MT2OL-Ia6 2 1

Subject: MTB Grade Level: 2
Date: Session:Week 1, Day 1

Possesses developing language skills and cultural awareness
Content Standard necessary to participate successfully in oral communication in
different contexts.
Performance Standard Uses developing oral language to name and describe

people, places, and concrete objects and communicate personal
experiences, ideas, thoughts, actions, and feelings in different
contexts
Learning Competency Participate actively during story reading by making comments

and asking questions using complete sentences. MT2OL-Ia6.2.1
I. Objectives
Knowledge: K - Introduce oneself using appropriate words.
S – Describe oneself with confidence.

Psychomotor:
A – Demonstrate respect to others during presentations
Affective:
II. CONTENT
Lesson 1.1 Me and My Family
A. Subject Matter
B. Reference K-12 C.G p 85
C. Learning Materials MTB (Learner’s Material). Grade 2. 2013. pp. 1-8.
III. PROCEDURE
A. Preparation 1. Acknowledge all the pupils with a smile.

Motive Questions: 2. Let the pupils sing the song entitled: “Kon Kita
Magakatigom” to the tune of “The More We get together”
Activities:
1. Unsa ang imong gibati samtang nagkanta?

2. Nalipay ba mo nga nakakita sa inyong classmates sa
niaging tuig?
3. Mahimo ba nimo nga mahigala ang imong naila-ila
karon?
4. Sa unsang paagi nimo kini mabuhat?
5. Unsaon man nimo pagpaila-ila ang imong kaugalingon?
1. Teacher introduces himself/herself using appropriate

B. PRESENTATION expressions.
Abstraction
“Maayong buntag/udto/hapon mga bata”. “
Kumusta kamo?”
“Ako si ____________________. Ako ang inyong

magtutudlo”.
“Nalipay ako nga nagkahimamat kita karon.”
Tan-awa ang akong nametag, akong gidibuho

ang usa ka bulak tungod kay mahilig ako
magtanom og mga bulak sa akong tanaman.
C. PRACTICE Give each pupil a name tag. (Pre -made)
1. Pupils put designs on their name tags. They should be

encouraged to choose materials that talk about
themselves. (5 different materials are prepared by the
teacher beforehand)
2. Group the pupils according to the designs of their name
tags. (5 groups are expected to be formed)
3. Have a small group sharing about their name tag designs
for 3-5 minutes.
Each pupil in a group should be encouraged to use the
courteous expressions in introducing oneself.
Pair the pupils, and let the pupils answer the questions in the
dialogue box of their LM, Unang Buluhaton, page 2.
Let the learners discuss the responses they gave based on the
question.
D. APPLICATION
1. Let the learners take turns in exchanging partners to
introduce oneself.
To make the activity more fun and exciting, the learners

may sing songs they already knew as they exchange
partners.
2. Give other situations where in pupils will use the

common social greetings.
Example: You meet you principal one afternoon in

the library, how are you going to greet him/her?
E. GENERALIZATION
1. What did you learn for today’s lesson?
2. What basic information should we know about others?
Remember:
To introduce oneself, we need to say our complete name

clearly, our age, and address.
IV. EVALUATION Kompletoha ang pahayag o sentence mahitungod sa

imong kaugalingon.
V. ASSIGNMENT Assignment:
Bring a picture of yourself. Please get ready to tell three

things about it.
VI. REFLECTION

Date: Session: Week 1, Day 2
Content Standard Demonstrates knowledge of and skills in word analysis to
read, write in cursive and spell grade level words.
Performance Standard Applies word analysis skills in reading, writing in cursive and spelling
words independently.
Learning Competency Read many regularly spelled multisyllabic words. MT2PWR-Iab-7.3
I. Objectives
Knowledge: Identify rhyming words in poems consisting of two to three stanza
poems.
Read 2 to 3 stanzas of a poem with proper

Psychomotor: expressions.
Supply rhyming words to complete a poem.
Read a simple poem and use simple sentences in

answering factual and/or implied comprehension
questions.
Read with ease and confidence 3 to 5 stanza rhymes in a culturally

Affective: appropriate manner.
II. CONTENT
A. Subject Matter Lesson 1.2 Poem, Ang Akong Pamilya

Rhyming Words
K-12 C.G p. 85
B. Reference
III. PROCEDURE
Teacher will ask the following questions:
B. Preparation Can you still recall the letters of the alphabet?
Motive Questions: Can you enumerate the vowels? How about the consonants?
Say:
Let us review the letter names, as well as the sound represented by
each letter of the alphabet. Are you ready?
Activities: Teacher will present a picture and will put emphasis on the beginning
sound of the first letter about the names of the pictures being
presented.
For example: "mama”
mama
Note:
For each picture being presented as example, ask the child about it,
and produce the initial sound represented by the beginning letter of
each word.
Always intitiate the explicit approach in reading (I, We, and You)
Pupils open their Learner’s Material Unit 1, Week 1 Ikaduhang

Buluhaton.
Show to the class a picture of a family. Ask them the following
B. PRESENTATION questions:
Abstraction
1. Kinsa man ang mga kauban ninyo sa inyong panimalay?
2. Unsa man ang buluhaton sa inyonng inahan/amahan ug mga
igsoon?
Note: Let us be careful in emphasizing the members of the family.
Say:
Magbasa kita og balak karon. Tan-awon nato unsay
ipasabot sa balak. Tan-awon nato kon makabasa ba kamo
nga adunay husto nga “expression” ug husto nga “intonation”.
1. Post the poem on the board.

2. Talk about the title and the author of the poem.
3. Pupils count how many stanzas there are in the poem.
During Reading
1. Reading of the poem by the teacher. (Modelling)

2. Pupils read the poem after the teacher.
Note: Explicit Instruction should also be imposed during
reading.
Discuss the answers to the motive questions.
1. Ask:
a. Who are the persons mentioned in the poem?
(Kinsa ang mga tawo nga gihisgotan sa
balak?)
b. Can you describe the family in the poem?
(Imo bang mahulagway ang pamilya sa
balak?)
c. Why is the home of this family happy?
(Nganong malipayon man ang ilang
panimalay?)
d. Have you done the same at home?
(Ingon ba usab niini ang inyong gibuhat sa
inyong panimalay?)
e. What do you think makes our family happy?
(Unsa man ang naghatag og kalipay sa
atong pamilya?)
f. Do all families look like this?
(Ingon niini ba ang tanang
pamilya?)
2. Let the pupils recite the poem by group, by pair and

individually with correct expression and proper intonation.
1. Post the following words on the board.

C. PRACTICE
Nanay - Tatay kalipay – kanunay buluhaton –
nagkauyon
Ask:
What have you observed on the ending sound of each pair of

words?
(Unsay inyong naobserbahan sa katapusang tingog sa pares nga

pulong?)
How do we call the pair of words that rhyme? (Unsa man ang
atong tawag sa mga pares sa pulong nga naggaray?)
What are rhyming words?

(Unsa man ang naggaray nga pulong?)
Ask the learners to look for the rhyming words in the poem.
(Pangitaa ang mga pulong sa balak nga naggaray).
Note: This can be done orally.
D. APPLICATION Pupils give other examples of rhyming words and write these on the
board.
Activities: Diad. Share your answer with your seatmate about this
question:
Unsaon nimo nga malipay ang imong ginikanan kanimo?
E. GENERALIZATION Ask: Kinsa man ang nagalangkob sa usa ka pamilya? Unsa man
ang angayang buhaton aron malipay ang tanang miyembro
sa pamilya.
Ang pamilya nagalangkob og inahan, amahan ug mga anak.

Magtinabangay ang tanang miyembro sa pamilya aron adunay
panaghiusa ug kalipay ang tibuok pamilya.
Ipadibuho sa mga bata ang ilang kaugalingong pamilya.
IV. EVALUATION
Have the pupils paste a picture of their family in a ¼ size
V. ASSIGNMENT
cartolina. Let them put designs on it.
VI. REFLECTION

Demonstrates the ability to read grade level words with
Content Standard sufficient accuracy speed, and expression to support
comprehension.
Performance Standard Reads with sufficient speed, accuracy, and proper expression in
reading grade level text.
Learning Competency Read aloud grade level text with an accuracy of 95 - 100%. MT2F-I-
a-i1.4
I. Objectives
Knowledge: K - Identify rhyming words.
S – Supply rhyming words.

Psychomotor:
Affective: A – Listen to and interact politely with others in a group or

class.
II. CONTENT
Lesson 1.2 Rhyming Words
A. Subject Matter
K-12 C.G p. 85
B. Reference

III. PROCEDURE
C. Preparation 1. Ask the pupils to display on the wall their family pictures.
Motive Questions: 2. Gallery walk: Pupils go around the classroom and look at
the different family pictures mounted on the wall of the
classroom.
3. Once the pupils are seated, the teacher calls volunteers to
tell something about their family.
1. Show pictures of a family doing household chores together

and a family having a picnic in the park.
Activities: Ask:
 Can you describe the picture?
(Ihulagway kini.)
 What are they doing?
(Unsa man ang ilang gibuhat?)
 Have you done like these at home?
(Nagbuhat ba usab kamo og sama niini sa inyong
panimalay?)
 What are the activities that you do at home?
(Unsa man ang inyong mga buluhaton sa balay?)
2. Think-Pair and Share Activity: Let each pair share their

family activities at home.
3. Big group sharing: Encourage pupils to share the activities

that their family do at home. Call some volunteers.
Let the pupils go back to the poem read and let them identify the
B. PRESENTATION rhyming words they see.
Abstraction
Ask the pupils to name following objects. After which, ask them to
find a word from inside the box that will rhyme with the word of each
given picture:
tasa relo
saya gatas
Basa maya
Belo gapas
Matching Game
C. PRACTICE
Have a matching game using illustrations with
words that rhyme. Give each pupil a picture. At the
teacher’s signal, the pupils find his/her partner by
looking for the picture whose words rhymes with the
name of his/her picture. The pairs then show their
pictures to the class and say the rhyming words
together.
D. APPLICATION Word Ladder:
a. The class is divided into 5 groups. Assign an area for

each group.
b. Give each group blank word cards and a crayon.
c. The teacher gives each group a word. For a given
period, each group will think as many words as
possible, that would rhyme with the word given to their
group, write these words on the blank word cards and
arrange them in a ladder-like order.
d. The group who makes the highest ladder wins.
(NOTE: Give the winning group simple incentives)
liso
laso
baso
E. GENERALIZATION
Ang pulong nag garay o rhyming words, mga pares sa pulong nga
pareho ang katapusang tingog.
Book Activity:
IV. EVALUATION
Write five words that rhyme. And get ready to present them
V. ASSIGNMENT tomorrow in front.
VI. REFLECTION
Demonstrates understanding and knowledge of
Content Standard language grammar and usage when speaking
and/or writing.
Speaks and writes correctly and effectively for different

