Professional Documents
Culture Documents
Teacher S Guide MTB Ilokano
Teacher S Guide MTB Ilokano
1
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
FIRST QUARTER-Week 1
Theme:
Me and My Family-likes and dislikes; daily tasks/activities
Objectives
Domains
1. Oral Language
a. Listening to and interacting with others in a group
or class discussion on texts heard
b. Reciting/singing with ease and confidence 3 to 5
stanzas, rhymes, jingles, riddles, chants, songs,
lullaby in culturally appropriate manner
2. Phonological Awareness
Identifying rhyming words in poems consisting of 2 or
3 stanzas
3. Spelling
Spelling content words correctly
4. Composing, Handwriting
Observing mechanics when copying/writing sentences,
paragraph and stories such as spaces between words,
2
correct punctuation mark, indention, and format
5. Grammar Awareness
Using culturally appropriate common
social greetings in different situations
6. Comprehension of Literary Text
Identifying the basic elements of a poem
Value Focus
Respect for family members
Subject Matter
A. Topic
Rhyming Words
B. Reference
K to 12 Curriculum 2 (Mother Tongue Competencies)
C. Materials
D. Procedure
DAY 1
Objectives
A. Preliminary Activities
Ask: How did you spend your summer vacation? Did you
enjoy your summer vacation?
B. Motivation
Say: Do you want to learn a new song about friends?
Listen as I sing the song first, then later, we will sing
together.
3
No Addatayo Amin
(Ayug: The More We Get Together)
No addatayo amin,
Addatayo amin, addatayo amin
No addatayo amin,
Naragsaktayo.
Gayyemmo, gayyemko
Gayyemko, gayyemmo
No addatayo amin
Naragsaktayo
Ask: How do you feel while singing the song? Are you
happy seeing some of your classmates again?
Can you be friends with those whom you just met today?
What will we do? How do you introduce yourself?
C. Presentation/Modelling:
D. Developmental Activity
Recite the jazz chant. Have pupils find a partner and
tell them to introduce themselves while reciting the
jazz chant. (Have pupils find another partner and do
the same.)
Komustaka gayyem
Siak ni ________________
Sika ania ti naganmo?
Inka man ibaga?
Ita nagam-ammota
Aggayyemtan a dua
4
Inta pay agsala
Ken agkanta
E. Engagement Activity
F. Evaluation
G. Enrichment Activity
Iti panaki-am-ammo,
Masapul nadayawtayo,
Tapno kaay-ayo,
Ti amin a tao.
5
Ask: How did you feel while playing? How did you
introduce yourself?
Detalye
Naibaga ti:
a. bukod a nagan
b. tawen
c. nagan ti tatang
d. nagan ti nanang
e. pagnaedan
H. Assignment
DAY 2
Objectives
A. Preliminary Activities
1. Review
Ask: How do you introduce yourself? What courteous
expressions do you use in introducing yourself?
B. Motivation
6
C. Pre-reading
1. Presentation
Say: Today we are going to read a poem about “Ti
Pamiliak.”
D. During Reading
1. First reading of the poem by the teacher.
2. Second reading of the poem by the teacher
(modelling)
Ti Pamiliak
Ni: Perlita P. Quinto
7
E. Post Reading Activity
1. Comprehension questions:
What is the title of the poem?
Who is the author?
Who are the persons in the poem?
Describe the family in the poem.
Why is the family happy?
Do you do the same at home?
Is your family happy, too? Why?/Why not?
What do you think makes a family happy?
F. Assignment
The teacher tells the pupils to bring their family picture
and tells them to talk about it.
DAY 3
Objectives
A. Preliminary Activities
a. Review
Ask: What is the title of the poem that we read
yesterday? What is the poem about?
Have pupils recite the poem “Ti Pamiliak”
B. Developmental Activity
1. Ask: How many stanzas are in the poem? How many
lines in each stanza are there?
Who are the members of the family as mentioned in the
poem?
8
2. Ask the pupils to look for pairs of words that rhyme in
the poem.
nanang-manang
kabsat- agiinnayat
Ask: What do you observe with these words? Do they have
the same sound? These words have the same sound,
they are called rhyming words.
3. Ask: What are rhyming words?
4. Have the pupils give other examples of rhyming words.
Write these words on the board.
C. Engagement Activity
1. Matching Game
Distribute some pictures to the pupils. At a signal, pupil
find your partner by looking for the picture whose name
rhymes with the name of the picture. The pair shows the
picture to the class and says the rhyming words together.
2. Fishing Game
Let the pupils go fishing (words are written at the
back of cut outs of fish which they match with words
that rhyme). Place the rhyming words in the pocket
chart.
3. Word Ladder
D. Evaluation
bassit-nangisit agdigos-nadalus
tulang-lelang gayyem-isem
9
Adda asok a _______
Maris na ket _______
Mangmangan ti _______
Nga ited ni _________
Pudno a _________
Mangted amona ti _____
E. Assignment
Assign the pupils to write three pairs of rhyming words.
DAY 4
Objectives
A. Preliminary Activities
Review
Give pair of words with rhyming words
B. Motivation
Say: In the poem “Ti Pamiliak” the members of the
family are mentioned. Who are they?
Ask: Are there other members of the family that are not
mentioned in the poem?
Listen to the song and find out what things the
family does together.
Song: Naragsak ti Pamiliak
10
(Tune: This is the Way I Brush My Teeth)
Naragsak (ti pamiliak) 3x
Naragsak ti pamiliak
Ta agiinnayat.
Ni tatang ken ni nanang
Ni manong ken ni manang
Trabaho pagtitinnulongan
Tapno aramid lumag-an.
C. Developmental Activity
1. Show a picture of a family and ask.
What do you see/observe in the picture? What are they
doing? Why do they help one another?( Write pupils
responses on the board.)
2. Discussion
Ask: What do you call these groups of words?
11
c. How about mother?
d. What does brother do?
e. What is the work assigned to sister?
f. Describe how they work together.
D. Writing Activity
1. Have pupils copy the following sentences.
Naragsak ti pamiliada Ana.
Agmulmulada tatang ken nanang.
E. Spelling
1. Guided spelling
Show pictures and let the pupils complete the word by
giving the missing letter.
12
n_n_ng ta_a_g m_n_n_ m_n_n_
3. Dictate the words again. Let the pupils write the words
on their paper. Check their work.
4. Dictate short sentences containing the words that they
learned. Let the pupils write each short sentence on their
paper. Check their work.
5. Write the spelling words clearly on the chalkboard. Let
them write these words on their paper. Supervise them
as they do the activity.
G. Assignment
Rewrite the paragraph observing the correct mechanics.
Day 5
Evaluation
Objectives
a. Supply rhyming words to two to three stanza
poems
13
b. Observe mechanics when copying and/or
writing sentence and paragraph;
capitalization, space between words, correct
punctuation mark, indention and format
bunga-mangga
nasam-it-bassit
kanen-purusen
Pudno a _______,
Uray no _______.
Naimas a ________,
Uray narigat a ________.
14
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
FIRST QUARTER-Week 2
Theme
My Family and I
Objectives
Domains
1. Oral Language
Listening to and interacting with others in group or
class discussion on texts heard
Participating actively during story reading by making
comments and asking questions by using phrases and
simple sentences
15
2. Book and Print Awareness
Telling the distinguishing features of a paragraph and
a story
3. Word Recognition
Giving the meaning of words through pictures, actions
or context cluess
5. Spelling
Using spelling knowledge to correctly spell high
frequency words appropriate to grade level
6. Handwriting
Observing mechanics when copying/writing sentences;
capitalization, space between words and correct
punctuation marks
7. Composing
Filling up correctly of personal and family information
using simple data sheet
8. Grammar Awareness
Introducing significant people using naming words in
culturally appropriate manner
9. Reading Comprehension- Activating Schema and Prior
Knowledge
Predicting what the story is about based on
personal experiences and context.
Modifying prior knowledge based on new knowledge
from the story
10. Reading Comprehension - Attitude towards
Language, Literacy and Literature
Listening attentively during story reading and making
comments or reactions about text read
Value Focus
Developing Health Habits
Subject Matter
A. Topic
Nouns
B. Reference
K to 12 Curriculum Guide 2 (Mother Tongue
Competencies)
16
C. Materials
Biography “A School Nurse” by Vilma F. Alcayaga
Graphic Organizers, Realia, Pictures, Activity Sheets
D. Procedure
DAY 1
Objectives
A. Preliminary Activities
Song: (about Community Helpers)
B. Motivation
Ask: What do you want to be when you grow up?
C. Pre-Reading
1.Unlocking of Difficulties
Use the following words in sentences with
pictures so that pupils can give the meaning of the words.
17
community who looks like the person in the
picture?
Encourage the pupils to tell something about this
person in your community.
Name
Parents Address
Work Quality
1. First Reading
Read the story without interruption while pupils
listen.
18
Nars iti Pagadalan
Vilma F. Alcayaga
2. Second Reading
F. Post Reading
1. Answer comprehension questions:
o Who is the school nurse in the story?
o When is her birthday?
o Where did she study during her elementary
grades?
o What are the qualities of Eva Fernandez?
What was her dream?
o Did she fulfill her dream? Why do you say so?
o Being a nurse, what is her work?
o What do you like to be when you grow up? Why?
19
o If you were Eva, would you also work in your
own community? Why?
F. Evaluation
What do you think may happen if Eva did not
study hard?
G. Assignment
DAY 2
Objectives
A. Preliminary Activities
1. Review
Ask: What is the title of our story yesterday?
Who is the school nurse?
B. Motivation
What do you want to become when you grow up?
C. Developmental Activity
Discuss the events/timeline that happened in the story.
a. Let’s Complete the Web
Give the needed information using the web based on
the story that you have heard.
20
Parents
Father
Mother
Nars
School Elementary
High School
Qualities
1.
2.
D. Evaluation
Presentation and Processing of outputs.
Ask: How did you fill-up the form? How did you
write your name? the name of your parents?
Impormasion
21
nakaiyanakan
d. nagan ti tatang
e. nagan ti nanang
E. Assignment
Interview your parents and fill up the form correctly.
Name of Father:___________________________
Name of Mother:__________________________
Birthday:_________________________________
Address:__________________________________
DAY 3
Objective
A. Preparatory Activities
1. Action Song
2. Review
Who was the school nurse?
Who are her parents?
Where does she live?
Where did she study?
B. Motivation
Have you seen a policeman? What does he do?
C. Developmental Activity
1. Presentation
a. Show pictures of community helpers, different
places, famous persons, objects and animals.
22
b. Let the pupils put each picture under the
proper column.
2. Discussion
Ask:
What do you observe with the pictures?
What picture gives a name of a person?
place?
thing?
animal?
Let the pupils give also other names of
persons, places, things and animals.
3. Generalization
Ask: What do we call words that name persons,
things, places, and animals?
4. Guided Practice
Show some pictures or real objects and lets pupils
name each picture or real object and telling
whether it is a name of a person, place, thing, or
animal.
5. Independent Practice
Color the naming words. ( Refer to Aramaten Dagiti
Agad-adal, Aramiden 6, page 8)
23
Key to Correction
tatang tiendaan
lapis Vigan
nanang aso
6. Application
Show the “Magic Tree” to the pupils. Call some
pupils to pick the fruits with naming words.
kumanta
kuton
Lourdes
agsala
turod
7. Evaluation
Draw a before each number if the word is a name of a
person, name of a place, name of a thing, and
name of an animal. (Refer to Aramaten Dagiti Agad-adal,
Aramiden 7, page 9)
Key to Correction
24
8. Assignment
List down three words that name a person, place, thing
and animal.
DAY 4
Objectives
A. Preliminary Activities
1. Review
Ask: What are nouns?
Say: Give words that name persons, places,
things and animals.
B. Motivation
Have you seen a nurse? What does she/he do?
C. Developmental Activity
1. Show some pictures taken from the story. Have pupils
match them with their names/meaning.
inaunaan
innem
nars
pagadalan
komunidad
2. Spelling
Use the following words in sentences. Have pupils write
the correct spelling in their paper.
a. Ni Eva ti inaunaan nga anak da Mang Lito ken Nana
Carla.
b. Nangrugi ni Eva nga agbasa idi innem ti tawenna.
c. Ni Eva ket maysa a nars.
d. Nalatak ni Eva iti pagadalan gapu iti kinasiribna.
e. Ni Eva ket maysa a modelo iti komunidad.
25
3. Have pupils play the “Name Game”
Complete the name of your classmate by writing the
missing letter of each name. (Teacher provides a card
for the pupils)
Example:
__orena
4. Writing a sentence.
Eva is a nurse.
She is a school nurse.
5. Writing a paragraph
Ni Eva ti inunaan nga anak da Mang Lito ken
Nana Carla.Nangrugi ni Eva nga agbasa idi innem ti
tawenna. Ni Eva ket maysa a nars. Nalatak ni Eva
gapu ti kinasiribna. Ni Eva ket maysa a modelo iti
kommunidad.
6. Discussion
Discuss the use of capital letters in writing and copying
sentences.
D. Writing Activity
Present the sentences/paragraph (modeling by the
teacher).
Have the pupils practice writing sentences on the
chalkboard.
26
E. Guided Practice
Pupils practice copying sentences/paragraph using the
chackboard.
F. Independent Practice
Have pupils copy sentences/paragraph using their
worksheets.
G. Application
Kopyaen dagiti sumaganad a sarita ken parupo.
1. Diay babai ket nalaing nga agsala.
2. Ni Ana ket nagaget.
3. Ti prinsipalmi ket ni Mr. Alcayaga.
4. Maestra ni nanangko.
5. Diay bag ket baro.
H. Evaluation
Have the pupils write the sentences and paragraph correctly.
1. nagdalus ni nena diay kuarto.
2. nagaget ni manangko.
3. naalumanay iti panagsasaona.
Key to Correction
27
Kanayon a masapa a mapan iti
eskwela ni Nena. Isu ti para dalus iti
kuartoda. Tultulunganna pay dagiti
kaeskwelaanna. Naulimek isuna ngem
nagaget nga agbasa.
I. Assignment
Practise writing sentences and paragraphs about the things
you do at home.
DAY 5
Evaluation
Objectives
Nagan:___________________________________
Lugar a Nakayanakan:____________________
Petsa ti Panakayanak:____________________
Tawen:___________________________________
28
Key to Correction
29
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
FIRST QUARTER-Week 3
Theme
Things I Enjoy and People I Like –e.g. fruits, vegetables and local
delicacies
Objectives
30
Domain
1. Oral Language
Listening and interacting with others in a group or class
discussion of texts heard
2. Word Recognition
a. Giving meaning of the words through matching
them with pictures, doing the action or giving
synonyms
b. Reading phrases and sentences consisting with
words being studied and answer higher order
questions about them
3. Fluency
Reading aloud Grade 2 level text with an accuracy of 95-
100%
4. Spelling
Spelling words with consonant clusters (appropriate to
the Mother Tongue)
5. Handwriting
Observing mechanics when copying/writing sentences,
paragraph and stories, capitalization, space between
words
6. Composing
Write through dictation, simple phrases, sentences, and
paragraphs observing correct punctuation marks,
capitalizations, indentions and format
7. Grammar
Using nouns in culturally appropriate manner in
sentences and paragraph:
a. Singular form (ti-ni)
b. Plural form (dagiti-da)
c. These are/those are with plural nouns (dagitoy-
dagidiay)
8. Vocabulary
Recognizing common abbreviation (e.g. Jan. Sun. St.
Mr. Mrs. etc.)
9. Reading Comprehension-Activating Schema and Prior
Knowledge
Modifying prior knowledge based on new knowledge
from the story, legends, folktales news articles etc.
10. Reading Comprehension- Attitude Towards Language,
Literacy and Literature
Expressing love for stories by reading more literary
and informational texts
31
Showing love for reading by listening attentively
during story reading and making comments and
answering higher order thinking questions
Value Focus
Never envy others
Subject Matter
A. Topics
Using Nouns in Sentences
Common Abbreviation
B. Reference
K to 12 Curriculum Guide 2 (Mother Tongue Competencies)
C. Materials
Legend: How Baggoc Got its Name (Adapted)
Picture of a lady
Picture of Community Helpers
Name card of Community Helpers
Chart of a song “The Community Helpers”
D. Procedure
DAY 1
Objectives
32
A. Preliminary Activities
Song: Adda Maysa a Bituen (Ayug: Twinkle, Twinkle Little
Star)
Adda maysa a bituen
A nakitak ti tangatang
Napintas a buybuyaen
Aglalo no agrimat-rimat
Adda maysa a bituen
Magustuak a buybuyaen.
B. Motivation
Ask: Are you observing the stars at night? How does it look
like?
C. Pre-Reading
1. Unlocking of Difficulties
nagdappat ( picture clues)
Baggac (picture clues)
agnaed (use synonym)
rimat ( picture clues)
Listening Story
Read the story to the pupils.
Tells the pupils to listen as the story is read, about
the theme for the week.
33
Read the story to the pupils.
Read and stop 2 or 3 times to ask the
pupils what they think will happen next.
Read the whole story. Have the pupils
answer higher order thinking questions
(HOTS). The summary of the story is then
formed.
E. Post Reading
1. Discussion questions
a. Who was the first family who lived in the place?
b. Why did the family live in that place?
c. How many children did they have?
34
d. Who courted the beautiful lady?
e. Why did she call the lady as “Baggac”?
2. Engagement Activities
a. Read the following phrases and sentences.
maysa a balasang
nakitak iti tangatang
Maysa a napintas a balasang ni Baggac.
Adu ti nakitak a bituen iti tangatang.
Group 2 will form a circle and look for the picture that
matches the word announced by the last pupil in
group 1. The group who will do it accurately will be
given points. The group that earns the most points
wins the game.
F. Evaluation
Instruct the pupils to draw a star and write something about
“Baggac” inside it.
35
G. Assignment
Observe the sky tonight and draw the brightest star that you
can see.
Day 2
Objectives
A. Preliminary Activities
Have pupils sing “Adda Maysa a Bituen”
B. Motivation
Have the pupils paste their drawing on the wall. Call
volunteers to say something about their drawing.
Write pupils’ responses on the board.
a. Dakkel diay bituen a nakitak.
b. Napintas a buybuyaen dagiti bitbituen.
c. Rumimat-rimat dagiti bitbituen a nakitak.
1. Presentation
Form a paragraph using the sentences given by the
pupils.
2. Discussion
Ask: How do we write the first word in a sentence?
How about the first sentence in a paragraph? What
punctuation mark is used at the end of each
sentence?
36
3. Writing through dictation (Observe mechanics of writing)
Instruct the pupils to listen to the following phrases. Tell the
pupils to write the words that the teacher dictates.
1. napintas a balasang
2. nasamek a lugar
3. narimat a bituen
4. bituen ti daya
5. ummong ti tattao
5. Let the pupils fill up the chart below based on the legend
presented.
D. Evaluation
Dictate a short paragraph for the pupils to write observing the
mechanics for writing.
E. Assignment
Write a short paragraph about your parents considering the
mechanics of writing and correct spelling.
37
DAY 3
Objective
A. Preliminary Activities
Preparatory Activity
Teach the song “Dagiti Katulongan iti Komunidad (Ayug:
Leron-Leron Sinta)
Serbisio publiko
Isu ti trabaho
Tulong a maipaay
Iti pada a tao
Polis, abogado
Ken inheniero
Doktor, bombero
Mangisursuro.
(Gallery Walk)
1. Presentation
38
This is Dr. (family name of the child).He/She is a doctor.
He/She treats sick people.
( Write on the board the responses of the pupils)
2. Discussion
How do we shorten the name of Doktor? Kapitan? Inhiniero?
3. Generalization
(Have the pupils read the sentences or responses written
on the board. Let them fill the chart below with the information
taken from the written sentences they read. The first line is
done.)
4. Engagement Activity
The teacher shows pictures of community helpers. While
showing the picture, the first member in each group will
write the abbreviation on a showcard. Repeat the same
procedure until the last player (Group Relay Activity).
B. Evaluation
Look at the picture. Write a sentence using the correct
abbreviation of names of the following community helpers.
39
(Refer to Aramaten Dagiti Agad-adal, Aramiden 10 pages 12-14)
Key to Correction
1. Dr.
2. Mrs.
3. Inhin.
4. Atty.
5. Sgt.
C. Assignment
Write the abbreviation of the following:
1. Inhiniero
2. Doktora
3. Presidente
DAY 4
Objectives
A. Preliminary Activities
Have pupils sing “Dagiti Katulongan iti Kommunidad”
B. Motivation
Ask: Have you been to a clinic? Who are the persons
that you can see in the clinic?
40
C. Develepmental Activity
1. Presentation
a. ”Puppet Show” (Encourage pupils to observe and listen
to the dialogue.)
b. Partner 1: I am Dr. Delos Reyes. I am a doctor.
Partner 2: I am Miss Suarez. I am a nurse.
Partner 1: I give medicine to the sick.
Partner 2: I help the doctor to take care of the sick.
Partners 1 & 2: We love to serve everybody.
c. Show a picture of community helpers. Let pupils view
the pictures.
Ask: What do you see in the picture? What are they
doing? Describe what you see.
Possible answers:
41
These are Mrs. Cruz and Ms. Suarez. They are
teachers. They teach the children to write, read and
count.
3. Discussion
When do we use the word “ti” -“dagiti”
4. Independent Practice
Role Playing:
Let the pupils find their partner. Let them
pretend that they have already become successful
professionals. Have them use some form of nouns in their
conversation. Give them enough time to present their role
play in front of the class.
5. Application
a. Usaren iti sarita ti balikas a “ti” ken “dagiti”.
(Write pupils’ responses on the board.)
Ti ubing ket nadayaw.
Ti tatangna ket doctor.
Ti nanangna ket maestro.
Dagiti kakabsatna ket nagagaget.
Dagiti kaarrubada ket nasingpet.
42
Idrowing ti iti batog ti kahon no naisurat a
nasayaat ti parupo.
Mechanics
D. Evaluation
Isurat ti ti wenno dagiti iti blanko.
1. ______ ubing
2. ______ tattao
3. ______ doktor
4. ______ ub-ubbing
5. ______ maestro
Key to Correction
1. ti
2. dagiti
3. ti
4. dagiti
5. ti
E. Assignment
Usaren ti ti ken dagiti iti sarita. Pagtitipunen dagitoy tapno
makaaramid ti paraupo.
43
Day 5
Evaluation
Objectives
Batog A Batog B
6. napintas a. baggak
7. nasamek b. agandap
8. narimat c. grupo
9. bituen d. nalasbang
10. ummong e. narukbos
Key to Correction
I. 1. Dr.
2. Inhin.
3. Kapt.
4. Ark.
5. Pres.
II. 6. d
7. e
8. b
9. a
10. c
44
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
FIRST QUARTER-Week 4
Theme
Our Body Needs (e.g. food, clothing, shelter)
Objectives
Domains
1. Oral Language
Communicating about one’s basic needs.
2. Word Recognition
Reading paragraphs, stories, legends, etc. consisting of
words being studied.
3. Fluency
Reading short stories with ease and fluency.
4. Spelling
Spelling content words in the list of vocabulary words.
5. Handwriting
Writing simple sentences about an experience generated from
a group story.
6. Composing
Writing through dictation sentences and paragraphs
observing correct punctuation mark.
7. Grammar Awareness
Using plural forms of demonstrative pronouns in sentences.
45
8. Reading Comprehension
Confirming prediction after listening to a
story/dialogue read.
Value Focus
Taking Care of Oneself
Subject Matter
A. Topics
Plural form of demonstrative pronouns
B. Reference
K To 12 Curriculum Guide 2 (Mther Tongue Competencies)
C. Materials
Story: “My Body Needs,” pictures of different clothes, big
box containing pictures of clothes
D. Procedure
DAY 1
Objective
A. Preliminary Activities
Song: Ti Ubing a Nadalus (Ayug: Bahay Kubo)
Ti ubing a nadalus
Kawesna ket naurnos
No mapan ti eskwela
Suot na’t unipormena.
No mapan agpasiar
Pangkasual ti suotna
No mapan ti simbaan
Pangpormal ti kawesna.
46
B. Motivation
How do you feel while singing the song? What are the
kinds of clothes mentioned in the song?
C. Developmental Activity
1. Unlocking of Difficulties
a. kawes ( picture clue/visual clue)
b. pangpormal ( picture clue/visual clue)
c. pangkasual ( picture clue/visual clue)
d. pangturog ( picture clue/visual clue)
2. Presentation
47
b. Sorting Game
Have pupils sort the clothes into three (3) sets
(pangpormal, pangkasual, ken pangturog) Let the
pupils share what happen in the activity.
4. Generalization
What are the different kinds of
clothes? How do we take care of our clothes?
D. Evaluation
Why do we consider clothes as one of our basic needs?
Apay a ti kawes ket maysa kadagiti kangrunaan a
kasapulantayo?
E. Assignment
Cut pictures of clothes and sort them acoording to:
Pangpormal Pangkasual Pangturog
DAY 2
Objectives
A.Preliminary Activities
1. Review
Ask: How did you sort the clothes? Did you help one
another? Did you enjoy doing the work by yourself or
with your classmates? What do you feel when you are
doing the activities you like? Why?
48
B. Motivation
Ask: What kind of clothes do you wear
when you go to the church? How do you take care of
your clothes?
C. Developmental Activity
49
pangturog iti rabii. Masapul nga annadan
dagiti kawes tapno saan a nadaras a madadael.
C. Evaluation
Cite situations for the pupils to predict.
1. Nagbasa ni Ben ti leksionna. Agtest
kabigatanna. Ania ngata ti mapasamak.
2. Nalaing a mangan ti prutas ni Carla. Nasapa pay
a matmaturog.
3. Adu ti mula ni Nana Aning. Innaldaw na a
sibsibugan dagitoy.
D. Assignment
Read the story and predict what will happen.
Nasapa a nagriing ni Nana Soleng. Innalana ti
50
basket ket napan naguray ti luganna iti kalsada.
Papanan ngata ni Nana Soleng?
DAY 3
Objective
A. Preliminary Activities
1. Review
The teacher asks: What are the different kinds of clothes?
How do we take care of our clothes?
B. Developmental Activity
After each pupil has shown and talked about the clothes.
Ask: “What did you use to present your favorite clothes?”
2. Presentation
51
After the demonstrative pronouns have been presented,
let the pupils spell the singular and plural forms of
demonstrative pronouns.
3. Generalization
Ask: When do we use these are? When do we use those are?
Singular Plural
Person holding the object This is These are
Person pointing the object That is These are
4. Evaluation
Refer to Aramaten Dagiti Agad-adal, Aramiden 13, page
20-23.
Key to Correction
1. Dagitoy
2. Dagidiay
3. Dagidiay
4. Dagitoy
5. Dagitoy
6. Dagitoy
7. Dagidiay
8. Dagitoy
9. Dagitoy
10. Dagidiay
5. Assignment
Use demonstrative pronouns in sentences. (dagitoy ken
dagidiay)
DAY 4
Objectives
A. Preliminary Activities
1. Review
Have pupils use this is (dagitoy) and these are
(dagidiay) in sentences.
52
B. Motivation
Ask: Ania ti paboritoyo nga ay-ayam? Apay nga daytoy ti
paboritoyo?
C. Developmental Activity
1. Review
a. Partner/Dialogue
Read a dialogue using the demonstrative
pronouns learned. Let pupils confirm prediction
after the teacher reads the dialogue.
Example:
Partner 1: Dagitoy ti ay-ayamko. Adda kotse, tren
ken dadduma pay. Ginatang ni
nanangko dagitoy. Ket sika, gayyem, ania ti
inted ni nanangmo kenka?
Partner 2: Oh! Ginatang ni nanangko dagidiay a lobo
para kaniak. Intedna pay kaniak dagitoy a
tsokolate.
Partner 1: Ay-ayatennak unay ni nanangko. Dagitoy ti
inted ni nanangko kaniak.
Partner 2: Ipatpategnak met ni nanangko ! Magustuak
amin dagidiay intedna kaniak.
2. Presentation
Group Activity
Ask: Did you enjoy the activity? Did you use the
demonstrative pronoun correctly?
3. Evaluation
Refer to Aramaten Dagiti Agad-adal, Aramiden 14, pages
24-25.
53
Key to Correction
1. asom
2. hardinmo
3. Manangmo
4. gayyemmo
5. tatangko
6. lapisko
7. dingwenda
8. bayyabasko
9. librona
10. balaymi
D. Spelling
1. Dictate the following words. Let the pupils write the words on
their slates.
2. Dictate the words again. Let the pupils write the words on
their paper. Check their work.
DAY 5
Evaluation
Objectives
54
librok adingko asok sapatosna
1. kamiseta
2. kawes
3. uniporme
4. kasual
5. pormal
Key to Correction
1. badona 6. mulami
2. sapatosna 7. balayda
3. adingko 8. nanangko
4. asok 9. papelna
5. baboyda 10. librok
55
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
FIRST QUARTER-Week 5
Theme
My Favorite Plants and Animals
Objectives
Domain
1. Oral Language
Listening to and interacting with others in a group or class
discussion on texts heard.
Reciting/singing with ease and confidence 3 to 5 stanzas
(rhymes, jingles, riddles, chants, song, and lullaby) in
culturally appropriate manner.
Supplying rhyming words to complete a rhyme
2. Phonological Skills
Recognizing sound/symbol relationships in one’s own
writing.
56
3. Book and Print Knowledge
Observing some mechanics when copying/writing sentences:
capitalization, spaces between words and correct
punctuation mark.
4. Word Recognition
Reading with understanding paragraphs, stories, legends,
etc. consisting of words being studied.
5. Spelling
Spelling words in the list of content words in the vocabulary.
6. Handwriting
Writing sentences and paragraphs about an experience
generated from a group story.
7. Composing
Illustrating ability to give personal information needed to
identify oneself.
8. Grammar Awareness
Using possessive pronouns (my, you, his, her, your)
Value Focus
Taking care for plants and animals
Subject Matter
A. Topics
Possessive Pronouns
B. Reference
K To 12 Curriculum Guide 2 (Mother Tongue Competencies)
C. Materials
Story: Diay Baluarte ni Perlita P. Quinto
Poem: Diay Hardin ni Perlita P. Quinto
Picture of a nature with animals
D. Procedure
DAY 1
Objectives
a. Listen to and interact with others in a group or
class discussion on text heard
b. Read with understanding paragraphs and stories
consisting of words being studied
57
c. Predict what the story is about based on personal
experiences
A. Preliminary Activities
Song: Adda Bassit a Balay (Ayug: Bahay Kubo)
B. Motivation
Ask:Have you been to a zoo? What animals can you
see in the zoo? (Use a graphic organizer for pupils to
place their answers).
Zoo
C. Pre-Reading
1. Unlocking of Difficulties
a. parke ( picture clue/visual clue)
b. gayyem ( context clue/picture clue)
c. sabong ( picture clue/visual clue)
d. aglawlaw ( picture clue/context
clue/visual clue)
e. agsapa (though context clue)
58
Write down what a pupil says and then read it
back to the pupil to develop print awareness.
(Individual pupil contributes words, one sentence at
a time, to compose a story)
Print words on chart (so that the class has a
permanent copy), modelling reading each word as
you write.
D. During Reading
Read the entire story, then the entire group or individual
pupil may do another reading.
59
Diay Baluarte
Ni: Perlita P. Quinto
E. Post Reading
1. Comprehension questions
a. Talk about the story
b. The teacher asks comprehension questions about
the story:
60
c. Engagement Activities
Group the class into three.
Give some situations based on the story where they
can predict based on their personal experiences.
Group 1:
Pimmanaw ni adingda a Nonoy iti ayanda.
Ania ngata ti napasamak kenni adingda a
Nonoy?
Group 2:
Napan kayo diay Baluarte, nakitam ditoy
dagiti nadumanduma nga ayup.
Nagpagatang ka ken nanangmo ti tigre ngem
inbagana a saan a mabalin.
Apay a saan a mabalin a taraknen ti tigre iti
pagtaengan?
Group 3:
Adu a sabsabbong ti nakitada a
pagbatbatayan dagiti kulibangbang.
Mangtukkol koma ni Nonoy ngem inparit
Ni manangna.
Apay ngata a maiparit ti mangala ti sabong
diay ayan dagiti kulibangbang?
(Process the predictions of pupils)
d. Value infusion
Kasano a maipakita ti panangipateg kadagiti ayup
ken mulmula?
F. Evaluation
The teacher gives another situation/another short story
and let the pupils predict what happens next.
61
G. Assignment
DAY 2
Objectives
A. Preliminary Activities
Review the story “Diay Baluarte”
62
b. Use the following words in sentences.
Kayatko ti agtaraken ti tigre kuna ni Nonoy.
Sino ti mangayat nga agtaraken ti tigre?
Ni manangko Selina ket nasingpet.
Sino ti nasingpet?
Diay pusak ket kalanlanga ti tigre kuna ni Nonoy.
Sino ti akinpusa diay kalanglanga ti tigre?
c. Have pupils give more examples of possessive
pronoun.
6. Generalization
What are possessive pronouns?
C. Engagement Activities
The teacher divides the class into three (3) groups.
The teacher gives the standards for grouping
a. Activity 1-Group 1
Write the correct possessive pronoun in each sentence.
Choose your answer from the words inside the box.
b. Activity 2-Group 2
Use the following possessive pronouns in sentences.
Write your answer on a sheet of paper.
c. Activity 3-Group 3
Complete the sentences using the correct possessive
pronoun inside the box.
63
E. Enrichment Activity
The teacher identifies the common possessive pronouns not
mastered by the pupils out of the presentations of each
group.
F. Evaluation
(Refer to Aramaten Dagiti Agad-adal, Aramiden 16, pages
26-29)
G. Assignment
Write 5 sentences using prossessive pronouns.
DAY 3
Objectives
a. Spell words being studied in the list of vocabulary
words
b.Write sentences and paragraph about an experience
generated from a group story
c. Recognize sound/symbol relationships in one’s own
writing
A. Preliminary Activities
Song: Aso, aso aw (2x)
Aso, aso aw, aw, aw
Pusa, pusa meow(2x)
Pusa, pusa meow, meow, meow.
Kalding, kalding mee(2x)
Kalding, kalding mee, mee, mee.
B. Developmental Activity
A. Writing Engagement
1. Give spelling activity words found in the story “Diay
Baluarte.” Check the work of the pupils.
2. Have pupils read the following words.
64
walo
ayup
tigre
Ask: Ania ti umuna nga aweng iti balikas a walo?
Kasanoyo nga isurat ti letra para ti aweng a /w/?
(Do the same with the other letters/words)
4. Generalization
Ask: What are the mechanics in writing sentences in
a paragraph form? Why do we need to write correct
sentences using proper capitalization? proper spacing
between words? correct punctuation marks? and proper
indention at the beginning of paragraphs?
C. Composing
The pupils write their own story based on their own
experiences using proper capitalization, proper spacing
between words, correct punctuation mark and proper
indention between paragraphs.
Evaluates and process pupils output.
D. Evaluation
Put a / if you followed the correct mechanics in writing a
a story x if not.
Mechanics
Naisurat ti istoria a sinurot dagiti
sumaganad:
a. Naipauneg a naisurat ti umuna a sarita.
b. Naisurat ti dakkel a letra ti umuna a
balikas ti sarita
65
c. Nausar ti umno a punctuation mark iti
udi ti sarita.
d. Nasurot ti format iti panagsurat ti
istoria.
