Mother Tongue Lesson Plan

Week-3 Q-2

Name of Teacher:__________________________________Grade-1____________
Name of School:_______________________________________District:_____________
Week-3-Day-1
1. Objectives:
a. Content Standard:
The Learner:
Manifests beginning oral language skills to communicate in different contexts.
Demonstrates understanding that words are made up of sounds and syllables
Demonstrates the ability to read grade one level text with sufficient accuracy, speed, and
expression to support comprehension.
Demonstrates understanding of the basic features of a book and how print works, as a
prerequisite for reading.
Demonstrates developing knowledge and use of appropriate grade level vocabulary and
concepts.
Demonstrates positive attitudes towards language, literacy and literature.
Demonstrates basic knowledge and skills to listen, read, and write for specific purposes.

b. Performance Standard
The Learner:
-uses beginning oral language skills to communicate personal experiences, ideas, and feelings in
different contexts.
- uses knowledge of phonological skills to discriminate and manipulate sound patterns.
-demonstrates knowledge of the alphabet and decoding to read, write and spell words correctly.
-demonstrates the ability to read grade one level text with sufficient accuracy, speed, and expression to
support comprehension.
-speaks and/or writes correctly for different purposes using the basic grammar of the language.
-uses developing vocabulary in both oral and written form.
-comprehends and appreciates grade level narrative and informational texts
- uses literary and narrative texts to develop comprehension and appreciation of grade level appropriate
reading materials.
-values reading and writing as communicative activities.
listens, reads, and writes for specific purpose.

c. Learning Competencies:
Knowing each Other

Story Reading using two-tract method

MT1OLIIa-i-1.3 Talk about oneself and one’s personal experiences (friends, favorite toys)
MT1VCDIIa-e-1.1 Use vocabulary referring to: - People (Self, Family, Friends) - Animals - Objects
- Musical Instruments - Environment
MT1VCDIIa-e-1.1 Use vocabulary referring to: - People (Self, Family, Friends) - Animals - Objects
- Musical Instruments - Environment
MT1LCIIc-d-4.2 Identify cause and/or effect of events in a story listened to.
MT1ATR -IIa-i-1.1 Listen attentively and react positively during story reading.
MT1VCDIIa-i-2.1 Give meanings of words through: a. realia b. picture clues c. actions or gestures d.
context clues*
MT1ATR -IIa-i-2.1 Browse books read to them.
MT1OLIIb-c-3.1 Use common expressions and polite greetings.
MT1ATRIIa-i-3.1 Request more stories to be read to them.
MT1OLIIa-i-6.1 Participate actively during story reading by making comments and asking questions

II. Subject matter:

A. Topics:
Using appropriate expressions orally to introduce: a. Oneself b. Family c. Friends
d. Others
B. References a. K to 12 Curriculum Guide b. Two-Track Approach to
Teaching Children to Read and Write Their First Language (L1): A
Guidebook for Trainers (Susan and Dennis Malone, 2010) c. Activities for
Early Grades of MTBMLE Program (Susan Malone, 2010) d. Language
Curriculum Guide by SIL International and SIL Philippines MTBMLE
Consultants

C. Materials: a. Story power point, laminated stories,

D. Theme: “My Family and I (likes and dislikes; daily tasks/activities)”

III. Learning Activities:

A. Preliminary Activities

1. Review:

Read and give the Letter sound

n---n---n--- nana

n---n---n--- nena
 n---n---n— narra

n---n---n--- nanay

n—n —n— notebook

n—n—n—nangka

B. Development Activity:

1. Motivation :

Masadyang Panimalay

May masadyang panimalay3x

Akong nahibaloan. Si Tatay ug si Nanay, si Dodong ug si Inday
Silang tanan naghigugma-ay Sa usa ka panimalay

-Teacher ask questions about the song

2. Presentation :
This morning you are going to listen a story.
Note important details in grade level narrative texts listened to: 1. character 2.
setting 3. Events
Use common expressions and polite greetings
Listen attentively and react positively during story reading
Give meanings of words through: a. realia b. picture clues c. actions or
gestures
3. Discussion:

A. Before Reading:
1. Unlocking of Difficult Words using , realia , picture clues,
actions or gestures .
( magpakita sa hulagway sa usa ka Engkantada.}

