Republic of the Philippines

Department of Education
National Capital Region
Schools Division of Parañaque City
F. SERRANO SR. ELEMENTARY SCHOOL
Don Bosco, Parañaque City

Technology Supported Teacher Professional Development in

Early Language, Literacy, and Numeracy for K to 3 Teachers (ELLN Digital)

Name: DIVINA ANGELA S. MAGALONG Position: TEACHER II

Grade Level Taught: KINDER ELLN Digital Module No. 2 Lesson no. 1-3

Assignment 4 (for Module 2 Lesson 1)

1. Read the story indicated in the list below for the grade level that you are teaching.
Kindergarten: Si Pilong Patago-Tago
Grade 1: Ang Kamatis Ni Peles
Grade 2: Tuko: The Tenor Wannabe
Grade 3: Tight Times
2. Answer the following questions:

a. What specific qualities of the book/text do you think will appeal to your
students? Use Table 1 of the worksheet as your guide.

Table 1: Questions for Evaluating Children’s Stories

Questions Yes No NA
Does the story reflect your students' interests? √    
Is the story humorous and unique? √  

Does the story contain action? √  

Is the story predictable in some way? √    

Does the story have a happy ending? √    

Is the plot simple enough to be understood by your students given their √    

social and emotional maturity?

Does the story enrich your students’ vocabulary? √    

Does the length of the story match your students' attention span? √    

Is the story something your students can relate with? √    

Are the characters believable? √  

Are the characters given dialogues that allow their readers to know them √   
better?

Are the characters free of stereotypes? √    

Is the theme relevant to your students? √    

Does the theme avoid moralizing or sermonizing? √    

Address: John St., Annex 35 Better Living Brgy., Don Bosco Parañaque City
Telephone No.: (02) 8982-1863
Email Address: fses.pque@deped.gov.ph
 Republic of the Philippines
Department of Education
National Capital Region
Schools Division of Parañaque City
F. SERRANO SR. ELEMENTARY SCHOOL
Don Bosco, Parañaque City

Does the author use vivid imagery to invite your students to activate their √    
senses?

Is the language rich and concise? (Does it avoid unnecessary details?) √    

Are words and phrases used and repeated to delight the child with their √    
pleasing sounds and rhythms?

Are the illustrations colorful and vivid? Are the illustrations accurate? √    

Are the illustrations situated beside the text they represent? √    

Do the illustrations help tell the story? Do they aid in comprehension? √    

b. What benefits will the book/text provide for your students? Use Table 2 of the
worksheet as your guide in identifying the possible benefits.

Table 2: Benefits of Children’s Books

Possible benefits for my students Yes No Explanation

It provides them experiences √   It contains different places that are

through imagination to the different familiar to the learners
settings in the story

It contributes to their vocabulary √   There are words in the story that are
development new to their vocabulary

It develops moral thinking and √   It provides moral lesson

actions

It promotes lesson on obedience √   It is a must that we obey our parents

It develops their listening and √ It can help widen their ideas,

critical thinking skills thoughts and the possible cause and
effects of a situation.

3. Assess how well you did the assignment. Use Table 3 as your guide for self-assessment.

Table 3: Criteria for Self-assessment

Question Yes No Reflection

1. I have read the book. √   The moral lesson in the story can give them

Address: John St., Annex 35 Better Living Brgy., Don Bosco Parañaque City
Telephone No.: (02) 8982-1863
Email Address: fses.pque@deped.gov.ph
 Republic of the Philippines
Department of Education
National Capital Region
Schools Division of Parañaque City
F. SERRANO SR. ELEMENTARY SCHOOL
Don Bosco, Parañaque City

idea not to do it or to follow what Pilo

naughtiness

2. I have fully understood √   The book should be colorful, and the font sizes
the features of good are suitable for the level of learners.
quality children’s
literature.

3. I have analyzed the √   It can easily get learner’s interest because the
book’s features with a characters personality and the visual
specific set of students in presentation of the story is colorful that catches
mind. the attention of the learners.

4. Share your answers at your next LAC session.

NOTE: The assignment has no “correct” answer. Answers will depend on your particular set
of learners. This exercise serves to help you develop an eye for good quality children’s
literature that you can use in your classes.

Assignment 5 (for Module 2 Lesson 2)

In this assignment you will do a read-aloud or shared reading session with your class. You
can do this individually or with colleagues. Follow the steps below.

A. Preparing for the read-aloud or shared reading session

(NOTE: You can do steps 1 and 2, and even step 3, with colleagues who are teaching the
same grade level.)