Performance Standard purposes using the basic grammar of the language.
Learning Competency Use words unlocked during story reading in meaningful contexts.
MT2VCD-Ia-i1.2
I. Objectives
Knowledge: a. Listen to and interact with others in a group or class.
b. Tell the distinguishing features of a poem.
Psychomotor:
Affective: c. Read phrases and sentences consisting of words being

studied and answer higher level questions about them with
confidence.
II. CONTENT
A. Subject Matter Rhyming Words

K-12 C.G p. 85
B. Reference
III. PROCEDURE
1. Singing the song “May Malipayong Panimalay” to the
D. Preparation tune of “This is the Way”. Let the pupils open their
Motive Questions: Learners Material, Unit 1,Week 1, Manganta Kita.
Actions:
May malipayong (clap the hands)

panimalay (form palms in inverted V position)
Nga akong nakita(place your 4 right fingers on the

Activities: right eyebrow)
Si Tatay ug si Nanay (point the left pointer, then the

middle finger)
Si Dodong ug si Inday(point the ring finger, then the

little finger)
Silang tanan naghinigugmaay (place the two hands

on the chest)
Sa usa ka panimalay (palms in inverted V formation)

2. Ask:
a. What is the song all about? (Bahin sa unsa ang
kanta?)
b. Why is the family happy? (Nganong malipayon man
ang pamilya?)
c. Can you give rhyming words from the song?
(Makahatag ba ka og mga pulong nga naggaray
(rhyming words) gikan sa kanta?)
d. What are rhyming words? (Unsay buot ipasabot sa
pulong nga “garay” o “rhyming words”?)
Note: Teacher should write the answers on the board to elicit

continuous visibility of the words.
1. Let the pupils read again the poem “ Ang Akong Pamilya”
B. PRESENTATION
Abstraction Ask: What are the rhyming words found in the poem?
2. Discuss the features of a poem. (e.g. rhythm and rhyme).
3. Rhyme Tree (Have a big potted plant inside the classroom.

Hang word cards on it. Make sure that rhyming words are
printed on the word cards)
a. Ask 3 pupils to go near the Rhyme Tree. Let them

pick as many rhymes as possible. The pupil who
gets the most number of rhyming words will be
given a prize.
b. Post these rhyming words on the board.
4. Call other pupils to choose a pair of rhyming words on the

board. Let each pupil make a phrase out of the pair of
rhyming words.
(NOTE: Give incentives to pupils who can form the rhyming

words)
Example: kanding – saging

ang kanding sa saging
plato – bato
adunay plato sa bato
ulo – kulo
ang kulo sa ulo
Note: Employ Explicit Reading Instructions, when reading the

answers of the learners.
C. PRACTICE Call again other pupils. Let each pupil construct sentences
out of the given phrases. (NOTE: Give incentives to pupils
who can formulate sentences out of the above phrases)
Example: Nikaon og dahon sa saging ang

kanding. Gibutang sa bato ang plato.
Naigo og kulo ang ulo ni Nilo.
D. APPLICATION 1. The pupils read the sentences by group, by pair and then
individually.
Say:
 The goat eats the banana leaves.

(Nikaon og dahon sa saging ang kanding.
 Do you think the goat eats a banana? Why?

(Mokaon kaha og dahon sa saging ang kanding?
Ngano man?)
 The plate is placed in the stone.

(Gibutang sa bato ang plato.)
 Where is the proper place of placing the plate?

(Asa man ang hustong butanganan sa plato?)
 Why do you think the plate was placed on the stone?
(Ngano kaha nga gibutang man ang plato sa bato?)
 Nilo’s head is hit by the breadfruit.

(Naigo og kulo ang ulo ni Nilo.)
 Why is it that Nilo’s head was hit by the breadfruit?

(Nganong naigo ang ulo ni Nilo sa kulo?)
E. GENERALIZATION Ang pulong naggaray ay mga pulong nga pareho ang katapusang
tingog niini.
Pangitai og mga pulong naggaray ang mga musunod nga pulong.

IV. EVALUATION Pilia sa sulod sa kahon ang pares niini.
1. kahoy - _________________
2. tatay - __________________
3. ilong - __________________
4. tasa - ___________________
5. kahon - _________________
Talong nanay manong

Dahon basa
Maghatag og lima ka pares nga pulong naggaray. Isulat kini sa MTB

V. ASSIGNMENT
notebook.
VI. REFLECTION
Demonstrates understanding of grade level narrative and
Content Standard informational texts.
Uses literary and narrative texts to develop

Performance Standard comprehension and appreciation of grade level appropriate reading
materials.
MT2VCD-Ia-i1.2
I. Objectives
Knowledge: Comprehend questions in the diagnostic test given.
Psychomotor: Write ligibly the answers needed in the diagnostic tests given.
Affective: Learn to respect, and always show honesty when giving answers.
II. CONTENT
Pre- test/Diagnostic Test
A. Subject Matter
Competencies covered from Day 1-4
B. Reference
Printed test papers
C. Learning Materials
III. PROCEDURE
Let the pupils sing the song learned entitled: “Kon Kita
A. Preparation Magakatigum”
Motive Questions:
Kon Kita magakatigom, katigom, katigom
Kon Kita magakatigom, maglipay kita
Ang akong higala, imo mang higala
Kon Kita magakatigom, maglipay kita.
Say:
How are you today? (Kumusta man mo karon nga adlaw?)
Activities:
Today, we will be having our summative test. Please get yourself
ready, sharpen your pencils and prepare your erasers.
B. PRESENTATION Remind pupils of the rules during examination.

Abstraction
Say: When you have something to say or ask, please come to me, or
raise your hand to be recognize.
Note: Teacher should set the mood of the class first before giving the
test.
C. PRACTICE Say:
How are we going to introduce ourselves to others?
(Unsaon gani nato pagpaila-ila ang atong kaugalingon ngadto sa
uban?
To introduce oneself to others, let us going to state our complete
name, age, and complete address.
(Magpaila kita ngadto sa uban pinaagi sap ag estorya sa atong

kompleto nga ngalan, edad, og kompleto nga address.)
How are going to determine the words that rhyme?

(Unsaon nato pgkahibalo, nga ang mga pulong naggaray?)
Ryhming words have the same ending sounds.
Ang mga pulong naggaray, adunay parehos nga tingog sa

katapusan.
Pananglitan: buotan- ginikanan
D. APPLICATION
E. GENERALIZATION Say:
So today, we shall have our assessment. Please listen very carefully
and avoid necessary doings that might distract your focus.
(Karon mga bata, aduna kitay pagabuhaton nga test. Palihog,

paminaw og maayo ug dili magbuhat og bisan unsa nga
makadisturbo sa inyong pagpamati.)
A.
IV. EVALUATION
B. Basaha ang balak. Pilia ang pulong nga nigaray sa

gilinyahan nga pulong.
“Ang Batang Buotan”
Ang bata nga buotan

Garbo sa ________________.
(ginikanan, katilingban)
Motuman sa isugo
Ug sa lain nga __________
(sulti, mando)
V. ASSIGNMENT
VI. REFLECTION
Possesses developing language skills and cultural
Content Standard awareness necessary to participate successfully
in oral communication in different contexts.
Uses developing oral language to name and describe

Performance Standard people, places, and concrete objects and communicate personal
contexts.
Recite and sing in group longer poems, jingles, riddles, chants, and
Learning Competency songs (folk, rap, etc.) with ease and confidence. MT2OL-Ib4.1.1
I. Objectives
Knowledge:
a. Listen to and interact with others in a group or class
discussion on texts heard.
b. Talk about story by recalling important details.
c. Read aloud Grade II level texts with an accuracy of

95-100 %.
Psychomotor: a. Give the meaning of words being read through

matching them with
pictures doing the actions or giving its synonyms
a. Participate actively during story reading by making

Affective: comments and
Asking questions using phrases and simple
sentences.
b. Show love for reading by listening attentively during

story reading and making comments and answering
higher order thinking questions
II. CONTENT
A. Features of a Story
A. Subject Matter
“Two-Track Approach to Teaching Children to Read and Write
B. Reference their First Language (L1):A Guidebook for Trainers” (Susan and
Dennis Malone, 2010)
Biography “A School Nurse” by: Natividad P. Carag and Florinda

C. Learning Materials B.Dimansana, Graphic organizers, real objects, pictures, Activity
Sheets
III. PROCEDURE
B. Preparation 1. Unlocking of Difficulties

Motive Questions:
a. kinamagulangan (eldest) – (use synonyms)
b. limpyo (neat-looking) – (use picture)
c. pasyente (patient) – (through context clues)
d. maalamon (intelligent) – (use synonyms)
e. damgo (dream )– (through context clues)
f. nars (nurse) – (through picture, context clues)
Activities: 2. Activating Prior Knowledge/Developing Motivation for

the story
a. Teacher shows a picture of a nurse. The teacher asks:
1) Who is this person? What is her/his work in the

community?
(Kinsa man kini siya? Unsa man ang iyang
trabaho sa komunidad?)
2) Do you know a person in your community who

looks like the person in the picture? Tell something
about this person in your community.
(Aduna ba kamo’y nailhan sa inyong komunidad
nga pareha sa tawonga anaa sa hulagway? Unsa
ang imong ikasulti kaniya?)
3. Developing a purpose for reading
Say: Today, we will be reading a story about the life of a

school nurse. Let’s find out who the person is, her parents,
where she lives and her work.
(Karon, magbasa kita og istorya mahitungod sa

kinabuhi sa usa ka nars sa eskuylahan. Atong susihon kon
kinsa siya, kinsa iyang mga ginikanan, hain siya nagpuyo ug
nagtrabaho.)
B. PRESENTATION 1. First Reading: Read the story without interruption while

Abstraction the pupils listen.
Si Roda Perez natawo niadtong Nobyembre 11, 1983 didto sa
Lapulapu City. Siya ang kinamagulanganag anak nila ni Mr.
Pedro Perez ug Mrs. Lucy Perez.
Nagsugod siya sa pag-eskuyla sa edad nga sayis didto sa
Lapulapu City Central Elementary School. Sa iyang pirmeng
tuig sa eskuylahan, giila siya nga maanyag,
mapailobon,masibuotan, limpyo ug labaw sa tanan
maalamon.
TungodReading:
2. Second niini nga mga kinaiya,
Read the nailhan siya sa eskuylahan
story again. Use a pointer as
ug sa komunidad. Nihuman siya sa elementary
you read the sentences in each page. Ask questions ug high as you
school nga nakakuha og pasidungog o honor.
finish a page. Before proceeding to the next page, let
Gusto niyang makab-ot ang iyang damgo nga mahimong
pupils make inferences about
nars. Nagpa enroll siya sa Cebu what will happen.
Normal University ug
inhuman nga Cum Laude.
Post Reading
C. PRACTICE
1. Answering comprehension questions:
a. Who is the school nurse in the story? (Kinsa man ang
nars sa istorya?)
b. When is her birthday? (Kanus-a man ang iyang adlaw

nga natawhan?)
c. Where did she study during her elementary grades?