D. Assignment
Rewrite your stories.
DAY 4
Objectives
a. Recite with ease and confidence 3 to 5-stanza poem
b. Supply rhyming words to complete a rhyme
A. Preliminary Activities
Review
Ask: What are the different plants that the sisters saw in
Baluarte?
B. Motivation
Ask: Do you have a garden at home? What are the different
plants in your garden? How do you take care of your plants?
C. Pre-Reading
1. Unlocking of difficulties
a. aglawlaw (picture clue)
b. tarigagay (context clue)
c. dumar-aw (context clue)
D. During Reading
Diay Hardin
Ni: Perlita P. Quinto
Sabsabong a nadumaduma
Adda amarilio, puraw ken nalabaga
Makaay-ayo kadagiti mata
66
Nababanglo ken napipintasda.
Ania a pintasnan
Toy hardin ni Perlan
Pasiarem….umaykan
Ta makitam ti hardin nan.
(Refer to Aramaten Dagiti Agad-adal, Aramiden 16-17, pages
30-33)
E. Post Reading
1. Comprehension Questions
a. What is the title of the poem? Who wrote the poem?
How many stanzas are there in the poem?
b. What are the different things that we can see in the
garden?
c. Why do we have to protect the plants and insects in
the garden? What will happen if we don’t protect
them?
2. Engagement Activity
Divide the class into five (5) groups. Have each group recite
the poem with expression in front of the class.
67
3. Have pupils read the poem .
Ask: How many stanzas are in the poem?
How many lines in each stanza?
Give the pair of rhyming words in the poem.
4. Application
Aramiden 16 page 30-31.
5. Independent Practice
Aramiden 17 page 32-33
F. Evaluation
Supply the rhyming words to complete the rhyme.
1. Dagiti sabsabong ket _________________.
2. Nadumaduma iti _______________.
3. Makaay-ayo kadagiti _______________.
4. Sabsabong a kasta unay __________________.
G. Assignment
Memorize the poem.
DAY 5
Evaluation
Objective
68
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
FIRST QUARTER-Week 6
Theme
Things I Love to Do (activities, hobbies, sports)
Objectives
Domains
1. Oral Language
a. Listening to and interacting with others in a group
or class discussion on texts heard.
b. Retelling familiar stories and short conversations
using appropriate gestures, expressions, and
illustrative objectives.
2. Word Recognition
Reading phrases and sentences consisting of words
being studied and answer higher order questions
about them.
69
3. Fluency
Reading stories, legends, news articles, etc. with ease
and fluency.
4. Spelling
Spelling content words in the list of vocabulary words
5. Handwriting
Writing short narrative stories that include elements of
setting and characters.
6. Composing
Illustrating ability to give personal information needed
to identify oneself
7. Grammar Awareness
Using possessive pronouns (my, you, his, her, your)
8. Reading Comprehension: Activating Schema/Prior
Knowledge
Modifying prior knowledge based on new knowledge
from the story, legends, fables, etc. read
9. Reading Comprehension: Attitudes Towards
Language, Literacy and Literature
Showing love for reading by listening attentively
during story reading and making comments and
answering higher order thinking questions.
Value Focus
Work and save for the future
Subject Matter
A. Topics
Possessive Pronouns
B. Reference
K To 12 Curriculum Guide 2 (Mother Tongue
Competencies)
C. Materials
Fable: Ni Dudon Ken ni Kuton(Adapted)
pictures and songs
70
D. Procedure
DAY 1
Objectives
A. Preliminary Activities
1. Guessing Game:
Bassit pay ni kompare
Umul-ulin iti torre.
Ania daytoy?
B. Motivation
C. Pre-Reading Activities
1. Unlocking of difficulties
(using pictures and gestures)
71
agdaldalus iti balay agitubtubong iti kuarta
nagawit iti labba mabisin nga ubing
C. During Reading
Read the fable to the pupils.
Tell the pupils to listen as you read them about the
theme for the week.
As you read, stop 2 to 3 times to ask the pupils
questions about the story.
Read the whole story. When you finish, ask the
pupils to summarize the story.
Ask them higher order thinking questions about the
story.
Let the pupils read the fable.
72
Iti maysa nga aldaw, simangbay iti panagtutudo. Saan
metten nga agsardeng ti panagtudo. Mabisinen ni dudon. Napan
ngarud daytoy kenni kuton tapno dumawat iti taraon. “Gayyemko
a kuton, dumawatak man iti taraon, mabisinakon,” kinuna ni
dudon. “Wen gayyem, daytoy ti taraon, umayka ta manganka
tapno saanka a kumapsot. Ngem ikarim nga agurnong kanto
metten ti taraonmo tapno adda nadadaan nga inka kanen iti
panawen iti panagririgat,” kinuna ni kuton. Kastunay ti yaman
ni dudon gapu ti kinasayaat ni kuton. Manipud idi, naragsak a
nagkuykuyog dagiti dua tapno agurnong ti taraonda.
D. Post Reading
1. Comprehension Check-Up
Who are the two friends?
(Siasino dagiti dua nga aggayyem?)
What does the ant always do? The grasshopper?
(Ania ti kanayon nga ar-aramiden ni kuton? Ni
dudon?)
What happened to the grasshopper when rainy season
came? How did he feel? Where did he go?
(Ania ti napasamak kenni dudon idi panawen iti
panagtutudo? Ania ti nariknana? Ania ti
napananna?
Why does the ant always save food?
(Apay a kanayon nga agur-urnong ti taraon ni
kuton?) If you were the ant what would you do?
Why?
What happened at the end of the story? Are they both
happy? Why?
(Ania ti napasamak iti kamaudianan ti istoria?
Naragsakda kadi a dua? Apay?)
Which of the two characters would you like to
follow/imitate? Why?
(Siasino kadagiti dua ti kayatmo a tuladen?)
2. Engagement Activities
Group the pupils into three.
73
Group 2- One, Two, Three
Give the three important events in the story.
E. Evaluation
Choose your partner and dramatize the fable/story.
F. Assignment
Read one story and retell it to class.
DAY 2
Objectives
A. Preliminary Activity
1. Review
Roleplay the story read yesterday.
B. Motivation
C. Developmental Activity
1. Presentation
Tell the story about the “The Ant and the
Grasshopper (TPR story).
74
Have pupil tell the story while another pupil does
the action.
2. Engagement Activities
a. Picture Story (Distribute pictures to the
pupils. Have them arrange pictures according
to the sequence of the story)
3. Application
1. Guided Exercise
Present again another fable following
TPR story picture.
2. Independent Exercise
Have the pupils retell the story while other pupils
do the action.
D. Evaluation
Present another fable. Let one pupil
retell the story while other pupils do the action.
E. Assignment
Read one fable and be able to retell it to class.
DAY 3
Objectives
A. Preliminary Activities
1. Review pictures of yesterday’s lesson
Ask: What is the picture all about?
B. Motivation
Ask: Do you have pets at home?
How do you show your love to them?
75
C. Developmental Activity
1. Presentation
Present the fable “The Ant and the
Grasshopper” again.
D. Generalization
Siak, sika, isuna, datayo, dakayo, isuda, are Pronoun.
Pronouns are words that take the place of nouns.
E. Application
The teacher gives exercises on the use of siak, sika, isuda
(Refer to Aramaten Dagiti Agad-adal, Aramiden 18-19. pages
34-36)
F. Evaluation
Teacher instructs the pupils:
Look at the pictures. Tell whether siak, sika, isuna,
datayo, dakayo, isuda, each picture represents. Write
the correct use of pronoun.
76
1. _______ ket agsalsala.
77
DAY 4
Objectives
A. Preliminary Activities
1. Drill
Have the pupils use the pronoun siak, sika, isuna and
dakayo in sentences.
2. Review
Ask: When do we use the pronoun siak, sika, isuna,
datayo, dakayo?
78
2. Discussion
3. Guided Practice
4. Spelling
a. Dictate the following words.(taken from the story)
Let the pupils write the words on their slates.
dudon kuton naragsak taraon
b. Dictate the words again. Let the pupils write the words
on their paper. Check their work.
c. Write the spelling words clearly on the chalkboard. Let
them write these words on their notebook. Supervise
them as they do the activity.
5. Independent Practice
Let the pupils form their own sentences using the
following pronouns.
siak sika isuna
datayo dakayo isuda
6. Writing
79
class. He/she checks/corrects the work of the. Pupil’s
outputs are displayed.
C. Assignment
Day 5
Evaluation
Objective
80
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
FIRST QUARTER-Week 7
Theme
Our community - our neighbourhood
Objectives
Domains
1. Oral Language
Using culturally appropriate expressions to recall the setting,
character, and important details of texts listened to or heard.
2. Phonological Skill
Recognizing sound and symbol relationship on one’s own
Writing.
3. Fluency
Reading aloud grade two level texts with an accuracy of 95 –
100 %.
4. Spelling
Using spelling knowledge and skills to correctly spell high
frequency words appropriate to the grade level.
81
5. Handwriting
Writing sentences and paragraph about an experience
generated from a group story.
6. Composing
Writing essay, story, and advertisement etc observing
Punctuation marks.
7. Grammar Awareness
Using verbs in a culturally appropriate manners in sentences
and paragraphs: -simple tenses
8. Vocabulary and Concept Development
Decoding two or more nonsense and multi-syllabic words.
9. Reading Comprehension- Activating Schema/Prior Knowledge
Predicting what the story is about based on personal
experiences and context.
Value Focus
Preservation of the environment and restoration of the
natural resources
Subject Matter
A. Topics
Verbs
B. Reference
K To 12 Curriculum Guide 2 (Mother Tongue Competencies)
C. Materials
Pictures, cut outs, charts
D. Procedure
DAY 1
Objectives
82
d. Predict what the story is about based on personal
experience and context
A. Preliminary Activities
Song: Maysa a Komunidad
(Ayug: It’s You Who Make the World Go Round)
Siak, siak, siak paset ti komunidad (3x)
Paset ti komunidad
Iggaman ti siket, agkinni-kinni(4x)
(Substitute the word siak with sika and datayo)
Ask: How do you feel while singing the song?
Who are the members of the community?
B. Motivation
Ask: Do you plant trees in your yard? Why is it important
to plant trees?
C. Pre-Reading
1. Unlocking of Difficulties
Use pictures/context clues so that pupils can give the
meaning of the following words.
makitabuno
maprotektaran
idauluan
agkaykaysa
agnaed
reggaay
maliklikan
83
3. Developing a purpose for reading
Say: Today we will read an advertisement, let’s find out
what is it all about.
D. During Reading
Have the advertisement written in a chart. Read the
advertisement to the class. Be sure to read it with correct
intonation and expression.
E. Post Reading
Comprehension questions ( Literal and Motive)
Ania ti kayat nga ibaga ti pakaammo?
Sino ti nagpakaammo?
Apay nga napanunutan ti gobernador ti programa?
Apay nga masapul nga agmula tayo?
Ania ti mapasamak no maibus dagiti mula iti
aglawlaw?
Engagement Activities
a. Let’s See
Let the pupils think of their dream mountain. Ask: Can
you draw your dream mountain?
84
b. Let’s Find Out
Say: Show how you can save our mountains and the
people of La Union. Talk with your group mates and fill
up the activity card.
(Refer to Aramaten Dagiti Agad-adal, Aramiden 22,
page 40)
c. Let’s Show
Say: Now that the mountains of La Union are planted
with trees, let us recall the participants to the Plant a
Tree: Save Lives Drive and give them a certificate of
appreciation for joining the said activity for the
restoration of our mountains in La Union using the
details below.
SERTIPIKO A PAMMADAYAW
Daytoy a Sertipiko ti Pammadayaw ket maited kenni
______________________ _______ti panakitinnulongna ti
programa nga “AGMULA TI KAYO:BIAG TI ISALAKANMO” a
naaramid idi____________________________________________
idiay_______________________________________________________.
Babaen ti itatabunona maisalakantayo dagiti
kabambantayantayo ditoy probinsia.
Maited daytoy iti Maika- ______ditoy________________________
___________________________
d. Let’s Do More
85
ATTENTION
Write your advertisement here.
Discussion
Say:
- I believe that all of us wanted to see a beautiful and green
mountain. Although mountains now are barren and
polluted, still young people like you dream to have a
perfect one, don’t you? Let’s see the work of Group 1 who
did a beautiful masterpiece of their dream mountain.
86
F. Evaluation
Ask: What should you do to protect the mountains around
our province?
Say: Read each item and put a check on the right column.
G. Assignment
List down three ways by which we can save the
environment.
DAY 2
Objectives
a. Use verbs in a culturally appropriate manners in
sentences and paragraph
b. Write slogans observing punctuation marks
87
A. Preparatory Activities
1. Review:
Ask: Do you still remember the
advertisement we read yesterday?
a. Ni gobernador ti nangaramid ti naited a pakaammo.
b. Nagawis kadagiti amin nga agindeg ti probinsia a
makitabuno.
c. Dagiti nataengan ken ubbing ket napakaamuan nga
mapan tapno agmula ti kayo.
B. Presentation
Say: Class, I have here another set of sentences. Let us read
them and focus your attention to the underlined words.
Read and act out different verbs. Tell how they are used in
sentences.
88
(Refer to Aramaten Dagiti Agad-adal, Aramiden 23-24, pages
41-42)
Ask: What did do when I asked you to do it? What happened to
your body? What do we need to do with our body to perform
such actions?( Possible answer: (We need to move)
Did you enjoy doing them?
C. Generalization
Ask: What are verbs?
D. Teacher/Modelling Exercise
Say: I have here a box. Inside it are action words. Come and get
an action word inside and show it to your classmates ( Do the
modelling first before the children ).
89
Say: The word I picked is sing. It is an action word. This is how
I sing. Who can sing in front? Now it’s your turn, pick out an
action word and do the action in front of your classmates
D. Guided Practice
E. Independent Practice
90
F. Writing
1.Let’s create: Parade of Slogans
Ask the pupils to make a slogan about caring for our
environment. Observe correct punctuation marks,
capitalization, and format. Put it on cartolina or
illustration board and put a stick as holder then have a
parade in the school ground with the permission of the
principal. After the parade, display them outside the
classroom or in front of the school for the other children
in the school to follow and be aware of the slogans
(Teacher should check/correct the work of the pupils and
give appropriate praises or comments). All pupils’ outputs
should be published. Make sure that the work of the
pupils follows the given theme).
2. How can you help preserve the environment?
3. Have pupils give some ways on preserving the
environment.
4. Independent Practice
Refer to Aramiden Dagiti Agad-adal. Aramiden 21-24,
pages 39-42.
E. Evaluation
Say: Pick out a picture in our box. Tell something about the
picture using the correct verb. Write your answer on your paper
and box all the verbs used.
( Refer to Aramaten Dagiti Agad-adal, Aramiden 25, pages 43-
44)
F. Assignment
Cut a picture and paste them in your notebook. Tell
something about each picture using the correct verb.
DAY 3
Objectives
a. Use spelling knowledge and skills to correctly spell high
frequency words appropriate to the grade level
b. Write sentences and paragraph about an experience
generated from a group work
91
A. Preparatory Activities
1. Review
Show picture. What can you see in the picture? What are
they doing?
A. Spelling
1. Dictate the following words. Let the pupils write the
on their slates.
1. nadadael
2. aramiden
3. ibelleng
4. pukanen
5. ayaban
6. agmula
7. tumabuno
8. gungunaan
9. maliklikan
10. sumurot
2. Dictate the words again. Let the pupils write the words on
their paper. Check their work.
3. Dictate 3-5 short sentences containing the words that
they learned, Let the pupils write each short sentence
on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let
them write these words in their notebook. Supervise
they do the activity.
B. Handwriting
Say: Let us go back to the advertisement made by group
4. Study it carefully then everybody will copy it on a clean
sheet of paper observing correct punctuation marks,
capitalization, indention and format.
92
Example:
C. Evaluation
Copy the advertisement correctly by following the correct
format of the letters.
( Refer Aramaten Dagiti Agad-adal, Aramiden 27, page
46.)
D. Assignment
Rewrite the advertisement using correct punctuation
marks, capitalization, indention and format.
DAY 4
Objectives
A. Preliminary Activities
Review
Go back to the advertisement of the governor : Plant Tree: Save
Lives Drive
B. Motivation
Ask: What do you think may happen if there are no trees in
the mountain?
93
C. Developmental Activity
1. Presentation
Say: Predict what will happen to the mountains in our
province if the governor did not initiate the “Plant a Tree:
Save Lives Drive.” What if the advertisement is not read by
the people?
94
Refer to Aramaten Dagiti Agad-adal, Aramiden 28, page 47.
95
No saan a nagawis ti gobernador ti probinsiatayo kadagiti
ken . Mapukaw ti ,
.
2. Rebus of Verbs
Say: I have here pieces of cut pictures. What you will do
is to form the pictures together and find out what will be
formed. Mention at least 2 action words on the picture
formed.
D. Evaluation
Predict what will happen.
a. People cut all the trees in the mountain.
b. Father planted trees in our backyard.
96
E. Assignment
Predict what will happen.
The people planted trees around the community.
DAY 5
Evaluation
Objectives
_____________________ ______________________
97
___________________ ___________________ ____________________
98
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
FIRST QUARTER-Week 8
Theme
Objectives
Domains
1.Spelling
Spelling content words in the list of vocabulary words
correctly
2. Handwriting
Observing mechanics when copying and/or writing
sentence, paragraph and story, capitalization, space between
words, correct punctuation mark, indention and format
3. Grammar Awareness
Using verbs in a culturally appropriate manner in sentences
and paragraphs, simple tenses
4. Vocabulary and Concept Development
Recognizing and using knowledge of spelling patterns ( e.g.
dipthongs, special vowel spelling) when reading
5. Reading Comprehension
a. Activating Schema
Confirming prediction after listening to a story
99
b. Comprehension of Information Texts
Locating specific information in the text to find
answers to simple and higher level questions
c. Attitudes Towards Language, Literacy and Literature
Showing love for reading by listening attentively during
story reading and making comment or reactions.
Showing love for listening to a radio broadcast
Value Focus
Unity Among Family Members
Subject Matter
A. Topics
Verbs, Dipthongs
B. Reference
K To 12 Currriculum Guide 2 (Mother Tongue Competencies)
C. Materials
Recorded radio broadcast
D. Procedure
DAY 1
Objectives
A. Preliminary Activities
Ask: Siasino kadakayo ti nagdengngeg ti radio idi kalman?
Ania nga estasion ti radio ti nagdengganyo?
Ania a programa ti dinengngegyo ?
100
C. Motive Question
What do you think will make the children in a family
successful?
D. During-Listening Activity
Have pupils listen to a recorded radio broadcast ( pre-recorded)
MRS RAMOS: Mannalon ti asawak ket tultulungak isuna nga aglako kadagiti mulana.
HOST: Ania met ti inaramidyo ta napagadalyo amin dagiti walo nga annakyo?
MRS. RAMOS: Wen ket ipagpanpannakkelko ida. Toy dua nga inauna nga annakmi ket
simrekda ti trabaho bayat ti panagad-adalda. Idi nakaturposdan tinulunganda met dagitoy
addidan.
101
E. Post Listening Activity
F. Engagement Activity
Build- A- Happy-Home Game
Group the class into four. Give each group different materials
( old newspapers, cut-outs of persons form magazines, broom
sticks, coloring materials, etc) to build their “ Happy Home”.
Let each group creates it according to the concept.
Let each group displays their work.
DAY 2
Objectives
A. Preliminary Activities
1. Teach the song, Pamilia a Pagwadan, in tune of “Maliit na
Gagamba”
102
Pamilia a Pagwadan
Naragsakkami a padapada
Pamiliami agkaykaysa
Mangaramid akem tunggal maysa
Ballaigi mapaadda
Pamilia kanayon a pagwadan
Bendision ited ti Apo a Namarsua.
B. Developmental Activity
103
a. Discussion:
Ask: What do the underlined words tell? Do they denote
action? What do you call these words?
Give examples of each.
c. Say: Study more these examples and find out how we form
the simple present form of verbs.
aglako agbasbasa
agmula aglablaba
tumulong
magna magmagna
mangan mangmangan
agbasa agbasbasa
104
d. Generalization
Ask: When do we use the simple present form of verbs?
D. Application
The teachers asks: What can you see in the pictures? What are
the action words you can find?
E. Evaluation
Choose the correct verb inside the parenthesis.
1. The child ( run, runs) to his mother.
2. Mother ( sells, sell) vegetables in the market.
3. Father ( raise, raises) corn children and ducks.
4. The boy( plant, plants) vegetables in their garden.
5. The teacher ( write, writes) on the board.
105
F. Assignment
Choose the correct verb inside the parenthesis.
1. Carla (dance, dances) gracefully.
2. Father (feed, feeds) the carabao.
3. Perlita (draw, draws) on the board.
DAY 3
Objectives
A. Preliminary Activities
1. Let the pupils sing the action song “No Sika Ket Naragsak.”
2. Review
Ask: What actions are done in the song? How do we call
these words? What is the tense of these verbs?
106
B. Motivation
The teacher shows the following pictures:
b. Hunt- A- Diphthong
Give each pupil a copy of the word hunting
107
game. Have the pupils look for words with diphthongs by
shading each word with pencil or crayon.
( Refer to Aramaten Dagiti Agad-adal, Aramiden 31, page
52)
3. Form dyads. Let each pair do the following activity. Choose
a verb in box A and a diphthong in Box B. Use the simple
present tense of verb. Make two or more sentences.
A B
Agmula taaw
Ingato linugaw
Agluto ballasiw
Agtrabaho balay
uminom siriw
C. Evaluation
Refer to Aramaten Dagiti Agad-adal, Aramiden 29, pages 48-
49
D. Assignment
108
DAY 4
Objectives
A. Preliminary Activities
1. Sing the song learned the other day.
2. Review
Let the pupils read the sentences they constructed
yesterday.
B. Developmental Activity
Ni Nonoy ket nakakita iti dakkel nga uleg idiay sanga ti kayo. Naalana ti
nagbuteng ket nagtaray a dagus. “Uleg! Nagdakkel nga uleg!” inriaw ni
Nonoy. Napan ni tatangna idiay ayan ti kayo a nakakitaanna ti uleg.
109
3. Comprehension Check up
a. Ania ti nakita ni Nonoy?
b. Agpayso kadi nga uleg ti nakitana?
c. No sika ni Nonoy, agtaray ka kadi a dagus?
d. Mabutengkayo kadi iti uleg? Apay?/Apay nga
saan?
5. Handwriting Activity
Have the class copy the story with correct
punctuation marks and capitalization.
_____________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
______________________________________
_____________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
_____________________________________
6. Check and process pupils output.
Day 5
Evaluation
Objective
a. Underline and chose the correct verb to complete
each sentence
b. Encircle the dipthongs in each sentence
110
A. Ugedan ti husto a balikas a tignay tapno makompleto ti
sarita.
1. (Agluto, Aglutluto) a binigat ni Nanang ti pammigatmi.
2. (Aglako, Aglaklako) ni Selya ti nateng.
3. (Agsibog, Agsibsibog) ni tatang ti mulana a minalem.
4. (Magna, Magmagna) ni Marielle nga inaldaw a mapan
agbasa.
5. (Aglaba, Aglablaba) ni Elma tunggal Sabado.
111
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
FIRST QUARTER-Week 9
Theme
My Family
Objectives
Domains
1. Oral Language
Reciting and/or sing with ease and confidence 3 to 5
stanza rhyme,jingle, riddle,chant, song, lullaby in a culturally
appropriate manner.
2. Phonological Skill
Retelling familiar stories and short conversations by using
appropriate gestures, expressions and illustrative objects.
3. Word Recognition
Reading words with consonant blends, clusters and digraphs.
4. Fluency
Reading stories, legends, news article etc.with ease and fluency
5. Book and Print Awareness
Recognizing correct spelling of words
112
6. Handwriting
Writing short narrative story that include elements of setting,
characters and events.
7. Grammar Awareness
Using simple past form of verbs in culturally
appropriate manner in sentences and paragraph
Value Focus
Love and Respect for Family Members
Subject Matter
A. Topics
Simple Past Form of Verbs
B. Reference
K To 12 Curriculum Guide 2 (Mother Tongue Competencies)
C. Materials
Flashcard
Small envelop with pictures
Manila paper
Crayon
Marking pens
Small envelope with 10 Smileys
D. Procedure
DAY 1
Objective
A. Preliminary Activities
Have pupils form a puzzle (Picture of a family).
B. Motivation
Let the pupils sing the song with action
113
Ayanna?
( Tune: Where is Thumb man)
Ayanna ni Tatang
Ayanna ni Tatang
Adda ditoy
Adda ditoy
Komusta, komusta
Komusta, komusta
Nasayaat met
Nasayaat met
C. Pre-Reading
1. Unlocking of difficulties
Unlock difficult words from the chant/song through
pictures, synonyms or context clues.
a. nagaget
b. taltalon
c. root
d. ragsak
e. mapukaw
2. Motive Question
Let the pupils read the title of the chant. Ask:
“What do you think is the chant all about based on the
title”? Write the answers of the pupils on the
board. In the chant, find out who are the family
members.
114
D. During Reading
1. Reading the chant, “My Family/Ti Pamiliami.”
Read the chant twice with
proper beat/tempo. Then let the pupils read.
TI PAMILIAMI
Dumngegkayo ita, ta adda innak ibaga
Pakasaritaan ti pamiliami
A naragsak ken natalna
Daytoy ni tatangko, nagaget a pudno
Inaldaw a mapan idiay taltalon
Tapno agmula ken agarado
Daytoy met ni nanangko, ayat na’t napalalo
Agriing a masapa
Taraonmi ti isaganana
Daytoy ni manongko
Kanayon a kadua ni tatangko
A mapan diay taltalon tapno agtrabaho
Ni manang Anie, isu’t agaw-awir ti buridekmi
Bassit ngem nasalun-at
Isut mangted liwliwa ti pamiliami.
Daytoy ti pamiliami pudno a naragsak
Sangsangkamaysakami nga agkararag
iti Dios Namarsuatayo
2. Read one part of the jazz chant then let the pupils read it.
Ask questions to check their comprehension.
a. Iladawan ti pamilia iti nanggeg a jazz chant?
b. Sino dagiti miembro ti pamilia?
c. Iladawan da tatang ken nanang.
d. Apay a nasapa nga agririing ni nanang?
e. Apay a naragsak ti pamilia?
F. Evaluation
Call volunteers to recite the jazz chant.
G. Assignment
Memorize the jazz chant.
DAY 2
Objectives
A. Preliminary Activities
1. Review
Let the pupils recite the chant. Let the pupils give the
meaning of the following words:
117
Group 4: Write the characteristics of the family
MY FAMILY
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Discussion
Siasino dagiti kamkameng ti pamilia a naibaga idiay
chant?
Group 1 will present the work.
Sadino ti pagnanaedanda?
Group 2 will present the work.
Ania ti ar-aramidenda tapno lumag-an ti trabaho iti
pagtaenganda?
Group 3 will show how the family works in the house.
Ania a galad ti pamilia ti adda kadakuada?
Group 4 will show the work.
- Ania pay ti maibagayo iti daytoy a pamilia?
- Ania ti rikna ti nagsurat maipanggep ti pamiliana?
- Apay a naibaga ti kasta?
- No maysaka a kameng iti dayta a pamilia, ania met ngata ti
mariknam? Apay?
- Maipagpannakkelmo ngata no kastoy met ti pamiliayo? Apay?
4. Experience Story
a. Show a picture of a family during household chores
118
-What are they doing?
-Do you do these things? why?
C. Evaluation
Have pupils read the experience story that they have written.
D. Assignment
Practice reading at home.
DAY 3
Objective
A. Preliminary Activities
1. Review
Present the experience story made by the
children in Day 2. Pupils read their experience story.
agluto
tumultulong
agtrabtrabaho
agaw-awir
119
3. Ask the following questions:
> Kaano a napasamak daytoy nga istoria?
> Ania ti inaramid ni tatang idi kalman?
> Ania ti inaramid ni nanang idi kalman?
> Ania ti inaramid ni manong idi kalman?
> Ania iti inaramid ni manang idi kalman?
B. Presentation
Present the words written on the board. Let the children read
the words.
Agdama Napalabas
aglutluto nagluto
tumultulong timmulong
agtrabtrabaho nagtrabaho
agdaldalus nagdalus
agay-ayam nagay-ayam
agaw-awir nagaw-awir
2. Generalization
What are the letters added at the end of the word when
the action was done in
3. Reinforcement Activity
I Can Tell More
120
Ask more of the pupils’ activities that happened in the
past. What did you do last Saturday? ( I cleaned the
yard last Saturday).
4. More Practice
Let the children form triads
In the triad, let each member share the activities that
they have done.
a. last Saturday
b. last Christmas
c. yesterday
C. Evaluation
Refer to Aramaten Dagiti Agad-adal, Aramiden 36-38, pages 58-61
D. Assignment
Usaren dagiti sumaganad a tignay iti sarita.
nagsibog
nagdalus
naglaba
DAY 4
Objectives
A. Preliminary Activities
Review
Usaren dagiti sumaganad a tignay iti sarita.
121
nagkanta
nagsala
naglaba
B. Motivation
Recite the jazz chant.
C. Developmental Activity
1. Presentation
Present these words from the chant
plano nadungngo
trabaho dumngeg
C. Let’s try
1. Let the pupils give words with consonant blends. Teacher
writes their responses on the board.
2. Let the pupils read the words. Teacher takes note of how the
pupils produce the consonant blends.
3. Correct the pupils who did not produce the blends
correctly.
D. Writing Time
1. Let the pupils try to compose another jazz chant
122
with six lines about the things in their bag.
Call for a pupil to recite a sentence which will serve
as the first line of the jazz chant.
Another pupil recite his/her sentence and so on
until the 6-line jazz chant is finished.
Read the jazz chant.
The pupils read the jazz chant.
Jazz Chant
Daytoy ti bagko,
Pagyanan ti gamitko.
Adda ditoy ti lapisko,
Adda pay ti papelko.
Masapul nga annadak ida,
Tapno agbayagda.
3. Discussion
Ania dagiti banag a nadakamat iti jazz chant?
Sadino ti nakaikabilan dagitoy?
Apay a masapul nga annadam dagitoy?
4. Enrichment Activities
Divide the class into 4 groups. Let them practice for five
minutes.
6. Assignment
Write a six line jazz chant using name of fruits.
Day 5
Evaluation
Objective
124
II. Encircle the words with consonant blends and clusters in
sentences.
Key to Correction
I. 1. Nagluto
2. Nagmula
3. Nagsibog
4. Nagbilang
5. Nagay-ayam
6. Naginnaw
7. Nagdalus
8. Nagburas
9. Nagaw-awir
10. Nagdalus
II. 1. plato
2. prito
3. blusa
4. gripo
5. presko
6. trigo
7. trabaho
8. premyo
9. plantsa
10. plasa
125
MTBMLE (ILOKANO)
(GRADE 2 TEACHER’S GUIDE)
SECOND QUARTER
126
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
SECOND QUARTER-Week 10
Theme
Love other people
Objectives
Domains
1. Oral Language
Retelling familiar stories and short conversations by
using appropriate gestures, espressions and
illustrative objects
2. Vocabulary
Reading aloud words (nouns, pronouns, adjectives,
verbs, etc.)
127
3. Phonological Awareness
Identifying rhyming words in poems consisting of two
or three stanzas
4. Word Recognition
Reading a large number of regularly spelled multi-
syllabic words
5. Fluency
Reading with automaticity 200 grade two level high
frequency sight words
6. Grammar Awareness
Using verbs in a culturally appropriate manner in
sentences and paragraphs
a. Simple tenses
7. Spelling
Using spelling knowledge and skills to correctly spell
high frequency words appropriate to the grade level.
8. Handwriting
Observing mechanics when copying and/or writing
sentence paragraph and story: capitalization, space
between words, correct punctuation marks, indention
and format
9. Reading Comprehension ( Attitude Towards Language,
Literary and Literature )
a. Listening attentively during story reading and
making comments or reactions
10. Reading comprehension (Comprehension of
Information)
Locating specific information in the texts to find
answers to simple and higher level questions.
Value Focus
Harmony with other people
Subject Matter
A. Topics
Verbs, Rhyming Words
D. Reference
K to 12 Curriculum 2 (Mother Tongue Competencies)
128
E. Materials
Song (Ti Ayat – Tune: It’s Love), stories (Ti Nagtaudan ti
Pilipinas- adapted, Ti Pagadalanmi), poems (Idiay
Sentro ni Judith B. Ventura, Agiinnayattayo ni Perlita P.
Quinto), pictures/map of the Philippines
F. Procedure
DAY 1
Objectives
A. Preliminary Activities
Ti Ayat
Ti ayat, ti ayat
Ti ayat isut’ mangted ragsak (3x)
Ti ayat isut’ mangted ragsak.
2. Unlocking of difficulties
(through context clues/picture clues)
B. Motivation
129
C. Presentation
D. Developmental Activities
Ti Nagtaudan ti Pilipinas
(Adapted)
3. Post Reading
Answer the following comprehension questions:
130
4. Have the pupils read the story again
- Altogether
- By group
- Individually
5. Evaluation
Have the pupils retell the story by relay.
6. Assignment
Have the pupils read again the story “Ti Nagtaudan ti
Pilipinas.”
DAY 2
Objectives
A. Preliminary Activities
1. Review yesterday’s story.
2. Unlocking of difficulty
(Show a picture)
sentro tagilako negosio
disso pasdek
A. Motivation
Ask:
a. Who among you have gone to town?
b. What did you do in town?
Encourage pupils to tell what they know about the town?
B. Developmental Activities
1. Developing a Purpose for Reading
Say:
a. We are going to read a poem today.
b. We will see if you can read and identify the rhyming
words in the poem.
131
2. During Reading
a. First Reading - Read the poem by the teacher
(Modelling)
Idiay Sentro
Ni Judith B. Ventura
Nadumaduma adingko
Agkakaado a tagilako
Kadagiti adu a pasdek negosio
Ti naipatakder idiay sentrotayo.
3. Post Reading
4. Generalization
What are rhyming words?
5. Assignment
Have the pupils write on a sheet of paper 5 pairs of
rhyming words in Ilokano.
132
DAY 3
Objectives
A. Preliminary Activities
1. Have the pupils recite the poem they learned.
2. Ask: What do you do before going to school?
3. Write the words on the board
Example: agdigos agsipilio
mangan agsapatos ken dadduma
pay
4. Ask: What do you notice about the words?
Possible answers: They are action words
They are called verbs
B. Developmental Activities
1. Present pictures that show action. Have the pupils say
something about the picture. Write the words on the board.
2. Write their sentences on the board.
Inaldaw nga agdalus ni Maria idiay arubayan.
Minalem nga agyapon ti kalding ni Loreto.
Kada Domingo a mapan makimisa ni Melda.
3. Have the pupils read the sentences.
Group the pupils (depending on the number of pupils in the
class). Have each group use the simple form of verbs in
sentences. Guide the pupils in giving their sentences.
C. Generalization
Ask: What do you say about the underlined words? What do
you call these words? When are these actions done?
D. Guided Practice
Have the pupils read the sentences. Group the pupils
depending on the number of pupils in class. Each group will
use form of verbs in the sentences. Guide the pupils in giving
their sentences.