2. Asking motive questions

Noting important details of the story listened to: character ,setting
Events.
1. Unsay uluhan sa estorya.
2. Kinsay nagsulat ug sa estorya.
3. Kinsay nagdibuho sa estorya.
4. Kinsa ang mga tawo sa estorya.
5. Asa nahitabo ang estorya.
6. Unsay tumong o ilang gitinguha.
7. Unsay ilang mga problema diha sa estorya.
8. Giunsa nila pag-sulbad sa ilang problema.
9. Unsay pag tulun-an nakuha sa estorya.
10. Unsa ang katapusan sa estorya.

1. Listen attentively and react positively during story reading.

Teacher ask the standard in listening a story.

B. During reading:

a. Listening Story (Ang Engkantada) Teacher reads a story to the whole class.

b. First Reading: Teacher tells the story in a lively and interesting manner then
he/she stops once in a while to ask pupils comprehension question
 Ang Engkantada
Gisulat ni: Merly B. Mabelin
Gidibuho ni: Sweet Francess B. Mabelin
Ang engkantada sobra ka gwapa.

Daghan humot nga bulak sa iyang postura.

Gapuyo siya sa kahoy ug kini dili dapat hilabtan;

Kay siya magsubo ug dili ganahan.

.

Ang engkantada mag atiman sa atong kabukiran.

Masuko siya kung hilabtan nato ang kinaiyahan.

Atong atimanon ang mga kakahoyan ug kabukiran

Nga hinimo sa atong Diosnong Amahan.

Atong amumahon ang kinaiyahan ; dili kini abusaran

Aron dili masuko ang engkantada ug siya magmalipayon.

Magtanum kita sa mga kahoy ug mga kabulakan

Mga utanon ug mga lagotmon aron dili kita gutomon.

C. After Reading:

Mga buluhaton pagkahuman sa pagbasa sa estorya. Pagsabot sa

estorya:

A. 1. Unsay uluhan sa estorya.

2. Kinsay nagsulat sa estorya.
3. Kinsay nagdibuho sa estorya.
4. Kinsa ang mga tawo sa estorya.
5. Asa nahitabo ang estorya.
6. Unsay tumong o ilang gitinguha.
7. Unsay ilang mga problema diha sa estorya.
8. Giunsa nila pag-sulbad sa ilang problema.
9. Unsay pag tulun-an nakuha sa estorya.
10. Unsa ang katapusan sa estorya

B. 1. Pangutan-on ang mga bata kung naa ba sila kapareho

nga kasinatian sa estorya nga napaminawan.

4. Application:

1. What good traits / values did you learn from the lesson?
( Pangutan-on ang mga bata kung naa ba sila kapareho nga
kasinatian sa estorya nga napaminawan.)

5. Generalization:
What did you learn today?
What was our Story all about all about?

IV. Evaluation:
Retell the story by group using comprehension questions as guide.

V. Assignment:
Be ready to talk about your animals or pets in your house.
VI. Remarks :

VII. Reflection
 Mother Tongue Lesson Plan
Week-3 Q-1

Name of Teacher:__________________________________Grade-1____________
Name of School:_______________________________________District:_____________
Week-3-Day-2
1. Objectives:
a.Content Standard:
The Learner:
Manifests beginning oral language skills to communicate in different contexts.
Demonstrates understanding that words are made up of sounds and syllables
Demonstrates the ability to read grade one level text with sufficient accuracy, speed, and
expression to support comprehension.
Demonstrates understanding of the basic features of a book and how print works, as a
prerequisite for reading.
Demonstrates developing knowledge and use of appropriate grade level vocabulary and
concepts.
Demonstrates positive attitudes towards language, literacy and literature.
Demonstrates basic knowledge and skills to listen, read, and write for specific purposes.

b. Performance Standard
The Learner:
-uses beginning oral language skills to communicate personal experiences, ideas, and feelings in
different contexts.
- uses knowledge of phonological skills to discriminate and manipulate sound patterns.
-demonstrates knowledge of the alphabet and decoding to read, write and spell words correctly.
-demonstrates the ability to read grade one level text with sufficient accuracy, speed, and expression to
support comprehension.
-speaks and/or writes correctly for different purposes using the basic grammar of the language.
-uses developing vocabulary in both oral and written form.
-comprehends and appreciates grade level narrative and informational texts
- uses literary and narrative texts to develop comprehension and appreciation of grade level appropriate
reading materials.
-values reading and writing as communicative activities.
listens, reads, and writes for specific purpose.