(Diin man siya nag-eskwela sa elementarya?)
d. What are the qualities of Roda Perez? (Unsa man ang

mga kalidad ni Roda Perez?)
e. How about you? How do you keep yourself clean?

(Ikaw, giunsa man nimo paglimpyo ang imong
kaugalingon?)
f. What should you do?(Unsa man ang imong buhaton?)
g. Is it good to be clean always? Why? (Maayo ba nga

limpyo kanunay? Ngano man?)
h. What was her dream? (Unsa man ang iyang

pangandoy?)
i. Did she fulfil her dream? Why do you say so?(Nakab-

ot ba niya ang iyang pangandoy? Nganong nakasulti
man ka niana?)
j. Being a nurse, what is her work? (Isip usa ka nars,

unsa man ang iyang buluhaton?)
k. How about you, what would you like to be when you

grow up? Why? (Unsa man ang imong
pangandoy inig kadako nimo? Ngano man?)
l. Where would you like to work? Why? (Asa man ka

gusto motrabaho? Ngano man?)
m. If you were Roda, will you also work in your own

community? Why? (Kon ikaw si Roda, gusto ba usab
ka motrabaho saimong komunidad? Ngano man?
D. APPLICATION
Ask pupils to draw on a bond paper their own ambition in life. Let
them explain in a paragraph form the reason of choosing the said
profession.
E. GENERALIZATION
Sama ni Roda, sa nabasang estorya, makab-ot nato ang
kalampusan kung kita mag makugihon sa atong pag eskuyla.
IV. EVALUATION Book Activity:
V. ASSIGNMENT Let the pupils write on their notebook the works of their parents. Let
them explain as well how the works of their parents help their family
and community.
VI. REFLECTION

Content Standard Demonstrates knowledge of and skills in word

analysis to read, write in cursive and spell grade
level words.
Performance Standard Applies word analysis skills in reading, writing in cursive and spelling
words independently.
Learning Competency Read a large number of regularly spelled multisyllabic words.

MT2PWR-Iab-7.3
I. Objectives
Knowledge: a. Talk about story by recalling important details.
Psychomotor: a. Correctly fill up personal and family information

using simple data sheet and form.
b. Predict the succeeding events and ending of

the story based on personal experiences.
Affective: a. Show respect to the members of the community
II. CONTENT
A. Subject Matter A. Features of a Story
B. Reference “Two-Track Approach to Teaching Children to Read and Write

their First Language (L1):A Guidebook for Trainers” (Susan and
Dennis Malone, 2010)
C. Learning Materials Biography “A School Nurse” by: Natividad P. Carag and Florinda
B.Dimansana, Graphic organizers, real objects, pictures, Activity
Sheets
III. PROCEDURE
C. Preparation
Motive Questions: Let the pupils present to the class the output of their assigned
homework.
Process the presentations of the learners.
Activities:
Teacher discusses the events/timeline that happened in the

B. PRESENTATION story.
Abstraction
a. Let’s Complete the Web!
Let the pupils open their Learner’s Material,Unit 1, Week
2 and do Unang Buluhaton A.
b. Let’s Go Upstairs!
Let the pupils answer their Learner’s Material Unit 1,
Week 2 Unang Buluhaton B.
Let’s Fill in the Form

C. PRACTICE
Let the pupils open their Learner’s Material Unit 1, Week 2
and answer Unang Buluhaton C.
Sulati sa detalye nga gipangayo. Isulat ang

imong tubag sa notebook.
Ngalan: ____________________________
Birthday: ___________________________
Pinuy-anan: _________________________
Inahan: ____________________________
Amahan: ____________________________
(NOTE: Teacher processes the pupils’ outputs.)
D. APPLICATION
E. GENERALIZATION
Kinahanglan ang insaktong pagpasunod sa mga panghitabo sa
estorya sa pamaagi nga dili mawala ang mga mahinungdanong
detalye niini.
IV. EVALUATION Kumpleto ang pahayag, isulat ang pinakahaum

nga panapos sa estorya:
1. Matulog ug sayo sa gabii si Mara ____________
a. Sayo siya makamata sa buntag.

b. Magsakit siya pagmata sa buntag.
c. Dugay siya makamata sa buntag.
2. Magtuon sa iyang leksyon matag gabi-I si

Raul,________________
a. Makalimot siya sa iyang gitun-an

b. Kanunay siyang makakuha og dakong iskor sa test.
c. Magahilak siya kanunay pag abot sa klase.
3. Kanunay nga mokaon og masustansyang pagkaon si

Ana__________________
a. Himsog ug layo siya kanunay sa sakit.

b. Tambok siya kayo.
c.Masakiton siya kanunay.
V. ASSIGNMENT Magsulat og tulo (3) ka mga ngalan sa hayop, tawo, butang og lugar.
Isulat kini sa papel.
VI. REFLECTION

Demonstrates awareness of language grammar
Content Standard and usage when speaking and/or writing.
Speaks.
Reads with sufficient speed, accuracy, and proper expression in

Performance Standard reading grade level text.
Read aloud grade level text with an accuracy of 95 - 100%. MT2F-I-

Learning Competency a-i1.4
I. Objectives
Knowledge: a. Introduce significant people using naming words in a culturally

appropriate manner.
Psychomotor: b. Read aloud words, including naming words or noun.
Affective: c. Show respect in dealing with teachers, parents and

other helpers of the community.
II. CONTENT
A. Subject Matter A. Naming Words/Nouns

B. Community Helpers
B. Reference Two-Track Approach to Teaching Children to Read and Write their

First Language (L1):A Guidebook for Trainers” (Susan and Dennis
Malone, 2010)
Sheets
III. PROCEDURE
D. Preparation 1. Action Song “Ako AlagadSa Komunidad”. Let the pupils open their
Motive Questions: Leaners Material, Unit 1, Week 2, Manganta Kita. (Teacher can
make her/his own action.)
2. Review
a. Give a review on the biography of “Roda Perez”.
b. Ask:
Activities:
1) Who was the school nurse? (Kinsa man ang nars?)
2) Who are her parents? (Kinsa man ang iyang mga

ginikanan?)
3) Where does she live? (Hain man siya nagpuyo?)
4) Where did she study? (Hain man siya nagtungha?)
2. Write the answers on the board.
B. PRESENTATION a. Teacher shows picture of community helpers, different

Abstraction places, famous persons, objects, and animals.
a. Let the pupils name each picture.

b. Let them also give other names of persons, places,
things, and animals
c. Tell them that these words that name persons, places,

things and events are called nouns/naming
words (pulongan)
C. PRACTICE Teacher shows some pictures or real objects. Let the pupils name
each and identity whether it is a name of a person, place, thing, or an
animal.
D. APPLICATION
Pick the fruits that are nouns/naming words.
(Pupoa ang prutas nga adunay “nouns/naming words”.)
pulis
lapi
s
luks magtutudl
Rel o o pulis
o
E. GENERALIZATION Pulongan:
Pangalan sa Tawo, Lugar, Butang og Hayop.
Isulat ang check (/) kon ang pulong pulongan (noun), kurus (x) kon
IV. EVALUATION dili sa inyong notebook.
______1. Lolo _____6. Notebook

______2. Gatas _____7. Atis
______3. Sayaw _____8. sulat
______4. Baka _____9. Merkado
______5. Pasyente ____10. Gwapa
Pagsulat ug 5 ka Pulongan sa matag han-ay.

V. ASSIGNMENT
VI. REFLECTION
Demonstrates the ability to formulate ideas into sentences or
Content Standard longer texts using conventional spelling.
Uses developing knowledge and skills to write clear and

Performance Standard coherent sentences, simple paragraphs, and
friendly letters from a variety of stimulus materials.
Express ideas through poster making (e.g. ads, character

Learning Competency profiles, news report, lost and found) using stories
as springboard. MT2C-Ia-i1.4
I. Objectives
Knowledge: Observe proper mechanics when copying/writing

sentences: capitalization, proper spacing
between words and correct punctuation marks.
Psychomotor: Use spelling knowledge to correctly spell high

frequency words appropriate to the grade level.
Affective: Show obedience in following instructions particularly the proper

mechanics in writing sentences.
II. CONTENT
A. Naming Words/Nouns
A. Subject Matter B. Community Helpers

Malone, 2010)
Sheets
III. PROCEDURE
Pupils are made to play “Name Game”
E. Preparation
Pupils are given cards wherein they need to complete the
name of their classmates by writing the missing letter
of each name.
Example:
__orena
Motive Questions: Ask:
1) How did you complete the name of your
classmate? (Giunsa nimo pagkompleto amg ngalan
sa imong classmate?)
Activities:
2) How did you write the missing letter? (Giunsa nimo
pagsulat ang nawala nga letra?)
B. PRESENTATION Let the pupils read the story “ Nars”

Abstraction
 Ask: Where did the story happen?
(Asa nahitabo ang istorya?)
 Who are the characters in the story?

(Kinsa ang mga tawo sa istorya?)
 What are the events in the story?

(Unsa man ang mga panghitabo sa istorya?)
 What part of the story that you like most? Why?

(Unsa nga bahin sa istorya ang imong ganahan?
Ngano man?)
 What composes a story?

(Unsa man ang naglangkob sa usa ka istorya?)
Presentation
a. Writing words starting with capital letter.
b. Sentence making
Pupils will copy the following on their notebook.
Roda
si Roda
si Roda usa
Si Roda usa ka nars.
c. Sentence breaking
si Roda usa ka
si Roda
Roda
d. Writing a sentence
Discussion
a. Teacher discusses the use of capital letter in writing and

copying sentences.
b. Ask:
1) How did we write the first letter in the sentence?
(Giunsa nimo pagsulat ang una nga letra sa pahayag o
sentence?
2) What did we do to separate the words in a sentence?

