Republic of the Philippines

Department of Education
Region VIII
Schools Division of Tacloban City
District Learning Center V
RIZAL CENTRAL SCHOOL
Tacloban City

COT PLAN IN MTB-MLE 1

School: RIZAL CENTRAL SCHOOL Teacher: MARY ANN L. MONTAJES

Date : NOVEMBER 7, 2022 Time : 8:00-8:50

I. OBJECTIVE
The learner demonstrates the ability to read
A.Content Standards grade one level text with sufficient accuracy,
speed and expression to support
comprehension.
The learner manifests beginning oral language
B.Performance Standards skills to communicate in different contexts.

A. Participate actively in class discussion on

C.Learning Competencies/Objectives
(Write the LC code for each)
familiar topics (MT1OL-IIIa-i-6.2)
B. Note important details in grade level literary
and informational texts listened to (MT1LC-IIIa-b-
1.2)
C. Read grade I level short paragraph/story with
proper expression (MT1WPR-IIa-i-7.1)
INTEGRATION
ESP – Do not touch things owned by others
Math – Counting
English - Inferring

II. CONTENT Letter Kk

III. LEARNING RESOURCES
A. References MELC pp. 367-369
1.Teacher’s Guide Pages CG pp. 248-250
2.Learner’s Material Pages WARAY PRIMER pp.98-100
3.Textbook pages
4.Additional Materials from Learning Story (An Tuko ha Kahon)
Resource (LR) Portal
B. Other Learning Resources Powerpoint Presentation, big book , tv, pictures
IV. PROCEDURES
A.Preparatory Activities
A .Reviewing previous lesson or presenting
the new lesson Ask motive question
(teacher shows picture of a box)

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 Nakakita na ba kamo hinin?
May gamit ba inin o waray?
Ano iton gamit hit kahon ha iyo
panimalay?

Motivation
B Establishing a purpose for the lesson
Nagkamay-ada na ba kamo alaga nga
hayop o paborito nga gamit ha panimalay?
Gin-lalabtan mo ba an gamit han imo
bugto? Alaga han imo bugto?

B. Teaching/ Modelling
C.Presenting examples/instances of the new
lesson Today you will listen to a story entitled “An
Tuko ha Kahon”

Teacher presents the story through

reading a big book with expression.
Teacher will read the title of the story.
Introduce the author and the illustrator.
Ask:
What do you think is the story all about?

Encourage pupils to ask questions about what

they want to know in the story

The teacher reads the story to the pupils using

predictive questions to make reading
interactive. Pause at some parts of the story to
ask questions

Shared Reading Process:

Read the story again together with
individual or two pupils at a time to encourage
the pupils to talk.

Post Reading:
Ask comprehension questions about the
2

D. Developing mastery (Leads to Formative
Assessment)
E. Finding practical applications of concepts
and skills in daily living
F. Making generalizations and abstractions
about the lesson
G. Evaluating Learning
story (Integration of Math and ESP)
Ano an nabatian ni nanay?
Ano an tunog han tuko?
Ngain niya ginpinamiling an tuko?
Nakit-an ba niya inin?
Pira an iya nakit-an nga tuko?
Ano an ginbuhat ni nanay pakakita han
tuko?
Ano an ginbuhat ni Karyo?
Kun ikaw hi Karyo bubuhaton moba an iya
ginbuhat? Kay ano?
C. Guided Practice
Group Activity:
The teacher will group the class into three.
Each group will be given a particular task.
Group 1- Complete the picture
Group 2- Complete the jumbled words to
form a sentence
Group 3- Draw the best part you like in the
story and tell it to the class
D. Independent Practice
Call a volunteer to read the story
Rubrics:
Ask the children what they have learned....
E. Assessment
Basaha an istorya ngan batona an masunod
nga mga pakiana. Lidongi an letra han baton
Hi Karyo kumadto ha karsada. Nakakita
hiya hin kariton nga may-ada mga utanon.
Ginduso ni Mana Kona an kariton tikadto
ha mercado para magbaligya.
1. Hin-o an bata ha istorya?
a. Karyo
b. Kona
c. Kariton
2. Ano an ankit-an ni Karyo?
a. sapatos
b. kariton
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 c. puno
3. Ano an bubuhaton ni Mana Kona ha
mercado?
a. magbabaligya
b. maglilibot
c. malingkod
F. Assignment
H. Additional Activities for application or
remediation Buruhaton ha balay:

Paggunting hin lima (5) nga ladawan nga

natikang hin tunog nga /Kk/. Ipadukot ini ha iyo
MTB-MLE notebook.

V. REMARK
VI. REFLECTION

A. No. of learners who earned 80% in the

evaluation.
B. No. of learners who require additional
activities for remediation who scored below
80%.
C. Did the remedial lessons work? No. of
learners who have caught up with the lesson.
D. No. of learners who continue to require
remediation

Prepared by: Checked by:

MARY ANN L. MONTAJES JERALDINE P. ECITO

Ratee Master Teacher I

Process Observer: Noted by:

HAROLD M. NAPUTO IMELDA M. GAYAS

Assisstant School Principal School Principal
Rater

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 I. Objectives:
A: Give the beginning letter/sound of the name of each picture (MT1PWR-1b-i-1.1)
B: Write upper and lower case letters legibly, observing proper sequence of strokes (MT1PWR-1b-i-3.1)

A. Content Standard:
The learner demonstrates knowledge of the alphabet and decoding to read, write and spell words
correctly.