c. Learning Competencies:
Knowing each Other

Rhyming words
MT1OLIIc-d-4.2 Recite and sing individually, with ease and confidence, songs, poems, chants, and
riddles
MT1OLIIa-i7.1 Supply rhyming words to complete a rhyme, poem, and song
MT1GAIIa-d-2.2 Identify pronouns: a. personal b. possessive
MT1SSIIa-e-3.1 Interpret a map of the classroom/s chool.
II. Subject matter:
A. Topics: Supplying rhyming words to complete a rhyme, poem, and song
B. References a. K to 12 Curriculum Guide b. Two-Track Approach to
Teaching Children to Read and Write Their First Language (L1): A
Guidebook for Trainers (Susan and Dennis Malone, 2010) c. Activities for
Early Grades of MTBMLE Program (Susan Malone, 2010) d. Language
Curriculum Guide by SIL International and SIL Philippines MTBMLE
Consultants

C. Materials: a. Story power point, laminated stories,

D. Theme: “My Family and I (likes and dislikes; daily tasks/activities)”

III. Learning Activities:

A. Preliminary Activities

2. Review:
Show Picture and ask pupils to retell the previous story.

Si Nanay Minay

B.1. Motivation :
Puzzle Game

2. Presentation :

This morning you are going to listen a poem.

( naay mga pulong nigaray ang tingog niini.)
3. Discussion:

A. Before Reading:
1. Unlocking of Difficult Words using , realia , picture clues,
actions or gestures .
( magpakita sa hulagway sa elepante}
2. Asking motive questions
Noting important details of the story listened to: character ,setting
Events.
1. Unsay uluhan sa estorya.
2. Kinsay nagsulat sa estorya.
3. Kinsay nagdibuho sa estorya.
4. Kinsa ang mga tawo sa estorya.
5. Asa nahitabo ang estorya.
6. Unsay tumong o ilang gitinguha.
7. Unsay ilang mga problema diha sa estorya.
8. Giunsa nila pag-sulbad sa ilang problema.
9. Unsay pag tulun-an nakuha sa estorya.
10. Unsa ang katapusan sa estorya.

3. Listen attentively and react positively during story reading.

Teacher ask the standard in listening a story.

D. During reading:

a. Listening to the short story. Teacher reads the story to the whole class.

b. First Reading: Teacher tells the story in a lively and interesting manner then
he/she stops once in a while to ask pupils comprehension question

Si Dante ug ang Elepante

Gisulat ni: Merly B. Mabelin
Gidibuho ni: Sweet Francess B. Mabelin
Si Dante gusto mosakay sa elepante.

Ganahan kaayo siya mosakay aning higante.

.

Ingon siya sa iyang mama nga muadto siya sa bukid

Kay daghan elepante nagsab-sab sa kilid sa

bakilid.
Ingon iyang mama nga walay elepante sa ibabaw

Ang naa lang kay mga kabaw nagtuna sa lum -aw.

 Espada ni Edu
Gisulat ni: Flordeliza A. Tin-ao
Gidibuho ni: Ricille Ratilla Aceron
Adunay usa ka bata

iyang ngalan si Edu

nagdala siya og espada

nga hait ug sinaw kaayo.

Commented [JDR1]:
Usa ka adlaw samtang naglakaw
Si Edu paingon sa balay
Sa iyang lolo Elmo
Nakakita siya og engkanto
Nagdali-dali siya og dagan
Lolo! Lolo! Adunay engkanto!
og si lolo Elmo nigawas
gikan sa iyang kwarto
Og iyang gigakos si Edu
nga gikulbaan pagmaayo.
Ang dala nga espada ni Edu

Iya kining gihatag sa iyang lolo Elmo.

Nalipay kaayo si lolo Elmo sa hinatag ni Edu.

C. After reading

Pagkahuman sa pagbasa sa estorya.