(Unsa man ang atong gibuhat para buwagon ang mga
pulong sa pahayag o sentences?)
3) What do we see at the end of a sentence?

(Unsa man ang atong makita sa katapusan sa pahayag o
sentence?)
4) What composes a sentence?

(Unsa man ang naglangkob sa pahayag o sentence?)
5) What will you form when you combine three or more related
sentences?
(Unsa man ang maporma kon tiponon ang tulo o mas
daghan pa nga mga pahayag o sentences?)
(Teacher discusses the features of a paragraph and story.)
Writing Activity
C. PRACTICE
a. Teacher presents sentences
1. Si Roda usa ka buotan nga bata.

2. Ang akong inahan mapinanggaon kayo.
3. Maalamon ug buotan ang among magtutudlo.
b. Have the pupils practice writing the sentences on the chalkboard.
D. APPLICATION Pupils practice copying sentences using their slates or chalkboard.
E. GENERALIZATION Ang pahayag nagasugod og dakong letra ug nagatapos og tuldok.
IV. EVALUATION Usba og sulat ang mga pahayag o sentences gamit ang husto nga
capitalization, husto nga spacing kada pulong ug husto nga
punctuation marks.
1. hinay nga nikanta ang babaye.
2. ambongan siya
3. usa ka magtutudlo
4. maayo mosayaw ang akong nanay
5. taas ang lapis
V. ASSIGNMENT Isulat ang imong pangandoy sa kinabuhi, sa usa ka pahayag gamit

ang husto nga pamaagi.
VI. REFLECTION

Uses developing knowledge and skills to write clear and
Performance Standard coherent sentences, simple paragraphs, and
friendly letters from a variety of stimulus materials.
Learning Competency Read grade level texts with appropriate intonation, expression, and
punctuation cues when applicable. MT2F-Ia-i1.6
I. Objectives
a. Use spelling knowledge to correctly spell high frequency
Knowledge: words appropriate to the grade level.
a. Observe proper mechanics when copying/writing sentences:

Psychomotor: capitalization, proper spacing between words and correct
punctuation marks.
b. Read aloud words (noun).
Affective: c. Show respect to others by listening to them while they are

reading.
II. CONTENT
A. Subject Matter a. Naming Words

b. Writing sentences using correct punctuation and
capitalization.

Malone, 2010)
Sheets
III. PROCEDURE
F. Preparation Say:
Motive Questions: Karon atong hibalo-an ang inyong tagsa-tagsa ka mga pangandoy.
(Teacher will ask some volunteers to present his/her answers in
front)
Activities:
A. Teacher divides the class into 3 groups. Each group is given

B. PRESENTATION a task to do.
Abstraction
1. Group 1: Role Playing
What part of her life do you like most? Why?

(Sa kinabuhi ni Roda, unsa ang inyong ganahan? Ngano
man?)
Present your answer through a role play.
2. Group 2: Name Game
The group will draw at least 10 examples of a noun. Present

it to th class and let the other group name the picture.
3. Group 3:Pinoy Henyo
The group is given a picture of the different community

helpers. They act out the work of each community helper in
front of the class and theother group identifies the community
helper.
Guessing Game!
C. PRACTICE
Teacher will describe the work of a specific community helper, then
the pupil will guess what it is.
1. Usa ako ka katabang sa komunidad. Ako ang unang

ipatawag kon adunay sunog.
2. Usa ako ka katabang sa komunidad, akong tabangan ang
mga tawo pinaagi sa pag-atiman sa ilang mga ngipon.
3. Ako katabang sa komunidad. Ako ang motudlo sa mga bata
sa eskwelahan.
D. APPLICATION Kolori ang mga pulongan nouns o naming words. Buhata kini sa
MTB notebook.
Ang noun gitawag usab og naming word. Pulongan ang tawag sa

E. GENERALIZATION tawo, butang, hayop o lugar.
IV. EVALUATION  Individual writing of words and sentences correctly.
Show a picture of a community to the class. Let

them describe the picture and write 3-5 sentences
about it.
Maghuna huna og lima (5) ka mga butang nga inyong ganahan.
V. ASSIGNMENT Mangandam sa pagpakigbahin sa imong huna huna kabahin sa
maong mga butang, dinhi sa klase.
VI. REFLECTION
Demonstrates understanding of grade level narrative and
Content Standard informational texts.
Uses Literary and narrative texts to develop

Performance Standard comprehension and appreciation of grade level appropriate reading
materials
Use words unlocked during story reading in meaningful contexts.

Learning Competency MT2VCD-Ia-i1.2
I. Objectives
Listen and retell a story heard in their own words,
Knowledge: citing the characters, setting, and important events.
Psychomotor: Give the meaning of the words being read through

matching them with pictures, doing the action or giving
its synonyms.
Affective: Show love for reading by listening attentively during

story reading and answering higher order thinking
questions.
II. CONTENT
A. Nouns (Singular & Plural Form)
A. Subject Matter B. Recognize Common Abbreviations
C. Synonyms
1. “Two-Track Approach to Teaching Pupilsto Read and Write

B. Reference Their First Language (L1): A Guidebook for Trainers” Susan
and Dennis Malone, 2010
2. Developing Comprehension in Young Readers (Lesson
Plans from RAP Conventions -Vol. 1)
Article: “Why Chickens Scratch the Ground”;

Source: Cebuano and Visayan Folktales
Pictures of a hen with chicks and a crow; story “Why Chicken
scratch the Ground”, pictures of community helpers, name
card of community helpers, chart of a song “The community
helpers”
III. PROCEDURE
G. Preparation 1. Unlocking of Difficulties

Motive Questions: Alahas (through picture clue)
Parada(through picture clue)
Kakha (through demonstration)
Himungaan (through picture)
Activities: Uwak (through picture)
2. Activating Prior Knowledge
(Developing Motivation for the story)
Ask:
 Have you seen a hen scratching the ground? (Nakakita ba

kamo og himungaan nga nangakha sa yuta?)
 What is it looking for? (Unsa man ang iyang gipangita?)
 When a crow sees the hen with the chicks, what does it do to
the chicks? (Kon makakita ang uwak og himungaan nga
adunay mga pisô, unsa man ang buhaton sa uwak?)
 What does mother hen do, too? (Unsa man ang buhaton sa
himungaan?)
 Do you have any idea why the crow would get the chicks, and
why do chickens scratch the ground? (Aduna ba kamo’y
ideya nganong kuhaon sa uwak ang mga pisô, ug ngano
man nga mangakha ang manok sa yuta?)
 How about you? What are the things that you love to do?
(Kamo? Unsa man ang inyong ganahan buhaton?)
Developing a purpose for reading:
Say: In the story that we will be reading today, let’s find out
why the chickens scratch the ground, and why the crow
would seize the chick/s from the hen. (Sa istorya nga atong
basahon karon, atong susihon nganong mangakha man
ang manok sa yuta ug nganong kuhaon man sa uwak ang
pisô sa himungaan.)
B. PRESENTATION Read a short one-page story to the pupils.

Abstraction
a. Tell the pupils to listen as you read the story about the
theme for the week.
b. Read the story to the pupils in a lively and interesting

way.
c. As you read, stop 2 or 3 times to ask the pupils, “What

do you think will happen next?” (Unsa kaha ang sunod?)
Let the pupils answer. Then say: We will continue
reading so we will know what happen next. (Mopadayon
kita og basa aron mahibaloan nato unsay sunod.)
d. Read the whole story. When you are finished reading,

ask the pupils to summarize the story then ask them
higher level thinking questions about the story.
NGANONG MANGAKHA ANG MANOK?
Adunay usa ka uwak nga nipalit og nindot nga

kulintas sa usa ka negosyante. Mapasigarbohon kayo siya
sa iyang napalit busa iya kining gibutang sa iyang liog aron
makita sa kadaghanan. Nilupad siya og nahiadto sa
maanindot nga hardin diin nakita niya ang iyang higala,
ang himungaan, uban sa iyang mga piso. Ang himungaan
niingonkaniya “Pagka-anindot sa imong kulintas! Mahimo
ba nako hulaman? Akoa lang iuli ugma.”
Tungod kay nakagusto ang uwak sa himungaan,

iyang gipahulaman ang kulintas. Pagkaugma, nibalik ang
uwak para kuhaon ang kulintas, iyang nakita ang
himungaan u gang iyang mga piso nga nangakha sa yuta
duol sa daan nga paril. “Hain man ang akong kulintas? “
pangutana sa uwak.
“Nawala kini,” sulti sa himungaan. Gikuha kini sa akong mga

piso kagahapon samtang natulog ako, ug karon wala na sila
kahinumdom kon diin kini nila gibutang. Amo kining
gipangita tibuok adlaw, apan wala namo kini makit-i.
“Kinahanglan imo katong bayran, “matud pa sa uwak. Kon

dili, muadto ako sa hari ug akong isulti nga imong gikawat
ang akong kulintas.
C. PRACTICE Let the pupils open their Learner’s Material Unit 1, Week 3 (Magbasa
Kita)
D. APPLICATION Comprehension questions (Literal and Motive)
a. What was the relationship of the chicken and the crow

at first?
(Unsa man ang relasyon sa manok ug sa uwak?)
b. Why did they become enemies? Relate the events as
they happen in the story.
(Nganong nag-away man sila? Isulti ang panghitabo
base sa istorya.)
c. How would the crow be able to get its necklace back?
What was their agreement? Describe the attitude of the
crow.
(Unsaon man sa uwak pagkuha og balik ang iyang
kulintas? Unsa man ang ilang kasabutan? Isulti ang
kinaiya sa uwak.)
d. Where did the chicken seek for the lost necklace?
(Asa man nagsige og pangita ang manok sa nawala
nga kulintas?)
e. What is the reason for the chicken to keep scratching
the ground?
(Unsa ang rason sa manok nga nagsige man siya og
kakha sa yuta?)
E. GENERALIZATION Ang kaibog sa butang sa uban dili sayop, apan ang paghandom niini
bisan sa kakulangan dili na makaayo. Kung ang butang hinulman
lamang, kinahanglang ayuhon kini sa pag amping ug iuli kini sa
insaktong oras ug kalidad.
IV. EVALUATION Isulat sa kahon ang mga detalyeng gipangayo mahitungod sa

estorya nga nabasa:
I. Complete the web to describe the characteristics of each character

of the story:
Uwak Himungaan
II. Isulat ang numero 1-3 sa blangko sa insaktong pag sunod –sunod
sa panghitabo sa estorya..
_________
__________
__________
Idibuho sa limpyong papel ang parte sa estorya nga imong
V. ASSIGNMENT giganahan. Mahimong mangandam alang sa pagpakigbahin niini sa
klase.
VI. REFLECTION
Content Standard Demonstrates the ability to formulate ideas in the sentences

or longer texts using conventional spelling.
Performance Standard Uses developing knowledge and skills to write clear and coherent
sentences, simple paragraphs, and friendly letters from a variety of
stimulus materials.
Learning Competency Read a large number of regularly spelled multisyllabic words.