133
E. Evaluation
Have the pupils complete the paragraph with the correct form of
verbs on the blank.
Key to Correction
DAY 4
Objectives
A. Preliminary Activities
1. Tell pupils to write on the board the action words that
she/he says:
134
-altogether
-by group
-individually
B. Engagement Activities
Ti Pagadalanmi
Evaluate the work using the checklist below. Put a check (/)
mark in the column of your answer Yes or No.
Yes No
1. Did I observe the use of capital letters?
2. Did I spell the words correctly?
3. Did I use the correct punctuation marks?
4. Did I indent the first word in the first
sentence of the paragraph?
5. Did I maintain the neatness of my paper?
DAY 5
Evaluation
Objectives
135
I. Isurat iti papel dagiti balikas nga agkauni a makita iti daniw.
Agiinnayattayo
Ni: Perlita P. Quinto
Agiinnayattayo
Kappia, urnos ken talna mariknatayo
Tapno ti biag mananam a husto.
Agiinnayattayo
Tapno marikna ti talinaay ti biag ken asenso
Ayat a napudno
Pagtalinaeden kadagiti puspusotayo.
136
Key to Correction
I. 1. tao-Apo
2. kinasayaat-gasat
3. agiinnayattayo-mariknatayo
4. agiinnayattayo-puspusotayo
5. asenso-napudno
6. amin-bilin
7. ayat-gasat
8. ken dadduma pay
II.
Ni Ben ti inunaan kadagiti lima nga agkakabsat.
Nasapa daytoy nga agriing iti binagat tapno agluto iti
pammigatda. Kalpasanna nga aramidenna daytoy, mapan
pay agsibog ti mulada. Pakanenna pay dagiti aywanda
nga ayup a kas ti manok, pato ken kalding. Kasta unay ti
ragsak dagiti nagannak ni Ben gapu ti kinagagetna.
137
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
SECOND QUARTER-Week 11
Theme
Health is Wealth
Objectives
Domains
1. Oral Language
Orally tell basic needs orally
2. Phonological Awareness
Supplying rhyming words to two to three stanza poems
3. Word Recognition
Reading words with consonant blends, clusters and
digraphs
4. Fluency
Reading aloud Grade two level texts with an accuracy of 95-
100%
5. Spelling
Spelling words with consonant clusters and blends
6. Handwriting
Writing sentences and paragraphs about an experience
generated from a group story
7. Grammar Awareness
Using the degree of adjectives in sentences in a culturally
appropriate manner
8. Vocabulary Language and Concept Development
Producing simple vocabulary to tell basic needs in
social and academic setting
138
Value Focus
Eat Nutritious Food
Subject Matter
A. Topics
B. Reference
K to 12 Curriculum 2 (Mother Tongue Competencies)
C. Materials
Poems (No iti Bigbigat, Dagiti Prutas, Dagiti Taraon ni
Perlita P. Quinto), pictures of different foods (fruits,
vegetables, meat) pictures
D. Procedure
DAY 1
Objectives
A. Preliminary Activities
b. Present the poem “No Iti Bigbigat” written on the
board or on a manila paper and read it.
No Iti Bigbigat
139
Ta no addaak iti dinengdeng
Ta dinengdengyo naim-imas manen.
B. Developmental Activities
1. Pre-Reading
Read the poem.
Have the pupils read the poem.
2. During Reading
Have the read the poem.
Tell the pupils to read the words at the end of each
line.
Ask: “What do you notice about the words at the
end of the lines?”
Write the words on the board.
3. Post Reading
Ask what are talked about in the poem.
agsapa- tawa
paria – agsasarita
kadakuada – dua
ida – napalangwadka
laeng – agparbeng
Ask the pupils what they can say about the words.
C. Generalization
Ask: What do we call the words? What are rhyming words?
140
D. Evaluation
A. Select from the words below the words that rhyme.
E. Assignment
List down 5 pairs of rhyming words.
Key to Correction
Evaluation
A. 1. aso puso
2. pala bala
3. panyo banyo
B.
No iti bigbigat nga agsapa
Agtatamdagak man idiay tawa
Adda da tarong, kamatis, paria
Nangngegko ida nga agsasarita
Ti kunan’ tarong kadakuada
Siak kaimasan kadakay’ a dua
Ni met paria simmungbat ita
Aluadam tarong, napalangguadka
141
Ni met kamatis immisem laeng
Ay, kakabsatko inkay’ agparbeng
Ta no addaak iti dinengdeng
Ta dinengdengyo naim-imas manen.
DAY 2
Objectives
A. Preliminary Activity
Read the poem: “No Iti Bigbigat”
B. Developmental Activities
1. Let the pupils read the following words from the poem.
agsapa-tawa
paria-agsasarita
laeng-agparbeng-dinengdeng
Show pictures of fruits and fruit trees (orchard).
Ask: What do you observe in the pictures?
Write the answers of the pupils on the board. Let them
read the sentences.
2. During Reading
a. Read the poem.
b. Have the pupils read the poem.
c. Read again the poem with the children.
Dagiti Prutas
Nagmula ni Tatang
Nadumaduma a prutas
Iti likod ti balay
Inka ida makita
142
Dadakkel a tsesa
Ti inka maala
Nasam-it a tsiko
Nalalapsat a mabuybuya
3. Post Reading
1. What is the title of the poem?
2. What are the fruits mentioned in the poem?
3. Why do we need to eat fruits?
(Write pupil responses on the board. Let them
read the sentences aloud.
Have the pupils read the following words from the poem:
prutas, tsiko, tsesa, granatis
Present/add words like gripo, tsinelas, tsokolate, prito,
plato, etc.
Ask: what do you notice about the words.
Ask:
What do you call the words with pr, ts, gr, pl, bl, etc.
(consonant blends). How are consonant blends formed?
C. Evaluation
Please refer to Aramaten Dagiti Agad-Adal, Aramiden 39, pages
63-64
Key to Correction
D. Assignment
Give words with pr, ts, gr, pl.
143
DAY 3
Objectives
A. Preliminary Activities
a. Spell the words with consonant blend/cluster.
krus plato tsinelas prito grupo prutas
b. Read again the poem on the board.
c. Have the pupils read the phrases on the board.
a. nadumaduma a nateng
b. dadakkel nga okra
c. naimas a tabungaw
d. nasam-it a sandia
e. In the first phrase, what do we use to
describe
f. “nateng”?
d. How about the word “okra? tabungaw? ken sandia”?
B. Developmental Activities
1. Read the sentences on the board.
a. The pepper is long a. Atiddog ti sili.
b. The eggplant is longger b. At-atiddog ti tarong
ngem sili.
c. The stringbean is the longest c. Kaatiddugan ti utong
among the three vegetables. kadagiti tallo a
nateng
144
What do we add to the word?
C. Generalization
Ask: What are the different degrees of
adjectives?
When is positive used in a sentence?
When is comparative used in a sentence?
When is superlative used in a sentence?
D. Evaluation
Tell the pupils to hold three objects and
compare them using the three degrees of comparison.
Do “Aramiden 40 and 41” on pages 66-67.
Key to Correction
B. 1. kapudotan 6. kapigsaan
2. kalakaan 7. kalawagan
3. katuredan 8. kaadaywan
4. kagagetan 9. kaalistuan
5. kaimutan 10.kasingpetan
145
E. Assignment
Compare the following objects using the three degrees of
comparison
DAY 4
Objectives
A. Preliminary Activities
1. Read the poem “No iti Bigbigat”
2. Read the poem” Dagiti Prutas ken Nateng”
3. Write dictated words from the poem with consonant
blends/cluster (spelling).
prito tsinelas grupo plato prutas
B. Developmental Activities
1. Study the pictures on the board then write the
comparative and superlative form of the adjective on the
blank.
146
Natayag
a. Natayag ni Rey.
b. _____________ ni Lito ngem ni Rey.
c. _____________ ni Nilo kadagiti tallo.
C. Independent Practice
Have the pupils use the following adjectives in sentences.
1. Kababassitan
2. Napimpintas
3. Nadagdagsen
4. Kaiimasan
5. Kadadalusan
DAY 5
Evaluation
Objectives
Dagiti Taraon
Ni: Perlita P. Quinto
Dagiti ____________
A kas dagiti prutas, nateng, karne, ____________
Masapul dagitoy ti ________________
Tapno kanayon a ________________.
147
Taraon a ________________
Mangted ti regta iti amin a ______________
Mangantayo ngarud kadagitoy ______________
Tapno kanayontayo a ______________.
taraon-hamon bagitayo-napigsatayo
nasustansia-pinarsua kakabsat-nasalun-at
Key to Correction
I.
Dagiti Taraon
Ni: Perlita P. Quinto
Dagiti taraon
A kas dagiti prutas, nateng, karne, hamon
Masapul dagitoy ti bagitayo
Tapno kanayon a napigsatayo.
148
Taraon a nasustansia
Mangted ti regta iti amin a pinarsua
Mangantayo ngarud kadagitoy kakabsat
Tapno kanayontayo a nasalun-at.
II.1. Katayagan
2. Napimpintas
3. Naluklukmeg
4. Kadagsenan
5. Nagaget
III.
Positive Comparative Superlative
1. nalukneng naluklukmeg kalulukmegan
2. nadalus nadaldalus kadadalusan
3. atiddog naat-atiddog kaaatiddugan
4. nasingpet nasingsingpet kasisingpetan
5. nalaing nalalaing kalalaingan
149
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
SECOND QUARTER-Week 12
Theme
Love of Nature
Objectives
Domains
1. Phonological Skills
Recognizing sound and symbol relationship in one’s own
writing
2. Word Recognition
Giving the meaning of words being read
3. Fluency
Reading a story with ease and fluency
4. Spelling
Spelling content words
5. Handwriting
Writing short narrative story that includes elements of
setting, characters and events
6. Grammar Awareness
Using the degrees of adjectives in sentences in a culturally
appropriate manner
7. Reading Comprehension (Comprehension of Literary Texts)
Describing the characters in a literary selection according to
his/her action.
150
Reading and identifying the literary elements of plot, setting
and characters of a literary piece.
Value Focus
Appreciation of Beauty
Subject Matter
A. Topic
Degrees of Adjectives, Literary elements of a literary piece
B. Reference
K to 12 Curriculum 2 (Mother Tongue Competencies)
C. Materials
Story (Diay Baybay), rhyme (Dagiti Agkakabsat) charts,
pictures
D. Procedure
DAY 1
Objectives
A. Preliminary Activities
1. Unlocking of Difficulties
Match the meaning of words in column A to column B.
A B
1. bambanti a. taraon a maala diay karayan wenno
baybay
2. kappo b. addaan iti lima nga ima a makita lang
diay baybay
3. starfish c. sinanbalay a maaramid ti darat
4. sand castle d. kasla tao a pagbugaw ti tumaytayab
diay taltalon
5. kastilio e. dakkel a balay
151
B. Motivation
Ask: How do you feel when going to places like the beach?
What other places do you enjoy going to?
C. Developmental Activities
1. Say: In the story that we will read today, find out
what happened in “ Diay Baybay ”
2. During Reading
Read the short story to the pupils. Have the pupils
listen as the story is read.
“Diay Baybay”
152
The entire group or individual pupils may do another
reading.
3. Post Reading
Answer the following comprehension questions:
Who is the main character in the story?
Where did Tina go?
What did she see on the way to the beach?
Did she have a happy time during her trip to the beach?
Give sentences that show she was happy?
Which part of the story do you like best? Why?
How do you feel when going to places like the beach?
D. Evaluation
Have the pupils read the following words.
1. bimmangon
2. bambanti
3. makmakan
4. timbak
5. puraw
E. Assignment
Have the pupils practice reading the story at home. (Distribute
photocopies of the story)
DAY 2
Objective
A. Preliminary Activities
1. Review the story “Diay Baybay ”
a. Present again the story. Have some pupils read it aloud
in the class.
B. Developmental Activities
Ask: Who are talked about in the story? Why?
Where did the story happen?
153
Have the pupils fill up the chart below:
Person Place
C. Generalization
Ask: What do we call the person acting in the story?
What do we call the place where the story
happens?
D. Engagement Activity
Ask the pupils the characters and settings in the drama
series.
DAY 3
Objectives
A. Preliminary Activities
Ask what the people in the story are called and where the story
happened.
154
Celine Margu Teresa
B. Developmental Activities
1. Read a short rhyme about the three girls in the
pictures
Dagiti Agkakabsat
2. Have the pupils read the rhyme orally and let them pick
out the adjective in the rhyme
Stanza I
_____________ ni Celine.
_____________ ni Margu ngem ni Celine.
_____________ ni Teresa kadagiti tallo.
155
Stanza 2
____________ ni Novie.
____________ ni Josie ngem ni Novie.
____________ ni Macy kadagiti amin nga mangisursuro.
C. Generalization
Doblien ti maikadua a silaba wenno ebkas ti balikas no
pagdiligen ti dua a tao wenno banag (Comparative Degree).
Example:
napintas – napimpintas
nataray - natartaray
nadalus- nadaldalus
Example:
nataray -katarayan
nadalus – kadalusan
D. Evaluation
A. Write the comparative and superlative forms of these
adjectives.
1. naimas _________________ ________________
2. natakneng _________________ ________________
3. nakapuy _________________ ________________
4. nagalis _________________ ________________
5. nadalus _________________ ________________
Key to Correction
Evaluation
A. 1. naimas naim-imas kaiimasan
2. natakneng nataktakneng katataknengan
3. nakapoy nakapkapoy kakakapuyan
4. nagalis nagalgalis kagagalisan
5. nadalus nadaldalus kadadalusan
E. Assignment
1. Write 2 sentences using adjectives in the comparative degree.
2. Write 2 sentences using adjectives in the superlative degree.
DAY 4
Objectives
A. Preliminary Activities
1. Spelling
Have the pupils write the words from the story dictated
by the teacher
157
B. Developmental Activities
1. Present the rhyme learned
a. Let the pupils read the rhyme learned yesterday.
b. Ask:
What are the comparative and superlative words in the
rhyme?
What syllables are added to end the adjectives?
The teacher writes on the board the words to be
spelled.
2. Guided Practice
Look at the pictures. Make a sentence about it using
the degrees of comparison of adjectives. Listed
adjectives used in the sentences are spelled by the
pupils.
A B C
Kinatayag ti kayo
3. Independent Practice
Say: Look at the pictures. Write sentences about the hair of
the girls using the degrees of adjectives.
158
C. Evaluation
Dictate the following words for the pupils to spell.
1. naragsak
2. danum
3. naglangoy
4. taltalon
5. saludsod
DAY 5
Evaluation
Objectives
Key to Correction
A. 1. napnapno 6. nalalaing
2. nadaldalus 7. naluklukmeg
3. napuspuskol 8. nakutkuttong
4. napimpintas 9. nasirsirib
5. nadagdagsen 10.napatpateg
B. 1. kapudotan 6. kapigsaan
2. kalakaan 7. kalawagan
3. katuredan 8. kaadaywan
4. kagagetan 9. kaalistuan
5. kaimutan 10.kasingpetan
160
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
SECOND QUARTER-Week 13
Theme
Respect for Others
Objectives
Domains
1. Phonological Skills
Recognizing sound and symbol relationship in one’s
writing
2.Fluency
Reading stories, legends, news articles etc. with ease and
fluency
3. Spelling
Correctly spelling words in the list of vocabulary words
4. Handwriting
Writing short story that include elements of setting,
characters
5. Grammar Awareness
Using the degrees of adjectives in sentences in culturally
appropriate manner
6. Vocabulary and Concept Development
Identifying and sorting common words in basic categories
(e.g. colors, shapes, foods, etc.)
7. Reading Comprehension (Comprehension of Literary Texts)
Reading and identifying the literary elements of a plot,
161
setting and character of a literary piece
Value Focus
Be Contented of what you have
Subject Matter
A. Topic
Adjectives, Literary elements of a plot, setting and character of a
literary piece
B. Reference
K to 12 Curriculum 2 (Mother Tongue Competencies)
C. Materials
Song (Ubingak a Nasaririt – Tune: Ako ay May Lobo), Stories (Ti
Dakkel nga Aso Ken ti Sangaiwa a Karne, Dagiti Aywanko), cut
outs, pictures, chart
D. Procedure
DAY 1
Objectives
A. Preliminary Activities
1. Sing a Song “ Ubingak a Nasaririt ” ( Tune: Ako ay may
Lobo )
Ubingak a Nasaririt
Ubingak a bassit
Nasiglat, nasaririt
Nalaingak a kumanta
Nalaingak pay nga agsala
Uray pay agbasa
Agdrowing ken agsurat
Siak ti tuladem
Dika agbabain gayyem.
2. Unlocking of Difficulties
( through context clues and picture clues )
162
makan piraso narawet
anniniwan sinakmal naimot
B. Motivation
Show a picture of a market. Show a picture of a dog biting
a bone that sees its shadow on the water.
C. Developmental Activities
1. Say: Today, we will read a story about “Ti Dakkel nga Aso
ken ti Sangaiwa a Karne.” Let’s find out what will
happen in the story.
2. During Reading
a. First Reading
Read the story while the pupils listen.
c. Third Reading – Have the pupils read the story with the
guidance of the teacher.
3. Post Reading
A. Answer the following Comprehension Questions:
1. Where did the Big Dog get his meat?
(Nakasapulan ti dakkel nga aso iti sangaiwa a
karne? )
2. What kind of a dog is he? ( Ania a klase ti aso
daytoy? )
163
3. What did he want to get? ( Ania ti kayatna nga
alaen? )
4. What can you say about the attitude of the dog?
(Ania ti makunayo iti galad ti aso? )
5. If you were the dog, are you going to do the same?
(No sika diay aso, aramidem met kadi ti
inaramidna?)
6. What did he realize at the end? (Ania ti naamirisna
iti bagina iti kamaudiananna? )
DAY 2
Objective
a. Identify and sort common words in basic categories
(color, shapes, foods, etc.)
A. Preliminary Activity
Review yesterday’s story
B. Developmental Activities
1. Present some pictures to the pupils. Ask them to
name each picture. Let them write the name of each
picture below each drawing. Choose the name of the
picture inside the box below the pictures.
164
nalabbaga a lobo amarilio a bado kuadrado a kahon
asul a langit nagbukel a bola dakkel a bato
2. Ask the pupils to study the pictures. Ask them to study how
they will group the given pictures. Let them group the pictures
according to their similarities.
C. Evaluation
Ask the pupils to read the words on the columns below and let
them give the categories where the pictures were grouped.
__________ __________
atis ( atis ) eggplant ( tarong )
apple ( mansanas ) okra ( okra )
lanzones ( lanzones ) pepper ( sili )
rambutan ( rambutan ) string beans ( sitaw )
orange ( kahel ) squash ( karabasa )
________ __________
dog (aso ) fork ( tinidor )
cat ( pusa ) spoon ( kutsara )
pig ( baboy) plate ( pinggan )
goat ( kalding ) glass ( baso )
chicken ( manok ) cup ( tasa )
Key to Correction
PRUTAS NATENG
atis ( atis ) eggplant ( tarong )
apple ( mansanas ) okra ( okra )
lanzones ( lanzones ) pepper ( sili )
rambutan ( rambutan ) string beans ( sitaw )
165
orange ( kahel ) squash ( karabasa )
AYUP KUBIERTOS/BANAG
dog (aso ) fork ( tinidor )
cat ( pusa ) spoon ( kutsara )
pig ( baboy) plate ( pinggan )
goat ( kalding ) glass ( baso )
chicken ( manok ) cup ( tasa )
D. Assignment
Give another grouping of things/ objects.
DAY 3
Objectives
A. Preliminary Activity
Let the pupils read the short story below:
Dagiti Aywanko
B. Developmental Activities
Ask the pupils to tell and list down the describing words
that can be found in the short story.
166
soft yellow feathers ( nalamuyot ti amarilio a dutdot )
round body ( nagbukel a bagi )
pointed beak ( nalabbaga a sippit )
big and gray cat ( dakkel ken maris dapo a pusa )
soft furry hair ( nalamuyot ti burbor a dutdot )
Examples:
1. My dress is beautiful. ( Napintas ti badok. )
2. My hair is long. ( Atiddog ti buokko. )
3. My bag is big. ( Dakkel ti bagko. )
C. Engagement Activities
Group the pupils into four. Ask each group to write a short
paragraph describing the things that they can see inside their
room. Give five minutes for each group to do the activity. Let
them post their work on the board after.
D. Evaluation
Write the correct adjective on the blank. Choose the answer
inside the box.
Key to Correction
D. Evaluation
167
2. Natayag ti narra a kayo.
3. Napintas ti rupa ni Ana.
4. Nagayad ti bestida a Lorna.
5. Nalawa ti plantasion a saba ni ulitegko.
DAY 4
Objectives
A. Preliminary Activities
1. Let the children write the correct spelling of the following
words on the board.
1. napintas
2. nalukmeg
3. nasayaat
4. naanus
5. mannakigayyem
B. Engagement Activities
A. 1. Model the reading of the words first.
2. Have the pupils read the words after the teacher.
3. Have the pupils read the words.
Altogether
By group
Individually
B. Handwriting
Have the pupils copy the short story that was discussed
the other day. Let them copy the words with proper
capitalization and punctuation marks.
DAY 5
Evaluation
Objectives
168
2. Identify and sort common words in basic categories ( eg.
color, shapes, foods, etc.)
Key to Correction
169
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
SECOND QUARTER-Week 14
Theme
Caring for our Environment
Objectives
Domains
1. Oral Language
Using expressions appropriate in the grade level in
a. Classifying things, people, animals, objects, places,
etc.
2. Fluency
Reading stories, legends, news articles, etc. with ease
and fluency
3. Handwriting
Writing a short story that include elements of setting,
characters and events
4. Grammar Awareness
Using preposition and prepositional phrases
170
5. Vocabulary and Concept Development
Reading aloud words (nouns )
6. Reading Comprehension (Activating Schema and Prior
Knowledge)
Sequence 3 events in the stories, narratives, etc. by
telling which happened first, second, third and last
7. Reading Comprehension (Comprehension and Literary
Text)
Reading and identifying the literary elements of a plot,
setting and character of a literary piece
8. Reading Comprehension (Attitude Towards Language,
Literacy and Literature)
Listening attentively during story reading
Value Focus
Love of Nature
Subject Matter
A. Topic
Classifying things, people, animals, objects, places, etc.,
Elements of setting, characters, plot and events of a literary
piece, and Preposition and Prepositional Phrases
B. Reference
K to 12 Curriculum 2 (Mother Tongue Competencies)
http://wiki.answers.com/Q/Author_of_the_story_Luis
_yangco
C. Materials
Stories (Ti Nasayaat a Lalaki – adapted, Aldaw Idiay Bantay
Makulot), charts, pictures
171
D. Procedure
DAY 1
Objectives
A. Preliminary Activities
1. Unlocking of difficulties
Match the meaning of words in column A to column B
A B
1. Inglatera a. natayen ti ama ken inana
2. baknang b. tao nga adu ti sanikua
3. nakurapay c. agsursursor
4. dakkel a barko d. lugan a para danum ken adu
iti malaonna
5. aglaylayag e. masarakan iti adayo a lugar
kababaknangan a nasion
6. ulila f. tao nga awan sanikuana
B. Motivation
Ask: What does a rich man do with his money?
What are the things that money can buy?
1. Developmental Activities
Say: In the story that we will be reading today, we will
find out what happened to “Ti Nasayaat a Lalaki.”
172
2. During Reading
1. First reading
Read the story without interruption while the pupils
listen.
Ti Nasayaat a Lalaki
2. Second Reading
The entire group or individual pupils may do another
reading.
3. Post Reading
1. Ask the following comprehension questions (Literal &
Motive)
Who is the main character in the story?
What is the story all about?
Who is kind? Where did he work?
What did he do with his money?
Who did he send to school? Why?
Why do you think did Teodoro Yangco live like a
poor man even if he was born rich?
If you were Teodoro Yangco, would you you’re your
children to school too? Why?
173
2. Let the pupils identify the nouns used in the story.
Classify the nouns by writing them in their proper
column.
D. Engagement Activity
Retell the story by group or by relay.
DAY 2
Objectives
A. Preliminary Activities
a. Review the story “Ti Nasayaat a Lalaki”
b. Present again the story. Call on a pupil to read it aloud in
the class.
174
B. Developmental Activities
1. Let the pupils study the pictures.
2. Let them write the word on the blank below to complete each
sentence.
3. Let them arrange the sentences by telling which happened first,
second, third and so on.
(barko) (kotse)
175
DAY 3
Objectives
A. Preliminary Activity
Ask the pupils to say something about pictures.
B. Developmental Activities
1. Read the short story.
176
(Write the answers on the board)
4. Post Reading
Ask: What questions do these words answer?
What do we call these words?
C. Evaluation
Study the pictures then write the words below, under or
above in the blanks to complete the sentences.
177
5. The cat is _____ the table
Ti pusa ket adda idiay _____
ti lamisaan.
Key to Correction
D. Generalization
When do we use preposition and prepositional phrase?
DAY 4
Objective
A. Preliminary Activities
178
B. Developmental Activity
1. Show the following pictures.
2. Ask:
1. What do you see in the first picture? in the second
picture? in the third picture?
3. Group the pupils into three.
4. Let each group write a story about the three pictures
using prepositions and prepositional phrases.
5. Let the leader of each group present the output to the
class.
C. Evaluation
Let the pupils look at the pictures. Let them make a short story
about the pictures using prepositions.
D. Assignment
Let the pupils write a short story about the two pictures. Let
them use prepositions and prepositional phrases.
179
DAY 5
Evaluation
Objectives
II. Copy the sentences and write the word that best
complete each sentence.
180
Da James ken Jose ket nakatugawda idiay _____ ni
Tatang.
Key to Correction
I.
1. under- sirok
2. above – ngato
3. below – baba
II. 1. ngato/abay/baba
2. sirok
3. ngato
4. ngato
5. abay
181
III. Aramiden 62, pages 95-96 (Aramaten Dagiti Agad-adal)
(Answers may vary)
IV. Aramiden 63, pages 97-98 (Aramaten Dagiti Agad- adal)
1. iti
2. ti
3. ti
4. ti
5. ti
182
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
SECOND QUARTER-Week 15
Theme
Taking Care of Each Other
Objectives
Domains
1. Oral Language
Predicting possible ending in a story, event, etc.
2. Word Recognition
Giving the meaning of words being read
3. Spelling
Spelling words with consonant clusters and blends/
dipthongs
4. Handwriting
Observing mechanics when copying and/or writing sentence,
and story (capitalization, space between words, correct
punctuation mark, indention and format)
5. Grammar Awareness
Using verbs in a culturally appropriate manner in sentences
183
and paragraphs:
a. simple tenses
6. Vocabulary and Concept Development
Reading aloud words
7. Reading Comprehension (Activating Schema and Prior
Knowledge)
Sequencing three events in the stories by telling which
happened first, second and third
Value Focus
Politeness
Subject Matter
A. Topic
Consonant clusters and blends/ dipthongs
Mechanics when copying and/or writing verbs
Sequencing three events in the stories
B. Reference
K to 12 Curriculum 2 (Mother Tongue Competencies)
C. Materials
Songs (Alwadam, Siak ket Naragsak), Story (Ti Dua nga
Aggayyem)
C. Procedure
DAY 1
Objectives
A. Preliminary Activities
1. Have the children sing the song “Aldawam”
184
Alwadam
Alwadam sika mata ti makitam, makitam
Alwadam sika mata ti makitam, makitam
Adda Dios idiay ngato sipsiputannaka
Alwadam sika mata ti makitam.
(Sukatan dagiti naugedan nga sarita)
agong – anguten
lapayag – dengdenggem
ngiwat – sawsaw-em
ima – gammatam/ig-iggamam
B. Motivation
Ask: Nakakitakayo kadin ti puon ti bayabas nga adu ti
bungana? Ania ti aramidenyo no nakakitakayo?
C. Presentation
Say: In the story we will read today, we will find out what
will happen to a boy who does not know how to ask
permission.
D. Developmental Activity
1. First reading
Read the story at a normal pace without interruption
185
Ti Dua nga Aggayyem
2. Second Reading
Read the text stopping at certain parts then let pupils predict
what will happen next.
3. Post Reading
Ask the following comrehension questions:
1. Who are the characters in the story?
2. Where are the two boys going?
3. What did they see on their way to the ricefields?
186
4. Who climbed in the guava tree?
5. Did Berto climb also?
6. Why do you think Berto did not pick guava fruits?
7. What do you think happened to Nardo?
8. If you were Nardo, are you going to pick some of the guava
fruits?
9. What lesson can you get from the story?
10. What possible ending can you make out of the story?
E. Evaluation
Answer “Aramiden 65 and 66” on pages 102-104 (Aramaten Dagiti
Agad-adal).
Key to Correction
F. Assignment
Ask the following questions to predict possible outcome.
Ania ngata ti napasamak no:
1. impakada da Berto ken Nardo nga immuna sakbay a nagala iti
bayabas?
2. nagdiretsoda a napan idiay taltalon a nagpatayab iti ullaw?
DAY 2
Objectives
187
A. Preliminary Activities
Have a review on the story “Ti Dua nga Aggayyem”. Call
individual pupils to read it aloud in class. Then have them
read in groups.
B. Developmental Activity
Let the pupils arrange the sentences as to what had happened
first, second, third and last. Let them copy the sentences
according to the sequence of events observing the mechanics in
writing (capitalization, space between words, correct
punctuation mark, indention and format)
C. Application
Ask some volunteers to narrate the story based on what had
happened first, second, third and last with the use of
pictures in Aramiden 67 on page 105-106 (Aramaten Dagiti
Agad-adal).
D. Assignment
Tell the pupils to copy their assignment on their norebook.
List down the things they do before going to school in the
order as they happen in their everyday activity.
188
DAY 3
Objective
A. Preliminary Activity
1. Let the pupils sing the song “Siak ket Naragsak” to the
tune of “Dito ay Masaya.”
B. Developmental Activity
1. Ask the pupils to give the action words found in the
song and let them write the action words on the blackboard.
Ask individual pupils to read the action words then let them
do the action.
189
2. Read the short story using the Reading Plan.
C. Generalization
Ask:
When do we use the simple tense of the verb?
What are the time expressions used in the present tense of
verbs?
D. Engagement Activity
Let the pupils write the correct simple form of the verb in the
blank. (Isurat ti umno a tignay iti blanko.)
Key to Correction
1. agririing
2. Agsipsipilio
3. Makimismisa
4. agsibsibog
5. Agbasbasa
E. Evaluation
Answer Aramiden 68 on page 107 (Aramaten Dagiti Agad-adal).
Key to Correction
F. Assignment
Pick out the correct form of action word inside the parenthesis
to complete each sentence.
(Pilien ti umno a tignay nga adda iti pangserra tapno
makumpleto ti sarita.)
191
5. Kada Sabado nga (agay-ayam, aga-ayam) dagiti gagayyem
ko iti patintero.
Key to Correction
1. aglutluto
2. magmagnaak
3. Umul-ulida
4. Pakpakanen
5. agay-ayam
DAY 4
Objectives
A. Preliminary Activities
1. Spelling
Let the pupils read the following action words in the box. Let
them choose and write the correct word to be placed in the
Text Configuration.
(Basaen dagiti sumaganad a tignay. Pilien ken isurat dagiti
tignay babaen iti “Text Configuration”.
1.
2.
192
3.
4.
5.
B. Developmental Activity
Let the pupils:
listen as the teacher reads the words aloud.
repeat the words as the teacher reads them again.
read the words (altogether, by groups and by individual)
C. Evaluation
Let the pupils underline the correct spelling of words with
consonant clusters and blends/dipthongs.
193
Key to Correction
1. agpukpukan
2. agpritprito
3. agdungdong-aw
4. aglinglingay
5. agbambantay
D. Assignment
Let the pupils list down 5 words with consonant clusters and
blends/dipthongs.
DAY 5
Evaluation
Objectives
I. 1. agdramdrama
2. agisalsalapay
3. agin-innaw
4. agdandaniw
5. agdrodrowing
195
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
SECOND QUARTER-Week 16
Theme
Our Surroundings/Caring for our Environment
Objectives
Domains
1. Oral Language
Using expressions appropriate in the grade level to give
opinions about the story
2. Word Recognition
Reading with understanding paragraphs consisting of words
being studied
2. Spelling
Spelling content words in the list of vocabulary words
correctly
3. Handwriting
Observing mechanics when copying and/or writing sentence,
and story: capitalization, space between words, correct
punctuation mark, indention and format
4. Grammar Awareness
Using preposition and prepositional phrases
5. Reading Comprehension (Comprehension of Informational)
Locating specific information in the text to find answers to
196
simple and higher level questions
6. Reading Comprehension (Attitude Towards Language
Literacy
and Literature)
Listening attentively during story reading
Value Focus
Humility is the Mother of all Virtues
Subject Matter
A. Topic
Mechanics when copying and/or writing sentence,
and story: capitalization, space between words, correct
punctuation mark, indention and format,
Preposition and Prepositional Phrases
B. Reference
K to 12 Curriculum 2 (Mother Tongue Competencies)
C. Materials
Stories (Ti Mangga ken ti Kawayan – adapted, Dagiti
Aggagayyem, Bonita, Diay Pagadalan ni Perlita P. Quinto),
word puzzle, pictures
D. Procedure
DAY 1
Objectives
A. Preliminary Activities
1. Let the pupils write the correct spelling of the words
using the word puzzle.
a m b c l d q n a q s u
s 1m a n g g a m z w d k
197
l n n a p f w k s a f h
2 t a n t a n a w a n e f
u b s I o g e h d z w h
m S t b i h r r f x q d
b m y 3k a w a y a n a t
a v q e u j t e k s s r
e s w r a k u w h v z y
n q t m s l b q f d j w
Agpababa:
1. nasikkil
2. tuangen
Paatiddog:
1. prutas a nabaknang iti bitamina c
2. kitkitaen
3. maar-aramid a tugaw, papag ken dadduma
pay.
Let the pupils read the words and their meanings. Let
them use the words in sentences.
B. Motivation
1. Show a picture of a mango tree and a bamboo. Let the
pupils describe the picture.
Ask: What can you see in the picture?
2. Have the pupils look around the room and see the
objects that are made of trees.
C. Developmental Activities
1. Ask: Which do you think is stronger? a mango tree or
a bamboo tree?
2. First reading
Read the story without interruption while the pupils
listen.
198
Ti Mangga ken ti Kawayan
(Adapted)
4. Post Reading
Ask the following comprehension questions:
1. Who are the characters in the story?
2. What did the mango tree think about itself?
3. What happened to the mango tree?
4. Are the bamboos stronger than the wind?
5. Why did the bamboo not fall down?
6. What moral lesson can you get from the story?
7. Whom do you like its attitude more- the mango or the
bamboo? Why?
D. Assignment
Ask the pupils to draw the picture of the mango and the
bamboo after the attacked of the strong wind.
199
DAY 2
Objective
A. Preliminary Activities
Review the story the pupils listened to yesterday.
Ask some pupils to read the story again while the
others listen.
B. Developmental Activities
1. Group the pupils into three.
2. Encourage each group to talk about their opinions on
which do they think is stronger- a mango or a bamboo
tree.
3. Brainstorm on the opinions given by each group giving
them the opportunity to express themselves.
