directions through physical action 2. listened attentively to given directions. ‘Subject Matter: Commands (iudlo, tintin, tanduga) References: TPR Resource Material by Susan Malone Materials: Furniture in the room Teaching and Learning Experiences ‘A. Review previous commands (tindog, pungko, dalagan) Teacher gives the commands the pupils have already learned, pupils respond by following these commands. Tindog sa tupad sang lamesa. Pungko sa siya nga puti Dalagan pakadto sa likod. B. New Lesson: 1, Introduction and Motivation Mga bata, tan awon naton kon masunod ninyo sing husto ang ihambal ko. * “Rey, itudlo ang tuhod mo. Husto bala siya?” “Anne, tintin ka pakadto di “Celia, tanduga ang guya mo. “Nasunod bala nila ako sing husto? Ini ang pagatun-an naton subong.” 2. Teacher says the first of the new commands and demonstrates responding to it. She does this 3 times as pupils watch, Teacher says, |. Objectives: At the end of the period, the pupil must have: 4. responded correctly to directions through physical action 2, listened attentively to given directions. il, Subject Matter: Commands (jtudlo, tintin, tanduga) References: TPR Resource Material by Susan Malone Ill, Materials: Furniture in the room IV. Teaching and Learning Experiences A. Review previous commands (stand, sit, run) Teacher gives the commands the pupils have already leamed, pupils respond by following these commands. Stand beside the table. Stat the white chair. Run to the back of the room. B. New Lesson 4, Introduction and Motivation “Children, please follow my commands.” “Rey, point your finger to your knees. Is he correct?” “Anne, hop up to the front.” “Celia, touch your face.” “Were your classmates able to follow my commands?” 2. Teacher says the first of the new commands and demonstrates responding to it. She does this 3 times as pupils watch. Teacher says, “Point your finger to yourHiligaynon Version| English Version “ttudlo ang ilong mo.” nose.” (teacher points to her nose) (teacher points to her nose) “itudlo ang lamesa.” “Point your finger to the (teacher points to the table) table.” “tudlo ang pisara.” (teacher points to the table) (teacher points to the board) “Point your finger to the Teacher does the same 2 more times. . Teacher says the series of commands. Teacher and 2 volunteers demonstrate responding to the ‘commands 3 times as other pupils watch. Teacher says, “ttudlo ang llong mo.” (Teacher and 2 volunteers point to their nose) “tudlo ang lamesa.” (Teacher and 2 volunteers point to the table) “tudlo sa pisara.” (Teacher and 2 Volunteers point to the board) Teacher and 2 volunteers follow this pattern 2 more times. . Students listen to the corimand and respond. Teacher says the directions again and all the pupils respond with the appropriate actions. They do this 3 times. Teacher says, “tudlo ang ilong mo.” (Teacher and all the pupils point to their noses.) “tudlo ang lamesa.” (Teacher and all the pupils point to the table.) “tudlo ang pisara.” (Teacher and all the pupils point to the board.) Then teacher and all the students follow this pattern 2 more times. However, ifthe students are ready, the teacher can stay sitting the 3° blackboard.” (teacher points to the board) Teacher does the same 2 more times. Teacher says the series of commands, Teacher and 2 volunteers demonstrate responding to the commands 3 times as other pupils watch. Teacher says, “Point your finger to your nose.” (Teacher and 2 volunteers point to their nose) “Point your finger to the direction of the table.” (Teacher and 2 volunteers point to the table) “Point your finger to the blackboard.” (Teacher and 2 volunteers point to the board) Teacher and 2 volunteers follow this pattern 2 more times. . Students listen to the command and respond. Teacher says the directions again and all the pupils respond with the appropriate actions. They do this 3 times. Teacher says, “Point your finger to your noses, children.” (Teacher and all the pupils point to their noses.) “Point your finger to the tables, children (Teacher and all the pupils Point to the table.) “Point to the blackboard.” (Teacher and all the pupils point to the board.) Then teacher and all the students follow this pattem 2 more times.Fe Hiligaynon Version English Version time. The teacher follows the same pattern for the 2! and 3% new commands — tintin and tanduga. 