MT2PWR-Iab-7.3
I. Objectives
a. Give the meaning of the words being read through matching
Knowledge: them with pictures, doing the action or giving its synonyms.
b. Observe some mechanics when copying/writing sentences:
capitalization, proper spacing between words and correct
punctuation marks.
c. Sequence 3 events in the folktale by telling which happened
first, second, or last.
d. Give the correct sequence of events in literary selections.
e. Describe orally in simple sentences a character in a literary
selection according to his/her actions.
Listen and retell a story heard in their own words, citing the
Psychomotor: characters, setting, and important events.
Show eagerness and participation to each activity done

Affective: inside the classroom.
II. CONTENT
A. Subject Matter A. Synonyms

“Two-Track Approach to Teaching Pupilsto Read and Write Their
B. Reference First Language (L1): A Guidebook for Trainers” Susan and Dennis
Malone, 2010
1. Developing Comprehension in Young Readers (Lesson

Plans from RAP Conventions -Vol. 1)
C. Learning Materials Article: “Why Chickens Scratch the Ground”;

helpers”
III. PROCEDURE
H. Preparation Review the Story “Nganong Mangakha Ang Manok?”
Motive Questions: Engagement Activities
a. Game (Message Relay)
1) Divide the pupils into two groups and give an envelope
Activities:
containing word cards to the first group.
 Alahas
 Parada
 Kakha
 Himungaan
 Uwak
2) He/She then gives Group 2 envelopes with pictures
that matches the word cards in Group 1.
3) At the count of three, instruct the first pupil from Group

1 to get one word card, read it silently and whisper
it to the pupil next to him/her in the line.
4) Let the pupils pass the words to the group mate next to
them till they reach the last member.
5) Instruct the last pupil to run in front and say the word.
6) Let Group 2 form a circle and look for the picture that
matches the word announced by the last pupil in
Group 1.
7) The group that earns the most points win the game.
Give incentives to the winning group.
8) Post the matched word cards and pictures on the board
and ask the pupils to read the words aloud.
B. PRESENTATION a. “Match My Skit Game”

Abstraction 1) Have pupils re-tell yesterday’s story.
2) Divide the pupils into teams and give each team a few
minutes to plan a 3–4-minute skit about the story.
3) Teams take turns in doing their skits.
4) When everyone is finished, instruct the pupils to

investigate the “mystery corner” to find the phrase or
sentence which has similar thought or meaning as the
one they uttered in their skit.
b. “Writing from Dictation”
(Observing mechanics of writing.)
(Use the Mother Tongue)
1) Nangakha nga manok (chicken scratching)

2) Naglupad nga uwak (crow flying )
3) Nanagan nga piso (chicks running)
4) Nindot nga kulintas (beautiful necklace)
5) Ilalom sa pako (under the wings)
C. PRACTICE a. Re-name the underlined words
Think of other names that you can give that match to the
words listed below.
(Paghunahuna og lain nga ngalan nga imong ikahatag nga

pareha og kahulugan sa mga pulong nga anaa sa ubos.)
(Synonyms)
scratch crow chicks necklace

wings kakha uwak pisô
kulintas pako
1. Discussion (based on the story presented) by group.

2. Let pupils fill up the chart below.
STORY
ATTITUDE VALUE/S
CHARACTERS
Kinaiya Bili
Nagdala sa Istorya
1. Uwak
2. Himungaan
Processing the Activity
Teacher processes the responses given by the group as

written in the chart to arrive at the valuing level.
a. Is it proper for a hen to envy the crow? Why?

(Husto ba nga mangige ang himungaan sa uwak?
Ngano man?)
b. If you were the crow, what will you do with the hen?
Will you do the same as the crow did?
(Kon ikaw ang uwak unsa man ang imong buhaton sa
himungaan? Buhaton ba usab nimo ang gibuhat sa
uwak?)
Sequencing Events
D. APPLICATION
1. Prepare pictures and arrange them in the center. Tell the
first event of the story and ask the pupils to start singing.
2. Pupilsform a circle with the teacher and the pictures at the

center.
3. Instruct them to sequence the events in the story heard

yesterday and hold green flaglet in the one hand and red
flaglet in the other hand while pupils pass around the ball
while singing a song.
4. When the teacher holds up the red flag, pupils stop

singing and whoever holds the ball gives the next event in
the story.
E. GENERALIZATION Para madali ang pagpasunod sa importanteng panghitabo sa

estorya, hinumdumi ang detalye samtang gibasa nimo ang estorya.
Ipasunod kining mga panghitabo nga makita sa estorya kabahin sa

IV. EVALUATION Uwak og ang Himungaan. Butangi og numero nga 1, 2, ug 3 ang
blangko matag numero.
___” Hain man ang akong kulintas”? pangutana sa uwak.
___ Kon dili, muadto ako sa hari ug akong isulti nga imong gikawat
ang akong kulintas.
___ Adunay usa ka uwak nga nipalit og nindot nga kulintas sa usa
ka negosyante.
Isulat sa imong MTB notebook ang pinaka layhan nimo nga parte sa
V. ASSIGNMENT estorya mahitungod ni Uwak og ang Himungaan, gamit ang husto
nga pamaagi sa pagsulat og pahayag. Pangandam sa pagsaysay
niini sa klase ugma.
VI. REFLECTION

Demonstrates understanding and knowledge of language
Content Standard grammar and usage when speaking and/or writing.
Performance Standard Speaks and writes correctly and effectively for different purposes
using the basic grammar of the language.
Identify the gender of naming words, when applicable.
Learning Competency MT2GA-Ic2.1.2
I. Objectives
Knowledge: a. Read phrases and sentences consisting with words being

studied and answer higher order questions about them
Psychomotor: a. Describe orally in simple sentences a character in a literary

selection according to his/her actions.
Affective: a. Use nouns in culturally appropriate manner in sentences and

paragraph in:
a.) singular form (ang);

b.) plural form (ang mga).
II. CONTENT
C. Synonyms
B. Reference 1. “Two-Track Approach to Teaching Pupilsto Read and Write Their

First Language (L1): A Guidebook for Trainers” Susan and Dennis
Malone, 2010
2. Developing Comprehension in Young Readers (Lesson Plans from

RAP Conventions -Vol. 1)

helpers”
III. PROCEDURE
I. Preparation 1. Singing a song

Motive Questions: Pupils will open their Learners Material, Unit 1, Week 3,
Manganta Kita.
Activities:
2. Who are the people mentioned in the song? What are their
works or occupation? How are we going to call them?
(Kinsa man ang mga tawo nga gihisgotan sa atong kanta?
Unsa man ang ilang trabaho? Unsa man atong tawag nila?)
B. PRESENTATION 1. Gallery walks

Abstraction
Work we do in the community
Tell the pupils that you want them to see the work that people
do in the community through pictures being displayed. After
singing, let the pupils stand beside the picture of the person
they want to become in the future.
2. Post the chart on the board. Let the pupils observe the
pictures. Let them say something about it.
(Teacher will provide pictures of the community helpers)

Ang Ang mga
Policeman policemen
Teacher teachers talking
Doctor doctors
Fireman firemen
3. Ask the following questions leading to the lesson on “Ang”,

“Ang mga”
a. Look at the pictures in the first column.

(Tan-awa ang mga hulagway sa unang ling-on o column.)
b. When are we going to use the word “ang”?

(Kanus-a man nato gamiton ang pulong “ang”?)
c. In the second column, how many persons are being

mentioned? What are we going to use when we mean two
or more persons?
(Sa ikaduha nga column, pila man ka tawo ang atong
gihisgotan? Unsa ang atong gamiton kon duha o daghan
nga mga tawo ang atong hisgotan?)
C. PRACTICE
Let the pupils choose an object/s inside their bag and let each one
creates a sentence describing the object they are holding using
“ang” and “ang mga”
D. APPLICATION
When are we going to use “ang”? “ang mga”?

E. GENERALIZATION
Ang “ang” atong gamiton kon usa ka tawo o butang ang
atong gihisgotan.
Ang “ang mga” atong gamiton kon duha o daghan nga mga
tawo o butang ang gihisgotan.
IV. EVALUATION
V. ASSIGNMENT Paggama og 3 ka pahayag gamit ang “ang” ug “ang mga”.
VI. REFLECTION

Uses developing knowledge and skills to write clear and coherent

Performance Standard sentences, simple paragraphs, and friendly letters from a
variety of stimulus materials.
Express ideas through poster making (e.g. ads, character profiles,

Learning Competency news report, lost and found) using stories as springboard. (These
writing activities are scaffold by the teacher.) MT2C-Ia-i1.4
I. Objectives
Knowledge: Read phrases and sentences consisting with words being studied
and answer higher order questions about them
Psychomotor: Describe orally in simple sentences a character in a literary selection

according to his/her actions.
Affective: Use nouns in culturally appropriate manner in sentences and

paragraph in:

II. CONTENT
B. Reference 1. “Two-Track Approach to Teaching Pupilsto Read and Write Their

First Language (L1): A Guidebook for Trainers” Susan and Dennis
Malone, 2010
2. Developing Comprehension in Young Readers (Lesson Plans from

RAP Conventions -Vol. 1)

helpers”
III. PROCEDURE
J. Preparation 1. Review
Motive Questions: Let the pupils give sentences using ang, ang mga.
2. Spelling
Activities: Write dictated words from the story
“Nganong Mangakha Ang Manok”
a. manok b. uwak c. mangakha d. Kulintas
B. PRESENTATION “Puppet Show”:
Abstraction
(Select pupils to act as a doctor, a teacher, and an engineer.
Encourage the others to observe and listen to the conversation.
 Pupil 1: I am Dr. Delos Reyes. I am a doctor.

I will cure sick person.
(Ako si Dr. Delos Reyes.Usa ako ka doctor.)

(Akong tambalan ang masakiton.)
 Pupil 2: I am Mr. Santos. I am a teacher.

I will teach the children how to read and write.
(Ako si Mr. Santos.Usa ako ka matutudlo.)

(Tudloan nako ang mga bata sa pagbasa ug pagsulat.)
 Pupil 3. I am Engr, Lopez. I am an engineer.

I will design houses.
(Ako si Engr. Lopez.Usa ako ka engineer.)