1. Reread the story you chose for Activity 2 and Activity 3.

2. Plan the pre-reading session for the purpose of preparing your students for the story —
that is, identify the difficult words and concepts and plan how you will unlock them with
your students. Formulate your motivation question and motive question.

3. Practice reading the story aloud. Apply what we have discussed with regard to enlivening
the story, and plan what questions to pose to monitor comprehension.

B. Doing the read-aloud or shared reading session

4. Implement the pre-reading activity you prepared in your class.

5. Do the read-aloud or shared reading session with your class.

(OPTIONAL) Ask a colleague who is also studying this module to observe your read-aloud
session and give you feedback based on what you have learned in this lesson. If you worked

Address: John St., Annex 35 Better Living Brgy., Don Bosco Parañaque City
Telephone No.: (02) 8982-1863
Email Address: fses.pque@deped.gov.ph
 Republic of the Philippines
Department of Education
National Capital Region
Schools Division of Parañaque City
F. SERRANO SR. ELEMENTARY SCHOOL
Don Bosco, Parañaque City

with a group in preparing for the read-aloud or shared reading session, you can then agree
to be each other's observer/s. If you worked on steps 1-3 by yourself, you can still pair up
with a colleague who is studying this module (he/she does not need to be teaching the same
grade level) and observe and give feedback on each other's sessions.

C. Reflecting on your read-aloud or shared reading session

6. Give yourself 1 point for each item in the checklist below. (NOTE: Four points possible for
Item #9)

1. Did I reread the story in preparation for the read-aloud session? √

2. Did I choose difficult words to unlock, taking into account my student’s
background? √
3. Were the methods that I chose to unlock those words appropriate for the type of
words they were? √
4. Did I choose a motivation question that students can easily answer based on
their prior knowledge or previous experience? √
5. Did I choose a motive question parallel to the motivation question?
6. Did I choose a motive question that students can answer when they listen to the
read aloud session? √
7. Did I practice reading aloud the story prior to the session? √
8. Were all materials necessary for unlocking vocabulary prepared prior to the
session? √
9. During the read-aloud, did I —
a. Change my voice and used sound effects as necessary or appropriate? √
b. Ask my students recall questions? √
c. Ask my students inferential questions? √
d. Ask my students to predict what will happen next at certain parts of the
story? √
10. Was I able to sustain my students’ attention throughout the story reading
session? √

REFLECTION:
Learners are attentive during read-aloud session. They like the story especially when
it is the time to say “BULAGA”. They were also able to share insights about the story
especially the do’s and don’ts. They also learned that there is a time to play and what to do
when they were out with their parents especially in crowded places.

Assignment 6 (for Module 2 Lesson 3)

For the story you selected in Activity 2, plan a GPU discussion by formulating a set of literal,
inferential, critical, application or integrative, and creative questions about the story.

Address: John St., Annex 35 Better Living Brgy., Don Bosco Parañaque City
Telephone No.: (02) 8982-1863
Email Address: fses.pque@deped.gov.ph
 Republic of the Philippines
Department of Education
National Capital Region
Schools Division of Parañaque City
F. SERRANO SR. ELEMENTARY SCHOOL
Don Bosco, Parañaque City

On the GPU template, write your discussion questions in logical sequence, write the possible
answers to each question, and identify the type of question. Don't forget to base your
discussion plan on the expressive and instructional objectives that you have set out to
achieve.

GPU Template
Story Title: “Si Pilong Patago-tago”
Grade Level: Kinder

Expressive objectives: (can be taken from your answers in Activity 2 of this Lesson)
1. To realize that there is a proper time and place for playing games
2. To understand how Pilo’s family feels when he hides from them
3. To appreciate the humor in the story

Instructional objectives:
1. To recall events happened in the story
2. To tell when will the right time to play
3. To give meaning to new vocabulary words
4. To be able to infer what could be the reason to change in the behavior of
the lead character.
Type of Question
(Literal, inferential,
Question Answer
Critical, Integrative,
Creative)

Sino ang pangunahing tauhan sa Ang pangunahing tauhan sa Literal

kwento? kwento ay sina Pilo, ang
kanyang magulang at
kapatid

Ano ang hilig na gawin ni Pilo? Mahilig siyang maglaro ng Literal

tagu-taguan

Ano ang kalimitang sinisigaw ni BULAGA Literal

Pilo pag sya ay nagtatago

Saan sila ng punta ng kanyang Sa Palengke Literal

nanay?