Pagsabot sa estorya:

A. 1. Unsay uluhan sa estorya.

2. Kinsay nagsulat ug sa estorya.
3. Kinsay nagdibuho sa estorya.
4. Kinsa ang mga tawo sa estorya.
5. Asa nahitabo ang estorya.
6. Unsay mga nahitabo sa estorya.
7. Unsay ilang mga problema diha sa estorya.
8. Giunsa nila pag-sulbad sa ilang problema.
9. Unsay pag tulun-an nakuha sa estorya.
10. Unsa ang katapusan sa estorya.

B. 1. Pangutan-on ang mga bata kung unsa ang mga pulong nga nigaray
ang katapusang tingog.

C. 1. I do
Basahon sa maestra ang mubo nga estorya
Dayon iyang Isulti ang pulong na nigaray.

2. We do
Group pupils and let the group read the short story
Dayon iyang Isulti ang pulong na nigaray.

1. I do
Call individual pupil to recite the rhyming story. Or let them sing the
Dayon iyang Isulti ang pulong na nigaray.
 4. Application:
1. What good traits / values did you learn from the lesson?
( Pangutan-on ang mga bata kung naa ba sila kapareho nga
kasinatian sa estorya nga napaminawan.)

5..Generalization:

What did you learn today?

What was our Story all about all about?

IV. Evaluation:
Oral Test:
Maghatag ug tulo ka mga pulong na migayray ang katapusan
Ug gamiton sa panultihon.

V. Assignment:
Be ready to talk about your animals or pets in your house.

VI. Remarks :

VII. Reflection:
 Mother Tongue Lesson Plan
Week-3 Q-2

Name of Teacher:__________________________________Grade-1____________
Name of School:_______________________________________District:_____________
Week-3
1. Objectives:
A. Content Standard:
The Learner:
Manifests beginning oral language skills to communicate in different contexts.
Demonstrates understanding that words are made up of sounds and syllables
Demonstrates the ability to read grade one level text with sufficient accuracy, speed, and
expression to support comprehension.
Demonstrates understanding of the basic features of a book and how print works, as a
prerequisite for reading.
Demonstrates developing knowledge and use of appropriate grade level vocabulary and
concepts.
Demonstrates positive attitudes towards language, literacy and literature.
Demonstrates basic knowledge and skills to listen, read, and write for specific purposes.

B. Performance Standard
The Learner:
-uses beginning oral language skills to communicate personal experiences, ideas, and feelings in
different contexts.
- uses knowledge of phonological skills to discriminate and manipulate sound patterns.
-demonstrates knowledge of the alphabet and decoding to read, write and spell words correctly.
-demonstrates the ability to read grade one level text with sufficient accuracy, speed, and expression to
support comprehension.
-speaks and/or writes correctly for different purposes using the basic grammar of the language.
-uses developing vocabulary in both oral and written form.
-comprehends and appreciates grade level narrative and informational texts
- uses literary and narrative texts to develop comprehension and appreciation of grade level appropriate
reading materials.
-values reading and writing as communicative activities.
listens, reads, and writes for specific purpose.

3. Learning Competencies:
Knowing each Other

Introducing letter sound-Ee

MT1PWRIIa-i-1.1 Give the name and sound of each letter.
MT1PWRIIa-i-1.2 Give the beginning letter/sound of the name of each picture.
MT1PWRIIa-i-3.1 Write the upper and lower case letters legibly, observing proper sequence of strokes
MT1PWRIIa-i-4.1 Match words with pictures and objects.
MT1PWRIIa-i-5.1 Blend specific letters to form syllables and words.
 II. Subject matter
Giving letter sound /Ee/
Identifying letter Ee
Reference: K to 12 Curriculum Guide p.
Materials: laminated pictures, power point presentation, whiteboard pen,
chart of the

Strategies: Explicit teaching, cooperative learning, picture study, TPR

(Total Physical Response)
Values: Cooperation, Collaboration)

III. Procedure

A. 1. Review: Previous Lesson

1. Drill

a. Ang nangka ug notebook

b. Si Nena ug Nana
c. Si nanay ug ang narra

B. I. Presentation:
Class we are going to learn the following:
- express ideas through a variety of symbols (e.g. drawings)
- give the beginning letter/sound of the name of each picture.
- match words with pictures and objects.
- give the name and sound of each letter
-identify upper and lower case letters.
2. Motivation
Show picture of Engkantada and Elepante. Ask what is in the
picture.Tell pupils that Engkantada and Elepante have the beginning /Ee/
sound.