C. Evaluation
Have the pupils answer the following questions:
1. Ania ti makunayo ti kababalin ni mangga, nasayaat
kadi? Ket ni kawayan?
2. Ania ti makunayo iti napasamak kadagiti dua? Ania ti
napidutyo nga adal iti istoria?
3. Sino kadagiti dua ti napigpigsa, ni mangga wenno ni
kawayan?
D. Assignment
Let the pupils write their answers on their notebook.
1. Isurat dagiti kababalin nga maadawyo iti istoria ni
mangga ken ni kawayan.
DAY 3
Objective
A. Preliminary Activities
B. Developmental Activities
Dagiti Aggagayyem
sirok sirok ti
ruar ruar ti
rabaw rabaw ti
uneg uneg iti
ngato ngato ti
likud likud ti
baba baba ti
201
C. Oral Practice
Ask: Where are the objects?
(Sadino ti ayan dagiti bambanag?)
202
4. Pictures of clothes inside a cabinet
D. Generalization
1. Ask: When do we use prepositions and prepositional
phrases?
E. Evaluation
Let the pupils do Aramiden 69 on page 108.
DAY 4
Objectives
203
d. Use preposition and prepositional phrases
A. Preliminary Activities
1. Review the story read “Ti Mangga ken ti Kawayan”
2. Give some sentences and let the pupils give the
preposition/prepositional phrase used.
3. a. Drill: Let the pupils spell the words learned in previous
days.
1. natibker
2. tantan-awan
3. tuangen
4. kawayan
5. mangga
B. Engagement Activity
Let the pupils copy the following story in their notebook.
Observe capitalization, space between words, correct
punctuation mark, indention and format.
Bonita
C. Evaluation
Let the pupils answer Aramiden 69 on pages 108
(Aramaten Dagiti Agad-adal).
Key to Correction
204
5. sirok 10.sirok
D. Assignment
Write 5 sentences each using prepositions and
prepositional phrase.
DAY 5
Evaluation
Objectives
Diay Pagadalan
Ni: Perlita P. Quinto
Iti maysa nga aldaw a papanko iti pagadalan, adu ti nakitak.
Adda ubbing nga agtutugaw iti sirok ti mangga. Adu pay ti billit a
nakabatay kadagiti sanga iti kaykayo. Iti ilalabasko iti kanatengan,
nakitak dagiti kulibangbang a nagdisso kadagiti rabaw iti sabsabong
dagiti okra ken tarong. Nasabetko pay dagiti ubbing a nakasusuon ti
labba a napunno iti naburasda a nateng iti hardinda.
Kasta unay ti darasko a napan iti kuarto dagiti ubbing iti
maikadua a tukad. Nakitak dagiti libro iti rabaw ti lamisaak. Adda pay
maysa a karton ti tsinelas iti sango ti pisarra . Eksakto laeng iti
isasangpetko iti pagadalan. Orasen ti panagiwaras ti sagut kadagiti
ubbing. Maikkanda iti maysa kadakuada ti maysa libro ken maysa a
pares ti tsinelas. Agyamanak kadagiti naaayat a balikbayan.
205
Key to Correction
II.
Diay Pagadalan
Ni: Perlita P. Quinto
206
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
SECOND QUARTER-Week 17
Theme
Doing Things Independently
Objectives
Domains
1. Oral Language
Using expressions appropriate in the grade level to
express agreement/disagreement on story/event, issue, etc.
2. Word Recognition
Reading words with consonant blends, cluster and digraphs.
3. Spelling
Spelling words with consonant clusters and blends/
diphtongs.
4. Handwriting
Writing short story that include elements of setting,
characters and events
5. Grammar Awareness
Using verbs in a culturally appropriate manner in sentences
and paragraphs:
a. –ing form
207
6. Reading Comprehension (Activating Schema and Prior
Knowledge)
Making inference on what is likely to happen next based on
the events in the stories, legends, etc.
7. Reading Comprehension (Comprehension of Informational)
Citing the problem and the most likely solution to essay,
events, commentaries listened to and or read.
Value Focus
Industry
Subject Matter
A. Topic
Consonant blends, cluster and digraphs
Elements of setting characters and events, Verb
B. Reference
K to 12 Curriculum 2 (Mother Tongue Competencies)
C. Materials
Song (Ti Ubing a Nagaget – tune of “Bahay Kubo”), Story (Ti
Nagaget nga Ubing
D. Procedure
DAY 1
Objectives
A. Preliminary Activities
Have the pupils sing the song “Ti Ubing a Nagaget” to the tune
of “Bahay Kubo”.
Ti Ubing A Nagaget
Ti ubing a nagaget
Natudio ken nasingpet
Kaay-ayo ti kaaduan
208
Ugalina a pagtamdan
B. Pre-Reading
1. Motivation/Activiating Prior Knowledge
a. Show a picture of a boy who is planting vegetables.
Say: “Tell something about the boy”.
b. Ask the pupils who among them is not living with
their parents.
2. Unlocking of difficulties
(Through context clues)
agnaed
nagannak
uliteg
nakabirok
taltalon
C. During Reading
1. First reading
Read the story without interruption while the pupils
listen.
209
Ti Nagaget Nga Ubing
Adda maysa nga ubing nga agnagan iti Jose. Agnaed isuna
iti balay ti ulitegna. Ubing pay ni Jose idi matay dagiti nagannak
kenkuana.
Kayat ni Jose ti agobra ken pumanaw iti balay ti ulitegna ta
kayatna ti agbiag nga agmaymaysa.
Kinasaritana ngarud ti ulitegna. “Uliteg, kayatko ti agobra
ken agbiag nga agmaymaysa. Dinak pakadanagan ta kabaelak nga
aywanan ti bukodko a bagi,” kinunana
“Pagobraam ngarud?” ti dinamag ti ulitegna.
“Adda naam-ammok a lakay nga addaan iti nalawa a daga a
taltalunenna. Mabalinko ti agobra idiay”, insungbatna.
“Ala ngarud.... agan-annadka barok,” ti kinuna ti ulitegna.
Sinapul ni Jose ti lakay. Tata Freddie ti naganna.
“Tata Freddie, kayatko ti agobra ditoy taltalonmo. Agmulaak
ti natnateng ken prutas,” kinuna ni Jose.
“Ammok a nagagetka nga ubing. Mabalinmo ngarud ti
mangrugi nga agobran”, insungbat ni Tata Freddie.
Naragsakan ni Jose ta nakasapul ti pagobraanna ken
mabalinnan ti agbiag nga agmaymaysa.
2. Second Reading
Read the story again using the reading plan.
D. Post Reading
1. Answer the following comprehension questions:
1. Who is the main character in the story?
2. What was his problem?
3. Who helped him solve his problem?
4. What did he do?
5. How did he feel when his problem was solved?
6. Do you agree with his decision ? Why? Why not?
2. Engagement Activity
Group the children into two. Let each group talk about the
decision of Jose. Let the leader of each group present the
answer.
210
3. Skill Focus
a. Guided Practice
Show and Tell: (Encourage the pupils to talk about the
given situation. Let them express their agreement or
disagreement to the solution).
b. Independent Practice
Have the pupils give reasons why they agree or disagree on
the given situation.
c. Evaluation
Encourage the pupils to give their reasons why they agree
or disagree with what Jose did. (This may be done in
groups.)
E. Assignment
Let the pupils copy their assignment on the board and
let them write down some reasons why they agree or disagree on
the given situation.
DAY 2
Objectives
A. Preliminary Activities
Let the pupils:
1. read the story again “Ti Nagaget nga Ubing”. Let them
211
read by groups, by pairs and individually
2. pick out the words with consonant blends and cluster
found in the story.
a. lakay
b. Freddie
c. idiay
d. prutas
B. Developmental Activities
a. Ask the pupils to give more examples of words with
consonant blends and cluster/diphtongs.
1. plato
2. tsinelas
3. plaka
4. plano
5. plantsa
6. krayola
C. Oral Practice
D. Generalization
Ask: What are consonant clusters and blends/diphtongs?
212
E. Assignment
List down 5 examples of consonant blends/diphtongs
DAY 3
Objectives
A. Preliminary Activities
a. Show a picture of a family doing the following:
- Mother is cooking.
- Father is fixing the fenc.
- Sister is sweeping the yard.
- Brother is watering the plants.
b. Ask: What can you say about the picture?
What are the members of the family doing?
(Write their answers on the board.)
c. Based on the pictures of the family, write a short story
that include elements of setting, characters and events
B. Developmental Activities
1. Instruct the pupils to read the sentences written on the
board.
2. Ask: What are the actions done in each sentence?”
cooking (aglutluto) fixing (agtartarimaan)
sweeping (agsagsagad) watering (agsibsibog)
3. Call some pupils to do the actions.
4. Let them give more examples of action words done in
the present.
C. Generalization
Ask:
When are the actions done?
How do we form verbs when the action is happening now?
(Uliten ti umuna a silaba ti puon a sarita sa ikkan ti ag iti
umuna na).
213
D. Guided practice
Ask the pupils to act out any of the following actions and
ask a classmate to guess what they are doing or what is
someone doing.
E. Independent Practice
Let the pupils read the words with consonant cluster
1. plato
2. tsinelas
3. plaka
4. plano
5. plantsa
6. krayola
7. Freddie
8. prutas
F. Application
Tell the pupils to do Aramiden 71, page 111 (Aramaten Dagiti
Agad-adal)
Key to Correction
G. Evaluation
Tell the pupils to do Aramiden 72 on pages 112-113 (Aramaten
Dagiti Agad-adal).
Key to Correction
214
4. Agay-ayam ti dua nga lallaki nga ubbing ti sipa.
5. Agbasbasa ti pagiuarnak ni tatang.
H. Assignment
Tell the pupils ti answer Aramiden 73 on page 114 (Aramaten
Dagiti Agad-adal).
Key to Correction
DAY 4
Objectives
B. Developmental Activities
Tell the pupils to study the picture, then ask: What do
you think is most likely to happen?
215
The pieces of broken glasses are on the floor.
C. Oral Practice
Ask the pupils to read the following sentences. Let them
identify the verbs used in each sentence.
1. Aglablaba ni nanang ti lupotmi diay igidi ti karayan.
2. Mangmangan ti bayabas ni Manong Rey.
3. Agsursurat ni Marcelo ti ababa nga istoria maipapan ti
asona.
216
D. Guided Practice
Ask the pupils to act out any of the following actions and
ask a classmate to guess what they are doing or what is
someone doing.
E. Independent Practice
Let the pupils use the following verbs in sentences.
1. aglaglagto (jumping)
2. agbasbasa (reading)
3. aglamlampaso (scrubbing)
4. agtartaray (running)
5. agiluklukat ti ruangan (opening the door)
F. Evaluation
Answer Aramiden 74 on pages 115-116.
Key to Correction
G. Assignment
Isurat ti possible a mapasamak kadagiti sumaganad a sarita:
1. nagmula ni tatang iti nadumaduma a natnateng.
2. nagmalmalem nga nagtudtudo.
217
DAY 5
Evaluation
Objectives
1. prutas
2. traysikel
3. eskuela
4. tiendaan
5. apoy
6. taaw
7. ballasiw
8. wasay
9. prito
10. prinsesa
218
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
SECOND QUARTER-Week 18
Theme
Things I Can Do and Can’t Do
Objectives
Domains
1. Oral Language
Using expressions appropriate in the grade level to recall
important details in a poem
2. Phonological Skills
Identifying rhyming words in poems consisting of two to
three stanzas
3. Word Recognition
Giving the meaning of words being read
4. Spelling
Spelling content words in the list of vocabulary words
correctly
5. Handwriting
Writing short narrative story that include elements of
setting, characters and events
219
6. Grammar Awareness
Using verbs in a culturally appropriate manner in sentences
and paragraphs:
a. –positive and negative form of auxiliary verb
7. Reading Comprehension (Comprehension of Informational
Texts)
Locating specific information in the text to find answers to
simple and higher level questions
Value Focus
Love for Animals
Subject Matter
A. Topic
Verbs, Rhyming words
Elements of setting and characters
B. Reference
K to 12 Curriculum 2 (Mother Tongue Competencies)
C. Materials
Poems (Ti Panniki ni Rowena Nefangui, Ti Nuang ni Perlita P.
Quinto, Ti Aywanko nga Aso ni Perlita P. Quinto), pictures
D. Procedure
DAY 1
Objectives
1. Use expressions appropriate in the grade level to
recall important details in a poem
2. Locate specific information in the text to find
answers to simple and higher level questions
3. Give the meaning of words being read
A. Preliminary Activities
1. Show a picture of bats. Have the pupils say
something about the picture.
2. Unlocking of difficulties
(Through context clues and with the use of pictures.)
1. kueba
2. panniki
3. aglulumba
220
4. nasipnget
5. nakinngato
B. Motivation
Ask: Nakakitakayo kadin iti panniki?
Ania nga oras ti kadawyan a makakitakayo iti panniki?
C. Developmental Activities
1. Say:
a. We will read a poem today.
b. We will see if you can read with proper expression and
correct intonation.
2. Post the poem on the board. Talk about the title of the poem.
Say: In the poem we will read today, we will find out the
characteristics of bats.
Ti Panniki
Ni: Rowena T. Nefangui
Ti panniki ket adda payakna
Ngem saan a tumatayab ti pakaibilanganna
No maturog nakabitin. Nakinngato pay ti sakana
Iti nasipnget a lugar ken kueba a pagnaedanna.
Ti panniki ket rumuar laeng ti rabii
Aglulumbada nga agtaytayab a nakatagtagari
Sadanto agi-innuna nga agsubli
Dagiti babassit isuda’t maud-udi.
Panniki a nakaad-adu
Kabaelanda ti tumayab uray sadinno
Nakaad-adayo ti madanonda
Agsardengda latta iti nasipnget a disso.
221
3. During Reading
1. First reading
Read the story without interruption while the pupils listen.
2. Second Reading
Let the pupils read the poem.
4. Post Reading
1. Let the pupils answers the following comprehension
questions:
1. Ania a klase nga ayup ti panniki?
2. Ania ti uni ti panniki?
3. Sadino ti pagnaedanda?
4. Kasano ti pannaturogda?
5. No makakitakayo ti ubbing a mangpalsiit kadagiti
panniki, ania ti aramidenyo?
D. Engagement Activity
Let the pupils read the poem by group, by pair and by
individually with correct expression and proper intonation.
E. Assignment
Let the pupils memorize the poem and ask them to recite in the
class tomorrow.
DAY 2
Objective
A. Preliminary Activity
Let the pupils read the poem “Ti Panniki” with correct
expression and proper intonation.
B. Developmental Activities
a. Flash the word “panniki”
Ask:
“Does panniki rhyme with kuwago?”
“Does panniki rhyme with tumatayab?”
“Does panniki rhyme with rabii?”
222
C. Oral Practice
1. Let the pupils look for pairs of words that rhyme in the
poem by stanza. Ask them the words that rhyme in the
first stanza, second stanza, third stanza.
2. Write the rhyming words on the board and let the pupils
read the rhyming words written on the board.
D. Generalization
What are rhyming words?
E. Guided Practice
Ask the pupils to think and give other examples of rhyming
words. Write these words on the board.
F. Independent Practice
Let the pupils read the rhyming words by individual.
G. Evaluation
Post the poem “Ti Nuang ” on the board. Let the pupils look
for pairs of words that rhyme in the poem.
Ti Nuang
Ni: Perlita P. Quinto
H. Assignment
Instruct the pupils to list down 5 pairs of rhyming words.
223
DAY 3
Objectives
A. Preliminary Activity
1. Ask the pupils about the things they can do and
cannot do in their houses and let them write their
answers on the board.
B. Developmental Activities
Basaen dagiti sumaganad a sarita.
C. Engagement Activity
1. Ask individual pupils about the things they can do and
cannot do in the school.
2. Let them write a short story about the things they can do
and cannot do that include elements of setting,
characters and events
D. Guided Practice
Instruct pupils to do the activity in Aramiden 75 on page 117
(Aramaten Dagiti Agad-adal).
224
Key to Correction
E. Evaluation
Answer Aramiden 76 on pages 118-119 (Aramaten Dagiti
Agad-adal).
Key to Correction
F. Assignment
Tell the pupils to write 5 things that they can do and cannot
do in their houses.
DAY 4
Objectives
A. Preliminary Activity
Ask the pupils to recite the poem “Ti Panniki” individually.
A. Developmental Activities
1. Spelling
a. Spell the words learned in the previous days.
225
* Guided spelling
Example:
Show the pictures and have the pupils complete the
word by giving the missing letter.
* Independent spelling
Group the class into three (3) before having a spelling bee
contest using words that have been learned during the
week.
2. Using the pictures, let the pupils recall the important details in
the poem “Ti Panniki.” Write their answers on the board.
C. Evaluation
Let the pupils recite the poem “Ti Panniki” by:
group
pair
individually
226
DAY 5
Evaluation
Objectives
Can Cannot
___________________________ ______________________________
___________________________ ______________________________
___________________________ ______________________________
___________________________ ______________________________
___________________________ ______________________________
II. Write a simple short story about what you can do and
cannot do during your unforgettable vacation that
includes elements of setting and characters.
227
Key to Correction
228
MTB-MLE (ILOKANO)
(GRADE 2 TEACHER’S GUIDE)
THIRD QUARTER
229
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
THIRD QUARTER-Week 19
Theme
Waste Management and Recycling
Objectives
Domains
1. Oral Language
Classifying things, people, animals, objects, places, etc.
2. Word Recognition
Giving the meaning of words being read.
3. Fluency
Reading stories with ease and fluency.
4. Spelling
Spelling content words in the list of vocabulary words.
5. Composing
Composing a story using appropriate words and coherent
Texts.
6. Vocabulary and Concept Development
Reading aloud with some pacing, intonation and
expression of one’s writing of narrative and expository
texts.
7. Reading Comprehension(Comprehension of Literary Texts)
Give the correct sequence of events in a selection read.
Value Focus
230
Subject Matter
A. Topic
Classify things, people, animals, objects, places, etc.
C. Reference
K to 12 Curriculum 2 (Mother Tongue
Competencies)
D. Materials
Stories (Aldaw ti Tienda,) narrative text (Apay a Naglayus),
expository text (Dagiti Wagas nga Aramiden Tapno Maliklikan ti
Layus), song (Naimbag a Bigat Mo-Tune: Are You Sleeping),
pictures, chart, big book
D. Procedure
DAY 1
Objectives
a. Give the meaning of words being read
b. Read stories with ease and fluency
A. Pre-Reading
1. a. Motivation
Show a picture of a mother waking his son.
2. Unlocking of Difficulties
Say: I have here some words written on strips of
paper. As I flash each picture, act out and tell
what the word means.
pagsisinaen
naputed
nagtulid
napardas
nagsukat
231
3. Setting the Purpose for Reading
Show the cover of the bigbook. Give the author and
the illustrator of the book.
B. During Reading
1. First Reading
Read the story without interruption.
Aldaw ti Tienda
2. Second Reading
Read the story again by asking questions about
the story.
232
C. Post Reading
1. Answering Comprehension questions
1. Siasinno ti nangriing ken Andoy?
2. Apay niriing isuna ni nanang na?
3. Ania dagiti nakita ni Andoy idiay tiendaan?
4. Ania ti napasamak kadagiti ginatang da
Andoy??
5. Kasanuda a sinulbar ti problemada??
6. Ania dagiti pagsayaatan ti bay-ong a kas kuna
ni nanang ni Andoy?
7. Ania ti madi nasayaat nga ited ti panagusar iti
plastic?
Infusion of Values
If you were Andoy, would you do the same? Why?
Why not?
Complete this sentence:
If I were Andoy, I would ______________________.
D. Engagement Activity
Have pupils read the story by group, pair and
individually with ease and fluency.
E. Evaluation
Read other stories in your book with ease and
fluency.
DAY 2
Objective
a. Classify things, people, animals places, etc.
A. Motivation
What do you see in a market? Name them. (Write pupils’
responses on the board).
233
vegetables fruits people things condiments
C. Enrichment Activity
Bring the pupils outside the classroom. (The pupils
will bring their paper and pencil.) They will be asked to
observe and take down notes on the things that they see
around them for five minutes. After which, they return to
234
the classroom and classify the names of things they have
written on their paper.
E. Assignment
List down 10 things that can be found inside your house.
Classify them according to the following:
DAY 3
Objectives
A. Spell content words in the list of vocabulary words
B. Give the correct sequence of events in a selection read.
A. Preliminary Activity
1. Review:
Complete the following sentences taken from the story
“Aldaw
Ti Tienda”.
2. Motivation
The class sing the song, “Naimbag a Bigatmo.”
Naimbag a Bigatmo
(Tune: Are You Sleeping)
235
B. Development of the Lesson
1. Read the story again. While reading, let the
pupils check whether their answers are correct or not.
2. Guided spelling
Have pupils complete the word by giving the missing letter.
1. Gimmatang ni nanang iti baro nga b_y_ng a nagyanan
dagiti ginatangna.
2. N_pa_d_s a napan nagsukat ni Andoy idi riniing isuna
ni nanangna.
3. Nadaras a madadael ti p_as_ik.
4. N_p_nn_ a dagus diay basket ti mangga.
5. Insuot na ti k_w_s na a mapan makitienda.
C. Enrichment Activity
Distribute two envelopes containing strips of paper
where the events of the story they have listened to are
written. Let each group arrange the events according to
how they happen in the story. Then let each group read
the order of the events aloud. The group which is able to
arrange the events correctly wins.
D. Evaluation
1. Write the correct spelling of the following words:
Dictate the words, then use it in a sentence,
then dictate the word again.
1. tiendaan
2. naputed
3. napardas
4. nagtulid
5. nagsukat
6. napugsat
7. nadagsen
8. gumatang
9. napunno
10. kasapulan
236
2. Read the following events. Arrange them according to
how they happen.
1. Kinuyog ida dagiti mangisursuro a nagturong
idiay igid baybay.
2. Maysa kadagiti aktibidadda ket mapanda
agpidot ti plastik kada wara diay igid ti baybay.
3. Idi makitada a nadalusen, nagsublida idiay
eskwelaan ket intuloyda dagiti dadduma nga
aktibidadesda ti kamping.
4. Nagraragsak dagiti agad-adal ta mapan da
agkamping diay eskwelada.
5. Agi-innunada nga agpidot kadagiti agkaiwara a
plastik kada rugit sa da ipan ayan ti sako a
bitbitda..
E. Assignment
Practise writing the correct spelling of the words that
you have learned today.
Day 4
Objectives
A. Preliminary Activities
1. Review
Where did mother and Andoy go one day? What
happened to their basket?
2. Motivation
Have you experienced walking in a flood?
Do you like to walk in the flood? Why? Why not?
237
What do you think caused the flood in this area? What are
the ways on how this incident could be prevented? (Elicit
answers from the pupils)
C. Evaluation
Have pupils read the text that they have composed with some
pacing, intonation and expression.
(Narrative text)
Apay a Naglayus?
(Expository text)
238
nga agibelleng ti plastic ken dadduma pay a klase ti
basura iti kanal ken karayan. Maikapat, agmula ti
naduma-duma a kaykayo iti aglawlaw. Ti maudi
pagtalinaeden ti kinadalus ti aglawlaw.
D. Assignment
_________________________________________
_________________________________________
_________________________________________
_________________________________________
______________________.
Day 5
Evaluation
Objectives
239
kalamansi kamatis, sibuyas,
bawang
patatas, karabasa, kaimito, ikan,
karne
itlog, manok, bagas, gatas, kape,
asukar, tinapa, asin, patis, bagoong
B. Make a list of the things that you can see in the market
using the table below.
240
Key to Correction
241
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
THIRD QUARTER-Week 20
Theme
Making the Family Happy
Objectives
Domains
1. Oral Language
Predicting possible ending of a story, events, etc.
2. Word Recognition
Giving the meaning of the words being read.
3. Fluency
Reading stories, legends, news articles etc. with ease and fluency.
4. Spelling
Spelling content words in the list of vocabulary words.
5. Composing
Composing a story, advertisement etc. using appropriate
words and coherent texts.
6. Grammar Awareness
Using preposition and prepositional phrases.
7. Reading Comprehension (Comprehension of Literary Text)
Identifying the beginning, middle, and end of a literary
text read.
9. Reading Comprehension(Comprehension of Informational
Text)
Answering literal and higher level questions.
Expressing love for stories and other texts by browsing
the books read to them and asking to be read more
242
stories and text.
Value Focus
Obeying Elders
Subject Matter
A. Topic
Preposition & Prepositional Phrase
Predict possible ending in a story, events, etc.
B. Reference
K to 12 Curriculum 2 (Mother Tongue
Competencies)
C. Materials
Story:“Ni Tukak ken Ngilaw” & “Umaykayon Intay Diay
Jolibee”, pictures, chart, big book,
Flashcards
D. Procedure
DAY 1
Objectives
A. Preliminary Activity
Review
Give some ways on how we can protect the
environment.
B. Pre-reading
1. Motivation
Show a picture of an old frog and a fly in a pond.
What do you observe with the picture?
243
2. Unlocking of Difficulties
Look at the pictures. From the pocket chart,
choose the phrase that best describes each picture.
11.
4. Setting the Purpose for Reading
Show the bigbook to the pupils. Give the author and
the illustrator of the story.
C. During Reading
1. First Reading
a. Read the story “ Ni Tukak ken Ngilaw”.
Ask prediction questions from time
to time like “What do you think will happen next?”
244
Ni Tukak ken Ngilaw
Agnanaed dagiti agina a da ngilaw ken ti maysa a tukak iti
asideg ti lubnak. Kanayon a bilbilinen ni ngilaw ti anakna a saan nga
umas-asideg ken ni tukak.
"Saankayo a madanagan nanang ta saanak nga umasideg ken
ni tukak,” kinuna ti anak a ngilaw.
Kalpasan ti panagsarita dagiti agina a ngilaw, timmayab ti anak.
Nakitana ti dakkel a tukak nga agin-inana iti rabaw ti dakkel a bato.
“Anian a kinalukmeg daytoy a tukaken!! Makapakatawa ti langana.
Nalukmeg unay isu a marigatan a makalagto. Siguradoak a saannak a
matiliw ta napardasak a tumayab,” kinuna ti anak a ngilaw.
Napan ngarud daytoy ti rabaw ti tukak. Saan a nagkuti ti
tukak. Timmayab manen daytoy ket napan iti ulo ni tukak. Ngem
anian a malasna ta inalistuan ni tukak ti nangirruar iti dilana ket
natiliwna ti anak a ngilaw.
2. Second Reading
Read the story again. Ask questions to check pupils
comprehension.
D. Post Reading
Answering comprehension questions and higher level
questions.
1. Where did the frog and flies live?
2. What warning did the mother to the little fly?
3. What did the little fly say?
4. Did the fly obey Mother Fly’s advice?
5. What did the little fly do?
6. Why did the little fly fly near the frog?
7. Why did the big frog keep still?
8. What happened to the little fly?
9. If you were the little fly, would you do the same? Why?
Why not?
Infusion of Values
What will happen if you will not obey your elders? Why? does
it make your family happy when you obey them?
E. Evaluation
Have pupils read the last part of the story and have pupils
give the possible ending to the story.
Ngem anian a malasna ta inalistuan metten ni tukak a
nangiruar ti dilana ket natiliwna ti anak a ngilaw.
245
G. Assignment
Copy and read the selection and give the possible ending.
DAY 2
Objective
A. Preliminary Activity
1.Review
Complete the following sentences taken from the story.
Divide the class into two groups. Let them do these activities.
246
Group Presentation
Have each group present their output.
Process pupils’ activity.
C. Evaluation
Show the pictures of a life cycle of a butterfly.
Let the pupils arrange the pictures from the beginning, middle
and end.
247
D. Assignment
Read one story and write the beginning, middle and end of the
story.
DAY 3
Objective
A. Preliminary Activity
1. Drill
The class reads these phrases:
rabaw ti lamisaan
sirok ti bangsal
baba ti balay
ngato ti kayo
uneg iti kahon
2. Review
Distribute the pictures used in yesterday’s lesson. The
pupils will tell something about the pictures.
248
3. Motivation
The pupils match the picture in column A with the correct
phrase in column B.
Column A Column B
2. b. sirok ti bangsal
4. d. sirok ti lamisaan
5. e. rabaw ti lamisaan
249
B. Development of the Lesson
1. Ask:
Where were the frog, mother fly and little fly live?
Where did the frog rest?
When do we use below, under, above, on and in (baba,
sirok,ngato,rabaw,uneg)
C. Generalization
When do we use the preposition on? (rabaw)
under? (sirok)
below? (baba)
in? (uneg)
D. Evaluation
Read the following questions. Use correct preposition in
your sentence.
1. What are in your school bag?
2. Where do you place your slippers?
3. Where do you usually see an airplane?
4. Where are the birds flying?
5. Where can you see a flower vase?
E. Assignment
Draw the following:
• A yoyo in your pocket
• A marble on top of the table
• A cat under the chair
• A bird above the tree
• An airplane flying below the clouds
250
DAY 4
Objectives
A. Preliminary Activity
1.Review
Ask: How do you write a paragraph? What are the
things to remember in writing a paragraph?
2. Drill
a. Show picture of a girl going to school. Mother is on
the door.
Ask: What do you think mother is telling her daughter?
b. Guided Spelling
Write the missing letter.
Aramidem daytoy no addaka iti dalan a mapan
agbasa. (a_an_ad)
Aramidem no malpas ti klase. (_ga_i_)
251
UMAYKAYO INTAYON IDIAY JOLIBEE !
C. Evaluation
Check pupils’ responses using rubrics.
Put a check on the appropriate column if you have followed
the correct steps in writing an advertisement.
Wen Saan
1. Nausar a husto ti dakkel a letra.
2. Nausar a husto dagiti punctuation mark.
3. Nausar dagiti maiyanatop a balikas.
4. Sangsangkamaysa ti turungen dagiti nausar
a sarita.
D. Assignment
Write an advertisement about a soap, shampoo or toothpaste
using appropriate words and coherent texts.
DAY 5
Evaluation
Objectives
Key to Correction
1. diay igid
2. diay ngato
3. diay uneg
252
4. diay sirok
5. diay uneg
Key to Correction
B. (Possible Answers)
253
5. Napan dagiti agbuya ti contest ti sala idiay (uneg, rabaw,
sirok) ti plasa.
Key to Correction
1. uneg
2. tuktok
3. rabaw
4. sirok
5. uneg
254
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
THIRD QUARTER-Week 21
Theme
Celebrations Local (Fiesta,Tribal gatherings, etc)
Objectives
Domains
1. Oral Language
Recalling important details in a story etc.
2. Word Recognition
Giving meaning of words being read.
3. Fluency
Reading with automaticity 200 grade two level high
frequency sight words.
4. Spelling
Spelling words with consonant clusters and blends
5. Grammar
Using preposition and prepositional phrases.
6. Composing
Composing a story, advertisement, etc. using
appropriate words and coherent texts.
7. Vocabulary and Concept Development
Reading aloud with some pacing, intonation and
expression of one’s own writing of narrative and
expository texts.
9. Reading Comprehension
255
Manifesting comprehension of informational texts
through answering literal and higher level questions.
Value Focus
Being compassionate
Subject Matter
A. Topic
Preposition and Prepositional Phrase
B. Reference
K to 12 Curriculum 2 (Mother Tongue
Competencies)
C. Materials
Story: Aldaw ti Ilocos Sur, Naragsak a
Panangselebrar, Naragsak a Domingo,
Ni: Vilma F. Alcayaga
pictures, chart, big book
D. Procedure
DAY 1
Objectives
a. Give meaning of words being read
b. Manifest comprehension of informational texts
through answering literal and higher level questions
A. Preliminary Activity
Review
Ask: Where did the family go one Saturday morning?
B. Pre Reading
1. Motivation
Show a picture of a parade.
What do you observe with the picture? When do you see
this scene?
256
2. Unlocking of Difficulties
Say:
I have here some words/phrases written on strips of
paper. As I post them on the board try to think of words
that can be associated to them.
agsaibbek
kapitolyo
aldaw ti Ilocos Sur
C. During Reading
1. First Reading
257
intedda a billit nga agduduma ti marisna. Isu nga nagbirukda met iti
billit a ginatangda sada inted.
Napasardengda nga agpayso ti ubing ngem agsasaibbek met a
mangkitkita iti billit nga agduduma iti marisna. “Carla! Carla!,”
napigsa a pukkaw ti maysa a babai. Kinita ti ubing ti paggapuan ti
pukkaw ket dagus daytoy a timmaray a nangarakup iti babai.
”Nanang! Nanang!” isu laeng ti naibaga ti ubing sana inarakup
ti inana. Naragsak a nagsublida Lando ken Tino iti lugar a
pagkikitaanda iti inada.
2. Second Reading
Read the story again. Ask questions to check pupils
comprehension.
D. Post Reading
Answering comprehension questions and higher level questions.
Infusion of Values
If you were Lando and Tino, would you do the
same? Why? Why not?
E. Evaluation
Idrowing dagiti naduma-duma a nakita ti pamilia ni
Nana Mely idiay capitolio. Iti babana isurat no apay nga
adda dagitoy.
F. Assignment
Make a list of celebrations where you can see a parade.
258
DAY 2
Objectives
A. Preliminary Activity
a. Review
Here are some dialogs taken from our story yesterday. Tell
me who said these.
3. . “ Carla!, Carla!”
b. Motivation
Read the story again. While reading, let the pupils check
whether their answers are correct or not.
Group 1
259
________
________
Group 2
pakaammo
Aldaw ti Ilocos Sur
Kaano:_______________
Sadino:____________
Ania ti Maaramid:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_____________________________________________________
260
Group 3
C. Enrichment Activity
Group Presentation:
Have each group present its output .
Process the pupils’ output.
D. Assignment
Look for pictures and articles/news about celebrations in
your community. Cut them and paste in your notebook.
Read your assignment to your classmates tomorrow.
DAY 3
Objective
A. Use preposition and prepositional phrase.
A. Preliminary Activity
1. Review:
Ask some volunteers to present their assignment to the
class.
2. Motivation
Let pupils read this article written on a chart.
261
Naragsak a Panagselebrar
Daytoy nga aldaw ti panagselebrar dagiti tattao ti Aldaw ti
Ilocos Sur. Adu ti naisagana a mabuya. Adu pay ti nadumaduma
a produkto a magatang iti probinsia.
Adu ti naisagana a pagraragsakan dagiti umili agraman
dagiti bisita a naggapu iti nadumaduma a nasion. Adda mabuya
a sala, pasalip iti kanta ken dadduma pay. Adda pay mabuya iti
uneg ti auditorium. Adu ti tattao iti igid ti kalsada ti agbuybuya ti
pasalip ti marching band.
Pudno nga ti amin a pamilia ket nagtitimpuyog a napan
nakiselebrar ti Aldaw ti Ilocos Sur. Adu kadakuada ti nangan
diay Plaza Salcedo. Anian a ragsak ti Aldaw ti Ilocos Sur!
ditoy kapitolio
uneg ti auditorium
igid ti kalsada
ditoy Plasa Salcedo
2. Present a picture.
Say: Ania ti makitayo iti ladawan? Mangbukel ti maysa a
pakaammo maipapan iti ladawan.
C. Evaluation
Post pictures on the board. Ask the pupils to make sentences
about the pictures using prepositional phrases.