(Modisenyo ako og mga balay.)
Give pupils few minutes to study the conversation and ask the
following questions:
a. How do we call the underlined words?
(Unsa man ang mga pulong nga gibadlisan?)
b. What have you observed in the words?

(Unsa man ang inyong nabantayan sa mga pulong?)
c. Can you give examples of abbreviated words?

(Makahatag ba kamo og mga pulong nga minubo o
abbreviated?)
Let the pupils read the common Abbreviations used in the Months of
the year, and the days in a week.
C. PRACTICE
D. APPLICATION
Generalization
E. GENERALIZATION
Ask:
What does abbreviation mean?
(Minubo sa mga pulong)
Why do we need to abbreviate words?
IV. EVALUATION Paper pen quiz:
Kumpletuha ang table sa ubos:
Kumpletong Pulong Minubong Pulong
Enero
Mart.
Dok.
Abril
Lunes
Okt.
Peb.
Mayo
Miyerkules
Hun.
Huwebes
V. ASSIGNMENT Hibal-i ug isulat ang minubong pulong sa mga musonod:
1. Attorney-
2. Kapitan –
3. Presidente –
VI. REFLECTION

Performance Standard sentences, simple paragraphs, and friendly letters from a
variety of stimulus materials.

Learning Competency news report, lost and found) using stories as springboard. (These
I. Objectives
Observe some mechanics when copying/writing sentences:
Knowledge: capitalization, proper spacing between words and correct
punctuation marks.
Use nouns in culturally appropriate manner in sentences and

paragraph in:

Modify prior knowledge based on new knowledge from the story.
Psychomotor: Write simple phrases, sentences, and paragraphs observing correct

punctuation marks, capitalizations, indentions, and format.
Affective: Perform activities with enthusiasm.
II. CONTENT
“Ang” ug “Ang mga”
A. Subject Matter Minubong Pulong (Abbreviations)
B. Reference
Paper and pen, manila paper, LCD screen, Laptop
III. PROCEDURE
A. Preparation
Motive Questions: Let pupils remember the following rules while taking the test:
No….
Activities: 1. talking with seatmates
2 . transferring of seats.
3. cheating.
B. PRESENTATION Conduct a short review of the lesson….
Abstraction
Say:
C. PRACTICE
Kanus-a man nato gamiton ang “ang”
Kanus-a man nato gamiton ang “ang mga”
Using some realias/concrete objects found inside the classroom,

D. APPLICATION allow the learners to create a sentence, using “ang” and “ang
mga”.
Example: chalk pencil eraser
Teacher will hold 1 piece of chalk, show it to the children, and ask
some volunteer to create a sentence.
Teacher will again show 2- or more pieces of chalk and then ask
again another volunteer to make a sentence.
Note: This can be done orally.
Ang ang, atong gamiton kon usa ka tawo o butang ang atong
E. GENERALIZATION gihisgotan.
Ang ang mga atong gamiton kon duha o daghan nga mga tawo ang
atong gihisgotan.
IV. EVALUATION
________________________
__________________________
___________________________
__________________________
_________________________
II. Isulat ang minubong pulong sa mga musonod:
1. Doktor - ______________
2. Attorney- _____________
3. Kapitan - _____________
4. Desyembre - __________
5. Oktubre - _____________
III. Isulat pag-usab ang parapo gamit ang insaktong capitalization ug

punctuation.
ang uwak adunay mahalon nga kulintas Apan kini gihulman sa

himungaan og wala na kini niya mauli mayo ba nga buhat ang
manghulam og butang sa uban? nasuko ang uwak sa gibuhat ni
himungaan. kinahanglang mauli niya ang kulintas haron mawala ang
kalagot sa uwak
V. ASSIGNMENT Base sa estorya, pagsulat og paragraph nga adunay mubo nga mga
pahayag o sentences nga giulohan og “ Ngano nga mangakha ang
manok?” Isulat kini sa inyong notebook.
VI. REFLECTION
Content Standard Possesses developing language skills and cultural awareness

necessary to participate successfully in oral communication in
different contexts.
Performance Standard Uses developing oral language to name and describe people,
places, and concrete objects and communicate personal
contexts.
Relate one’s own experiences and ideas related to the topics using a
Learning Competency variety of words with proper phrasing and intonation.
MT2OL-Ic-d10.1
I. Objectives
Knowledge: Communicate orally on one’s basic needs.
Psychomotor: Use expression appropriate to the grade level in classifying things,

animals, objects, people, places etc.
Produce simple vocabulary to communicate basic needs in social

and academic setting.
Affective: Show respect to others by always wearing appropriate clothes.
II. CONTENT
Our Body Needs (e.g. food, clothing, shelter)
A. Subject Matter
B. Reference MTB-MLE CG, page 85-89.
C. Learning Materials story “My Body Needs”
pictures of different clothes (home, school, party)

big box containing pictures of clothes.
III. PROCEDURE
A. Preparation The teacher shows pictures of clothes and asks the pupils to
Motive Questions:
tell something about the pictures to develop oral fluency
using the following questions:
Activities:
a. What do you see in the pictures?
(Unsa man imong nakita sa
hulagway?)
b. When and where do you use them?

(Kanus-a ug asa nimo kini gamiton?
B. PRESENTATION Have the pupils close their eyes for 2 minutes. To arouse curiosity,
Abstraction show them the box and let them guess what is inside.
Ask: What do you think is inside the box?

(Para kanimo unsa kaha ang anaa sa sulod sa
karton?)
 Let the pupils pick from the box and describe what they
picked/saw.
Ask: What have you picked? What can you say about ____?
(Unsay imong nakuha? Unsay imong ikasulti

mahitungod sa ______?
 Ask the pupils to sort the clothes into 3 sets and share orally
what had happened in the activity. Deepen pupils
understanding of the concept through the following questions:
1) What did you do with the clothes?

(Unsay imong gibuhat sa mga sinina?)
2) What did you do to be able to form them?

(Unsay imong gibuhat para imong
maporma kini?)
3) How many groups did you make?

(Pila man ka grupo ang inyong nahimo?)
4) What is your basis in grouping the clothes into
three?
(Unsay imong gibasihan sa pagpundok sa
tulo ka grupo?)
5) What can you say about the activity?

(Unsay imong ikasulti sa inyong gihimo?)
C. PRACTICE Let the pupils draw/design clothes appropriate to the given occasion:
For School For home For Church
D. APPLICATION Let the pupils complete the statement:
Ang sinina gikinahanglan sa tanan aron _________________.

Kinahanglan mogamit ang kada-usa og sinina nga _________ sa
okasyon.
E. GENERALIZATION Ang sinina gikinahanglan sa tanan aron ma protektahan ang

lawas sa kainit ug kabugnaw sa palibot.
Kinahanglan mogamit ang kada-usa og sinina nga haum sa

okasyon.
IV. EVALUATION Isulti kung ang sinina galamiton sa ESKWELAHAN, BALAY

O SIMBAHAN :
V. ASSIGNMENT Bring to class a sample of your clothes for house and for church. Be
ready to say something about it.
VI. REFLECTION
Content Standard Demonstrates the ability to formulate ideas into sentences or longer
texts using conventional spelling.
Performance Standard Uses developing knowledge and skills to write clear and coherent
sentences, simple paragraphs, and friendly letters from a variety of
stimulus materials.
Correctly spell grade level words.

Learning Competency MT2PWR-Iai-6.3
I. Objectives
Knowledge: Listen to story and respond orally in one or two words to

factual comprehension questions.
Psychomotor: Write sentences and paragraphs about an experience

generated from group story.
Affective: Infer a character’s feelings based on their actions or on what

they say.
II. CONTENT
A. Subject Matter Our Body Needs (e.g. food, clothing, shelter)
Demonstrative Pronouns
(These are /Those are with plural nouns (Ito, Iyan, Iyon)
1. story “My Body Needs”

2. pictures of different clothes (home, school, party)
3. big box containing pictures of clothes.
C. Learning Materials story “My Body Needs”

III. PROCEDURE
A. Preparation Review of yesterday’s Activity

Motive Questions:
Ask: How did you sort the clothes?
Activities: Did you help one another?
Where did you enjoy better doing the activity, by yourself or

with your classmates?
How do you feel while doing the activities that you like?
Why? (Unsa man ang imong gibati samtang nagbuhat ka sa
bulohaton nga imong nagustuhan? Giunsa man ninyo
pagpundok ang mga sinina? Nagtinabangay ba kamo?
Asa ka man nalingaw, nagtrabaho nga nag-inusara, o

kauban ang inyong mga classmates?
Unsa man ang inyong bation kon inyong buhaton ang mga
buluhaton nga inyong ganahan? Ngano man?)
B. PRESENTATION Guide pupils in making a story about their experience.

Abstraction
Allow them to talk about what they did in the previous day.
Say: Now, let’s write our own story about what we did yesterday.
(Karon, atong isulat ang atong kaugalingong istorya mahitungod sa

atong gibuhat kagahapon.)
C. PRACTICE Start writing the story as the pupils start to talk.
Ask one of the pupils to say a sentence and repeat the sentence.
Is this what you want to say? If they agree say: “Okay let us
write it.”
(Mao ba kini ang inyong gusto isulti? Kon mouyon sila:

“Okay, atong isulat.”)
Write the sentence just as they say it and read it to the pupils.
Ask: Is this what you want to say?
(Mao ba kini ang imong gusto isulti?) If pupils want to

change the sentence, let them do it until they are satisfied.
Ask the pupils again.
What would you like to say next? (Unsa man ang imong gusto isulti
sunod?)
Write again just what the pupils tell. Encourage the pupils to keep
their story short, at least 6-7 sentences.
D. APPLICATION Pupils will give their story a title and allow them to write on top of it.
Ask: What title do you want to give your story? (Unsa man
ang ulohan nga imong gustong ihatag sa istorya?)
E. GENERALIZATION Ang estorya nagalangkob sa mga musonod nga elemento:
a. Setting (Lugar)
b. Characters (Tawo)
c. Problems (Problema)
d. Solution (Solusyon)
e. Ending (Panapos)
IV. EVALUATION
Evaluation of the day will be based on the output submitted by the
learners.
Idibuho sa usa ka limpyong bond paper ang imong pinaka

V. ASSIGNMENT paboritong sinina. Maghimo og usa ka hamubo nga estorya kabahin
niini. Mangandam alang sa pagpakigbahin sa klase.
VI. REFLECTION
Content Standard Demonstrates understanding and knowledge of language grammar

and usage when speaking and/or writing.
Learning Competency Express ideas through poster making (e.g. ads, character profiles,
news report, lost and found) using stories as springboard.(T hese
I. Objectives
Use pronouns in culturally manner in sentences and
Knowledge: paragraph:
a.) These are /Those are with plural nouns
(Ito, Iyan, Iyon).
Psychomotor: Read aloud words (pronoun).
Affective: Communicate orally on one’s basic needs tactfully.
II. CONTENT
A. Subject Matter These are /Those are with plural nouns (Ito, Iyan, Iyon).
C. Learning Materials Story “My Body Needs”

III. PROCEDURE
A. Preparation Show and Tell

Motive Questions:
a. Say: I want you to come in front and select the clothes
you like.(Gusto ko manganhi mo sa atubangan ug pilia
Activities: ang ganahan ninyo nga sinina.)
b. Show to the class and tell something about it. After each
pupil has shown and talked about the clothes, she/he
liked.
Ask: What did you do to present your favorite

clothes? (Unsay imong gihimo sa pagpakita sa
imong paboritong sinina?
B. PRESENTATION 1. Write sentences on the chalkboard based on their responses

Abstraction using demonstrative pronoun in plural form.
Say “Let’s read the sentences” (Atong basahon ang mga
pahayag “sentences”)
a) These are my favorite dresses.