Bakit umiyak si Pilo sa palengke? Nagtago nanaman siya at Inferential

hindi niya mahanap ang
kanyang nanay

Sa palagay ninyo, tama ba ang Hindi po, kasi maaaring Integrative

Address: John St., Annex 35 Better Living Brgy., Don Bosco Parañaque City
Telephone No.: (02) 8982-1863
Email Address: fses.pque@deped.gov.ph
 Republic of the Philippines
Department of Education
National Capital Region
Schools Division of Parañaque City
F. SERRANO SR. ELEMENTARY SCHOOL
Don Bosco, Parañaque City

ginawa ni Pilo na pagtatago? hindi kana mahanap at hindi

muna makita ang iyong
magulang

Banghay Aralin para sa Kindergarten

Batay sa kuwentong “Si Pilong Patago-tago” na isinulat ni Kristine Canon at iginuhit ni Leo Alvarado
Gawa ni Pamela Razon-Vinoya

I. Mga Layunin
A. Layuning Ekspresibo
1. Maunawaan na may tamang oras para sa paglalaro
2. Masiyahan sa larawan at diyalogo ng mga tauhan sa kuwento
B. Layuning Instruksiyonal
1. Maibigay ang kahulugan ng mga bagong salita
2. Makilala ang mga detalye
3. Mahinuha ang mga nararamdaman ng mga tauhan
4. Mapagsunod-sunod ang mga pangyayari
5. Makapagbigay ng hinuha kung ano ang maaaring maging pagbabago sa ugali ng tauhan
6. Makapaglista ng mga angkop na pagkakataon para maglaro

II. Nilalaman
A. Paksa
Kuwento: Si Pilong Patago-tago

Isinulat ni: Kristine Canon

Iginuhit ni: Leo Alvarado

Inilimbag: Adarna House 2004

B. Kagamitan: larawan ng mga sumusunod:

• aparador
• tambak na labada
• kasambahay ni Pilo (Ate Bebang, Nanay, Tatay, Kuya Rey)
• mga lugar na pinagtaguan ni Pilo (poste, tuktok ng aparador, tambak ng labada, gilid ng
kama)
II. Pamamaraan

Address: John St., Annex 35 Better Living Brgy., Don Bosco Parañaque City
Telephone No.: (02) 8982-1863
Email Address: fses.pque@deped.gov.ph
 Republic of the Philippines
Department of Education
National Capital Region
Schools Division of Parañaque City
F. SERRANO SR. ELEMENTARY SCHOOL
Don Bosco, Parañaque City

A. Bago Magkuwento/Magbasa

a) Paghahawan ng Balakid

Salita Kahulugan Pammaraan ng Paghawan

aparador lalagyan ng gamit paggamit ng larawan at context
clues
nakangangalay pagsakit ng isang bahagi ng katawan dahil paggamit ng demonstrasyon at
sa matagal na hindi paggalaw context clues

tambak na labada mga damit na marumi na paggamit ng larawan at context

clues
Kahapon, nilinis ko ang tuktok ng aming aparador (Magpakita ng larawan ng
aparador.) Ito ang larawan ng aparador na aking nilinis. Ano ang ibig sabihin ng
aparador? Saan ito makikita? Ano-ano ang maaaring ilagay sa aparador?

Nakataas ang aking kamay habang nililinis ang aparador. Subukan nating gayahin ang
posisyon ng aking kamay. (Ipagaya sa mga bata ang posisyon ng kamay sa loob ng
isang minuto.) Hindi ba’t nakangangalay ang ganitong posisyon? Ano ang ibig
sabihin ng nakangangalay? Ano ang naramdaman ng inyong mga braso? Ano ang iba
pang po sisyon na nakangangalay?

Katabi ng aming aparador ang lalagyan ng maruming damit. Matagal-tagal nang hindi
nakapaglababa ang aking nanay kaya naman marami na kaming tambak na labada.
Narito ang larawan ng aming tambak na labada. Ano ba ang ibig sabihin ng tambak
na labada?

b) Pagganyak at Pagganyak na tanong

Sino sa inyo ang mahilig maglaro ng taguan? Saan-saan kayo madalas magtago? Tuwing kailan kayo
naglalaro ng taguan?

Katulad ninyo, mahilig ding magtago ang bidang bata sa ating kuwento. Alamin natin kung kung sino
siya at kung saan-saan siya nagtatago?

Makinig kayong mabuti sa ating kuwentong pinamagatang “Si Pilong Patago-tago.” (Sabihin kung
sino ang sumulat at gumuhit nito.)