3.
4. Discussion

a. Modelling ( I DO)

T- Show each picture to pupils and tell them the name of the picture.
The teacher match the pictures and say the beginning sound of /Mm
3x for emphasis.
Pagtulon-an sa: Ikatulong Adlaw
Gisulat ni: Merly B. Mabelin
Gidibuho ni : Sweet Francess B. Mabelin

Pagtu-on sa hulagway.

a. Isulti ang unang tingog madungog sa nakitang hulagwag.

Balikon katulo \e\
Ee– eroplano

b. Itudlo sa kamot ug basahon

eeeee engkantada

eeee espada
eeeee elepante

eeeee enbelop

eeeee eroplano

eeeee Elmo

c. Itudlo sa kamot ug basahon

1. engkantada ug espada
2. eroplano ug elepante

3. enbelop ug Elmo

After all the pictures have been presented, the teacher will demonstrate how to
write letter Mm using Total Physical response.

(During “I Do”, there will be no interruption like questioning and others, the teacher
will exclusively model the lesson. (Just let pupils imitate, if they will imitate you
silently.)

b. Guided Practice ( We Do)

Activity 1-

After teacher’s modelling, sounding and writing /Ee/, the teacher will now show
the pictures again, repeat saying and writing on air the sound/ letter of /Ee/, 3x,
and then the teacher will ask pupils to repeat after 3x.
Let pupils write /Ee/ in the air, in the chair, classmate’s back, using body
language and others. (Teachers can add and modif

Activity 2- Grouping

Each group will have a picture, say the name, sound the beginning letter, write
sound of /Ee/ on the laminated paper using whiteboard pen, write in the air and
writing using body language.
 (During the group activity the teacher will check the work of every group and
just select 2 or 3 groups to present in front of the class depending on the
availability of time.)

c. Independent Practice (You Do)

Treasure Hunting (Hunting Pictures)

Prepare a surprise activity for pupils, hide pictures under their tables or chairs,
give prize to pupils who were able to hunt a picture, and let each of them
present the picture in front of the class. Let them say the name of the picture,
sound the beginning letter, and write in the air using body language TPR in
demonstration of writing on air. Let them emphasize big letter E and small letter
e

4. Application/Values Integration

What good traits / values did you learn from our lesson?
What did you do during group work?
Is the sound of /Ee/ important? Why?

5. Generalization
What did you learn today?
What is our lesson all about?

IV. Evaluation:
Oral Test
1. Let each pupil match the picture and give the beginning sound /Ee/.
(One picture each pupil)
2. Identify and write on upper and lower case letter Mm

V. Assignment
Write the big and small letter /Ee/ in a one whole sheet of paper.

(Don’t forget to prepare small tokens like smileys and the like to be given
to pupils for their participation during the entire teaching-learning process.
Don’t say “very good” only, give them tokens every time they answer.
This lesson plan can be used in teaching all the letter sounds, with the
same pattern you will only modify drill and motivation song.)
VI. Remarks
VII. Reflection
 Mother Tongue Lesson Plan
Week-3 Q-2

Name of Teacher:__________________________________Grade-1____________
Name of School:_______________________________________District:_____________
Week-3

Day-4

1. Objectives:
a. Content Standard:
The Learner:
Manifests beginning oral language skills to communicate in different contexts.
Demonstrates understanding that words are made up of sounds and syllables
Demonstrates the ability to read grade one level text with sufficient accuracy, speed, and
expression to support comprehension.
Demonstrates understanding of the basic features of a book and how print works, as a
prerequisite for reading.
Demonstrates developing knowledge and use of appropriate grade level vocabulary and
concepts.
Demonstrates positive attitudes towards language, literacy and literature.
Demonstrates basic knowledge and skills to listen, read, and write for specific purposes.