262
1. _________________________________________________
2. ______________________________________________
3. _________________________________________________
263
4._________________________________________________
5. _________________________________________________
D. Assignment
DAY 4
Objectives
A. Preliminary Activity
1. Drill
Have pupils read the following basic sight words.
maysa sakbay dakkel itdem
agong nganga aklo immay
berde pinggan magna lakay
kanta baket bagim dakami
2. Review
Have pupils spell the following words with consonant
cluster and blends.
264
drowing granatis groseri
pluma presko planggana
brilyante aggrabyado plantsa
3. Motivation
What do you do on Sunday?
Naragsak a Domingo
ni: Vilma F. Alcayaga
Maysa a bigat ti Domingo, rimuar ti pamilia ni Mang Tony. Umuna
ket napanda nakimisa. Kalpasanna napanda nagmerienda iti maysa a
panganan. Adda plorera iti rabaw ti lamisaan ken napintas dagiti
plato a nausar. Kapadpada ti maris ti blusa ni nanangda dagiti plato.
Idi nalpasda a nagmerienda napanda iti parke. Adu ti tao iti parke.
Nadumaduma a mulmula ti makita ditoy ken iti plasa. Naginanada iti
apagbiit, presko ti angin iti sirok dagiti kaykayo. Naragsakan unay iti
panagay-ayam dagiti agkabsat a da Frances ken Marielle. Naragsak
unay nga aldaw ti Dominggo para iti pamilia ni Mang Tony.
C. Discussion
Ask some questions about the selection.
Napanan ti pamilia ni Mang Tony iti maysa a bigat iti
Domingo?
Ania ti umuna nga inaramidda?
Sadino ti nagmeriendaanda?
Ania ti nakitada iti panganan?
Apay a nakainanada?
Give the words from the selection with consonant
clusters.
plorera plato
blusa plasa
Frances presko
265
Have pupils give other example of words with
consonant clusters.
D. Enrichment Activities
Activity 1
Let’s Go Fishing
Activity 2
plato
klima
blusa
plete
presko
266
E. Evaluation
I am going to say all the sounds I hear in a word. Write the
word that you hear when you put these sounds together.
Model: If I say /pr/ /i/ /t/ /o/ the word is . . .
(prito)
1. /pl/ /a/ /s/ /a/
2. /pl/ /e/ /m/ /a/
3. /kl/ /a/ /s/ /e/
4. /bl/ /u/ /s/ /a/
5. /pl/ /e/ /t/ /e/
F. Assignment
Write words with the following consonant clusters.
pl- bl- kl- pr-
DAY 5
Evaluation
Objective
Ni Tata Tomas
Kaasi met ni Tata Tomas. Nasayaat ta dagiti irik ket naikarga iti
267
c. Have the children answer the activity in Aramiden 79 on
page 123.
Key to Correction
1. diay tambak
2. nakalugan ti pasagad
3. diay tengnga ti alug
4. diay tambak
5. diay pasagad
Key to Correction
1. plasa
2. blusa
3. agplanplantsa
4. plastik
5. grasa
pakaammo
Aldaw ti Ilocos Sur
Kaano:_______________
Sadino:____________
Ania ti Maaramid:
___________________________________________________________
________________________________________________________
268
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
THIRD QUARTER-Week 22
Theme
Panagkaykaysa ti Pamilia iti Komunidad
Objectives
Domains
1. Oral Language
Giving opinions about the stories, commentaries, news
articles, etc.
2. Word Recognition
Giving the meaning of words being read.
3. Fluency
Reading with automaticity 200 grade two level high
frequency sight words.
4. Spelling
Spelling words with consonant clusters.
5. Handwriting
Writing a short narrative story that includes elements of
setting, characters and events.
6. Composing
269
Composing a story using appropriate words and coherent
texts.
7. Grammar Awareness
Using prepositional phrases.
8. Vocabulary
Reading aloud with some pacing, intonation, and
expression of one’s own writing of narrative and
expository texts.
9. Reading Comprehension
Sequencing three events in the stories, narratives, etc. by
telling which happened first, second and third or last.
Giving a summary of a selection read
Value Focus
Unity and Cooperation
Subject Matter
A. Topic
Prepositional Phrases
B. Reference
K to 12 Curriculum 2 (Mother Tongue
Competencies)
C. Materials
Story: Ti Maysa nga Iit
Naragsak a Pamilia
Diay Taltalon
Ni: Vilma F. Alcayaga
Song: Ay-ayatenmi a Maestra (Tune: Leron-Leron Sinta)
Diay Baybay (adapted), chart, pictures
D. Procedure
DAY 1
Objectives
a. Give opinions about the stories, commentaries, news,
articles etc.
b. Give the meaning of word being used
270
A. Preliminary Activity
“Ay-ayatenmi a Maestra”
( Tune: Leron-Leron Sinta)
Naimbag a bigat
Ay-ayatenmi a maestra
Panagyamanmi kenka
Kanayon nga ibagbaga
Pagsayaatanmi
Ipalagipmo latta
Tapno masursuromi
Panagsurat ken panagbasa
B. Pre-reading Activities
1. Motivation/Motive Question
• Show a picture of a busy family doing household
chores.
Ask: “How do you think does each member of the
family feel about the household chores?”
2. Unlocking of Difficulties
Say: Before I read to you the story, let us go over
the meaning of these words. Guess the word by
using the shapes of the letters and the meaning
given.
1.
a
(agtrabaho)
271
2.
t k
(problema)
3.
(inummong)
C. During Reading
1. First Reading
Read the story without interruption.
Setting the standards for listening
Reading aloud of the story “Ti Maysa nga Iit” by the
teacher.
272
Iti maysa a Sabado, bimmangonda a nasapa gapu ta adda
nangngegda ti kusinada. Simmaruno a naguni ti ruanganda.
Nakitada ni Marie nga agsangsangit nga agtrabtrabaho iti kusina.
“Apay anak, ania ti parikotmo,” kinuna ni Tata Tino. “Awan
Tatang,” insungbat ni Marie. “Nabannogak laeng a nagdalus ti balay.
Imbag pay dagiti kakabsatko ta agluto ken agdalus laeng ti ubrada,”
naibaga ni Marie. “Saanmo nga ibagbaga dayta manang ta uray
dakami ket mabanbannogkami met,” kinuna ni Magi.
Inummong ni Tata Tino dagiti lima nga annakna. Nakaiggem
daytoy ti maysa nga iit. Impakitana kadakuada. Nangikkat ti maysa
ket kinunana, “No maysa laeng ti aramatek nga agsagad, makadalus
kadi?” “Saan Tatang,” insungbat dagiti lima. “Kitaenyo daytoy, no
aramatek daytoy maysa a reppet nga iit, makadalus kadi?” kinuna ni
Tata Tino. “Wen Tatang,” insungbat dagiti lima.
“Dakayo nga agkakabsat ket kasla maysa a reppet nga iit. No
agsisinakayo, awan ti serbiyo. Ngem no agkaykaysakayo, nadarasyo a
malpas ti amin a trabaho. Napateg ti panagiinnayat, panagsisinnakit
ken panagkaykaysa ti maysa a pamilia tapno kanayon a naurnos ken
naragsak ti timpuyog,” palawag ni tatangda.
2. Second Reading
E. Evaluation
What lesson have you learned from the story?
273
Have the pupils answer the If you were question in ten
minutes.
Take ten!
F. Assignment
DAY 2
Objective
A. Preliminary Activities
Review/ Drill
Diay Baybay
(Tune: Diay Baybay)
Maysaak a mangngalap
Agnaedak….igid diay baybay
Kanayonak a mapan
Agkalap ti ikan
Diay baybay a napnuan kinabaknang
274
Bangka innak pagluganan
Rakit pay no maminsan
Tapno madanunko’t papanan
Agkalap ti adu nga ikan
Expected Response:
Igid ti baybay
Diay baybay
Diay baybay
Diay Bangka/raket
1. Grammar Focus:
Use the pupils’ responses in sentences.
• Agnaedak idiay igid ti baybay.
• Adu ti makalap nga ikan sadiay baybay.
• Sadiay baybay ket nabaknang ti nadumaduma nga
ikan.
• Ti paglugluganak a mapan idiay baybay ket ti
bangka ken ti raket.
2. Generalization
What are prepositional phrases?
275
3. Guided Practice
Pilien ti prepositional phrase a naaramat iti tunggal
sarita.
C. Evaluation
Isurat ti umno a prepositional phrase iti blanko tapno
makumpleto ti istoria. Pilien ti sungbat iti uneg ti kahon.
D. Assignment
Agsurat ti lima nga outline maipapan ti ______________.
Agaramat ti prepositional phrase iti tunggal outline.Ugedan
dagitoy.
DAY 3
Objectives
276
A. Preliminary Activity
1. Drill
Have pupils read the following basic sight words.
Bagik kukuak dakayo kukuam
Damag unay sardeng itan
Umay kubo uleg umyan
Rabaw baro husto baet
2. Review
Complete the sentences taken from the story that you
have listened to.
2. Unlocking of difficulties
ganuat (context clues)
trigo (picture clue)
grasa (realia)
sumakdo (action)
krema(picture clue)
3. Motive question
Apay a naragsak ti pamilia?
4. Presentation
Present the selection.
277
Naragsak a Pamilia
Sinurat ni: Vilma F. Alcayaga
Maysa nga aldaw ti Sabado, nasapa a nagriing da Mang
Brando ken Nana Brenda. Adda ngamin ganuatda a
sangkapamilia iti daytoy nga aldaw. Riniingda da Drigo ken
Krista nga annakda.
“Sika ti agsibog ti mulatayo a tsiko ken trigo, Drigo. Alaem
diay timba ta mapanka sumakdo idiay gripo,” kinuna ni Mang
Brando. “Ni adingmo a Krista ti mangpunas kadagiti tugaw ditoy
ruar a naikkan ti grasa,” kinunana na. “Simpaek met dagiti alad
tapno saan a makastrek ti kalding nga agdadael iti mulatayo.”
“Siak metten ti agurnos iti uneg ti balay, kalpasanna,
agaramidnak iti meriendatayo a naimas. Mangaramidak ti salad.
Nayunak ti krema tapno naim-imas,” kinuna ni Nana Brenda.
“Yehey, nagimasen ti aramiden ni nanang a meriendami,”
indir-i dagiti dua nga ubbing. Naragsak ti pamiliada Mang
Brando ken Nana Brenda.
5. Discussion
1. Ania nga aldaw idi nasapa da Mang Brando ken
Nana Brenda?
2. Sino ti nasapa a nagriing? Apay a nasapada a
nagriing?
3. Ania ti ganuatda iti daytoy nga aldaw?
4. Ania ti inaramid ni Brando?
ni Krista?
5. Ania met ti inaramid ni tatang ken nanang?
6. Ania ti mapasamak no agtitinnulong ti
sangkapamiliaan?
7. Tumultulongkayo kadi iti trabaho ti balay? Apay?
278
Ask:
What have you noticed with the underlined words?
What do they have in common?
How do they begin?
C. Evaluation
gr tr ts tr
Day 4
Objective
A. Write short narrative story that includes elements of
setting, characters and events
B. Compose a story using appropriate words and
coherent texts
A. Preliminary Activities
1. Review
Ania ti immuna nga inaramidyo itay bigat?
maikadua?
maikatlo?
279
2. Development of the Lesson
1. Think Pair Share (Have pupils find a pair and share
their experiences in their trip to the farm by answering
the following questions:
Diay Taltalon
C. Evaluation
Have pupils read the story that they have written.
Ask the following questions:
1. Where did the story happen?
2. Who are the characters in the story.
3. What are the important events in the story?
D. Assignment
Write a short story about your experience in going to a park.
Remember to include the following elements setting,
characters and events.
280
Day 5
Evaluation
Objectives
B. Write the letter of the appropriate word for each given sentence.
1. Nalamiis ti ________ idiay Baguio.
a. klima b. klema c. krema
2. Nagluganda Trina ti _______ a napan diay Bicol.
a. traktor b. transit c. tren
3. Adu ti mulada Drigo a ______.
a. siko b. tsiko c. tribo
4. Agdengdenggeg ni nanang iti ______.
a. drama b. dram c. draga
5. Adda dakkel a ______ idiay simbaan.
a. kras b. krus c. kris
Key to Correction
B. 1. a. klima
2. b. tren
3. c. tsiko
4. d. drama
5. e. krus
281
282
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
THIRD QUARTER-Week 23
Theme
Unity and cooperation of family and community
Objectives
Domains
1. Oral Language
Predicting possible ending in a story
2. Word Recognition
Giving the meaning of words being read.
3. Fluency
Reading stories, legends, news articles, etc. with ease
and fluency.
4. Spelling
Spelling of words with diphthongs, etc.
5. Handwriting
Writing a short narrative story that includes elements of
setting, characters and events.
6. Composing
Composing advertisements, etc. using appropriate words
and coherent texts.
7. Reading Comprehension(Activating Schema & Prior
Knowledge)
283
Sequencing three events in the stories by telling which
happened first, second, third or last.
8. Reading Comprehension (Comprehension of Literary
Texts)
Reading and answering higher order factual
comprehension questions.
9. Reading Comprehension(Comprehension of Informational
Texts)
Giving possible endings.
Value Focus
Unity and Cooperation
Subject Matter
A. Topic
Predicting possible ending in a story
B. Reference
K to 12 Curriculum 2 (Mother Tongue
Competencies)
C. Materials
Daniw: Ti Lakay
Ni Perlita P. Quinto
Istoria: Dagiti Mangngalap
Kanta: Igid Diay Baybay (adapted)
D. Procedure
DAY 1
Objectives
a. Give the meaning of words being used
b. Spell words with diphthongs, etc.
A. Preliminary Activities:
1. Sing the song “Igid Diay Baybay”
2. Motivation
Ask: How do you feel now? Are you happy today? What
makes you happy? What makes you sad?
284
Say: Look at the pictures.
Ask: What can you say about the feelings of each boy and
girl?
3. Unlocking of Difficulties
pannubok
mangsaranget
parikut
kapatadan
mabang-aran
B. Presentation
Read the poem “Ti Lakay”
Ti Lakay
Ni Perlita P. Quinto
5. Comprehension Check-up
- Siasino ti agnaed diay igid ti bantay?
- Ania ti naganna daytoy?
- Ania dagiti aywanna nga ayup ?
- Ania nga ayup ti mangted ray-aw kenkuana?
- Mano a baboy ti aywanna?
- No dakayo ti lakay, ania ti mariknayo?
C. Guided Practice
Basaen dagiti sumaganad
285
balay agpukkaw kahoy
bantay pumanaw dagitoy
Kallay ray-aw naraboy
AW IW
puraw iliw
pukkaw agbaliw
pumanaw agkissiw
ray-aw ballassiw
OY AY
baboy lakay
Kaloy Kallay
dagitoy bantay
naraboy balay
buyboy baybay
D. Evaluation
Say: Spell the following words. Listen carefully as
I say each word. Then I will use the word in a sentence.
E. Assignment
List down 10 words with dipthongs.
286
DAY 2
Objectives
A. Preliminary Activity
1. Singing of the song “Igid Diay Baybay”
B. Pre-Reading
1. Motivation
Show pictures of different fishes.
2. Unlocking of difficulties:
Before reading the story, let us first take a look at the
meaning of these words using context clues.
C. During Reading
1. Setting the standards for reading.
2. Reading of the story “Dagiti Mangngalap”.
287
Dagiti Mangngalap
D. Post Reading:
1. Ask the following comprehension questions:
1. Siasino dagiti napan nagsigay?
2. Ania dagiti inaramatda iti panagkalapda?
3. Ania ti nangngegda nga uni idi agkalkalap ?
4. Apay nga immapal ni Tata Aldong a nagaramat ti
dinamita iti panagkalap?
288
5. Apay a saan nga immanamong ni Tata Selo ti kayat ni
Tata Aldong maipapan iti wagas ti panagkalap?
6. Ania ti epekto ti panagaramat ti dinamita iti biag dagiti
mangngalap nga agar-aramat iti a kastoy a wagas iti
panagkalap?
7. No sika ni Tata Selo, agaramatka kadi ti dinamita iti
panagkalap? Apay?
2. Infusion of Values:
Ask: What lesson can we get from the story?
E. Evaluation
Let the pupils read the story again by groups.
Ask: Nasayaat kadi a pagwadan ti wagas ti panagkalap ni
Tata Aldong? Apay?
F. Assignment
Make a summary of the story “Dagiti Mangngalap”. Have
them write it in their notebook.
DAY 3
Objective
A. Predict possible ending in a story
B. Sequence three events in the stories, narratives, etc. by
telling which happened first, second and third or last
A. Preliminary Activity
1. Drill
Reading of words with dipthongs:
sigay taaw natay
baybay apay
daytoy Amboy
289
3. Skill Focus
Say:
What you have done is predicting outcomes. When you
predict, you give the possible endings to certain situations.
You based your predictions on some previous events that
have taken place.
4. Generalization
Ask: How do we predict outcomes?
5. Guided Practice
Let the pupils act out what is likely to happen in the
following situations (this can be done by small groups):
• Karen ate too many chocolates.
• It’s raining hard. Rico played all day in the rain.
• The people in Brgy. Subadi throw their garbage
everywhere.
• The clouds are dark and heavy.
• Rica went home very late in the evening.
C. Evaluation
Let the pupils match the situation with the picture that tells
what is likely to happen in the story by writing the letter of
the correct answer. (Refer to Aramiden Dagiti Agad-adal,
Aramid 86, page 130.
A B C D E
290
the branches suddenly breaks.
4. People throw their garbage everywhere including non-
biodegradable wastes. What do you think will happen to their
place during rainy season?
5. Vilma loves to eat candies and chocolates.
DAY 4
Objectives
A. Preliminary Activity
1. Gallery Walk
Let the pupils display/post their assignments on the board. The
class takes a look at the posters/drawings on the board. Then
call on volunteers to show and tell about their drawings.
Ask: If all our communities are like these drawings, what kind
of community will we live in?
B. Development Activity
Divide the class into small groups. Each group makes a poster
that shows how the school looks like if everybody cooperates in
cleaning it.
C. Presentation of Outputs.
Creative Response
Let the pupils summarize the story read by completing
the story map below. She/he tells them to include the
elements of the story- setting, characters and plot. (Refer
to Aramaten Dagiti Agad-adal, Aramiden 85, page 129.)
291
Dagiti Mangngalap
Plot
Characters
Setting
C. Evaluation
Day 5
Evaluation
Objectives
292
A. Have the pupils do the activity in Aramaten dagiti
Agad_adal, Aramiden 84, page 128.
293
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
THIRD QUARTER-Week 24
Theme
Objectives
Domains
1. Oral Language
Explaining or giving reasons to events.
2. Word Recognition
Reading at least 200-300 words appropriate to the grade
level.
3. Fluency
Reading stories, legends, news articles, etc. with ease and
fluency.
4. Spelling
Spelling content words in the list of vocabulary
words.
5. Handwriting
Writing short narrative story that include elements of
setting, characters, and events.
6. Grammar Awareness
Using courteous expressions in culturally appropriate
situations e.g. telephone conversations.
294
7. Reading Comprehension(Comprehension of Informational
Texts)
Making Inferences
8. Reading Comprehension ( Activating Schema and Prior
Knowledge)
Sequencing three events in the story by telling which
happened first, second and third or last.
9. Reading Comprehension(Attitude Towards Language,
Literacy and Literature)
Showing love for reading by listening attentively during
story reading and making comments or reactions.
Value Focus
Being courteous
Subject Matter
A. Topic
Using courteous expressions in culturally appropriate
B. Reference
K to 12 Curriculum 2 (Mother Tongue
Competencies)
C. Materials
Story: Dagiti Aggagayyem
Ni: Perlita P. Quinto
Poem: Ti Ubing A Nadayaw
Ni: Rowena T. Nefangui
Picture of boys playing basketball, big book, chart
D. Procedure
DAY 1
Objectives
A. Preliminary Activity
1. Let the pupils read the poem “Ti Ubing A Nadayaw”
295
Ti Ubing A Nadayaw
Ni: Rowena T. Nefangui
Ti ubing a nadayaw
Saan pulos a mauyaw
Pagpannakkel da tatang ken nanang
Ta isu’t pagtuladan a naisangsangayan.
No pumanaw balayda
Uray ania ti or-orasna
Mapan latta agpakada
Ta kayatna a maamuanda’t papananna.
B. Pre-Reading
1. a. Motivation
Show the following pictures:
* Boy (in basketball uniform) waking up his parents
* Playing basketball with friends
* Boy after playing basketball, perspiring , and
talking to his father
2. a. Unlocking of Difficulties
( through context clues and picture clues )
1. agdardaras
2. makiringringgor
3. madangran
4. nasiglat
5. nagi-innalamano
296
3. Setting the purpose for reading.
Say: In the story we will read today, we
will find out who will win in the basketball game played
by the four friends.
C. During Reading
1. During Reading
Read the short story first. Let the pupils read entire by
group, then by pair, individually.
Dagiti Aggagayyem
D. Post Reading
Ask the following comprehension questions to the pupils.
Comprehension Questions:
1. Siasinno dagiti aggagayyem?
2. Ania ti ubraenda nga aggagayyem iti aldaw ti Sabado?
3. Ania ti inaramid ni Joseph sakbay nga pimmanaw iti
balayda?
297
4. Siasinno ti nagkadua iti ay-ayamda?
5. Siasinno ti nangabak?
6. No madangran ka no madama ti ay-ayam, makiapa ka
kadi? Ania ti aramidem?
7. Ania ti inaramidda Joseph idi malpas ti ay-ayamda nga
mangipakita nga maawatda pannakaabakda?
8. Ub-ubraenyo kad met nukua daytoy?
9. Ania a klase nga ubing ni Joseph?
10. Ania dagiti nadayaw nga balikas nga nausar iti
istoria? Ar-aramidenyo met la dagitoy?
11. Ania ti mapasamak no madiyo ammo ti mangawat ti
pannakaabakyo?
E. Evaluation
F. Assignment
What character trait did Joseph manifest? Is it good to be
courteous? Why?
DAY 2
Objectives
A. Preliminary Activity
1. Review
Review the story “Dagiti Aggagayyem”
a. Review the story by reading the whole text to be done
by the pupils.
Ask: What do you think will happen if the friends did not
show courtesy and sportsmanship?
298
B. Development Lesson
Let the pupils arrange the sentences as to what had
happened first, second, third and last.
1. Napan ngarud ni Joseph diay pagay-ayaman ti
basketball. Adda idiayen dagiti gagayyemna a da Larry,
Sedrik ken Benedik.
2. Kalpasan ti panagay-ayamda, nagi-innaalamanoda sa
da napan nagmeryenda.
3. Nasapa a nagriing ni Joseph ti agsapa iti Sabado.
Nagdardaras a namigat, idi malpas nagmano ken
tatang ken nanangna sa nagpakada nga mapan maki-
ay-ayam iti basketbol.
5. Naragsak ti panagay-ayamda. Adda ti oras nga adda
madangran ngem ammoda nga paset ti panagay-ayam.
C. Evaluation
Ask some volunteer pupils to narrate the story based
on what had happened first, second, third and last.
E. Assignment
Write the summary of the story.
DAY 3
Objectives
A. Preliminary Activity
1. Review/ Drill
Review the story” Dagiti Aggagayyem “
a. Present the story again. Call some pupils to read aloud
in the class.
299
with courteous expressions.
2. Guided Practice
Kitaen dagiti dua a ladawan. Pilien ti maysa a
ladawan ken mangaramid ti dialogo maipapan iti daytoy.
Aramaten dagiti nadadayaw a balikas.
300
C. Evaluation
Show a picture of a telephone conversation between two
girls named Alma and Helen. Read the situation and make a
short story that includes characters, setting and event.
Ask: How did Helen tell Alma that she couldn’t attend
the birthday party?
D. Assignment
Write one sentence in each situation using appropriate
courteous expressions.
DAY 4
Objectives
A. Preliminary Activity
1. Drill
Give spelling activity on the board.
301
1. agdardaras
2. makiringringgor
3. madangran
4. nasiglat
5. nagi-innalamano
2. Review
Ask: What courteous expressions we have learned yesterday?
C. Evaluation
Show pictures. Have the pupils talk about
the pictures.
Ask: What do you think happened to the child?
Why is she crying?
D. Assignment
Mangisurat ti mabalin a mapasamak kadagiti sumaganad nga
sitwasyon.
1. Nadanunan ni nanang a nakadaldalus ti arubayan ti balay.
2. Adda maysa nga ubing a mangbali-baliktad ti bag na ken
302
kasla madandanagan.
3. Makisalip ni Mimi iti kontes ti kinnantaan. Kanayon isuna
nga agen-ensayo.
DAY 5
Evaluation
Objectives
303
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
THIRD QUARTER-Week 25
Theme
My School Community
Objectives
Domains
1. Oral Language
Listening and retelling a story heard in their own word
citing characters, setting and important events in a
culturally appropriate manner.
2. Word Recognition
Reading at least 200-300 words appropriate to the
grade level.
Giving the meaning of words being read.
3. Fluency
Reading aloud grade two level texts with an accuracy
of 95-100%.
304
4. Spelling
Correctly spell content words in the list of vocabulary
words.
5. Handwriting
Writing short narrative story that include elements of
setting, characters and events.
6. Grammar Awareness
Using courteous expressions in culturally appropriate
situations e.g. telephone conversations.
7. Reading Comprehension – Activating Schema & Prior
Sequencing Knowledge
three events in the stories by telling which happened
first, second and third or last.
8. Reading Comprehension- Comprehension of
Informational Texts
Perceiving cause and effect.
Value Focus
Giving one’s support and cooperation to the school
Subject Matter
A. Topic
Using courteous expressions in culturally appropriate
situations e.g. telephone conversations.
B. Reference
K to 12 Curriculum 2 (Mother Tongue Competencies)
C. Materials
Story: Ti Pagadalanmi!
Ni: Vilma F. Alcayaga
Poem: Umaykayon Agbasa!
Ni: Rowena T. Nefangui
D. Procedure
DAY 1
Objectives
305
b. Read aloud grade two level texts with an accuracy
of 95-100%
c. Give the meaning of words being read
A.Preliminary Activity
B. Pre-Reading
1. a. Motivation
Ask: Siasino kadakayo ti adda mula na a nateng
idiay balayda? Ania ti maited ti nateng
kadatayo?
2. Unlocking of difficulties
Write the vocabulary words in the flashcards.Let the
pupils read each word.Guide them in giving the
meaning of each word through picture clues.
nagpakada
nadumaduma
nakasab-it
nangngeg
gabion
karaykay
306
C. During Reading
1. Follow the Reading Plan.
Ti Pagadalanmi
Ni: Vilma F. Alcayaga
D. Post Reading
1. Check pupils’ comprehension of the story by letting them
answer the following questions:
2. Enrichment Activity
Infusion of Values
307
E. Evaluation
Write the following words, phrases and sentences on your
notebook. Tell whether these are the setting, characters or
events in the story.
Key to Correction
1. Characters
2. Character
3. Setting
4. Events
5. character
F. Assignment
Give three example of setting, characters or events in a story.
DAY 2
Objectives
A. Preliminary Activity
1. Drill
Read the vocabulary words with correct pronunciation.
nagpakada
asikaso
nadumaduma
nakasab-it
nangngeg
gabion
karaykay
bimmaba
308
2. Motivation
Check on their assignment by asking the pupils: Do you
have a dream school? Encourage the pupils to say one
sentence about about their dream school then let them
post their drawings on a designated part of the classroom.
309
Tell a story about the pictures.What title can you give to your
story?
3. Infusion of Values
What lesson did you learn from the picture story?
C. Evaluation
Write the correct sequence on brushing the teeth.
DAY 3
Objectives
310
A. Preliminary Activity
1. Drill
Have a spelling drill using the vocabulary words:
nagpakada
asikaso
nadumaduma
nakasab-it
nangngeg
gabion
karaykay
bimmaba
2. Checking of assignment
Let the pupils read the correct sequence of brushing their
teeth.
3. Motivation
Let the pupils sing the happy song ”Naragsakkami Ita”
Ask: Are you happy to be in school today?
Encourage them to give their reasons and write their
responses on the chalkboard.
Umaykayon Agbasa!
Ni: Rowena T. Nefangui
311
Ti adal saan a mapukaw uray kaanuman
Uray sadinno a disso ti pakadanunan
Madi tayo pulos maiyaw awan
Ta adda kadatayo ti adal a kangrunaan.
C. Post Reading
Have the pupils read the poem. Let them answer the
following question.
Example:
312
Example: I am happy to be in school today because I will
learn a new poem.
Show the cause and effect in this sentence, do the same with
the other pupils’ responses.
C. Evaluation
Let the pupils perceive the cause and effect relationship in the
following pictures.
Infusion of values
Why should you go to school everyday?
313
D. Assignment
Write your answer to this question.
Apay a naragsak ni maestro a mangpasangbay kadagiti agadal?
Let them underline the cause and encircle the effect.
DAY 4
Objectives
A. Preliminary Activity
1. Drill
Say: “What other words do you like to include in our list, let us
add ten more words. Let me check if you can write the words
correctly. Cover the lists and dictate the words as spelling
activity.”
2. Review
Let the pupils present their answer to the given activity in the
assignment.
Invite the pupils to a gallery walk and look at the pictures of the
dream schools of their classmates.Let them choose a picture and
tell why they like it.Guide the pupils in perceiving the
cause and effect in their responses.
3. Motivation
Ask:
Who is your favorite tv host or radio announcer? Does he or she
say words clearly? Who do you think is the best drama
actor/actress in television? Why is he/she a good actor?
actress?
314
1. nagpakada
2. nagduduma
3. karaykay
4. bimmaba
5. nangngeg
6. pagadalan
7. agur-uray
8. kabigatan
9. makaadal
10. panagayat
Tell the pupils to recall the story “Ti Pagadalanmi” and the
poem “Umaykayon Agbasa!
C. Enrichment/Reinforcement Activity
Give all pupils strips of paper
315
D. Evaluation
Write at least three courteous expressions that we can
use in our everyday conversation.
E. Assignment
What are the courteous expressions will you use in the
following situations. Select one from the three situations
below. Then write a short narrative story about the
situation.
Day 5
Evaluation
Objectives
316
Key to Correction
1. c
2. d
3. b
4. a
317
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
THIRD QUARTER-Week 26
Theme
The Community I Live
Objectives:
Domains
1. Oral Language
Talking about famous people, places, events, etc. using
descriptive words in a culturally appropriate manner.
2. Fluency
Reading aloud grade two level texts with an accuracy of 95-
100%.
3. Spelling
Spelling content words in the list of vocabulary words.
4. Grammar Awareness
Using courteous expressions in culturally appropriate
situations e.g. telephone conversations
5. Reading Comprehension
Comprehension of Informational Texts
Giving the correct sequence of the events
318
6. Reading Comprehension
Attitude Towards Language, Literary and Literature
Showing love for reading by listening attentively during story
reading and making comments or reactions.
Value Focus
Patriotism, Love of Country
Subject Matter
A. Topic
Descriptive Words
B. Reference
K to 12 Curriculum 2 (Mother Tongue Competencies)
C. Materials
Story: Ti Ubing a Nagpaparut Ngipen
Song: Mangrugin ti Klase
Ayug:Atin Cu Pung Singsing
pictures of famous people, places and events; flashcards,
pocket chart
D. Procedure
DAY 1
Objective
A. Preliminary Activity
Ask: Who is your favorite television or movie personality? Why
do you like him/her? Is your favorite television star popular?
What makes him/her popular?
B. Development Activity
1. Post the pictures of the following people on the
pocket chart: President Aquino, Manny Pacquiao, Jose
Rizal, Charisse, and Ai-Ai delas Alas.
319
Guide the class in talking about the people in the pictures by
describing each of them.
Write the descriptive words used by the pupils.
The first two groups are given pictures of famous places
like beach, malls, church, etc.
The next two groups are given pictures of famous events
like: a birthday party, Christmas Day, All Saints’ Day,
wedding, etc.
Tell the class that the pictures show famous places and
events.
Have all members of the group look at the pictures with the
leader of the group facilitates the activity.
They will talk about the place and events in the pictures by
using words that describe each place/event.
Using the notecards, the pupils write the descriptive words
for the picture.
Have the pupils read all the descriptive words.
Ask:
Did you enjoy the activity?
Which of the pictures do you like most?
Why? What did you learn about the people, places and
events?
C. Evaluation
Write 2 descriptive words for each of the following:
a. mother
b. New Year
c. Vigan City
d. teacher
e. sister
f. Christmas Day
D. Assignment
Name a person, place or event and talk about him/her/it using
descriptive words.
320
DAY 2
Objectives
A. Preliminary Activity
Sing the Song “Sampung mga Daliri” (in Mother Tongue)
Sangapulo a ramay
Saka ken ima
Dua a lapayag
Dua a mata
Agong a napintas
Babassit a ngipen
Usaren a pagngalngal
Maysa a dila
A mangibagbaga
Saan ka nga agul-ulbod.
Ask:
What does the song say about your teeth?
Do you have a good set of teeth? What can you say about
your teeth?
B. Pre-reading Activity
1. a. Motivation
Ask: How many times do we brush our teeth in a
day?
2. Unlocking of difficulty
makasangsangit – (through picture clues)
321
consulting a doctor)
plaslayt– show picture of a flashlight
D. Post Reading
1. Ask comprehension about the story:
1. Siasino ti nagsangsangit?
2. Apay nga nagsangsangit ni Aldrin?
3. Ania ti makagapu iti panagsakit ti ngipenna?
4. Siasino ti nakangngeg iti panagsangit ni Aldrin?
5. Kinayat kadi ni Aldrin ti napan iti dentista? Apay?
6. Napadasanyo kadin ti napan iti dentista?
7. No sika ni Aldrin, ania ti aramidem?
2. Engagement/Reinforcement Activity
Give each pupil the chance to read.
322
E. Evaluation
Apay nga nasken a mapan iti dentista aglalo
kadakayo nga ubbing?
DAY 3
Objective
a. Give the correct sequence of the events
b. Spell content words in the list of vocabulary words
A. Preliminary Activity
1. Drill
Let the pupils spell the following words:
1. timmaliaw
2. agsangsangit
3. plaslayt
4. pasiente
5. kasapulan
B. Development Activity
1. Say:
Read the sentences in the flashcards. These are some of the
events in the story. Arrange them in their correct sequence
by placing them in the pocket chart as illustrated below:
Kayat ni Aldrin ti 1.
mapan iti dentista
Simmangpet ni
2.
manangna a Clarita.
323
Nangngeg ni
3.
nanangna nga
agsangsangit ni Aldrin.
Nagsangit ni Aldrin
gapu ti sakit ti
ngipenna.
4.
Nangan ni Aldrin ti
adu a tsokolate.
5.
Dinamag ni nanang
no apay nga
agsangsangit ni
Aldrin.
6.
Sinublian ni
nanangna dagiti
lablabaanna. 7.
Inawis ni nanangna a
mapanda iti dentista
ngem saanna a 8.
kayat.
324
C. Evaluation
Arrange the sentences as they happened in the story.
Number them 1-5.
_____ Pinarut ni Dra. Valdez ti ngipen ni Aldrin.
_____ Nagyamanda Aldrin ken nanangna iti dentista.
_____ Innala ni Dra. Valdez ti bassit a plaslayt ket
kinitana ti ngipen ni Aldrin nga agsaksakit.