5, Review new and old commands. Now teacher can mix the new commands with some old ones and the students respond. This should be a bit challenging but still an enjoyable experience. Example: Tindog sa tupad sang basurahan. Tanduga ang ilong mo. However, if the students are ready, the teacher can stay sitting the 3° time ‘The teacher follows the same pattern for the 2°! and 3° new commands ~ tintin and tanduga. 5. Review new and old commands. Now teacher can mix the new commands with some old ones and the students respond. This should be a bit challenging but stil an enjoyable experience. Example: Stand beside the trash can. Touch your face. Sample 4: Lesson Plan using Audio-Lingual Method (ALM) Hiligaynon Version English Version Objectives: At the end of the period, the pupil must have: 1. repeated the dialog after the teacher accurately; 2. given substitute descriptive words appropriately; and 3. stated transformation sentences correctly. |. Subject Matter. Ang Amon Hampanganan Materials: mga hampanganan nga tarak-tarak kag eroplano Teaching & Learning Experiences: A. Teacher reads the dialog, children listen *Niga bata, may dayalogo ako nga basahon. Pamati amo sang maayo kay karon kamo naman ang mabasa sini.” : Objectives: At the end of the period, the pupil must have: 1. repeated the dialog after the teacher accurately; 2. given substitute descriptive words appropriately; and 3. stated transformation sentences correctly. Subject Matter. Ang Amon Hampanganan Materials: toy truck and toy airplane Teaching & Learning Experiences: A. Teacher reads the dialog, children listen. “Children, I'l read a dialogue. Listen carefully.”ey Hiligaynon Version English Version ‘Ang Amon Hampanganan (Mae Bagsit and Angelita Germinal) |sa ka adiaw nagkitaay ang duha ka mag-abyan. Mike: “Ginbaklan ako ni Nanay sang bag-o nga hampanganan.” Bom: “Ano ina? llaragway abi. Mike: “Ang akon hampanganan isa ka tarak-tarak nga pula kag may baterya. Daku kag madasig magdalagan ini.” Bom: “Abaw! Kanami gai. Ako gani ginbaklan man ni Nanay sang hampanganan nga eroplano.” Mike: “Tuod, Bombom? llaragway man abi.” Bom: “Asul ang iya lawas kag kanaryo ‘ang iya mga pakpak. Mataas ini maglupad.” "Nga-a? May baterya man ini?” “Huo eh. Pareho man sa imo,” Mike: Bom: B. Pupils repeat the dialog after the teacher. "Pamati kamo sang mayo kay basahon ko una ang dayalogo, sulton ninyo pagkatapos ko basa.” (Teacher reads the full dialog, then line by line as the pupils repeat after her reading.) C. Teacher initiates a chain drill “Karon, ang grupo sang mga babaye ang mabasa." (The girls reac.) “Pagkatapos nila, ang grupo naman sang inga lalaki ang mabasa.” (The boys read, Other smaller groups may read.) D. Substitution Drill 4. Teacher gives a sentence: “Ang akon hampanganan tarak-tarak," (Teacher shows a ball (bola) and tells ‘Ang Amon Hampanganan (Mae Bagsit and Angelita Germinal) One day, Mike and Bom meet. Mike: Bom: “My mother bought me a new toy.” “What is that? Please tell me about it" “My toy is a red car with battery. It is big and can run very fast.” “Wow! How nice. My mother bought me a toy airplane, too.” “Really, Bombom? Please tell me something about it” “The body is blue and its wings are yellow. It can fiy high.” “Why can it fly? Does it have battery?” “Yes, just like yours.” Mike: Mike: Bom: Mike: Bom: B. Pupils repeat the dialog after the teacher. “Listen carefully as | read the dialogue again, Now, repeat the dialogue after me, line by line.” (Teacher reads the full dialog, then line by line as the pupils repeat after her reading.) C. Teacher initiates a chain drill “Girls, please read.” (The girls read.) “Boys, please read.” (The boys read, Other smaller groups may read.) D. Substitution Drill 1, Teacher gives a sentence. “My toy is a car” (Teacher shows a ball (bola) and[ Hiligaynon Version English Version the pups to subetiue the undefined tells the pupils to substitute the word. underlined word.) “Ang akon hampanganan bola.” “My toy is a ball.” The exercise continues with other toys such as borador, lastiko, holen, etc. ‘Teacher proceeds by adding color to the pattern “Ang akon hampanganan nga bola (Teacher shows kanaryo. Pupils respond by saying, "Ang akon hampanganan nga bola kanaryo.” The exercise continues using othet colors like asul, berde, kahel. E. Transformation Drill Teacher models transformation activity by saying, "Ang akon hampanganan nga