B. Habang nagbabasa ng kuwento

Maaari ninyo ba akong tulungan habang binabasa ni teacher ang librong ito? Sa tuwing itataas ko
ang aking kaliwang kamay (maaaring ibang hudyat ang ibigay), sabay-sabay ninyong isisigaw ang

Address: John St., Annex 35 Better Living Brgy., Don Bosco Parañaque City
Telephone No.: (02) 8982-1863
Email Address: fses.pque@deped.gov.ph
 Republic of the Philippines
Department of Education
National Capital Region
Schools Division of Parañaque City
F. SERRANO SR. ELEMENTARY SCHOOL
Don Bosco, Parañaque City

salitang “Bulaga!” Subukan nga natin. (Magsanay ng 2-3 beses hanggang sa maging handa na ang
lahat)

Huminto sa iba’t ibang bahagi ng kuwento. Itanong sa mga bata kung saan kaya susunod na
magtatago si Pilo.

Sabihin: Sino kaya ang susunod na maghahanap sa kanya? (p. 4, 8, 12,16)

C. Pagkatapos Magkuwento/Magbasa
A. Mga Pangkatang Gawain
Ibigay ang mga panuto para sa mga sumusunod na gawain.

Small Group Activity 1: Sino Ako?

Ating higit na kilalanin si Pilo. Isulat ang mga detalye tungkol sa kanya sa Character Profile
Chart.

Small Group Activity 2: Bulaga!

Pagsunud-sunurin ang mga kasambahay na naghanap kay Pilo. Pagkatapos, pagtambalin ang
mga tauhan at lugar kung saan nila nakita si Pilo.

Small Group Activity 3: Ulat Pambata

Iulat ang balita tungkol sa nangyari kay Pilo sa mall.

Small Group Activity 4: Pangayo Sa’yo

Tulungan si Pilong gumawa ng pangako para kanyang pamilya.

Small Group Activity 5: Maglaro Tayo!

Maglista ng mga pagkakataon kung kailan magandang maglaro.

B. Talakayan

a. Sino ang bida sa ating kuwento?

Kilalanin natin siya mula sa ulat ng Pangkat 1.

b. Sino-sino ang kanyang mga pinagtaguan? Saan-saan siya nagtago?

Alamin natin sa ulat ng Pangkat 2 ang mga kasambahay na naghanap kay Pilo at kung saan
nila siya nakita.

Address: John St., Annex 35 Better Living Brgy., Don Bosco Parañaque City
Telephone No.: (02) 8982-1863
Email Address: fses.pque@deped.gov.ph
 Republic of the Philippines
Department of Education
National Capital Region
Schools Division of Parañaque City
F. SERRANO SR. ELEMENTARY SCHOOL
Don Bosco, Parañaque City

c. Ano kaya ang nararamdaman ng kanyang mga kasambahay sa tuwing pagtataguan sila ni
Pilo? Bakit kaya ganito ang kanilang nararamdaman?

d. Bakit hinanap muli ng kanyang ina si Pilo?

e. Ano ang nangyari habang sila ay namimili?

Alamin natin ang nangyari habang sila ay namimili. Pakinggan natin ang ulat ng Pangkat 3.

f. Ano kaya ang naramdaman niya nang hindi niya makita ang kanyang nanay? Kung kayo si
Pilo, ano ang mararamdaman ninyo?

g. Sa inyong palagay, palagi pa rin kayang magtatago si Pilo?

Pakinggan natin ang Pangako ni Pilo mula sa ulat ng Pangkat 4.

h. Masama ba ang maglaro ng taguan o ng iba pang laro?

i. Tama! Hindi naman masamang maglaro. Tandaan lang natin na may oras para sa bawat
gawain.
Ano kaya magandang oras para sa paglalaro?

Pakinggan natin ang ulat ng Pangkat 5.

C. Gawaing Pagpapayaman
Ngayon, oras na para tayo naman ang maglaro ng taguan. Makinig kayong mabuti sa aking mga
paalala para mas maging masaya at ligtas ang ating paglalaro.

Sabihin sa mga mag-aaral kung saan-saan lamang maaaring magtago. Ito ay upang maiwasan
na magtago sa malalayong lugar ang mga bata.

Ipaalala rin ang pag-iingat sa lahat ng oras

Si __________________(pumili ng isang mag-aaral) muna ang magiging taya.

Handa na ba kayo?

Address: John St., Annex 35 Better Living Brgy., Don Bosco Parañaque City
Telephone No.: (02) 8982-1863
Email Address: fses.pque@deped.gov.ph