(Kini ang mga paborito nakong
sinina.) .
b) These are blouses.
(Kini ang mga blusa.)
c) Those are shorts.
(Kato ang mga purol.)
d) Those are t-shirts.
(Kato ang mga “t-shirts”)
e) Those are skirts.
(Kato ang mga sayal.)
2. Present demonstrative pronouns and describe how these are

used in sentences.
C. PRACTICE Let pupils pick a pronoun written on strips of paper then have them
use it in a sentence.
D. APPLICATION Ask the pupils to create a sentence using this, that, these and those
based on the pictures given:
E. GENERALIZATION
IV. EVALUATION
Kumpletoha ang pahayag.
(dulaan)
(bulak)
Magsulat og lima ka pahayag nga gigamitan og “kini ang mga” ug

V. ASSIGNMENT “kadto ang mga” isulat kin isa imong MTB notebook.
VI. REFLECTION
Content Standard Demonstrates understanding and knowledge of language grammar and

usage when speaking and/or writing.
Performance Standard Speaks and writes correctly and effectively for different purposes using
the basic grammar of the language.
Learning Competency Express ideas through poster making (e.g. ads, character profiles, news
report, lost and found) using stories as springboard.(T hese writing
activities are scaffold by the teacher.) MT2C-Ia-i1.4
I. Objectives
Use pronouns in culturally manner in sentences and paragraph:
Knowledge: a.) These are /Those are with plural nouns
(Ito, Iyan, Iyon).
Psychomotor: Read aloud words (pronoun).
Affective: Communicate orally on one’s basic needs tactfully.
II. CONTENT
C. Learning Materials Story “My Body Needs”

III. PROCEDURE
A. Preparation Partner/Dialogue:
Motive Questions:
 Teacher reads a dialogue using the demonstrative
pronouns learned.
Activities: Example:
Partner 1: These are my toys. My mother bought these for me.

Partner
1:Kini ang akong mga dulaan.Gipalit kini sa akong mama
para nako.
And you, what did your mother gave you?
(Ikaw, unsa may gihatag sa imong mama nimo?)
Partner 2: Oh! my mother bought those balloons for me.
Partner
2: O! Gipalit ni mama katong mga balon para nako.
Partner 1: My mother loves me so much. These are the toys that
she gave me.
Partner 1: Gihigugma ko sa akong mama. Kining mga dulaan ang

iyang gihatag nako.
Partner 2: Me too. I like all of those that she gave me.

Partner 2: Ako usab. Ganahan ko sa tanan nga iyang nahatag
nako.
B. PRESENTATION Tiangge Fair

Abstraction
Divide the pupils into 4 groups and ask them to role play a
market scene where there is selling and buying of different foods.
Encourage the pupils to use demonstrative pronoun in plural
form in the play.
C. PRACTICE Group Activity
1. Ask each group to tell something about the picture using

appropriate demonstrative pronoun in plural form. Partners
write a simple dialogue out of the picture.
Group 1: Picture of a Canteen setting
Group 2: Picture of a Classroom setting
Group 3: Picture of a Playground setting
D. APPLICATION Let’s Create:
Let the pupils create a short story about their

experiences and instruct them to write it on a clean sheet
of paper. Let them underline all the demonstrative
pronouns in plural form which are found in the story.
(Teacher asks a volunteer to read his/her work to the
whole class, checks the work of the pupils and gives
appropriate praises or comments. All pupils’ outputs should
be published)
E. GENERALIZATION Ask: When do we use “these are”? When do we use “those

are”? (Kanus-a man nato gamiton ang “Kini ang mga”?
Kanus-a man nato gamiton ang “Kato ang mga”?
Situation Singular Plural
Person Kini ang Kini ang mga

holding the (This is) mga (These are)
object
Person Kato Kato ang mga

pointing the ang (Those are)
object (That is)
IV. EVALUATION Linginan ang insakto nga demonstrative pronoun sa matag pahayag
basi sa gipakita nga hulagway.
1. (Kini ang, Kini ang mga) baat sa buhok.
2. (Kato ang, Kato ang mga) kahoy nga gitanom sa

akong papa.
3. (Kini ang, Kini ang mga) akong iring.
V. ASSIGNMENT Teacher will remind the learners to study their lessons, and should
prepare themselves for the assessment the following day.
VI. REFLECTION
Content Standard Demonstrates understanding and knowledge of language grammar

and usage when speaking and/or writing.
Learning Competency Express ideas through poster making (e.g. ads, character profiles,
news report, lost and found) using stories as springboard.(T hese
I. Objectives
Knowledge: Recognize correct spelling of words.
Psychomotor: Use pronouns in culturally manner in sentences and paragraph:

These are /Those are with plural nouns (Ito, Iyan, Iyon)
Affective: Correctly spell words in the list of content words in the vocabulary
honestly.
II. CONTENT
C. Learning Materials Paper, pen, LCD screen, laptop
III. PROCEDURE
Lesson Review:
A. Preparation Teacher uses concrete objects inside the classroom; like books,
Motive Questions: notebooks, ballpens, etc.
Say:
Activities:
Aduna akoy mga libro, (teacher hold the books) unsa man ang
insakto nga “demonstrative pronoun” nga akong gamiton “kini ang
mga o “kini ang mga”
Note:
Using different objects, use same process and use demonstrative
pronoun in plural form
Allow pupils to get objects from their bags; like notebooks, crayons,
pencils, and erasers.
Write the sentences on the board, especially those that are drawn
from the learners.
B. PRESENTATION Using the sentences being used in the previous activities, guide the
Abstraction learners to read the sentences written on the board and use explicit
instruction in reading.
C. PRACTICE Board and chalk activity!
Linginan ang insaktong tubag basi sa gipakita nga hulagway.
1. (Kini ang, Kato ang) bulak.
2. (Kato ang, Kato ang mga) langgam.
3. (Kini ang mga, Kato ang mga) lapis.
Note:
Teacher can present more pictures for practice.
D. APPLICATION Evaluation is used as application for today’s lesson.
Kini ang gamiton kon usa ka butang ang gihisgotan ug duol sa

E. GENERALIZATION nagsulti.
Kini ang mga ang gamiton kon daghan nga mga butang ang
gihisgotan ug duol sa nagsulti.
Kato ang ang gamiton kon usa ka butang ang gihisgotan ug layo sa
nagsulti
Kato ang mga ang gamiton kon daghan nga butang ang gihisgotan
ug layo sa nagsulti.
IV. EVALUATION Kumpletoha ang pahayag pinaagi sa pag butang sa insatong

pulingalan (Kini ang, kini ang mga, Kadto ang, kadto ang mga)
1. Ang akong bag nahibilin sa gawas ________ ang akong gamiton
ugma.
2. Gigunitan nako ang bulak akong ihatag sa akong inahan,

_______akong gipalit sa tyange.
3. Gwapa kayo ang mga babaye nanayaw sa stage ______gusto

kong suhiron.
4. ______________bituon sa langit nga kaya nakong pupuon alang

kanimo.
5. _______________prutas nga akong bibit para kanimo.
V. ASSIGNMENT Magsulat og lima ka pahayag gamit ang kini ang, kini ang mga,
kato ang, kato ang mga. Isulat sa inyong MTB Notebook.
VI. REFLECTION


different contexts.
contexts.
Learning Competency Use expressions appropriate to the grade level to give opinion in a
text listened to, heard or read. MT2OL-Ie-f3.2
I. Objectives
Listen and retell a story heard in their own words citing the
Knowledge: characters, setting, and important events.
Psychomotor: Read phrases and sentences consisting of words being studied and
answer higher order questions about them.
Affective: Predict what the song is about based on personal experiences and
based on what one knows about.
II. CONTENT
A. Subject Matter A. Rhyming Words
B. Reference “Two- Track Approach to Teaching Children to Read and WriteTheir

First Language):A Guidebook for Trainers”, Susan and Dennis
Malone, 2010
C. Learning Materials Picture of a nature with animals
III. PROCEDURE
A. Preparation 1. Show a picture of a zoo or nature with animals and ask

Motive Questions: questions activating the prior knowledge/ experiences of the
pupils.
a. What do you see in the picture?
Activities: (Unsay imong nakita sa hulagway?)
2. Write down what the pupils say and read it back to them to
develop their print awareness.
3. Ask each pupil to contribute words, one sentence at a time,
to compose a story.
4. Print words on chart (so class has permanent copy), reading
each word as she writes. Usually, pupils repeat the words
after each sentence is written.(Guide the pupils through
questions to come up with conversational statements
B. PRESENTATION 1. Let the pupils open their Learner’s Material, Unit 1, Week 5,
Abstraction Magbasa Kita.
Read first the entire story using a hand or pointer and asks the entire
group or individual pupil to read it. Pupils enjoy repeated reading.
Remember, pupil may not be reading but simply repeating words
memorized with the assistance of visual cues.
Read the story using the reading plan.
C. PRACTICE Talk about the story and ask comprehension questions about the
story infusing values.
 Who went to the park?