tarak-tarak pul “Pula nga tarak-tarak ang akon hampanganan.” The transformation drill continues with other toys and colors. The exercise continues with other toys such as kite, rubber band, marble, etc. 2. Teacher proceeds by adding color to the pattem “My toy is a fed car.” (Teacher shows kanaryo. Pupils respond by saying, "My toy is a yellow ball. The exercise continues using other colors like blue, green, orange. E. Transformation Drill Teacher models transformation activity by saying, "My toy is a red car.” New sentence is: “A red car is my toy.” The transformation drill continues with other toys and colors. Sample 5: Lesson Plan using Language Experience Approach (LEA) Hiligaynon Version English Version I. Objectives: At the end of the activity the pupils would have: 1) Contributed sentences from an experience during a field trip to compose a story. 2) Participated in the reading of the story made. 3) Illustrated one’s own book. II. Subject Matter III. Procedure 1. Teacher initiates /motivates children to talk about an experience/event. I. Objectives: At the end of the activity the pupils would have: 1) Contributed sentences from an experience during a field trip to compose a story. 2) Participated in the reading of the story made. 3) Illustrated one’s own book II. Subject Matter Til. Procedure 1. Teacher initiates /motivates children to talk about an experience/event.SS Hiligaynon Version English Version “Mga bata, diin gani kita nagkadto kahapon?” (Sa uma nanday Dori) “Ano ang inyo nakita, nabatian, kag nabatyagan sang pagkadto naton didto?” 2. Writing the experiences of children on the board, chart, or on a computer as they dictate. “Mga bata, isulat naton ang inyo mga inagihan sang aton pagkadto sa Uma nanday Doris. Himuon naton karon ini nga isa ka istorya.”” (Halimbawa sang istorya nga nahimo sang klase.) May mga kanding kag bibe sa uma nanday Dori. May mga baka kag baboy man didto. Si Bukay isa sang mga baboy. Daku si Bukay. May pito ka idik si Bukay. Abaw! Kasadya pamatian ang mga iwik sang idik ni Bukay. Ang iban sa amon nagdalagan sa kahadlok Ang iban naman nagpalapit kag ginhikap-hikap ang mga idik nga nagasiling, “Kanami gid sa inyo saguron: 3. Teacher reads the story aloud with fluency 4, Teacher and pupils edit the experience story “May gusto bala kamo ligwaton sa aton nahimo nga istorya mga bata?” 5. Giving the title to a story “Ano ang gusto ninyo nga mangin tig- ulo sang aton istorya?” 6. Teacher rereads the story with fluency “Children, where did we go yesterday?” (In Dori’s farm) “What did you see, hear and ‘feel when you were there?” 2. Writing the experiences of children on the board, chart, or on a computer as they dictate. “Children, let us write a story about our trip to the farm of Dori’s grandfather.” (Example of a story dictated by the children.) We saw goats and ducks in the farm of Doris grandfather. There are also cows and pigs there. One of the pigs is Bukay. Bukay is big. It has seven piglets “Oh! It is funny to listen to the sounds of the pigiets! “Oinl! Oink,” they say. Some ran when they heard the Oink, oink Others came nearer the pigpen and touched the piglets “We would like to make you our pets.” 3. Teacher reads the story aloud with fluency 4, Teacher and pupils edit the experience story “Do you like to made some changes in our story?” 5. Giving the title to a story “What title would you like to give to our story?” 6. Teacher rereads the story with fluencyHiligaynon Version English Version a from the title and makes connection between text and print by sliding hand below each line or framing by thought units. After which, children read and reread the story orally and silently. . Teacher writes unfamiliar words and sentences on strips of cartolina to fix the word recognition skills of children. |. “Mga bata, basahon naton ining mga tinaga kag dinalan nga nakasulat sa cartolina.” Daku si Bukay. The pupils copy the story and illustrate it, th from the title and makes connection between text and print by sliding hanc below each line or framing by though units. After which, children read and reread the story orally and silently. Teacher writes unfamiliar words and sentences on strips of cartolina to fix the word recognition skills of children, “Children, let us read the sentence written on this strip of cartolina.” Bukay is big, The pupils copy the story and illustrate it.