_____ Napanda Aldrin ken nanangna iti klinika ni Dra.
Valdez.
_____ Insagana ti dentista dagiti kasapulanna.
D. Assignment
Have the pupils rewrite the sentences ( 1 to 5) in paragraph
form.
Key to Correction
DAY 4
Objective
A. Preliminary Activity
1. Review the vocabulary words (Day 1 and 3)
2. Sing a song of greeting.
Mangrugin ti Klase
(Ayug: Atin Cu Pung Singsing)
Naimbag a bigatyo amin
Maragsakanmi
Ta kaduami ni maestro
Ipalakpak ti ima
Ipaddek ti saka
Kalpasanna agtugaw
Ta mangrugin ti klase.
325
Ask:
What courteous expression was used in the song?
B. Pre-Reading
1. a. Motivation
Ask: Who among you have telephones at home?
2. Unlocking of difficulty
insigida – through modeling
agdardaras – through synonym
ibaga – through synonym
panagbaba – modeling
D. During Reading
D. Post Reading
1. Let the pupils answer the following questions to check
comprehension.
- Why did Nora make a call to Mr. Soriano?
326
- Was she able to talk to him?
- What are the courteous expressions used in their
telephone conversations?
- If you were Nora, will you do the same? What good traits
did you learn from Nora? What about Mr. Soriano?
2. Engagement Activity
Discuss with the class the importance of using courteous
expression and when to use them.
3. Guided Practice
- Assign 2 pupils to read the dialog in front.
- Divide the pupils into 2 groups and each group will read
aloud their parts in the dialogue.
4. Independent Practice
Ask: What can you say about how Nora and Mr. Soriano talk
over the phone.
What are the courteous expressions used in the dialog?
E. Evaluation
Draw a happy face before a courteous expression and a sad face
if not.
______1. Saanka nga agdardaras ket adda ar-aramidek!
______2. Komustakayo amin apo?
______3. Ania ti maitulongko kadakayo apo?
______4. Mapannakon gayyem. Agkita ta man no
bigaten.
______5. Ma’am, mabalin ti rumuar a mapan diay
kantina?
F. Assignment
List down some courteous expressions used in a telephone
conversation.
Day 5
Evaluation
Objectives:
a. Talk about famous people, places, events, etc.
using descriptive words in a culturally
appropriate manner
b. Use courteous expressions in culturally
327
appropriate situations, eg. telephone
conversations
328
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
THIRD QUARTER-Week 27
Theme
Making Oneself Lovable by being helpful
Objectives
Domains
1. Oral Language
Participating in and initiating more extensive social
conversations with peers and adults on unfamiliar topics by
asking and answering questions and restating and soliciting
information.
2. Word Recognition
Reading with understanding paragraphs and stories.
3. Spelling
Spelling/reading correctly words with diphthongs.
4. Composing
Following a model to write a friendly letter
5. Grammar Awareness
Using courteous expressions in culturally appropriate
situations.
6. Vocabulary and Concept Development
329
Recognizing some common root words when they are
attached to known vocabulary.
7. Reading Comprehension Comprehension of Literary Texts
Reading and answering higher order factual and implied
comprehension questions
Value Focus
Ready to lend a hand, Caring for others
Subject Matter
A. Topic
Writing a Friendly Letter
B. Reference
K to 12 Curriculum 2 (Mother Tongue Competencies)
C. Materials
Story: Ti Bassit a Sirena
miniature mermaid (wooden or paper mache),
pictures, charts, graphic organizers, task cards
D. Procedure
DAY 1
Objectives
330
A. Preliminary Activity
1. Drill
The pupils read and spell some words with diphthongs:
lakay puraw baboy
balay agpukkaw kahoy
bantay pumanaw dagitoy
Kallay ray-aw naraboy
2. Motivation
Show a busy picture of a community. It features people
in different spots like in the church, park, community
hospital, market, school, city hall, etc.
Possible answers:
1. The lady in the market is selling vegetables.
2. I can see a policeman in front of the city hall.
3. The children are playing in the park.
4. A family is entering the church.
5. The school children are in uniform.
331
C. Evaluation
?
approaching jeepney. woman and held her by
An old woman is about the hand.
to cross the road. A Speech bubble:
boy is looking at the “ Nana, kuyugenkayon a
old woman with this bumallasiw.”
thought in mind:
Thought Bubble:
“Kaya ngata ti baket ti
bumallasiw nga
agsolsolo?”
?
A girl and a boy are Both are thinking while
walking along a walking.
sidewalk.
They saw a wallet full Speech Bubble:
of money. “Pangitedanta iti daytoy
Speech Bubble: a pitaka?
“Ayna! Napunno ti
kuarta iti daytoy
apitaka. Ania ti
aramidenta?”
?
A family is inside the The same kid laughs so
church. One of the loudly while the mass is
kids at the back seat going on.
keeps on talking with a
loud voice. Thought Bubble (of
another girl):
“Ania ngata ti aramidek
tapno sumardengda?”
332
E. Assignment
Ask: Have you seen a mermaid? Do you know of a story about
mermaids? Recall a story you have previously heard and be
ready to share it in class.
DAY 2
Objective
A. Pre-Reading
1. Motivation
Show a picture of a mermaid to the pupils. (It is better if
the teacher can provide for a wooden mermaid or a
mermaid figurine to show the pupils.)
Have them talk about their assignment a story a
mermaid.
2. Unlocking of Difficulties
The following words used in the story are unlocked
through pictures, demonstration, etc.
sigay taaw
baybay apay
A. During Reading
Reading of the Story
The story is entitled, “The Little Mermaid”
adapted).
333
Ti Bassit a Sirena
334
C. Post-Reading Activity
1. Ask the following comprehension questions:
1. Where did the story happen?
2. Who are the characters of the story?
3. What are the important events in the story?
4. What character trait of Ariel do you like best?
Why?
5. Do you believe of the existence of mermaids?
Why? Why not?
2. Engagement Activity
Have the pupils read the story with the
guidance of the teacher.
D. Evaluation
Arrange the events in the story by telling which
happened first, second and third or last . Sentences
are written on flashcards.
E. Assignment
Use the following words in sentences.
1. sigay
2. baybay
3. taaw
4. apay
5. agkaraykay
335
DAY 3
Objectives
A. Preliminary Activity
1. Ask:
What time did you wake up this morning? Does somebody
have to wake you up in the morning?
Masapa a maturog
Masapa a makariing
Pagbalinen a nasayaat ti aldaw
Pagsayaatan ket nasalun-at ken kusto ti panunot
Ask:
What happens when you sleep late at night?
How do you feel when you have to wake up early for
school?
B. Presentation
336
Apunayen a ragragsak ti rupana
Kadagitoy nga inna makitkita
Mangted inspirasyon ti panagdakkelna
Anian a nagsingpet ti Apo a Namarsua!
C. Oral Practice/Modelling
Ask:
Do you read the short word in the long word?
Discuss with the class that the short word
is called the root word.
D. Guided Practice
1. gimmatang
2. insimpa
3. mannangan
4. napumpunno
5. napintas
337
E. Independent Practice
Read the paragraph below and write the root word of the
encircled words.
F. Evaluation
Give the rootword of the following words:
1. naragsak
2. natalna
3. nasipnget
4. naasikaso
5. pagdayawan
DAY 4
Objectives
A. Preliminary Activities
1. Drill
Let the pupils read some words with dipthongs:
lakay puraw baboy
balay agpukkaw kahoy
bantay pumanaw dagitoy
2. Review
Recall the details of the story previously read.
338
3. Motivation
Ask:
Do you have a best friend?
What are the things that you enjoy doing together?
What are your best friend’s good traits?
D. Enrichment Activity
Present a friendly letter whose parts are not in proper order.
Let the pupils arrange them to form a well-written friendly
letter.
C. Evaluation
Let the pupils write the necessary parts of the
letter shown on the board.
____________________
______________,
_____________________________________________
___________________________________________________
___________________________.
_____________________________________________
_________________________________________.
__________________,
___________________
339
E. Assignment
Write a friendly letter for one of your classmates. Be sure to
include all the basic parts of a friendly letter.
Day 5
Evaluation
Objectives
1. Your friend,
2. Bgry. Lioes, Currimao, Ilocos Norte
February 25, 2013
3. Jojo
4. Dear Jelo,
5. Hello! How are you doing? Next Saturday is my
birthday I’m expecting you to come and attend, the
party will start at 2:00 P.M. See you.
1. nagtaray
2. nagluto
3. ngimmato
4. nagdigos
5. nagdalus
Key to Correction
1. Nagtaray - taray
2. nagluto – luto
3. ngimmato – ngato
4. nagdigos – digos
5. nagdalus - dalus
340
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
THIRD QUARTER-Week 28
Theme
Making Oneself Lovable by being polite and courteous
Objectives
Domains
1. Word Recognition
Reading with understanding paragraphs and legends
2. Fluency
Reading stories, legends, news articles, etc. with ease and
fluency.
3. Spelling
Spelling correctly content words.
4. Composing
Composing an advertisement using appropriate words and
coherent texts.
5. Handwriting
Following a model to write an excuse letter
6. Grammar Awareness
Using culturally appropriate expressions to show locations
7. Vocabulary and Concept Development
Recognizing some common root words when they are
attached to known vocabulary
341
8. Reading Comprehension
Comprehension of Literary Texts
Reading and answering higher factual and implied
comprehension questions
Activating Schema and Prior Knowledge
Sequencing three events in the story by telling which
happened first, second and third or last
Value Focus
Being polite and courteous
Subject Matter
A. Topic
Writing an Excuse Letter
Using appropriate expressions to show locations
B. Reference
K to 12 Curriculum 2 (Mother Tongue
Competencies)
C. Materials
Story: Ti Anunsiyo
Ni Lola Naty
Ti Naggapuan Ti Paoay Lake
(Adapted)
pictures, charts, graphic organizers, taskcards
D. Procedure
DAY 1
Objectives
A. Preliminary Activity
1. Review
Show the pictures of the different places in Ilocos
Sur and let the pupils tell what particular place is being
shown. Let them tell something about the place.
B. Pre- Reading
1. Motivation
342
Ask: Nakabuya kayo kadin iti festival? Ania a festival
dagidiay a nabuyayon?
1. Unlocking of Difficulties
(through the use of pictures and context clues)
b. Pasalip
c. Festival
d. Anunsyo
e. Kannawidan a sala
f. Gamet
g. Bagnet
h. Tapey
i. Pamulinawen
j. Dinaklisan
k. buslugan
C. During Reading
1. First reading
Read the story without interruption while the pupils
listen.
Ti Anunsio
Kadagiti Interesado:
343
Kaanu: February 17, 2013
Ayanna: San Fernando Plasa, San Fernando, La Union
D. Post Reading
1. Ask the following comprehension questions:
2. Engagement Activity
Use the following words in sentences. Have pupils write
the correct spelling in their paper.
E. Evaluation
1. Match the city/town with its festival.
_____1. Narvacan a. Dinaklisan Festival
_____2. Laoag City b. Buslugan Festival
_____3. Sudipen, La Union c. Gamet Festival
_____4. Currimao, Ilocos Norte d. Pamulinawen Festival
_____5. Burgos, Ilocos Norte e. Tapey Festival
344
_____6. Luna, La Union f. Bagnet Festival
F. Assignment
Interview your parents about a town festival they know
about. Create an announcement about it.
Key to Correction
DAY 2
Objectives
a. Use culturally appropriate expressions to show
locations
b. Read and answer higher factual and implied
comprehension questions
A. Preliminary Activities
1. Review
The pupils will read their assignment on advertisement
about a town festival.
345
B. Pre-Reading
1. Motivation
Ask: Ayanna ti nakaiyanakam? Ayan
na ngarud ti pagnanaedam ita?
2. Unlocking of Difficulties
(through the use of pictures and context clues)
1. Agputputed
2. Simmarungkar
3. Inpasungad
4. Pamigat
C. During Reading
1. First reading
Read the story without interruption while the pupils
listen.
Ti Lola Naty
346
D. Post Reading
1. Ask the following questions to the pupils.
a. Ayanna ni tatang? (Idiay likod ti balay)
b. Ayanna ni nanang? (idiay kusina)
c. Ayanna ni manang? (idiay banyo)
d. Ayanna ni manong? (idiay sango)
E. Evaluation
Ugedan ti umno a balikas a mangibagbaga iti ayanna.
Key to Correction
1. arubayan
2. rabaw ti lamisaan
3. kuwarto
4. taltalon
5. kusina
F. Assignment
Write 10 words that tell location and use them in sentences.
347
DAY 3
Objectives
A. Preliminary Activity
1. Review
Ask the pupils to read and check their assignment on
words that tell where.
B. Development Activity
1. Motivation
Say: Who among you have heard the famous
town of Paoay in Ilocos Norte? You can find there the
historic church and the Paoay Lake.
2. Unlocking of Difficulties
(through the use of pictures and context clues)
a. Kinaprogreso
b. Salisal
c. Agraem
d. Gurruod
e. Alikamen
f. Pasdek
g. Anniniwan
348
C. During Reading
1. First reading
Read the story without interruption while the pupils
listen.
349
ikan/sidsida ket naarkusanda ti al-alahas. Patienda daytoy nga
dagiti tattao idi dagitoy nga agnaed iti lugar.
D. Post Reading
A. Ask the following questions to the pupils:
1. Iladawan dagiti tattao nga agnaed idi iti ili ti Paoay Lake.
2. Siasinno dagiti dua nga agasawa?
3. Ania ti tagtagainep dagiti agasawa?
4. Ania ti napasamak kadagiti tattao?
5. Naisalakan kadi ni Maria kenni Juan?
6. Ania ti naimbag nga sursuro ti maadaw daytoy a leyende?
E. Enrichment Activity
F. Evaluation
G. Assignment
List down five words with affixes.
350
DAY 4
Objective
A. Preliminary Activity
1. Drill
Ask the pupils to read the following words with affixes:
1. naasi
2. kinapintas
3. managparabor
4. kinangina
5. nalayus
6. agkararag
7. nasimple
8. panawan
9. nagtubo
10. agbalbaliw
2. Review
The pupils will read their assignment on rootwords with
affixes.
Brgy. Lioes,
Currimao, Ilocos Norte
February 22, 2013
Your pupil,
Jaira Kate B. Tabag
351
Ask:
Who wrote the letter?
Why is she absent from her class?
Who is the receiver of the letter?
When is the Dinaklisan Festival?
Why is it necessary to write an excuse letter?
C. Generalization
Ask the following to the pupils:
• What is an excuse letter?
• What are the parts of an excuse letter?
• What is found in each part?
C. Evaluation
Arrange the following jumbled parts of an excuse letter.
a. Your pupil,
b. Dear Ma’am,
c. Please excuse me for being absent today because I am
suffering from colds and cough. I hope I can come to school
tomorrow.
d. Rowena
e. February 22, 2013
Sta. Rita, Paoay, Ilocos Norte
D. Assignment
Write an excuse letter for not attending your class because you
are suffering from stomachache.
Day 5
Evaluation
Objectives
1. aglagto
2. nagbasa
3. napintas
352
4. magmagna
5. agdigos
6. nagtiliw
7. nasayaat
8. naluto
9. immuli
10. nabasa
353
MTBMLE (ILOKANO)
(GRADE 2 TEACHER’S GUIDE)
FOURTH QUARTER
354
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
FOURTH QUARTER-Week 29
Theme
Our Community Resources
“Our Local Products”
Objectives
Domains
1. Fluency
Read short stories with ease and fluency.
Read with automaticity 200-300 grade two level high
frequency sight words
Read aloud grade two levels text with an accuracy of
95-100%
2. Composing
Write short narrative story that include elements of
setting, characters and events.
3. Vocabulary and Concept Development
Use decoding knowledge and skills in academic and
social vocabulary to begin independent reading.
355
4. Activating Schema and Prior Knowledge
Make inference on what is likely to happen next based
on the events in the stories, legends, etc
Read and answer higher order factual and implied
comprehension questions.
5. Comprehension of Informational Text
Manifest comprehension of informational texts
through answering literal and higher level questions.
6. Attitude Towards Language, Literacy and Literature:
Express love for stories and other texts by browsing
the books read to them and asking to be read more
stories and text.
Value Focus:
Patronize your own product
Subject Matter
A.Topic
Reading short stories/Independent Reading
B. References
K to 12 Curriculum 2 (Mother Tongue Competencies)
C.Materials
D.Procedure
DAY 1
Objectives:
a. Read with automaticity 200-300 grade two level
high frequency sight words
b. Read short stories/articles with ease and fluency
c. Use decoding knowledge and skill in academic and
social vocabulary to begin independent reading
d. Read aloud grade two levels text with an accuracy
of 95%-100%
356
A.Preliminary Activities
Ask:
What are the different vegetables in the song?
Do you have them in your community?
Do you like to eat these vegetables?
A. Pre-Reading
1. Motivation
Song: Let the pupils sing the song Bahay Kubo.
Ask:
What are the different vegetables in the song?
Do you have them in your community?
Do you like to eat these vegetables?
Products
Bagnet and longganisa are some of the products in
our community.
Community
There are still a lot of products that we can be
proud of in our community.
Materials
Most of the materials used in these products came
357
from our community.
B.During Reading
-adapted-
C.Post Reading
358
2.Engagement Activities
Our province produces enough vegetables and fruits, what must
you do to patronize our products?
Let’s Do This!
Name of local
Product
How do we
use this
product?
3.Skills Focus
2. Guided Practice
Say:
359
b.Maysaak a gusgutuen a kanen. Nasam-it
ken napigketak no ngalngalen.Ania ti naganko
( kalamay)
2. Independent Practice
Say:
You will make a riddle just like what we have done.Be
ready to read it in front during the presentation
4. Infusion of Value
Say:
If you were to buy your snacks at the canteen, what will
you buy - malagkit and buko juice or softdrinks and
cheese curls? Why?
5.Evaluation
Say:
Inside the basket are products found in our community.
Read carefully and encircle the products found in your
place.
360
F. Assignment
List down 5 products of your community and put them on the
freedom wall.
Key to Corrrection
DAY 2
Objectives
A. Preliminary Activities
1. Review
Let the pupils read again the article written
on a manila paper- “Kannawidan Ylocos Festival”
The teacher says:
Think of the products we have in our
barangay/town that were not mentioned in the
article.
B. Motivation
361
C. Presentation
Say:
Ask:
__________________________
__________________________
__________________________
__________________________
362
3. Group III-“Reality or Fantasy?”
E. Evaluation
Write a short paragraph about how a product in your locality
is made.
DAY 3
Objectives
A. Preliminary Activities
1. The teachers says: We are going to match the products
written in a strip of paper to the province/town they are
being produced.
363
bangus Candon City
bawang Badoc
B. Motivation
The teacher passes basket with pictures of different
products in the community. As music stops pupil holding
the basket picks picture and will tell something about it.
C. Presentation
Today we are going to read articles and answer questions
about it.
2.Engagement Activity:
Say:
Read the advertisement with ease and fluency.
Ti Longanisa ti Vigan
364
3.Presentation of Outputs
Each group will present the advertisement they created
with correct rate, accuracy and prosody (phrasing,
pausing and emphasis).
E. Assessment
Say:
Use the rubrics below to rate your classmates during
the presentation of their advertisement.
Aytem Detalye
1 Nakasao ti nalawag/diretso maipanggep iti
anunsio nga inaramid
2 Maawatan ken mangngeg ti panagsao.
3 Nairaman dagiti produkto ti binasa nga artikulo iti
inaramid a anunsio.
4 Nausar dagiti makaallukoy a sao iti inaramid nga
anunsyo.
5 Maipakita ti panangipanakkel kadagiti produkto iti
naaramid nga anunsio
Legend:
F.Assignment
Cut an advertisement in a magazine or newspaper.Practice
reading it and be ready to read it tomorrow in class.
DAY 4
Objectives
365
d. Express love for stories and other texts by browsing
the books read to them and asking to be read more
stories and texts.
A. Preliminary Activities
1.Song: In tune of Leron-Leron Sin
Idiay arubayanmi
Ket adu ti bungbunga
Adda Santol, Bayabas
Mangga, Tsiko ken Anonas
Amin dagitoy ket nasam-it naimas
Napnot’ bitamina, mangted pigsa ken salun-at
Composed by:
Elvira M. Alvarez
A.Pre-Reading
1.Motivation
The teacher shows a picture of a mango fruit.
Say:
Give the meaning of the words through picture, action
and through context clues
immannamong
inpudno
gangannaet
nataer
366
B.During Reading
Ti Nagtaudan ti Mangga
Dagiti Ari ken Reyna ti Pagarian ti Narusnub ket agpadada nga
naliday. Awan ti anakda. Kanayon nga makitkita ni Ari Ebdan ni Reyna
Adena nga agsangsangit.
“ Ikkankayo ti anak ngem iti maysa a kondision, alaek ti anakyo
inton agtawenen ti sangapulo ket walo,”kinuna ti ganganaet.
Immannamong ti Ari ken Reyna ti kondision ti ganganaet.
Ni Prinsesa Marga ti nagbalin nga anak da Ari Ebdan ken Reyna
Adena. Ay-ayatenda unay ti anakda.
Naglabas dagiti panawen, nalipatan ti ari ken reyna ti
gangannaet. Idi dandanin agsangapulo ket walo ti edad ti prinsesa
simmangpet ti gangannaet ti pagarian.”Maasika, saanmo nga alaen ti
anakko”,insangit ti reyna. “ Tulag ket tulag”, insungbat ti gangannaet.
Napanunot ti ari ken reyna nga ibaga iti agpayso iti anakda.
Inpudnoda ti prinsesa a nakitulag da ti maysa a gangannaet. “Inton
alas dose ti tengnga ti rabii alaennakan ti gangannaet ngem saanka nga
ited”, kinuna ti ari.Ngem iti dayta a rabii, saan a nagpakita ti
gangannaet.Agingga a nalipatan ti ari ken reyna iti maipapan ti
gangannaet.
Maysa nga aldaw nga agpaspasyar ni Prinsesa Marga idiay
katalkalunan, nakitana ti maysa a nataer ken nasingpet a baro. Isu ni
Kunio nga taga kabangibang a pagarian.
Naggayyem da Prinsesa Marga ken Kunio.Inarem ni Kunio ni
Prinsesa Marga agingga a naginnayan-ayatda ket nagtulagda nga
agkallaysa ti kabiitan a panawen.
Bisperas ti kasar da Prisesa Marga ken Kunio, simmangpet ti
gangannaet ket pinilitna nga alaen ti prinsesa. “ Saanak a sumurot
kenka”, kuna ti prinsesa. Nangala iti kutsilio ket inbagsolna iti pusona.
Natay ti prinsesa ket inkali ni Kunio ti bangkay ti prinsesa.
Napalabas ti sumagmamano nga lawas, adda timmubo mula ti
nakaikalian ti prinsesa. Nagbunga daytoy iti sinanpuso. Isu daytoy ti
mangipakita ti napudno a panagayat ni Benita ken Kunio.
Pinanagananna ti kayo iti Marga. Naglabas ti panawen, daydi dati a
Prinsesa diay Marga ket nagbalin a Mangga.
B. Post Reading
1.Comprehenstion Questions
Ask the following comprehension questions:
367
Who gave them a child?
What was the condition of the stranger?
Who will marry the princess?
What happened on the night before the wedding?
What grew in the grave of Marga?
What did they call the tree?
Who were the characters in the story?
Where did the story happen?
2.Engagement Activities
a. Read the statements. Identify if it refers to character,
setting or event. Write your answer in the blank
provided.
________1. Naliday ti ari ken reyna gapu ta saanda
nga naparaburan ti anak.
________2. Simmangpet ti maysa a ganganaet it
pagarian.
________3. Iti adayo a lugar ti Pagarian ti Narusnub
ada agasawa nga awan anakda.
________4. Natay ni Marga ket intabon ni Kunio.
Adda nagtubo a mula iti tanemna.
________5. Ni Kunio ket maysa a nataer ken
nasingpet a baro a naggapu iti kabangibang a
pagarian.
1. Skill Focus
a. Say:
Fill in the spider web to complete the needed
information.
Tell Me
Mango
Fruit
368
b.Guided Practice
Do activity in LM # 93 on page 140
c. Independent Practice:
d.Value Infusion
Ask:
What part of the story inspires you a lot? Why?
E. Evaluation
Fill in the information in the semantic web
Ti Nagtaudan ti Mangga
1. 1. 1.
2. 2. 2.
F. Assignment
Make an album of the different products found in your
community. Select one of the products and research for it’s
legend. Write also the story of the legend.
369
DAY 5
Evaluation
370
I.Read the story of Banana and answer the following questions.
Ti Nagtaudan ti Saba
(Adopted)
371
c. Saan nga nasam-it ti saba.
d.Awan kuma ti ruot iti talon
4.Iti panagpaspasyar ni Maria Maganda iti kabakiran. Adda nakitan
nagdakkel a lion. Ania ngata ti aramidenna?
a. Sabatenna ti Lion
b. Aglemmeng iti kakaykayuan.
c. Ayabanna dyay tigre.
d. Aglaaw ta mangngeg ni tatangna.
5. Nakita ni Maria Maganda nga adun ti naluom nga bunga ti
saba,ania ti aramidenna?
a. Buyaenna daytoy.
b. Urayenna a matnag dagiti bunga tis aba.
c. Pukanenna tapnu maalana dagiti bungana
d. Saanna nga pansinin dagita naluom a bungana
a. _________________________________________
b. _________________________________________
c. _________________________________________
d. _________________________________________
373
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
FOURTH QUARTER-Week 30
Theme
Community Livelihood/Occupation
Objectives
Domains
1. Oral Language
Predicting possible ending in a story, event etc.
2. Fluency
Reading with automaticity 200-300 grade two level high
frequency sight words.
Reading aloud grade two levels text with an accuracy of 95-
100%.
Reading short stories with ease and fluency.
374
3. Composing
Writing short narrative story that include elements of setting,
characters and events.
4. Vocabulary and Concept Development
Using decoding knowledge and skills in academic and
social vocabulary to begin independent reading.
5. Activating Schema and Prior Knowledge
Making inference on what is likely to happen next based on
the events in the stories, legends, etc.
Reading and answer higher order factual and implied
comprehension questions.
6. Comprehension of Informational Text
Manifesting comprehension of informational texts through
answering literal and higher level questions.
7. Attitude Towards Language, Literacy and Literature:
Expressing love for stories and other texts by browsing
the books read to them and asking to be read more
stories and text.
8.Spelling
Spelling words with consonant Clusters and blends
Value Focus
Industry/Unity/Resourcefulness
Subject Matter
B. Topics
Predicting Possible Ending, Making Inferences
C. Reference
K to 12 Curriculum 2 (Mother Tongue Competencies)
C. Materials
Stories, pictures, chart, big book
375
D.Procedure
DAY 1
Objectives
A. Preliminary Activities
1. Previewing of the big book
Show the cover of the book
Ask:
Can you still remember the title of the legend we
read last week? Look at this book, what is the title
of this big book. What can you say about it? Have
you gone to this place?
B.Pre-Reading
1.Motivation
Say:
Look at this picture ( picture of a farm, rice fields)
Ask:
Who worked in this place?
Do you like to visit/stay in the farm? Why?
2. Unlocking of Difficulties
Game:
The class will be divided into smaller groups.
Say:
I have here envelopes. Each group will be given one.
But wait for my signal for you to open it. Read
carefully the instructions for you to know what to
376
do. (Each envelope contains a picture and letters.
Children are ask to combine the letters to form the
name of the picture).
C. During Reading
Ni Tata Carlos
377
C.Post Reading
1. The teacher asks the comprehension questions:
Who is Tata Carlos?
What is his work?
How do you find his job? Why?
What can you say about the work of Tata Carlos?
Is Tata Carlos a good father? Why? Why not?
Who has a father like Tata Carlos? Are you proud
of your father?
2.Engagement Activities
Pretend that you are a reporter, make a report about the life of
Tata Carlos by answering the guide questions provided.
a. Who is Tata Carlos?
b. What is his work?
c. What kind of person/father is Tata Carlos?
d. What does he feel when he was in the farm one
day?
e. What did he think of? What are they doing?
f. What surprised him that day?
g. What kind of family does Tata Carlos have?
3.Skill Focus
Say:
Look at the following words from the story we have read.
What are the underlined words?
trabaho
innangaw
nangngeg
378
5.Evaluation
a. Agkinkinnamat
b. Agsangsangit
c. Agsasao
d. Agdidigos
D. Assignment
Bring to class picture of your father/grandfather and be
able to tell something about him. Cite some of his
characteristics.
Key to Correction
DAY 2
Objectives
379
A. Preliminary Activities
1. Review
The teacher reads the story again. As she reads, she stops
and let the pupils continue the lines to check if pupils
still remember the story.
2. Unlocking of Difficulties
The teacher presents to class the words unlocked the
other day.
Say:
Read the difficult words in our story yesterday. Can
you use these words in your own sentences?
I will call each one of you to use one of the words in
your own sentence.
B. Motivation
The teacher shows pictures of professionals e.g. nurse,
teacher, engineer, doctor
Ask:
Who wants to be like them? Why?
Who wants to be a farmer like Tata Carlos? Why?
Why not?
What must you do to achieve your ambition?
C. Presentation
Today we are going to read a story with ease and fluency.
380
If Tata Carlos did not work hard in the farm, do you
think he can send his children to school?
3. Engagement Activities
The teacher divides the class into three groups. (grouping
depends on the number of pupils in a class). The teachers
let each group does one of these activities:
________
________
381
Activity 2: Let’s Write!
Pretend that you are the writer of the story. How will you end
your story. Write it below.
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________.
4. Group Presentation
The teacher instructs each group to present the output
E. Evaluation
Identify if the statement tells about the character, events or
setting.
1. Naikaglis ni Fidel gapu ti kinasukirna.
2. Naliday ti rupa ni Tata Carlos ta mailiw kadagiti dua nga
annakna.
3. Nakadanunda payen ti tambak gapu ti
panagkinkinnamatda.
4. Napno ti mulmula nga agduduma ti talon ni Tata Carlos.
5. Saan nga pinakan ni Tata Berto dyay nuang na iti 2 nga
aldaw. Ania ti possible nga mapasamak iti taraken na?
a. Sumalun at.
b. Umalisto nga agarado.
c. Agsakit ket saan nga makatrabaho.
d. Sumayaat ti bagbagi na.
F. Assignment
Bring to class your family picture. Prepare a short story
about your family. Be ready to share your story to your
classmates.
Key to Correction
382
DAY 3
Objectives
A. Preliminary Activities
1. Review
Ask:
Who can retell the story about “ Ni Tata Carlos”
What do you think will the family do after eating lunch?
2. Unlocking of Difficulties
Say: Read the following words from the situation. Unlock
the words through CABLA, synonyms, picture
nalulem
pul-oy
intugot
B. Motivation
1.Ask:
No makitam a nalulem ti tangatang ket adda papanam,
ania ti rumbeng nga itugotmo?
C. Presentation
Today I will let you read and I will observe how fast and how
good you read an article.
D. Developmental Activities
1. Say:
Read the situation written on a manila paper. The teacher
lets the pupils read it with automaticity. Then ask pupils
what will likely to happen.
383
2. Ania ti mabalin a mapasamak ken Tata Carlos?Apay nga
nakunam dayta. Irasonam ti sungbat mo.
3. Generalization
How do you give your inferences on what will likely to
happen in the situation
4. Guided Practice
The teacher posts pictures. She/he asks the pupils to
choose what will likely to happen next.
5. Do Activity in LM # 94 page 141
E. Evaluation
Read the following sentences. Write on the blank what is
likely to happen next.
F. Assignment
Think of one of the best/worst incidents in your life. Prepare
a journal and tell a story on how you cope up with it.
Include also the outcome of your action.
DAY 4
Objectives
384
A. Preliminary Activities
Lead the pupils in singing the song “Dagiti Ayup” to the tune of
Baa Baa Black Sheep
Dagiti Ayup
Ni: Jodeline L. Sarmiento
B. Motivation:
Show pictures of carabao and cow.
Ask:
What are these animals?
Have you seen one? Where?
Are they helpful? To whom?
385
Show a picture of hand tractor.
Ask:
What is this?
Where do farmers use this?
What good does it do?
Which do you thick is better, carabao or hand tractor?
Why?
C. Presentation
Today we will read an article about a machine that is very
important to farmers to make their work easier.
D. Developmental Activities
1.Say:
Let us read an article about a farm equipment that help
farmers.
386
Maysa kadagiti aramaten dagiti mannalon tapno
mapadaras a malpas dagiti aramidda ket ti
panagaramat iti traktor. Daytoy ket maysa a kabaruan
a makina nga ar-aramaten iti panagarado. Uray
kasano kalawa ti kataltalunan, apagbiit laeng daytoy a
maarado.
Ask:
What are the advantages of these farm equipment to
farmers
2. Engagement Activities
Post a news article written on a manila paper.
Ask:
What do you think will happen to us if we do not use
these advance technology in our daily lives?
E. Evaluation
387
2. Read the following sentences. Write on the blank what is
likely to happen next.
F. Assignment
Think and write 5 modern products of technology that
help us in our lives. Write a short sentence about the
importance of these technology. Tell what will happen to
us if the technology was not invented.
DAY 5
Evaluation
Objectives
388
1. Kitaen dagiti ladawan isurat ti maaramid no dagitoy ket
awan.
a.
b.
a. Flat iron
________________________________________________
b. refrigerator
________________________________________________
c. rice cooker
________________________________________________
d. electric fan
________________________________________________
e. computer
________________________________________________
389
4. Urnosen dagiti letra tapno nabukel ti sarita
a. rotopduk _______________________
b. batroha________________________
c. lopna__________________________
d. troktar________________________
Key to Correction
1. Answer may vary
2. Answer may vary.
3. Ti baka ni Tata Berto ket nasalun-at ken napigsa.
4. a. produkto b.trabaho c.plano d.traktor
5. bd a c e
390
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
FOURTH QUARTER-Week 31
Theme
Save for the Future
Objectives
Domains
1. Oral Language
Predicting possible ending in a story, events, etc.
2. Word Recognition
Giving the meaning of words being read.
3. Fluency
Reading with automacity 200 grade to level high
frequency sight words.
391
4. Spelling
Spelling words with
a. consonant clusters and blends
b. diphthongs
5. Composing
Writing short narrative story that include elements
of setting, characters and events.
6. Grammar Awareness
Using imperatives to give simple three to six step
directions in a culturally appropriate manner
7.Vocabulary and Concept Development
Using decoding knowledge and skills in academic
and social vocabulary to begin independent
reading.
8.Reading Comprehension
a.Making inference on what is likely to happen
next based in the events in the stories, legends,
etc.
b. Answering literal and higher level questions.
c. Expressing love for stories and other texts by
browsing the books read to them and asking to
be read more stores and texts.
d.Show love of reading by listening attentively during
story reading and making comments or reactions.
Value Focus
Thrifty
Subject Matter
A. Topics
Possible ending,consonant cluster
B. Reference
K to 12 Curriculum 2 (Mother Tongue Competencies)
C. Materials
Story: “Ni Pusa ken Billit ” pictures of cat, bird, big
book, flashcards
392
D. Procedure
DAY 1
Objectives
A. Preliminary Activities
1.Song: Animal Song
B. Motivation
1.Ask:
Have you ever tried to save money?