b. Performance Standard
The Learner:
-uses beginning oral language skills to communicate personal experiences, ideas, and feelings in
different contexts.
- uses knowledge of phonological skills to discriminate and manipulate sound patterns.
-demonstrates knowledge of the alphabet and decoding to read, write and spell words correctly.
-demonstrates the ability to read grade one level text with sufficient accuracy, speed, and expression to
support comprehension.
-speaks and/or writes correctly for different purposes using the basic grammar of the language.
-uses developing vocabulary in both oral and written form.
-comprehends and appreciates grade level narrative and informational texts
- uses literary and narrative texts to develop comprehension and appreciation of grade level appropriate
reading materials.
-values reading and writing as communicative activities.
listens, reads, and writes for specific purpose.
c. Learning Competencies
Day-4
Reading simple phrases and simple sentence
.
MT1OLIIa-i-5.1 Listen and respond to others in oral conversatio n.
MT1PWRIIa-i-5.1 Blend specific letters to form syllables and words.
MT1F-IIai-1.2 Read grade 1 level words, phrases or sentences with appropriate speed, accuracy, and pr
MT1C-IIai-1.2 Express ideas through words or phrases, using both invented and conventional spelling
oper expression
MT1F-IIai-1.2 Read grade 1 level words, phrases or sentences with appropriate speed, accuracy, and
proper expression

II. Subject matter:

Reading Grade 1 level words, phrases and sentences with appropriate speed and accuracy.
Expressing ideas through a variety of symbols (e.g. drawings and invented spelling

Reference: K to 12 Curriculum Guide p.

Materials: laminated pictures, power point presentation, whiteboard pen,
chart of the

Strategies: Explicit teaching, cooperative learning, picture study, TPR

(Total Physical Response)
Values: Cooperation, Collaboration)

IV. Procedure

A1. Review: Previous Lesson

Read and give the beginning letter sound

b. Itudlo sa kamot ug basahon.

eeeee engkantada

eeee espada
eeeee elepante

eeeee enbelop

eeeee eroplano

eeeee Elmo

2. Drill

1. engkantada ug espada

2. eroplano ug elepante

3. enbelop ug Elmo
III. Procedure:

1. Motivation

Masadyang Panimalay

May masadyang panimalay3x

Akong nahibaloan. Si Tatay ug si Nanay, si Dodong ug si Inday
Silang tanan naghigugma-ay Sa usa ka panimalay

2. Presentation:
TEACHER: Class we are going to learn the following:
Reading Grade 1 level words, phrases and sentences with appropriate speed and accuracy.
Expressing ideas through a variety of symbols (e.g. drawings and invented spelling

3. Discussion

a. Modelling ( I DO)

T- Show each picture to pupils and tell them the name of the picture. The
teacher match the pictures and say the beginning sound of /Mm 3x for
emphasis.

Pagtulon-an sa : Ika-upat ka adlaw:

Gisulat ni: Merly B. Mabelin
Gidibuho ni: Sweet Francess B. Mabelin

a Itudlo sa kamot ug basahon ang mga

pulong.

1. Ang engkantada ug espada

2. Ang eroplano ug elepante

3. Ang enbelop ug si Elmo

b. Itudlo sa kamot ug basahon

1. Ang mga engkantada ug espada

2. Ang mga eroplano ug elepante

3. Ang mga enbelop ug si Elmo

After all the pictures have been presented, the teacher will demonstrate how to
write letter Mm using Total Physical response.

(During “I Do”, there will be no interruption like questioning and others, the teacher
will exclusively model the lesson. (Just let pupils imitate, if they will imitate you
silently.)

b. Guided Practice ( We Do)

Activity 1-

After teacher’s modelling, sounding and writing /Ee/, the teacher will now show
the pictures again, repeat saying and writing on air the sound/ letter of /Ee/, 3x,
and then the teacher will ask pupils to repeat after 3x.
Let pupils write /Ee/ in the air, in the chair, classmate’s back, using body
language and others. (Teachers can add and modify)
 Activity 2- Grouping

Each group will have a picture, say the name, sound the beginning letter,
write sound of /Ee/ on the laminated paper using whiteboard pen, write in the
air and writing using body language.
(During the group activity the teacher will check the work of every group and
just select 2 or 3 groups to present in front of the class depending on the
availability of time.)

d. Independent Practice (You Do)

Treasure Hunting (Hunting Pictures)

Prepare a surprise activity for pupils, hide pictures under their tables or
chairs, give prize to pupils who were able to hunt a picture, and let each of
them present the picture in front of the class. Let them say the name of the
picture, sound the beginning letter, and write in the air using body
language TPR in demonstration of writing on air. Let them emphasize big
letter E and small letter e.