B. Performance Standard:
Applies grade level phonics and word analysis skills in reading, writing and spelling words

C. Learning Competencies:
Read grade 1 level words, phrases and sentences with appropriate speed and accuracy (MT1

II. Content : Letter R

III. Learning Resources
A. References:
1. Curriculum Guide 2016 MTB-MLE pp. 23-25
2. Teaching Guide: MTB-MLE pp. 62-70
3. Learners’ Materials: MTB-MLE pp. 63-71
4. Textbook:
5. LRDMS
6.Other References/
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Materials : Chart , Powerpoint , flash cards , cut outs, song

IV. Procedures Teacher’s Activity Pupil’s Activity

A. Review of A. Preparatory Activities
Previous/Presenting 1. Review ( Ss)
New Lessons Sing the song “ An Lila Nga Saya” saya
Ask: What did Sela get? Sela
Whose skirt was it? The pupils will say the name of the
What is the letter name of /s/? What is letter Ss and produced the sound
the sound of Ss? /s/

The teacher flash word cards, asking pupils saya, suga, sapa, sabon, salag,
to read the words previously studied on sapatos, saging
lesson (words with Ss).

2. Motivation
Introduce the song Row,row,row your
Boat

B. Establishing the B. Modelling

Purpose of the Lesson 1. Auditory Perception
I have here four real objects. Listen
carefully as I say the names of these objects.
This is a nail
This is a watch
This is a rosary
This is a rocket

Now children I will say again the name of

these objects and you will say it after me.
This is a nail. Say nail The pupils will say the name of the
object
( the teacher will do the same process with
the other objects )

The sound that you hear at the

beginning of the words nail, watch, rosary
and rocket is /r/. What is the sound again
children? Say /r/.
/r/, /r/, /r/
C. Presenting New 2. Letter Sound Integration
Examples/Instances I have here some pictures on the slide.
( Using powerpoint presentation)

radyo regalo repolyo robot

This is a radio. This is the word radio.

Read radio. ( the teacher will do the
same process with the other pictures ). radyo
What letter do these words radio, gift, regalo
cabbage, and robot, begin with? These repolyo
words radio, gift, cabbage and robot robot
begin with letter Rr and

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 letter Rr is sounded as /r/ as in radio.
This is how we write letter Rr. We write
the big letter R from the blue line
vertically passing through the red line
down to the blue line, then make a
curved line on the blue line down to red
then a slant line from red to blue line.
We write the big letter in 3 counts.

We write the small letter r from red line

down to blue and up then make a small
curve line. We write the small letter in
two counts.

D. Discussing New C. Guided Practice

Concepts and Presenting Activity 1
New Skills Children I will give each one of you this
roses. I will show you some pictures. If you
think the name of the picture has the
beginning sound of /r/ as in radio you will
raise your roses. If it does not have the
beginning sound of /r/ you will not raise your
roses.
Activity 2
The children will identify the picture that
begins with the sound /r/ and will connect a
line from the picture to the letter Rr.
Activity 3
The children will have activity sheet for
letter Rr Collage

E. Making What have you learned today? Letter Rr

Generalizations What is the sound of letter Rr? /r/
Can you name objects that begins with raysang, raketa, regalo. robot.
/r/? rosaryo, relo,

F . Finding Practical D.Group Practice

Application of Concepts
(Abstraction of the The class will be divided into two groups.
Lesson) Each group will be given a basket. Each Pupils happily answer the game.
member will pick cabbage with pictures
that begins with the sound /r/. The group
who get many cabbages that begins with the
sound /r/ will be the winner.

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G. Evaluating Learning

J. Assignments Direction: Draw 3 pictures that begins

(Optional) with the sound /r/ in your white
notebook.

V. Remarks(Mga tala)
VI. Reflection
(Pagninilay)
A. Number of ___ of Learners who earned 80% above
studentswith 80%
Mastery level
B. Number of students _______ of Learners who require additional
who need remediation activities for Remediation

C. Did the remedial ___ of Learners of students who understood

activities help? Number the lesson
of students who
understood the lesson
D. Number of students ___ of Learners who continue to require
to continue remediation remediation
E. Which strategies did Strategies used that work well:
you use help most? How ___ Group collaboration
did it help? ___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method

___ Complete IMs

___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks

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 Noted:
IMELDA M. GAYAS
School Principal IV

Review: (Flash cards)

sapatos sabon sako sapa

salag sudlay suga saging

Letter Sound integration: (Powerpoint presentation)

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IV. Evaluation

Direksiyon : Lidongi an mga ladawan nga natikang han tunog nga /r/.

1.

2.

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3.

4.

5.

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Documentation

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