Where do you keep it?
What will happen if you save some of your money?
2. Unlocking of Difficulties
1. agur-urnong iti taraon (gathering food)
2. panagtutudo (rainy day)
3. napintas nga aldaw (beautiful day)
393
4. napinget nga agtrabaho (work very hard)
C.Presentation
Today we will readthe story of the “ Ni Pusa ken
Billit”.Do you want to read the story?
D.Developmental Activities
1. Read the story “Ni Pusa ken Billit.”
Read the story to the pupils in a lively and
interesting way.
Read. Stop 2 to 3 times to ask the pupils.
394
5. Should you save other things like pencil and
paper? How?
E. Evaluation
Detalye
F. Assignment
Practice your favourite line/dialog in the story and you will
recite it in class tomorrow.
395
DAY 2
Objectives
A. Preliminary Activities
1. Review
Ask:
Who were the characters in our story?
What happened one day?
Who asked for food? Why do you think he doesn’t
have food to eat?
2. Unlocking of Difficulties
Say: Use the following words in your own sentence. I will
call each one to recite.
- agurnong
- panagtutudo
- napintas nga aldaw
- napinget
B. Motivation
Say:
I have here strips of paper where the
characteristics of the characters in the story “ Ni Pusa
ken Billit” were written. Paste them to the picture where
they belong.
396
Nasadut Naayam
Nagaget Napinget
Naragsaka Nainut
y
C. Presentation
Say:
Let us go back to the story we read yesterday.
Understand the story and be able to answer the questions
about it.
D. Developmental Activities
1. Ask the comprehension questions:
Why do you think Pusa did not give food to Billit?
If you were Pusa are you going to do the same?
Why?
2. Engagement Activity
Group Activity
a. Game (Step by Step)
a.Nagtudo ti napigsa.
b.Awan a pulos ti makan ni Billit.
c.Agur urnong ni Pusa ti makan.
d.Inawis ni Billit ni Pusa ta agay ayamda.
e.Agtayabtayab ni Billit ken nalaus ti ragsakna.
Key to Correction
d c eab
397
b. Writing word through dictation on the board.
1. billit
2. ngamin
3. plano
4. aginggana
5. gayyem
Say: Now that you have spelled the words correctly. Read
the letters that I have underlined.
Ask:
What are they? What have you noticed as we pronounce
them? How are they written? (consonant cluster/blends)
E. Evaluation
Read the events happened in the story. Arrange
them by numbering them 1-5.
_____ a. Simmangbay ti napigsa a tudo ti
sumagmamano nga aldaw.
_____ b. Tayab a tayab ni billit. Naragsak nga
agtayabtayab.
_____ c. Saan nga innikan ni pusa ni billit ti makan
ta apag isu la nga kanenda ingana malpas
ti tudo.
_____ d. Inawis ni billit ni pusa tapno agay-ayamda.
_____ e. Saan metten nga agsardeng ti tudo.
Mabisinen ni billit.
F. Assignment
Draw an animal and write at least 3 sentences to describe
it. Use consonant cluster/blend in your sentences.
398
DAY 3
Objectives
A. Preliminary Activity
1. Song: Bassit a Billit
2. Review
Ask:
What was our story yesterday?
What happened to Billit and Pusa?
B. Motivation
1.Ask:
What pet do you have at home?
What food do you give to your pet cat?
What do you do together with you pets?
C. Presentation
Today we will identify the setting, character and events of the
story that we have read.
399
D. Development of the Lesson
1.Say:
Ni Billit ket kanayon nga agaslimetmet.Ibirukanna dagiti
annakna ti makanda. Maysa nga aldaw nagsakit ni Billit
ania ti mapasamak dagiti annakda________________________
- Umayka ta agay-ayamta.
- Agurnongka ti taraon.
- Umadayoka ta agtrabahoak.
- Agawidkan awan maitedko kenka.
3.Asks:
Read the following sentences?
What do we call these sentences?
What do they tell us?
Generalization
What are imperative sentences? Give examples of
imperative sentences?
6. Enrichment Activity
Ask a pupil to go to the board and let him do what
the teacher says.
400
Ask:
What did you do? Did you follow directions/
commands correctly? Why is it proper to follow
directions/ commands correctly?
E. Evaluation
1. How do you wash dishes? Write the steps in washing
dishes on the blank.
1. ______________________________________________________
2. ______________________________________________________
3. ______________________________________________________
4. ______________________________________________________
5. ______________________________________________________
6. ______________________________________________________
Naragsak, Blakie,balay
E. Assignment
How do you take a bath? Write 5 steps on how you do it using
imperatives.
401
DAY 4
Objectives
A. Preliminary Activities
1.Review
Go back to the story “ Ni Pusa Ken Billit”
Ask:
What will happen if cat went to play with the bird?
B. Motivation
1. Asks:
Who among you have read another story about
animals?
Have you heard the story of the “The Lion and The
Mouse”?
Do you want to listen to it?
2. Unlocking of Difficulties
Unlock some difficult words in the story through
pictures, context clues and action.
C. Presentation
Today we wil read the story of the Lion and the Mouse be
attentive and be ready to answer questions about it.
402
If you were the mouse are you going to help the leon?
Why?
What do you think the hunters feel about the escape of
the lion?
(The pupils will give their inferences orally)
4. Engagement Activities
E. Evaluation
1. Read the passage below and write your comment or
reaction about it.
_______________________________________________
_______________________________________________
_______________________________________________
_____________________________________________
2. What do you think will happen if the wild pig and the
Lion will meet in the forest?
a. The Lion will run away.
b. The wild pig will be eaten by the Lion
c. The wild pig will eat the Lion.
d. They will both run away from each other.
F. Assignment
Bring to class your favorite fable tomorrow. Be ready to tell
the story to the class.
403
DAY 5
Evaluation
Objectives
1.Ti Tata Luis nga mannnalon ket napinget nga agtrabaho idiay
taltalon para ti pagbiag ti pamilyana.Ania ti kayat na sawen
ti nalinyaan a sao?
a. nasadut c. naliday
b. nagaget d. naulimek
404
4.Piliin ti sao a mangipakpakita ti consonant cluster
a. tao
b. trabaho
c. tangke
d. tuso
a. 1,2,3,4
b. 2, 1, 3, 4
c. 4, 2, 1, 3
d. 4, 2, 3, 1
Theme
Waste Management and Recycling
Objectives:
Domains
1. Oral Language
Using culturally appropriate expressions to explain or
give reasons on certain school and community issues,
situations and events.
Giving opinions about the stories, commentaries, news
articles, etc.
2. Word Recognition
Giving the meaning of words being read.
3. Fluency
Reading stories, legends, news articles, etc. with ease
and fluency.
4. Spelling
Spelling words with consonant clusters.
406
5. Composing
Writing short, clear announcement, notices, etc. (e.g.
cleanliness drive, drug information campaign, health
program.
6. Grammar Awareness
Using imperatives to give simple three to six steps
directions in a culturally appropriate manner.
7. Vocabulary and Concept Development
Using decoding knowledge and skills in academic and
social vocabulary to begin independent reading.
8. Reading Comprehension
Using the text (such as ideas, illustrations and titles)
to draw inferences and conclusions and make
generalization.
Giving the correct sequence of events in a literary
selection read.
Answering literal and higher level questions.
Expressing love for stories by reading more literary
and informational texts.
Value Focus
Keeping our community clean
Subject Matter
A. Topics
Word meaning, consonant clusters, drawing
generalization
B. References
C. Materials
Story: Arubayak, Dalusak
pictures, chart, Learners’ Materials
D. Procedure
DAY 1
Objectives
407
b. Read stories, legends, news articles, etc. with ease and
fluency
c. Write short, clear announcement, notices, etc ( e.g.
cleanliness drive, drug information campaign, health
program)
d. Express love for stories by reading more literary and
informational texts
A. Pre- Reading
1. Motivation
Show a picture that depicts dirty surroundings.
Ask:
What can you say about this place?
Will it be safe to live in this environment?
Would you like to live in this place? Why not?
2. Unlocking of Difficulties
3.Presentation
Today we are going to read a story about how people solve
the garbage problem.
What must you do when reading orally?
408
Arubayak, Dalusak
Aldaw iti Sabado, adu ti tattao a napan diay Brgy. Turod Hall gapu
ta adda maangay a meeting dagiti bumaranggay. Napabutnganda
kapitan ken dagiti opisiales ti barangay agsipud ti maysa nga
epidemia a nagramaram diay lugarda. Daytoy ti sakit a dengue nga
agtaud iti kagat ti lamok.
409
Ania ti makunayo, napintas ngata daytoy a
napanunutanda? Apay nga nakunam dayta?
C. Post Reading
1. Comprehension Questions
Ask the comprehension questions.
How did the people of Barangay Turod
participated in the project?
What was awarded to their barangay for the
“ Arubayak, Dalusak Project?
2.Skill Focus
Make an announcement about the meeting
for the project “Arubayak, Dalusak.”
Announcement
What: ______________________________________
When:
_____________________________________
Where: _____________________________________
Who: _______________________________________
Asks:
What are the different important details in making
announcements?
How should you write announcements?
410
3.Evaluation
Write a clear announcement using the details below.
Arrange them to come up to a clear and simple
announcement.
Pakaammo
Who: ___________________________________________________
What: ___________________________________________________
Where: __________________________________________________
When: __________________________________________________
Sabado, iti oras ti alas dos ti malem,Abril 20, 2012
San Francisco Sur Barangay Hall
Miting ti amin a bumarangay tapno maipakaammo
ti proyekto panagdaldalus ti arubayan
Amin a bumarangay
D. Assignment
Read articles from magazines and newpapers about waste segregation
and recycling. Compile them and make an album.
Day 2
Objectives
A. Preliminary Activity
1. Review:
a. Re-reading of the story by the pupils to be done
through a popcorn method with emphasis on
fluency.
B.Motivation
Game: Treasure Hunt
411
Look around the classroom the different treasures that
were distributed to different places. If you find one, hold it
for presentation. (Pupils will go around the classroom to
look for the materials)
C.Presentation
Today you are going to read to a story and make sure you
can make inferences and generalization
D.Developmental Activities
1. Picture study:
Show a picture of people rushing to the Brgy. Hall.
epidemia
opisyales
agraira
4. Engagement Activities:
The teacher divides the class into four groups
(number depends on the number of pupils in the
class). The materials for the different activities are
pre-assigned.
412
Make a poster/slogan of that shows proper waste
segregation
5. Group Presentation
Presentation of the outputs by group
6. Infusion of Values
The teacher asks:
What do you think made Brgy. Turod won the
“Cleanest Barangay Award?”
E. Evaluation
1.Isurat dagiti possible a maaramid no dagiti sumaganad
ket surutentayo.
Ikabil dagiti basura tayo iti umiso a
pagibellengan
____________________________________________
“ Tapat Ko, Linis Ko”
___________________________________________
“ Recycle, reuse, reduce”
___________________________________________
2.Piliiin ti umiso a sao manipud iti kahon.
Masapul a makigammulo iti ania man a proyekto
tapno nasayaat ti kasasaadtayo.
F. Assignment
Write 5 words with consonant clusters.
413
DAY 3
Objectives
A. Preliminary Activities
1. Review:
Recall some of the details in the selection read yesterday
through a pass the ball game. The class sings Bahay
Kubo while passing the ball to one another. When the
song ends, the one holding the ball will draw one question
from the question box and answer it. The same process
will be done until all the questions are answered.
B. Motivation
1.Ask:
Ania ti aramidem tapno agtalinaed a nadalus ti
arubayam?
C. Presentation
Today we are going to read article about a project which is
helpful in iliminating the garbage problem
D. Developmental Activities
Dalusan ti lugaryo.
Mangbukelka iti komite
Kagawad Teban, agaramidka iti pakaammo
Rumuarkayo ta makipartisipar ti proyekto
Ikkanyo ti gunguna dagiti mangabak
Ask:
What do these sentences tell?
What kind of sentences are they?
414
Say:
These are imperative sentences. Imperatives tell
what one should do or command someone to do
something.
Ask:
Going back to the statements we have raised, which
of this happened first? Second, next and last?
E. Generalization
Give example of imperative sentences?
How do we arrange events in the story?
F. Fixing Skills
Study the picture. Write three imperatives that one
should do in the given situation in each picture.
1. a. _______________________________.
b. _______________________________.
c. _______________________________.
_____Dalusan ti lugaryo.
_____Mangbukelka iti komite
_____Kagawad Teban, agaramidka iti pakaammo
_____Rumuarkayo ta makipartisipar ti proyekto
_____Ikkanyo ti gungguna dagiti mangabak
415
3.Do activity in LM #96 page 144-145
E. Evaluation
1. Write 3 imperatives shown in the picture.
a. _________________________.
b. _________________________.
c. _________________________.
1
2
F.Assignment
What should you do after playing with your toys? Write three
to six-step directions about it.
416
DAY 4
Objectives
A. Preliminary Activities
1. Drill
The teacher lets the pupils read some vocabulary words
from the story read for emphasis.
arubayak
dalusak
komite
proyekto
basura
compost pit
B. Motivation
The teacher shows a picture of ditry surroundings.
Look at the picture class, what can you see here?
(picture of dirty surrounding)
C. Presentation
Today we are going to read an announcement on how
people unite to solve a problem
D.Developmental Activities
1. Read the announcement made by the Brgy. Secretary
about the meeting on Arubayak, Dalusak project.
417
PAKAAMMO
proyekto panagprepara
4. Say:
These words are called consonant clusters.
Consonant clusters are made up of two
consonants that come one after the other and
their sounds are sounded distinctly like pr, dr,
kl, tr, br, etc.
418
6 .Generalization
What are consonant clusters?
Consonant clusters are made up of two consonants
that come one after the other and their sounds are
sounded distinctly like pr, dr, kl, tr, br, etc.
1. Guided Practice
a. Look at the jumbled letters rearrange them to
form the word with consonant cluster.
salek ______________________
orkisile _____________________
belmapor ___________________
lonap ______________________
yokrorpe ___________________
magaropr ___________________
E. Independent Practice
419
3. Simmangpet diay baro a nga agkolekta
iti
F. Evaluation
Fill in the blank with the appropriate word with consonant
clusters to complete each sentence. Select your anser inside the
box.
G. Assignment
Write 5 word with consonant clusters
DAY 5
Evaluation
Objectives
420
2. Give the meaning of words being read
3. Correctly spell words with consonant clusters
4. Use imperatives to give simple three to six steps directions in
a culturally appropriate manner
5.Give the correct sequence of events in a literary selection read
6.Give opinions about stories, commentaries, news articles, etc.
421
IV.In the story “Arubayak, Dalusak,” you have seen how the people of
Brgy. Turod managed to segregate their wastes and make their
place the cleanest barangay.
If you were the Brgy. Captain, how would you motivate
the people to make your barangay the cleanest in town? Write a
short message on how you could motivate your people to
cooperate.
422
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
FOURTH QUARTER-Week 33
Theme
Conservation of energy resources
Objectives
Domain
1. Word Recognition
Giving the meaning of words being read by matching
them with pictures, doing the action or giving its
synonyms.
2. Fluency
Reading stories, legends, news articles, etc. with ease
and fluency
3.Grammar Awareness
Using imperatives to give simple three to six steps
directions in a culturally appropriate manner
7. Vocabulary and Concept Development
Creating a simple dictionary of words frequently use in
the lesson
8. Reading Comprehension
Inferring the character's feelings based on their
actions or on what they say.
423
Giving the correct sequence of events in a literary
selection read
Showing love for reading by listening attentively
during story reading and making comments and
answering higher order thinking questions.
Value Focus
Conserving water, energy and electricity
Subject Matter
A. Topics
Imperatives, infer characters feeling
B. Reference
K to 12 Curriculum 2 (Mother Tongue Competencies)
C. Materials
Story: Ti Ginittaan, song “Kastoy ti Aramiden”
Tune: Adapted from This is the way I wash my face
D. Procedure
DAY 1
Objectives
A. Pre-Reading
1.Motivation
Ask:
Have you tasted these foods? Do you know how these
424
foods are cooked?
2.Unlocking of Difficulties
Post the words written on strips of paper on
the board and have the pupils read them.
Show the pictures and ask: Which of the words on the board
matches the picture? (Explain the meaning of each word)
3.Setting of Purpose
What must you do when reading a story?
B. During Reading
Ti Ginittaan
Madanun manen iti piesta dagiti natay. Nagsasangpet dagiti
bakasyunista ditoy probinsia. Maysa kadagiti simmangpet ket ni Susan a
kaduana ti anankna a ni Ana nga agtawen iti sangapulo.
Idi simmangpetda diay balayda Nana Lina, madama daytoy nga
agig-igad iti niog. Gapu ta damu laeng ni Ana ti makakita ti agig-igad iti
niog, nagsaludsod daytoy kenni Nana Lina, “ Ania ti ub-ubraem Apong
Lina?” “Ig-igadek nakkong daytoy niog tapno agaramidak ti ginittaan,”
insungbat ni Nana Lina. “Naimas kadi ti ginittaan Apong? Kasanoyo nga
aramiden dayta?” saludsod ni Ana. “Umayka nakkong ta bantayannak
nga agluto tapno makitam no kasanok nga lutuen ti ginittaan,” kinuna ni
Nana Lina.
“Dagitoy ti rekado ti panagaramid ti ginittaan: maysa a kilo a diket
(masapul a naipagiling daytoy), maysa a kilo nga asukar, dua a bukel a
niog, dippig, sago, ken anis. Masapul a naisagana amin dagiti rekado
tapno saan a nagastar ti pagtungo a kayo,” inlawlawag ni Nana Lina.
“Ammom kadi ti mangtimbulel ti diket Ana?” saludsod ni Nana
Lina. “Saanko nga ammo Apong ngem no isuronak, mabalinko nga
adalen,” insungbat ni Ana. Insuro ngarud ni Nana Lina no kasano ti
mangtimbukel iti diket a maysa a rekado iti ginittaan.
“Denggem nga nalaing Ana ta isuroka. Basaem ti diket iti danum
saka mangala iti pagtimbukelem,” kinuna ni Nana Lina. Inkabilna nga
agsisina dagiti natimbukelna iti bigao tapno saan nga agpipigket.
Pinespesna ti naigad a niog sa ikargana iti kaserola ti gittana.
425
Pinagburekna sana inkarga dagiti dippig, sago, anis ken amin a
rekado a kayatna nga inkarga a kas ti langka wenno nalukneng a niog.
Kiniwarna sana inkabil ti asukar ken dagiti natimbukel a niog. Idi
naikabilna aminen a rekado, Kiniwarna daytoy sana pinagpalet. Idi
makitana daytoy a naluto aminen a rekado, inadawnan ti ginittaan.
“Nalaka gayam ti agluto ti ginittan, Apong Lina,” kinuna ni Ana.
“Isuratko dagiti rekado ken dagiti wagas iti panagluto tapno ammokton ti
agaramid,’ kinunana pay daytoy.
Nangikarga ngarud ni Nana Lina ti ginittaan iti maysa a mallokong
sada nagmerienda. “Ayna! Nagimbag gayam ti ginittan Apong Lina,”
nasao ni Ana. “Saan laeng a naimbag nakkong, nasustansia pay,” kinuna
ni Nana Lina.
C. Post Reading
3.Skill Focus
1.Here are some of the words that we have read from the
story. Study them carefully and give their meaning
according to how they were used in the sentence, through
pictures and gestures
Bakasyunista
damu
rekado
adalen
pinagpalet
426
2. Infusion of Values
Why did Nana Lina advise Ana to prepare all the
materials and ingredients first before cooking?
3.Creative Response
Do activity in LM # 105 on page 157
3.Evaluation
A B
1. rekado a.inkabil
2. kiniwar b.ramramen
3. napalet c. napudot unay
4. nagburek d. pinaglaok
5. inkarga e.napigket
D. What is your favorite food? Ask your mother how to cook it.
Write it in your notebook
DAY 2
Objectives
A. Preliminary Activity
Ask for volunteers to retell the story citing the characters,
setting and plot.
Do the retelling through a Connect the Dot game wherein
one pupil starts retelling the story then another continues
until it reaches the end observing the correct sequence of
events.
Encourage the pupils to retell it in their own words with
fluency.
427
B. Motivation
Say: We are going to play the “Ginittaan Game”, we have
here a big bowl with rolled papers. I will call pupils to
come and get a roll of paper and read what is written in it.
C. Presentation
Today you will listen to a story and be able to retell the
story in class
D. Developmental Activities
1. Pupils will retell the story.
Call pupils to retell. Use the popcorn method.
428
Group 3- Make a poster that tells about proper way of
conserving water.
3. Presentation of Outputs
Presentation by group
E. Evaluation
Write an advertisement for people to come and join the opening
of your snack house. Make ginittaan your specialty food. Write
that first 10 persons will be free.
Pakaammo
Maawiskayo amin nga umay iti panaglukat ti
_____________________________________________________.
Agrugi daytoy intono ______________________________
_____________________________________________________.
Adu ti agkakaimas a makmakam a kas iti____________
_____________________________________________________
Libre ti ______________________________________________
______________________________________________________
Nalinis ti aglawlaw.Garantisado ti serbisio ken nalaka
pay.
_____________________________________________________
429
Ikabil ti tsek (/) iti batog ti umiso nga sungbat.
F. Assignment
Cut an advertisement of restaurant from magazines or
newpapers.Bring to class tomorrow.
DAY 3
Objectives
A. Preliminary Activities
1. Review
Write the scrambled procedures of cooking ginittaan on
strips of paper. Post them on the board. Call on some
pupils (number of pupils depends on the number of
strips). Have them arrange the strips of papers according
to the correct order of steps.
B. Motivation
Game: Throw a ball to a pupil. Anybody who catches the
ball will act out the given situation
430
You have eaten a delicious ginittaan
You tasted a sweet banana.
You ate a sour mango.
You tasted a bitter ampalaya.
C.Presentation
D.Developmental Activities
1.Read the paragraphs taken from our story “Ti
Ginittaan”
2. Comprehension Questions
a. Who were talking in our story?
b. What do you think did Ana feel?
c. Why did you say that she is happy? Read the
sentence that proves your answer.
431
4.Engagement Activities
a. Write the emotions shown by the characters.
“ Hu hu hu I lost my money for recess”.
“Huray! We won the game.”
“I cannot do this I am not ready”.
“My grades are high and I am glad”.
3.Generalization
4. Guided Practice
432
E. Evaluation
1.Write six-step directions in washing the dishes.
DAY 4
Objectives
A. Preliminary Activities
1. Drill: Read the following words
-umay
- buyaen
433
- igaden
- ikiwar
- adalen
2. Review
Let the pupils post the procedures in cooking/preparing
your favorite dish on the board. Then call on volunteers to
share their assignment to the class.
Of the dishes you have heard, which of them would you
like to try eating? Why?
B. Motivation
Show pictures of the different fastfood chains in town
( Jollibee, Mc Donalds, KFC, Greenwich, Pizza Hut )
What food do you prefer to eat in this fast food chains?
Compare the food prepared by your mother at home, do
they have the same food nutrients?
C. Presentation
Today we will read a short story.
D. Developmental Activities
Ti Kasangay ni Anton.
434
Ania dagiti makan a naisagana iti kasangay ni
Anton?
Apay nga adda saan nga naragsak?
Ania ti rason apay nga bawal nga mangan kadagiti
naisagana?
Kayat mo kadi ti kastoy a mapasamak kenka?
Ania dagiti sakit nga tumanor ita a tiempo nga
mainaig ti taraon nga ipapaunegtayo?
2. Creative Interaction
If you were to cook an unusual food, what would it be and
would it taste? Why do you prefer such food? ( let pupils
give their reasons)
3. Group Sharing
Call on some volunteers to share their work to the class.
4. Say:
Go to your group and assign a leader and secretary.
Recall all the word that we have enlocked and use.
List all you could remember
Let the leader of each group read the words they have
written. After all the groups have reported, let them
compare their work and find out which of the words from
the other group have they missed.
E. Evaluation
Give your comment to the situation presented below
435
Iti kantina ti elementaria iti lugar mi saan nga
aglako ti chichiria, kendi ken dadduma pay a saan a
nasustansia a makan. Inpaunay unay ti nars ti pagadalan ti
kinadalus sakbay ken malpas a mangan.Pinaalis dagiti
nagannak dagiti aglaklako ti street foods ( fishball, kikiam ken
kwek kwek) iti asideg ti ruangan ti pagadalan.Daytoy ket bilin
nga inpaulog ti PTA ( Parents Teachers Association) tapno
masalakniban ti salun-at dagiti agad adal.
______________________________________________________________
______________________________________________________________
______________________________________________________________
F.Assignment:
Out of the presented words, let each pupil make his own words
list. Remind them to arrange the words in alphabetical order. If
they wish to add more words they may do so.
DAY 5
Evaluation
Objectives
436
I.Pagparisen dagiti agpada ti kaipapananna. Isurat ti letra ti husto
nga sungbat.
_____1. rekado a.inkabil
_____2. kiniwar b.ramramen
_____3. napalet c. napudot unay
_____4. nagburek d. pinaglaok
_____5. inkarga e.napigket
1. “ Hu hu hu napukaw ti asok”.
2. “Yehey.nangabak kami ti ay ayam.”
3. “Saanko kaya daytoy nga aramiden,mabutengak”.
4. “Nanang!nagngangato ti gradok”.
5. Hala,nagdakkel nga uleg!
437
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
FOURTH QUARTER-Week 34
Theme
Good Character Traits
Objectives
Domains
1.Oral Language
Expressing agreement/disagreement on story,event,issue
etc.
Talking about famous people, places, events,etc using
descriptive wordsin a culturally appropriate manner
2.Word Recognition
Reading at least 200-300 words appropriate to the grade
level
Reading with understanding paragraphs,stories,legends
etc. consisting of words being studied.
3. Fluency
Reading aloud grade two level text with an accuracy of
95-100%.
4.Spelling
Spelling content words in the list of vocabulary words.
5.Handwriting
Follow a model to write a friendly,excuse etc. letters.
438
6.Composing
Writing letters observing the correct format.
7.Vocabulary and Concept Development
Using expanded vocabulary in oral and written
responses to simple and complex texts.
8.Reading Comprehension
Inferring the character’s feeling based on their actions or
on what they say
Value Focus
Being Obedient and Industrious
Subject Matter
A. Topics
Describing Words
B. Reference
K to 12 Curriculum 2 (Mother Tongue Competencies)
C. Materials
Story: Dagiti Agayyem, pictures of famous, people, places,
events, etc. chart, sample Iloko letter
D. Procedure
DAY 1
Objectives
A. Pre-Reading
1. Song: In tune of “I want to be your Friend”
“Kayatka a Gayyem”
Kayatka a gayyem nga agnanayon
Kayatka a gayyem nga agnanayon
Kayatka a gayyem nga agnanayon
Wen kayatka, wen kayatka
Iti agnanayon
439
2. Unlocking of Difficulties
Use the following words in your own sentences
1. karayan
2. balay
3. naay-ayo
4. aggayyem
B. Motivation
Show a picture of “Dagiti Aggayyem”’
C. Presentation
Today we will read a story and be able to express your ideas
regarding the different situations.
D. Developmental Activities
“ Dagiti Aggayyem”
Maysa nga aldaw ti Sabado, awan klase dagiti aggayyem nga
da Larry ken Ricky.Agay ayam ni Larry iti arubayanda idi rumuar ni
nanangna a mapan idiay tiendaan. Binilinna ni Larry, “ anak saanka
pumanpanaw ditoy balay, agbantayka biit ta mapanak makitienda”. “
Wen nanang, agay-ayamak laeng ditoy arubayan”,insungbat ti Ricky.
Iti di mabayag sumungad ni Ricky manipud ti amianan. “
Naimbag a bigatmo gayyem”, kinunana. “Umayka koma ayaban ta
mapanta aglangoy dita karayan. Naglinis ken naglammiis ti
danum.Makaay-ayo unay.Mapantan”, kuna ni Ricky. Nagpanunot ni
Larry no ania ti aramidenna. Awan pay met la ngarud ni Tatangna ta
agpakada koma. Panpanunutenna ti panawanna a balayda. Intuloy
ni Ricky, “Umaykan gayyem ta di pay umaldaw. Immunan dagiti
dadduma a gayyemtan,” kinuna ni Ricky.
Gapu iti dayta a sinao ni Ricky,nagdardaras ni Larry a napan
nangirekep ti balayda.Naragsak ni Ricky ta naayabanna ni Larry a
gayyemna.Nagkuyogen dagiti aggayyem a nagpalaud ti karayan.Idi
440
makasangpetda idiay adu dagiti kapatadada nga agkakatawa,
agaayam ken aglalangoy. “Larry nagganas ti aglangoy,naglamiis ti
danum”, kinunana ni Ricky. Saandan a napupuotan ti oras.
Nakigtot ni Larry idi tumaliaw iti igid ti karayan ta nakitana
metten ni Nanangna a mangpaypayapay kenkuana. Kasta unay ti
butengna. “Ricky, agawidtan adda ni nanang. Ay-ayabandakon,”
kinunana ti gayyemna.
Awan tagtagari ni Larry ken Ricky bayat ti pannagnada a
nagawid. Dinardarasda ti nagna.
Idi sumangpet ti balayda nakasangon da tatang,nanang ken dua a
manangna iti panganan.Ur urayendan a sumango.Awan tagtagarina
nga immasideg iti panganan. Nakadumog. Nagsao ni Tatangna.
“Larry nasayaat kadi ti inaramidmo, anak”? “Saan tatang , diakto ul-
uliten”. Dimmawat ni Larry ti pammakawan iti inaramidna. “ Ala
husto daytan. Ta maminsan, agpakadaka nga umuna saka mapan
iti papanam tapno saankami a madandanagan ken agbirbiruk
kenka. Mangantayon,” kinuna ni nanangna. Indauluan ni Larry ti
kararag iti pannangan.
3. Infusion of Values
If you were Larry, whom are you going to follow, Ricky or
your mother? Why?
Do you agree on what Ricky and Larry did? Why?
4.Engagement Activities
Do you think Larry is happy of what he did? Why?
(Teacher ask pupils to give their own opinion)
441
What are the feelings of characters that were shown in
our story?
E. Evaluation
Read carefully the statements below and tell what is the
appropriate feeling.
1. “ Apay a dika nagpakada sakbay a rimmuarka ditoy
balay!”
2. “ Umaykan gayyem nagadu ti maala a bunga ti
lomboy.”
3. “ Pakawanendak nanang diakton ulitenen.”
4. “ Hala, napukaw ti relok nga indissok ditoy yan ti
bato.”
5. “ Ala naguneg met gayam idiay a parte ti karayan.”
F. Assignment
Read the statement below. Write 3-5 sentences to express
your opinion wheter you agree or not.
“ Pupils should not watch television during class
days”.
DAY 2
Objectives
A. Preliminary Activities
1. Review
-What is the title of the story that we read yesterday?
-Who are the characters in the story?
-What moral lesson did we learn from the story?
2.Unlocking of Difficulties
Unlock the following word through context clues/pictures
nalamiis
nalinis
naragsak
442
makaay-ayo
B. Motivation
Let the pupils to get a picture from the box then she/he
will ask the pupil to tell something about them.
__________________ Karayan
___________________ Nuang
___________________ Luneta Park
___________________ Mayon Volcano
___________________ Christmas
C.Presentation
Today we are going to use descriptive word to tell
something about people
D. Developmental Activities
1. Comprehension Questions
Ania a klase nga ubing wenno anak ni Larry? Ricky?
Rumbeng kadi ti inaramid da?
Ania a klase dagiti nagannak kadakuada da?
Saanda kadi a dusaen daytoy?
2. Discussion
What are the words we used to describe Larry and
Ricky?
How about the parents of Larry?
( mannakaawat, nasukir, napakumbaba)
3. Engagement Activities
Divide the class into two groups. Each group will
write a descriptive word before the name of person,
places, and events written on the chart.
443
1.____________________ Mayor
2.____________________ Jose Rizal
3.____________________ Lapu-lapu
4.____________________ Edsa Revolution
5.____________________Chocolate Hills
4. Group Presentation
Each group will present its output.
E. Evaluation
Match the words in column A to their meaning in column
B.
A B
1.Karayan a. Naragsak
2.Angel Locsin b.nauneg
3.Cory Aquino c.napintas
4.Tagaytay d. nalammin
5.Dophy e.mannakaawat
6.
F. Assignment
Look for a picture of a famous place in the Philippines. Paste
it in a cartolina and write 3-5 sentences about it.Use
descriptive words.
DAY 3
Objectives
A. Preliminary Activities
1. Review
1. Write a descriptive word to the following based on the
story “Dagiti Aggayyem”
_______________________Ricky _______________ balay
444
_______________________Larry _______________ nanang
_______________________karayan
2. Unlocking of Difficulties
nadalimanek
naanus
nadalus
B. Motivation
1.Show a picture to pupils.What can you say about it?
Write all the descriptive words the pupils raised
Ti Eskuela Elementaria
Napintas ti eskuela elementaria iti ili
Nagadu dagiti ubbing nga agbasbasa sadiay
A katawenan ken kadakdakkelmi
Nagpipintas pay dagiti bagda
445
7. Generalization
What are descriptive words?
8.Spelling
a. Teach spelling using the Horn Medthod
1.Pronounce the word ones for the first time
2.Use the word in sentence.
3.Say the word again for the last time
4. After teacher pronounce the word, the pupils will
write the word
1.aggayyem
2.karayan
3.agdigos
4.agpakada
5. ulbod
9.Enrichment activities
E.Evaluation
Spell the words correctly. Arrange the jumbled letters and
write them on the blank provided.
F.Assignment
Read the story again at home.Tomorrow you will answer
comprehension questions.
446
Day 4
Objectives
A. Preliminary Activities
1.Review: What are descriptive words used in the story we
have read yesterday? Which of these do you possess?
2.Unlocking of Difficulties
Use the following words in your sentence
inbalakad
namnamaen
ipakada
panakaawat
B. Motivation
Who among you knows how to write a text message?
To whom are you sending it?
Who among you have tried to receive a letter from a
friend?
Have you tried writing a letter?
C. Presentation
Today we are going to learn the parts of a letter and we will
write an excuse letter.
D. Developmental Activities
1.Show sample of an excuse letter?
447
Let us read the letter
Marso 26,2013
Patgen a Mannursuro,
Naimbag a bigatmo maestra. Kayatmi kuma nga
ipakada daytoy anakmi ni Eric ta nagkaro ti uyek ken
gurigur na manipud pay idi naminsan nga aldaw. Saan
nga makaumay ti dua nga aldaw ta isu ti inbalakad ti
doktorna nga aginana.Namnamaenmi ti naan anay a
panakaawatyo.
Agyaman kami unay maestra,
Toy nagsurat,
Nagannak ni Erik
2. Comprehension Questions
Who wrote the letter?
To whom was the letter addressed?
Why is it that Eric cannot attend class that day?
What was the advise of his doctor?
E. Evaluation
Write an excure letter using the details below.
Toy sidadayaw,
Patgek nga mestro,
Marso 12,2013
Saanak a makastrek tatta nga aldaw ta mapankami
idiay hospital. Bisitaenmi ni manangko nga agsakit.
Joy
F.Assignment
Write your own excuse letter to your teacher.