4. Application/Values Integration

What good traits / values did you learn from our lesson?
What did you do during group work?
Is the sound of /Ee/ important? Why?

5. Generalization
What did you learn today?
What was our lesson all about?

IV. Assignment

Write the big and small letter /Ee/ in a one whole sheet of paper.

(Don’t forget to prepare small tokens like smileys and the like to be given
to pupils for their participation during the entire teaching-learning process.
Don’t say “very good” only, give them tokens every time they answer.
This lesson plan can be used in teaching all the letter sounds, with the
same pattern you will only modify drill and motivation song.)
V. Remarks
VI. Reflection
 Mother Tongue Lesson Plan
Week-3 Q-2

Name of Teacher:__________________________________Grade-1____________
Name of School:_______________________________________District:_____________
Week-3
Day-5
1. Objectives:

a.Content Standard:
The Learner:
Manifests beginning oral language skills to communicate in different contexts.
Demonstrates understanding that words are made up of sounds and syllables
Demonstrates the ability to read grade one level text with sufficient accuracy,
speed, and expression to support comprehension.
Demonstrates understanding of the basic features of a book and how print
works, as a prerequisite for reading.
Demonstrates developing knowledge and use of appropriate grade level
vocabulary and concepts.
Demonstrates positive attitudes towards language, literacy and literature.
Demonstrates basic knowledge and skills to listen, read, and write for specific
purposes.

a. Performance Standard
The Learner:
-uses beginning oral language skills to communicate personal experiences,
ideas, and feelings in different contexts.
- uses knowledge of phonological skills to discriminate and manipulate sound
patterns.
-demonstrates knowledge of the alphabet and decoding to read, write and
spell words correctly.
-demonstrates the ability to read grade one level text with sufficient accuracy,
speed, and expression to support comprehension.
-speaks and/or writes correctly for different purposes using the basic grammar of
the language.
-uses developing vocabulary in both oral and written form.
-comprehends and appreciates grade level narrative and informational texts
- uses literary and narrative texts to develop comprehension and appreciation
of grade level appropriate reading materials.
-values reading and writing as communicative activities.
listens, reads, and writes for specific purpose.
 c. Learning Competencies:
Day-5
Oral Reading/ Weekly Test
Decodable Stories

II. Subject matter:

Reading and writing.
Reference: K to 12 Curriculum Guide p.
Materials: laminated pictures, power point presentation, whiteboard
pen, chart of the

Strategies: Explicit teaching, cooperative learning, picture study,

TPR (Total Physical Response)
Values: Cooperation, Collaboration)

111. Procedure:

Pagtulon –an sa : Ikalima ka Adlaw

A. Pag-ensayo sa pagbasa ug
pagsulat. Letra nga may tingog /e/
A. Isulti ang tingog ani nga letra /E e /

B. Gamit ang lapis subayon o awaton ang pagsulat sa

letra dayon ihatag ang tingog niini. Balikon kini
katulo.

K. Gamit ang tudlo isulat sa hangin ang letra .

D. Tsekon kini sa maestra kon insakto ba ang pagkasunod sa

pahimangno.

E. Gamit ang tudlo subayon ang letra ug isulti ang tingog niini.
Balikon katulo.

F. Kopyahon pagsulat ang Letra katulo

_____ _____ _____

 G. Gikan sa pagmemorya isulat ang letra ug dungan
isulti ang tingog sa letrang Ee bisan walay
pagasundugan.

Subayon Kopyahon ug isulat ang Imemorya ug isulat

ang letra letra sa blangko ang letra sa blangko

Ee
Ee
Ee
Ee
Ee
B. Pag-ensayo sa pagbasa

Si Tatay na-ay uma

Si Nanay na-ay uma

Si Papa na-ay uma

Si Mama na-ay uma

Kami mga anak motabang

Kang Tatay, kang Nanay,

Kang Papa, kang Mama

Para dali mahuman ang buluhaton.

c