448
DAY 5
Objectives
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________
II.a. Isurat no ania a parte ti surat dagiti sumaganad
________________1. Patgenmi a Maestra,
________________2. Marso 14,2013
________________ 3.Sidadayaw,
________________ 4.Ana
________________5. Kayat ko ipakaammo a saan a
makastrek toy anak mi ita nga aldaw ta
agsakit ti ulona
b.Urnusin dagiti parte ti surat tapno agbalin a kompleto nga
excuse letter. Usaren ti modelo nga adda iti baba
449
_______________________________
_______________________________
_______________________,
________________________________________________________
______________________________________________________________
__________________________________.
_______________________________
______________________________
450
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
FOURTH QUARTER-Week 35
Theme
My Family and I
Objectives
Domains
1. Reading Comprehension
2. Comparing and contrasting different authors use of
literary elements.
3. Making inferences.
4.Perceiving cause and effect.
5.Giving the correct sequence of the events.
6. Discussing, illustrating songs,dramatization and art.
7.Showing love for reading.
Value Focus
Appreciation, Gratefulness and Industry
Subject Matter
A.Topics
Cause and Effect
B.Refernces
K to 12 Curriculum 2 (Mother Tongue Competencies)
451
C.Materials
Stories: Ni Mario, Ti Baro a Kawes ni Mina,
pictures,
Bigbook
D.Procedure
DAY 1
Objectives
A. Preliminary Activities
6. Drill: Spell the words orally
danum
karayan
naliknaw
nakadumog
nagsukir
2.Review
What part of the letter tells about the one who
made the letter?
It tells about the message you want to tell the
reader
It tells when the letter was prepared
3.Unlocking of difficulties
Unlock the words through context clues.
agbilbilang
agmano
banga
nakaragragsak
B. Motivation
1.Shows a picture of a boy helping his
father and mother.
452
Ask.
What can you say about the picture? Do you also
help your parents do household chores?What are
the things you can do?
Ni Mario
3. Comprehension Questions:
a.Who is the industrious boy in the story?
b.What does he do after coming to school in the
afternoon?
c.What is the first thing Mario did before helping his
father?
d.What is the next thing Mario did after helping his
father?
e.What is the last thing that happened in the story?
4. Infusion of Values
Are you like Mario? Would you do the same? Why?
453
5.Engagement Activities
Tell:
From the story we have read, “ Ni Mario”, arrange
the events happened in the story by writing number
1-3 on the blank provided.
E. Evaluation
Arrange the events to form the story.
______ Insimpana ti nagturugan na.
______ Nakariing ni Jean ti dayta a bigat, nagkararag
sakbay a bimmangon.
______ Nagpakada kadagiti nagannak kenkuana sa
rimmuar iti balayda.
______ Nagdigos, nagsukat ken nangan ni Jean.
______ Nagdaydayaw kadagiti
mamaestrana/mamaestrona iti pagadalan.
______ Nagna a napan nagbasa
F. Assignment
Write 3 character traits of Mario that you want to follow.
DAY 2
Objectives
A. Preliminary Activities
1.Review
454
2.Unlocking of Difficulties
Use pictures, context clues and actions to unlock
the words.
agbilbilang
agmano
banga
nakaragragsak
B. Motivation
Choose from the box the character traits of Mario.
Which of these are you practicing?
C. Presentation
Today we will read the story orally with fluency.
D. Developmental Activities
1. Oral Reading of the Story
“ Ni Mario”
3.Read the story again. As she reads, let the pupils check
whether their answers are correct or not.
4.Engagement Activities
Divide the class into three groups. Let them do the
following activities.
455
Group I
Dramatize the story “Ni Mario”. Somebody will act
as Mario, father and mother.
Group II
Illustrate or draw the household chores Mario are
doing in
helping his father and mother after coming to
school.
Group III
Narrate the story in the correct sequence of events.
5.Group Discussion
Each group will present there output by group.
E. Evaluation
Rate the performance of the group through the rubrics
F. Assignment
Select a favorite event from the story and draw it.
DAY 3
Objectives
a. Make inferences.
b. Compare and contrast different author’s use of literary
elements
A. Preliminary Activities
1. Review
What did Mario do at home.
What did he do to make his mother happy?
2.Unlocking of Difficulties
Act out the following words.
mangbirok/mangbuya
mangpilpili
agkanta
456
B. Motivation
C.Presentation
Today we will read the story about the dress of Mina. Do
you want to read the story?
D.Developmental Activities
1.Raising of Motive Question
What do want to know about the story?
5.Comprehension questions
1.Who went to the market with her mother?
2.Why did Mina go to the market together with her
mother?
3.Was she able to buy a new dress? What is the
color?
457
4.What is the reaction of Mina when her mother
bought the dress?
5. Who were the characters in the story?
6. Where did the story happen?
7. What are the events happened in the story?
6. Infusion of Values
What did Mina do when her mother bougt the
dress?Do you do the same? Why ? Why not?
7.Engagement Activities
What do you think will happen if Mina did not go
with her mother to buy clothes?
E. Evaluation
Write what will happen based on the given situation
1. The Dress of Mina is too small.
________________________________________________
2. If Mina doesn’t like the color of the dress.
________________________________________________
3. If their money is not enough to buy the dress.
________________________________________________
4. If the program will be postponed.
________________________________________________
5. If mother doesn’t like to buy a dress for Mina?
________________________________________________
G. Assignment
Draw your favourite dress. Color is the way it is
supposed to be.
DAY 4
Objectives
A. Preliminary Activities
1.Review
Do you have a favorite dress? How does it look?
458
Pupils show their assignment to class
2. Unlocking of Difficulties
B. Motivation
Say, I will give you money for shopping. You are going
to buy 3 items with 500.00. Choose from the items
below which will you buy. Tell why did you choose the
items.
C. Presentation
D. Developmental Activities
1. Reading the story orally
“ Ti Kawes ni Mina”
2. Comprehension Questions:
a. What can you say to Mina?
b. Does your mother buy you a dress when you have
participaion in the school program? Why?
c. What can you say about the story?
d. What is the feeling of Mina’s mother when she
hugged and kissed her?
459
4. Isurat iti kahon dagiti rason ken epekto nga adda
kadagiti sumaganad.
Cause Effect
a.
b.
c.
d.
4.Generalization
E. Evaluation
Write your comment to the statement.
1. Ti makaturog agmukat, ti nasalukag agbiag”
_____________________________________________
_____________________________________________
_____________________________________________
460
F.Assignment
Look for a short story. Read it and be able to identify the
elements of the story.
Compare the literary elemets of the story “Ti Baro a
Kawes ni Mina”.
DAY 5
Evaluation
Objectives
461
d. Ania ti napasamak iti Brgy. Surcoc?
Ania dagiti epekto dagitoy ti biag ken masakbayan ti
tattao?
1. __________________________________________
2. __________________________________________
3._________________________________________
III. Isurat iti kahon dagiti rason ken epekto nga adda
kadagiti sumaganad.
b.
c.
d.
462
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
FOURTH QUARTER-Week 36
Theme
Celebration/ Occasions
Objectives
Domains
1. Oral Language
Participating in and initiating more extensive social
conversations with peers and adults on familiar topics by
asking and answering questions and restating and soliciting
information.
2. Fluency
Reading news articles with ease and fluency
3. Word Recognition
Reading with understanding paragraphs consisting of
words being studied.
4. Spelling
Spelling content words in the list of vocabulary words
463
5. Handwriting
Following a model to write an invitation letter.
6. Composing
Writing letters observing the correct format- letter of
invitation
7. Reading Comprehension
Reading and answer higher order factual and implied
comprehension questions.
Values Focus
Love of Family
Subject Matter
A. Topics
Spell words, writing invitation/thank you letter
B. References
K to 12 Curriculum 12 ( Mother Tongue Competencies)
C. Materials
pictures, poster with sayings,
D. Procedure
DAY 1
Objectives
A. reliminary Activity
1. The teacher shows picture to the pupils
464
Ask: What can you see in the picture? Have you
been to the farm? What did you do there?
465
3.Unlocking of Difficulties
Say:
Read the underline words. Let us give the meaning
of the different words in our news article.
B. Motivation
Show a newspaper to the pupils. Distribute a copy and
let them scan.
C. Presentation
Today we will read a story about a class who went to a field
trip.Do you like to know what they have seen there?
D. Developmental Activities
1. First Reading by the teacher
Say:
Class I have here a news article written in a
newspaper. Listen carefully as I read the news article
(The teacher reads aloud the article)
466
Panagbiyahe diay Away
3.Say:
Now that you have read the news article, you will
answer the questions I will ask about it.
467
4.Infusion of Values
Ask: What must we do to the animals in the farm?
Say: Let the pupils relate their experiences about
taking good care of animals in the farm.
E.Evaluation
Answer the following questions.Write your answers in a your
paper.
1. Have you been to a field trip? What are the lessons you
have learned in that trip?
Luneta Park
Science Centrum
Baluarte
Botanical
Burnham
F.Assignment
Cut an article in magazine/newspaper about animals in the
farm and tell something about them
Day 2
Objectives
A. Preliminary Activity
1.Checking of assignment
468
Say:
Bring out the news article that you cut from a magazine
about animals in the farm. Call pupils to read what they
brought to the class.
469
Group 4- Select 3 animals in the poultry farm and
write their characteristics. Write the
benefit they give us.
2.Say:
Let us show your group output in class.
Let each group take turns in presenting.
470
6.Let us look into the following statements. Draw if
you agree with the idea and if you do not agree.
E . Evaluation
Reads the news article from one of the newspapers
and answer the following questions below.
471
Agree/disagree:
______________________________________________________
Why:_________________________________________________
3. Fresh foods are best for pupils and young people.
Agree/disagree:
______________________________________________________
Why:
______________________________________________________
4. Street foods can be eaten in minimal amount.
Agree/Disagree:______________________________________
Why?________________________________________________
F. Assignment
Look for an article in the newspaper about food poisoning.
Write 3 bad effects it can give to the pupils.
DAY 3
Objectives
A. Preliminary Activities
1.Review
The teacher asks about the pupils’ experiences in
the farm and and the things the animals can give
to them.
B. Presentation
Today we are going to read a dialogue between
friends talking about their happy moments with their
family.
472
C.Motivation
1. What are the other places that you have visited
aside from the farm?
Show the following pictures to the pupils. Have you
been to these places? Do you want to visit these
places someday?
D.Developmental Activities
1. Say: Today we are going to read a dialogue. I will
call some of you to read the dialogue.
Erik: Hi Erick, how are you? How was your family outing?
Anton: It was fun. We had happy moments with my family .We
have been to the farm and we enjoyed watching how
different animals move.
Erik: Good for you my friend. Ijust hope that we will also have
time with my family this summer vacation. My family is
planning to visit Baluarte.
Anton: Yes, I wish that you could go and visit places with your
family. I am sure it will be fun.
Erik: Thank You friend.
473
Ask the following questions:
What is the conversation about?
Where did the family go?
Why did they enjoy their visit in the farm?
What did Anton wish for his friend?
4. Infusion of Values
Ask: What did you feel when you are with your
family?
474
E. Evaluation
Cite a situation for the pupils to have social
conversation.
F. Assigment
Dramatize the dialogue we learned today.
DAY 4
Objectives
A. Preliminary Activity
1. Show a the poster to the class. Let them read the saying.
B. Motivation
Ask:
Who among you will celebrate their birthdays this March?
How are you celebrating your birthdays?
Let the pupils sing the song “Nagasat a Kasangaym
475
Nagasat a Kasangaymo
Tune: The More We Get Together
Nagasat a kasangaymo
A kasangaymo, a
kasangaymo
Nagasat a kasangaymo
Agragsaktayo
Gayyemmo, gayyemko
Gayyem ko, gayyemmo
Nagasat a kasangaymo
Agragsaktayo
C.Presentation
We are going to read an invitation letter. We will leartn
the different parts
D. Developmental Activities
1.Read the invitation letter of a girl on her birthday. Let
the pupils answer the questions about the letter.
March 2, 2013
Dear Elvie,
Naimbag nga aldawmo.Kumusta December
ka itatta12,2
nga
aldaw?Adda isagsagana ni Nanangko a maysa nga padaya
para iti kasangayko intonMarso 18,2013 iti oras ti 2:00 iti
malem ditoy balaymi, San Francisco Sur, Sta. Cruz, Laoag
City. Maragsakanak no makaumayka ken dagiti kakabsatmo.
Umay dagiti gagayyemta.Urayen kayo iti daytoy nga aldaw.
Agyamanak.
Your friend,
Dolly
476
What will be the celebration?
When will they celebrate it?
If you were Elvie, are you going to join? Why?
What kind of letter is this?
Spelling words
1. attend
2. celebrate
3. prepare
4. important
5. expect
Read the details of in an invitation letter. Let them
arrange the details to follow the format of an invitation
letter.
4.Practice
Write an invitation letter using the details beloe
o Your friend,
o March 20, 2013
o Dear Ana,
o I am inviting you to please attend
the birthday party of my sister on
March 25, 2012 at 10:00 in the
morning in our house. I hope you
could come.
o Thank you and see you friend.
o Dina
5. Infusion of Values
What do you feel when your friend cannot come on your
birthday?
477
G. Evaluation
______________________
Dear __________,
Good day friend. I am inviting you to attend
my birthday party on _____________________________
at ___________________________________________. I
hope you could come and join me on my special day.
__________________,
Mary
F.Assignment
Write your own invitation letter. Follow the format in
writing an invitation letter.
DAY 5
Evaluation
Objectives
II. The sister of Luisa will be graduating on March 29, 2013 as Grade
Six first honors. The family will be having a thanksgiving
celebration
on March 30, 2013 at 10:00 the morning.
479
III.The pupils write their own invitation letter using the situation
below.
__________________________
________________,
___________________________________________________
_________________________________________________________
__________________________________________.
_____________,
_______________
E. Assignment
Write 3 occasions wherein you invite friends / relatives /
classmates using an invitation letter.
480
TEACHING GUIDE FOR GRADE TWO
MOTHER TONGUE
FOURTH QUARTER-Week 37
Theme
Love
Objectives
Domains
1. Word Recognition
Reading with understanding legends consisting of words
being studied.
1. Oral Fluency
Reading legends with ease and fluency
2. Spelling
Spelling content words in the list of vocabulary word
3. Reading Comprehension
Identifying the beginning, middle and end of a literary text
read
4. Oral Language
Participating in and initiate more extensive social
conversations with peers and adults on familiar topics by
asking and answering questions and restating and soliciting
information
481
5. Grammar
Using courteous expressions in culturally appropriate
situation-telephone conversation.
7. Vocabulary and Content Development:
Explaining common synonym and antonyms.
8. Handwriting
Following a model to write a thank you letter.
9. Composing
Writing a letter observing the correct format of a thank you
letter.
Values Focus:
Use courteous expression expressions in daily conversation
Subject Matter
A. Topic
Thank You Letter, Courteous Exprressions, Synonyms
And Antonyms
B.Reference
K to 12 Curriculum 2 (Mother Tongue Competencies)
C.Materials
pictures, stories, charts
D.Procedure
DAY 1
Objectives
482
A. Pre- Reading
1.Motivation
Show a picture of a giant.
Ask:
Have you seen a real giant?
Do you believe in them?
Look at the picture of a giant. What do you think are the
characteristics of a giant?
2.Unlocking of Difficulties
(Through pictures, synonyms and context clues)
higante
binirok
kimat
nagparintumeng
napasnek
pinilit
Say:
We are going to read the Legend Of the Left Foot Print
of Angalo in Kinmadillian Falls.
483
Ask:
What do you think is the story all about? Do you want
to read the story?
B. During Reading
484
C. Post Reading
1.Ask:
Who was the giant?
Who was the beautiful lady giant?
What happened to Aran?
Why did Angalo tear the lightning into pieces?
Where did the left footprint on the stone come from?
2. Engagement Activities
Say:
Read the santazas from the story aloud.Let us give
the meaning of the word below it.
nagdaliasatda
Immaddang
485
3.Skill Focus
N A S I N G P E T
A O R U P N B X Y
A M A T A L E K E
Y K C Z M W K G L
A L I S T O R Y L
T D P Q J Y M N P
O N A P I G S A P
2.Guided Practice
From the words that you have seen in the chart, let us give the
meaning of these words using context clues
_________naayat
_________ nasingpet
_________ matalek
_________ napigsa
_________ alisto
3.Independent Practice
Say:
Use the following words in your own sentences.
naayat
nasingpet
matalek
napigsa
alisto
D. Evaluation
Answer the following questions about the legend.
1. Who was the giant in the story?
_________________________________
2. What kind of giant was he?
_____________________________________
3. What happened to Aran?_____________________________
486
4. What did Angalo feel when Aran was
lost?_____________________
5. Do you think Angalo stopped looking for
Aran?_________ Why? ______________________________
E. Assignment
Draw a giant and write 3 characteristics about the giant in
the legend you read.
DAY 2
Objectives
A. Preliminary Activity
1. Review
Who took Aran away?
What kind of giant was Angalo?
2.Unlocking of Difficulties
The teacher unlocks the words through pictures. Match
the pictures to their meaning.
nagbirbiruk
a.
487
b. immaddang
nagparintumeng
c.
B. Motivation
Show the picture to the pupils.What can you see here?
Based on the picture, what can you say about Angalo?
488
Are you praying also? When do you pray?
C. Presentation
Today we will read a legend of a giant named Angalo.
Do you want to read the story?
D. Developmental Activities
1. Raising of Motive Questions
What do you want to know about the story?
2. Raising the Standard of Oral Reading
What will you do when reading orally?
3.The pupils will read the story aloud.
“The Legend of the Left Foot Print of Angalo”
4. Answering of the Motive Questions
5.Post Reading
a.The teacher divides the class into four groups. Give each
group the following activities:
489
Each group are guided by the following questions:
1. Say:
Going back to the story that we have read, what are the
polite expressions used?
Aran: “Pangaasiyo apo saandak a bannugen.”
Ask:
What is the underlined word? What do we call this
expression? What other courteous expressions do we use
everyday?
Naimbag a bigatyo, rabii, aldaw
Agyamanak apo.
When do we use courteous expressions?
Do we need to use them in our daily conversation?
E. Evaluation
Read the dialogue carefully. Choose the courteous
expressions. Write them on your paper.
Ana: Naimbag a bigatmo gayyem
Rose: Naimbag a bigatmo met gayyem.
Natuloykayo a nagpasiar diay Kinmadillian
Falls
Ana: Wen gayyem, nagpintas idiay! Nagpipintas pay
dagiti batbato.
490
Rose: Despensarem gayyem ta saanak nakaumay.
Ana: Awan aniamanna gayyem, agyamanak ti
panangimbitarmo kadakami.
Rose: Awan aniamanna gayyem.
1. _________________________________
2. _________________________________
3. _________________________________
4. Intuloy ni Angalo a sinapul ni Aran kalpasan ti
panaginana na. Kaano a napasamak daytoy iti
istoriatayo?
a. Tingnga
b. Umuna
c. Maudi
DAY 3
Objectives
a. Spell content words in the list of vocabulary correctly
b. Explain common synonyms and antonyms
c. Identify beginning, middle, and end of a literary text read
A. Preliminary Activity
1. Review
What are the polite expressions that we use in class?
( Good morning, Good day, Good night)
What are the antonyms of these courteous expressions?
B. Motivation
Show pictures of Angalo and Aran. Ask the pupils to
choose the characteristics of Angalo and Aran and match
them to the pictures.
491
nasingpet
napintas
manakitulong managayat ti
ayup
managayat ti napigsa
mulmula
What are the characteristics of Angalo? Ara?
Who among you have the same characteristics like them?
C. Presentation
Today let us look into the different character traits of these
giants.
D.Developmental Activities
1.Reads the events from the story “The Left Print of Angalo.”
Identify which of these are found in the first, middle and last
part of the story.
Naginana ni Angalo ti ayan ti adu nga dadakkel a
batbato.
Tinulungan ni Angalo dagiti tattao a mapanda
agala ti asin idiay ballasiw ti baybay.
Inwayat ni Angalo ti iket na ket adu nga sida ti
naalana.
492
Nagparintumeng ni Angalo ket nagkararag ti
napasnek.
Intaray ti tallo nga higante ni Aran bayat ti inna
panangay-aywan kadagiti mula idiay hardin.
2.Generalization
When do we say the story is the first, middle and last?
Where can we find these events in the story?
3.Let the pupils identify the words that describe Angalo and
Aran.
industrious= hardworking
beautiful= lovely
Ask:
What can you say about the meaning of these words?
Are they the same?
What do we call these words if they have the same
meaning? ( synonyms)
industrious= lazy
beautiful= ugly
Ask:
What can you say about the meaning of these words?
Are they different?
What do we call these words if they have different
meaning? (antonyms)
small-tiny _________________________________
big- huge__________________________________
dirty-clean ________________________________
493
6.Look at the jumbled words. Arrange the letters to
make the spelling correct.
D. Evaluation
The instructs the pupils to study the picture showing
events in the story read. Write if the story happens at the
first, middle or last part of the story.
1.
______________________________
2. ____________________________
494
3. ___________________________
Dirty-clean __________________________________
E. Assignment
Write 2 antonyms and 2 synonyms found in the legend
read.
DAY 4
Objectives
495
topics by asking and answering questions and
restating and soliciting information.
c. Write letter observing the correct format of a thank
you letter
A. Preliminary Activity
Ask:
How do we describe the lady giant in our story? Who can
give the same meaning with that of beautiful? What do we
call these words? ( synonym)
B. Motivation
Ask:
Who among you have a member of the family who is
working abroad?
What do you do to keep in touch with them?
What do you do if you want to talk to them?
Who among you have a cellular phone?
Ask:
Have you tried talking with your friends in the telephone?
How did you start the conversation?
C.Presentation
Today we read a conversation over the telephone.
D.Developmental Activities
1.Say:
Let us read the telephone conversation of the girls. Point
to each girl as the teacher reads their lines.
496
The phone is ringing. ring…………………………………
Rica: Hello this is Rica, may I please speak with Nora?
Nora: This is Nora speaking.
Rica: Nora, please tell Miss Cruz I cannot go to school
today. I have a headache.
Nora: Alright, I will tell her.
Rica: Thank you very much.
Nora: You are welcome.
Divides the class into two groups, one to say Nora’s line
and the other Rica’s line.
2.Post Reading
1. What did Rica asks Nora to do? Why did Rica not able
to go to school that day? What did Nora say? What did
Nora answer?
3. Engagement Activity
Say:
Get a partner. Practice a telephone conversation. Use
your own names. Think of another reasons why you ask
for an excuse for not being able to go to school.
5.Ask:
What are the courteous expressions used in the
conversation?
How are you going to start a telephone conversation?
How will you end it?
What must you do while talking in the phone?
497
San Jose, Sta. Cruz
Ilocos Sur
January 17, 2012
Dear Rosa,
Thank you for inviting me to your birthday party. I have
asked my mother’s permission to attend. She said I can come. I
will be very happy to come to your birthday party on Saturday.
See you then.
Your friend,
Dina
E. Evaluation
1.Say:
Act out a telephone conversation with your partner. Use the
situation below. Rate your partner using the rubrics
provided.
498
Ikkan ti tsek (/) ti batog ti umno nga iskor mo
Detalye 5 4 3 2 1
1.Nairugi ti panagsarita a nagaramat ti
nadayaw a pagsasao.
2. Naited ti amin a detalye ti
impormasion a kayat nga ibaga.
3. Nadayaw ti panangileppas ti
panagsao.
4.Naileppas ti panakisarita a nadayaw.
________________________
________________________
________________________
__________________________,
_______________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________.
___________________,
_____________________
F. Assignment
Write three courteous expressions you are using at home.
499
DAY 5
Evaluation
Objectives
bimmalasiw, nagdaliasat,
Agin-inana, agkarkararag
500
bimmalasiw, nagdaliasat,
Agin-inana, agkarkararag
501
Naayat ni Aran kadagiti mula, pagay-ayo na ti
agpaspasiar iti minuyongan.
Idi ituloy ni Angalo ti mangsapul ken Aran,
kinagat ti alinggagama ti mukod na.
Idi tultulongan ti Angalo dagiti tattao, intaray ti 3
a managdakdakes nga higante ni Aran.
________________________
________________________
________________________
__________________________,
_______________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________.
___________________,
_____________________
502
APPENDICES
DAGITI SUNGBAT
(Key to Correction)
Aramiden 1, page 2
(Answers may vary)
ili-sili
makan-ikan
mapa-apa
lata-mata
Aramiden 3, page 4
bassit, nangisit
agdigos, nadalus
tulang, Lelang,
gayyem, isem
Aramiden 5, page 7
(Answers may vary)
Aramiden 6, page 8
tatang
tiendaan
lapis
Vigan
nanang
aso
503
Aramiden 7, page 9
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Aramiden 8, page 10
(Refer to pupils’ output)
Aramiden 9, page 11
Dr., Inhin., Kap., Ark., Atty., Sen., Ptr., Pres., Ins., Dip.
504
Aramiden 14, pages 24-25
1. asom 6. lapisko
2. hardinmo 7. dingwenda
3. gayyemmo 8. bayyabasko
4. nanangmo 9. librona
5. tatangko 10. balaymo
505
Aramiden 22, page 40
(Answers vary)
506
layus
panagreggaay ti dagdaga
biag
sanikua
kaykayo
lubong
B A W A Y B B K
A P A G K A A A
L O Y I A B L L
L Y W W H O A A
A S A L O Y Y P
S A Y A Y B A A
I W L U G A W W
W A L A A G I W
S A G A Y S A Y
Aramiden 31, pages 53-54
Tatang
Nanang
Manong
Manang
507
Aramiden 32, page 55
1. agmulmula
2. aglutluto
3. tumulong idiay taltalon
4. agaw-awir
2.
3.
4.
5.
508
5. gripo
B. 1. kapudotan 6. kapigsaan
2. kalakaan 7. kalawagan
3. katuredan 8. kaadaywan
4. kagagetan 9. kaalistuan
5. kaimutan 10.kasingpetan
509
Aramiden 45, page 73
1. S 6. C
2. S 7. P
3. P 8. S
4. P 9. P
5. C 10.P
2. Dakkel
Ti balay da Rose ket dakkel.
Ti balay da Rina ket dakdakkel ngem ti balay da Rose.
Ti balay da Roda ti kadakkelan a balay kadagiti tallo.
3. Napuskol
Ti komiks ket napuskol
Ti libro ket napuspuskol ngem ti komiks.
510
Ti diksionario ti kapuskulan kadakuada.
4. Bassit
Ti pusa ket bassit.
Ti koneho ket basbassit ngem ti pusa.
Ti bao ti kabassitan kadakuada.
5. Nangina
Nangina ti lapis.
Nanginngina ti bolpen.
Kanginaan ti pentel pen
B.
No Tallo Wenno
No Maysa ti No Dua ti
Ad-adu ti
Sarsaritaen Pagdiligen
Pagdiligen
1. atiddog naat-atiddog kaatiddogan
2. nalamuyot nalamlamuyot kalamuyotan
3. nagaget nagaggaget Kagagetan
4. nataray natartaray Katarayan
5. nalamiis nalamlamiis kalamiisan
511
Aramiden 53, page 83
1. agsursurat 6. mangisursuro
2. naggapas 7. nagsibog
3. nagluto 8. nangan
4. nagay-ayam 9. nagbagkat
5. aglablaba 10.agpunpunas
Madama a
Nalpasen a tignay
maar-aramid a tignay
1. agkankanta nagkanta
2. agsalsala nagsala
3. magmagna nagna
4. agug-ugas nagugas
5. umin-inom imminom
6. matmaturog naturog
7. agsipsipilio nagsipilio
8. agdig-digos nagdigos
9. agburburas nagburas
10. agsibsibog nagsibog
512
Aramiden 57, pages 88-89
A. (Refer to pupils’ output)
B. 1. wen
2. wen
3. wen
4. wen
5. wen
B. 1. berde
2. tsokolate
3. nalinak
4. nasingpet
5. bassit ken nalukmeg
513
Aramiden 63, pages 97-98
1. iti
2. ti
3. ti
4. ti
5. ti
514
5. a
515
Aramiden 77, page 119-120
(Answers may vary)
516
Aramiden 86, page 129
1. B
2. C
3. D
4. E
5. A
MAIKAPAT A KUARTER
517
Iddepen ti silaw no saan nga us-usaren
Sumrek ti husto nga oras
Agulimek a sumrek iti kuarto a pagadalan
518
2. plasa
3. drum
4. gripo
5. tsiko
519
3 Inikkanna ti gatas ken butter.
4 Nilutona diay hotcake diay pariok.
520
4. agyamanak
5. Awan aniaman na
521
GLOSSARY
A
agkakaingas /ag’ka’ka’i’ngas/adj. agkakarupa
agkaykaysa /ag’kay’kay’sa/adj. agdidinnanggay
agar-arab / a’gar’arab/v. mangan ti ruot
agaw-awir /ag’aw’awir/v. agay-ayam
aglawlaw /ag’law law/ n. arubayan
aglaylayag /ag’lay’layag/v. nakaluganti Bangka ngaaddalayagna
aglulumba /ag’lu’lum’ba/agtitinnaray
agobra/ag’ob’ra/v. agtrabaho
agnaed /ag’na’ed/ n. aggian
anniniwan /an’ni’ni’wan/n. shadow
agparbeng/ag’par’beng/ agtalna
agreggaay /ag’reg’ga’ay/v. agrugnay
agsangsangit/ag’sang’sa’ngit/v. agibibit
agsapa/ag’sa’pa/adj. bigbigat
agtubtubong ti kwarta /ag’tub’tu’bong/v. agur-urnong ti kuarta
alug/al’ug/n. parte ti talon nga adda danumna
arapaap/ar’apa’ap/n. tarigagay, ambisyon
B
baggak /bag’gak/ n. bituentiagsapangamakitaitidaya
baknang /bak’nang/adj. taongaadutisanikuana,
nasaliwanwantibiagna
bagnet/bag’net/n. lechon kawali
balikas/bal’ik’as/n. sao
benneg /ben’neg/n. parte
C
CABLA Communjcative Activity Based Language Acquisition
D
Dinguen /ding’uen/n. taraken
dinayaw /di’na’yaw/v. respect
dumar-aw/du’mar’aw/v. kumita, bumisita
G
gameng /ga’m’eng/ n. sanikua, kinabaknang
gungunaan /gun’gu’naan/v. ikkantipremyo,ikkantipammadayaw
522
H
I
Idauluan/i’da’ul’uan/v. ipanguluan
Impuruak /im’pur’uak/v. inbakal, inbato
inauna /ina’u’na/ adj. natataeng, immuna a naiyanak
insakibut /in’sak’ibut/ v. inkabil ti maysa a banag iti uneg ti bado
ipatpateg/ip’at’pa’teg/v. ay-ayaten
isla /is’la/ n. maysa a pormatidaga a danumtiaglawlawna
K
Kannawidan/kan’na’w’id’an/n. nakairuaman
Kabangibang/ka’ba’ngi’bang/n. kaarruba a lugar
Kawes/kaw’es/n. bado
Kinasirib/ki’na’sir’ib/n. kinalaing
Komunidad/kom’u’nid’ad/n. gimong
Kueba/kue’ba/n. gukayab, rukib
L
Lelang /lel’ang/n. apong a baket
M
Makitabuno/mak’a’tab’u’no/v. makidar-ay
maliklikan /mal’ik’lik’an/v.malappedan, avoid, prevent
mangngalap/mang’ngal’ap/n. aggal-ala ti ikan, fisherman
maprotektaran/map’ro’tek’tar’an/v. masalakniban
mapukaw /ma’puk’aw/v. maawan, saan a mabirokan
N
Nadayaw/nad’ay’aw/adj. naraem
nakabirok /na’ka’bir’ok/v. nasapulan, nabirokan
nakurapay /na’kur’apay/adj. awantisanikuana, narigattipanagbiagna
nagdappat/nag’dap’pat/v. dinalusan ti maysa a lugar inggana a
mabalin a pagyanan
nagannak /na’gan’nak/n. nagtaudan wenno naggapuan kasla kada
tatang ken nanang
naginnalamano/nag’in’na’la’ma’no/v. naginnabrasa
nagduyos/nag’duy’os/v. nagrayo
nagtaudan/nag’ta’ud’an/n. naggapuan, origin
naisangsangayan/na’is’ang’sa’ngay’an/adj. naidumduma, unusual
nakurapay/nak’u’rap’ay/adj. napanglaw
523
nangpalatak/nang’pal’a’tak/n. nangpabigbig, famous
napalanguad/na’pal’an’guad/adj. napangas, nalastog, boastful
narimat /na’ri’mat/adj. nalawag
nasamek/nas’a’mek/adj. naraboy, napuskol ti mulmulana, robust
nasikkil/nas’ik’kil/adj. natibker, stiff
nasin-aw/nas’in’aw/adj. natarnaw, naliknaw, clear
nasipnget /na’sip’nget/adj. awantilawag
nasirib /na’si’rib/adj. nalaing, alerto
P
Pagadalan/pag’ad’al’an/n. eskuelaan, school
Pagpannakkel/pag’pan’nak’kel/adj. pagtuladan. Someone to be proud
of
Pagtaengan/pag’ta’e’ngan/n. balay, residence
Pangkasual/pang’kas’ual/n.kawes no mapan agpasiar
Pangpormal/pang’por’mal/n. isuot a mapan simbaan
Pangturog/pang’tur’og/n. kawes nga usaren ti rabii
Parupo paragraph
plano /pla’no/v. ganuat, panpanunutenngaaramiden
piraso /pi’ra’so/adj. puted, iwawennogerret
R
Ray-aw/ray’aw/adj. mangted ragsak, make fun
ragsak/rag’sak/adj. make fun
rimat /ri’mat/adj. lawag, sumilap-silap, twinkle
ruot/ru’ot/n. grass
S
Saguday/sag’ud’ay/adj. ugali, talugading
Sarita/sar’i’ta/n. sentence
Sinakmasl /sin’ak’mal/v. inalon-on, kinagat
T
Tantan-awan/tan’tan’aw’an/v. kitkitaen
Taraon/tar’a’on/n. pagbiag, food
Tarigagay/tar’i’gag’ay/v. kalikagom, kayat a mapasamak
Tignay/tig’nay/v. balikas a mangipakita ti garaw, verb
tuangen v. /tua’ngen/ paiddaen, itumba
tumabuno v. /tum’a’bu’no/ nakipartisipar, dumar-ay
TPR Total Physical Responce
524
U
Umyan/um’yan/v. maturog iti sabali a lugar, sleep in another place
ulila /ul’i’la/n. nataytitatangwennonanangna
uliteg /ul’i’teg/n. kabsat a lalakinitatangwennonanang
525
BIBLIOGRAPHY
http://planetmagazine.com/pm3/the bell.htm
http://planetmagazine.com/pm3/thebell.htm
http://www.longlongtime ago.com/llta_fable_ant
grasshopper.html
http://www.imdb.com/title/tt0097757/
http://saluyot.wordpress.com/2009/06/02/da-angalo-ken-
aran/
http://www.ilocandia treasures.com/2011/02/ilocos-sur-
celebrates-kannawidan.html
http://leftysalute.wordpress.com/2012/05/03/the-legend-of-
the-mango-tree/
http://wiki.answers.com/Q/Author_of_the_story_Luis_yangco
526