(Kinsa man ang nangadto sa parke?)
 What did they do in the park?
(Unsa man ang ilang gibuhat didto)
 Did Gino continue to picked flowers in the park? Why
(Nipadayon ba og kutlo og bulak si Gino? Ngano
man?
 What happened to Karen’s pet dog?
(Naunsa man ang itoy ni Karen?)
 Who have pets at home?
(Kinsa man ang adunay binuhing hayop sa balay?)
 How do you take good care of your pet?
(Giunsa man nimo pag-atiman ang imong binuhing
hayop?
D. APPLICATION Ask the pupils to predict the ending of the story based on their
personal experiences.
E. GENERALIZATION Obligasyon sa tanang katawhan, bata o gulang ang pagtabang sa

pagpalambo sa atong kinaiyahan, ilabi na ang mga butang nga
nagpaanyag niini. Dili pasakitan, putlon o patyon ang mga bulak sa
tanaman og parke.
IV. EVALUATION
V. ASSIGNMENT
VI. REFLECTION

Content Standard Demonstrates the ability to read grade level words with sufficient
accuracy speed, and expression to support comprehension.
Performance Standard Reads with sufficient speed, accuracy, and proper expression in
reading grade level text.
Read aloud grade level text with an accuracy of 95 - 100%.

Learning Competency MT2F-I-a-i1.4
I. Objectives
Knowledge:  Use possessive pronouns.
Psychomotor:  Read aloud words (possessive pronouns).
 Compose a story using appropriate words and coherent text.
Affective:  Correctly spell words in the list of content words in the

vocabulary consistently.
II. CONTENT
A. Using Possessive Pronouns (my, you, his, her, your)
A. Subject Matter
B. Reference MTB-MLE, CG, pp. 88-89
C. Learning Materials LCD, Laptop, pictures
III. PROCEDURE
A. Preparation Review the story “In the Park”

Motive Questions:
a. Read again the story, calls some pupils to read it
aloud in the class, then ask questions about the story.
Activities: b. Give some examples of possessive pronouns from
the story(ko, ikaw, iya, niya, imo) (my, you, his, her,
your) using META CARDS and post them on the
board.
c. Discuss the use of possessive pronoun and give other
examples.
B. PRESENTATION Engagement Activities

Abstraction
Divide the class into three (3) groups and give the rules for
grouping.
a. Activity I
Let the pupils answer their Learner’s Material, Unit 1,
Week 5, Unang Buluhaton A.
b. Activity 2
Use the following possessive pronouns in the
sentence.
(Gamita ang mosunod nga possessive pronouns sa
pahayag o sentence.)
nako ikaw iya niya imo
c. Activity 3
Create a short story using the following possessive

pronoun.
(Paghimo og istorya gamit ang mosunod nga
possessive pronouns.)
nako ikaw iya niya imo
C. PRACTICE
Ask each group leader to present their outputs andprocess the
activity done by each group.
D. APPLICATION a. Identify the common least mastered possessive pronouns

out of the presentations of each group.
b. Give an enrichment activity for the mastery of the lesson.

Let the pupils answer their Learner’s Material,Unit 1,
Week 5, Unang Buluhaton B.
E. GENERALIZATION Mogamit kita og mga possessive pronouns sama sa ako, ikaw,

iya, imo, niya, nako, kon ang mensahe sa pahayag o sentence,
nagpakiglambigit sa gitawag og “ownership” o panag-iya.
IV. EVALUATION Linginan ang insaktong possessive pronoun nga nahaom gamiton
sa mga mosunod nga pahayag.
1. Nindot ang (niya, iya) nga hardin.
2. Ang (iya, niya) nga amiga ako sab nga amiga.
3. Ang amahan (niya, iya) mahilig sa kinaiyahan.
4. Ang igsoon (niya, iya) nindot mosayaw
5. Gino ang (iya, niya) nga ngalan.
V. ASSIGNMENT
VI. REFLECTION

Content Standard Demonstrates the ability to formulate ideas into sentences or longer
texts using conventional spelling.

Performance Standard sentences, simple paragraphs, and friendly letters from a variety of
stimulus materials.

Learning Competency news report, lost and found) using stories as springboard.(T hese
I. Objectives
Knowledge: a. Read phrases and sentences consisting of words

being studied and answer higher order questions
about them.
b. Recognize the common morphemes in phrases and
sentences (e.gbasic syllabication rules and phonics).
Psychomotor: a. Correctly spell words in the list of content words in the

vocabulary.
b. Write sentences using correct punctuation marks.
Affective: a. Observe proper mechanics when writing sentences

with punctuation.
II. CONTENT

B. Using Possessive Pronouns (my, you, his, her, your)
C. Environmental Signs/Prints
B. Reference MTB-MLE, CG, pp 88-89
C. Learning Materials Pictures, Strips of paper
III. PROCEDURE
A. Preparation a. Group Activity (Word Puzzle)

Motive Questions: Group the pupils into 5. Each group will be given an
envelope containing words found in the story “Sa Parke”.
Ex. ni adto = niadto mo kutlo = mokutlo
Activities:
a kong = akong gi duol = giduol
B. PRESENTATION a. Discuss on the basic syllabication rules and phonics.

Abstraction
- Every syllable has only one vowel sound. The number of vowels
sounds in a word usually equals the number of syllables in that word.
b. Ask the pupils to read the whole text and instruct them to
observe how the sentences of the story are written such as
capitalization, proper between words, correct punctuation
mark and proper indention between paragraphs.
c. Highlight the mechanics in writing sentences and paragraphs

of the story and the importance of proper capitalization,
indention between paragraphs, spacing between words, and
correct punctuation marks through examples.
C. PRACTICE Let the pupils copy the story “In the Park” with proper mechanics in
writing.
D. APPLICATION
E. GENERALIZATION Ask:
a. What are the proper mechanics in writing sentences in a
paragraph form?
(Unsa man ang husto nga pamaagisa pagsulat og pahayag
o sentence sa paragraph nga porma?)
b. Why do we need to write correct sentences using proper
capitalization, proper spacing between words, correct
punctuation markand indention between paragraphs?
(Nganong nagkinahanglan man ta mosulat og husto nga
“sentences” gamit ang husto nga capitalization, husto nga
spacing between words, husto nga punctuation mark ug
husto nga indention between paragraphs?)
IV. EVALUATION Let 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.
Magsulat of lima ka pahayag gamit ang possessive pronouns.

V. ASSIGNMENT
VI. REFLECTION

Content Standard Demonstrates expanding knowledge and use of appropriate grade

level vocabulary and concepts.
Performance Standard Uses expanding vocabulary knowledge and skills in both oral and
written forms.
MT2VCD-Ia-i1.2
I. Objectives
Knowledge:  Identify rhyming words in a poem consisting of two to three

stanzas.
Psychomotor:  Supply rhyming words to complete a poem.
Affective:  Read phrases and sentences consisting of words being

studied and answer higher order questions about them
II. CONTENT

C. Learning Materials Pictures, strips of paper, LCD, Laptop
III. PROCEDURE
A. Preparation 1. Show a picture of a boy holding his pet dog and ask the
Motive Questions: pupils to describe the picture.
Ask: Do you have pets at home?
Activities: (Aduna ba kamo’y binuhing hayop sa inyong balay?)
2. Ask the pupils to recitea 3-5-stanza local rhymes about the

theme andthen introduce the rhyme to the pupils. Let them
open their Learners Material, Unit 1, Week 5, Ikaduhang
Buluhaton.
B. PRESENTATION Group the pupils into 5. Each group will read the poem creatively.
Abstraction
Ask:
a. Who has a pet dog?
(Kinsa man ang adunay itoy?)
b) What is the name of your pet?
(Unsay ngalan sa iyang itoy?)
c) What did Bitoy like to do?
(Unsa man ang kanunay buhaton ni Bitoy?)
d) Does she love her pet dog?
(Pinangga ba niya ang iyang itoy?)
Note:
Always write the answer on the board to increase their awareness
and elicit visibility.
When reading the answers from the board, always sink in the explicit
reading instruction.
C. PRACTICE 1. Divide the class into five (5) groups and asks them to recite
the rhyme together in front of the class with action if
possible. Process the activity and declare the best group as
the winner.
Allow the children to look for rhyming words based on the poem they
D. APPLICATION have just read, “Pinangga Kong Itoy”.
For Example:
mag-uban
mag ulan-ulan
E. GENERALIZATION Ang mga pulong naggaray o “rhyming words”, mga pulong nga
adunay parehos og tono sa katapusan.
IV. EVALUATION 1. Let the pupils answer their Learner’s Material,Unit 1, Week
5, Ikaduhang Buluhaton.
Magsulat sa papel og lima ka pulong nga naggaray.

V. ASSIGNMENT
VI. REFLECTION
Date: Session: Week 5, Day 5 – Assessment Day
Content Standard Demonstrates expanding knowledge and use of appropriate grade

level vocabulary and concepts.
Performance Standard Uses expanding vocabulary knowledge and skills in both oral and
written forms.
Learning Competency Use words unlocked during story reading in meaningful contexts.*
MT2VCD-Ia-i1.2
I. Objectives
Knowledge:
 Observe proper mechanics when writing sentences with
punctuation.
Psychomotor:  Write sentences using correct punctuation marks.
Affective:  Compose a story using appropriate words and coherent text.

Use possessive pronouns (akin, iyo, kanila).
II. CONTENT

C. Learning Materials Pictures, Strips of paper, test papers.
III. PROCEDURE
Let’s Recall !
A. Preparation
Say:
Who can give me examples of rhyming words?
(Kinsa man ang makahatag nako og mga pananglitan sa pulong
naggaray?
Examples: dalan- hagdan pagka-on- balon tukoy- Bitoy
Ask: What have you observed on their ending sound?

(Unsa man ang atong namatikdan sa ilang mga kataposang
tingog?
Note:
Teacher should write the answers of the learners and give proper
recognition to the one who volunteered to share his/ her answer.
B. PRESENTATION Ask:
Abstraction What are possessive pronouns?
(ako, ikaw, nako, iya, niya, imo)
When are we going to use possessive pronouns?
(Kanus-a mam ta mogamit og mga possessive pronouns?)
C. PRACTICE Show a picture of a child holding his/her pet and let the pupils
write at least 5 sentences about the picture observing correct
punctuation marks, capitalization, indentions, and format with
appropriate words and coherent texts.
Using the 5 sentences, allow them to encircle the possessive

D. APPLICATION pronouns that they have used in their sentences.
For Example:
Ang itoy niya kay dako. = Ang itoy niya kay dako.
Kon magsulat kita og mga pahayag, atong gamiton ang hustong

E. GENERALIZATION pamaagi sa pagsulat niini.
Ang mga pahayag naggamit og mga possessive pronouns kon ang
mensahe nagpakiglambigit sa pagpanag-iya.
IV. EVALUATION A. Let the pupils answer their Learner’s Material, Unit 1,Week
5, Ikatulong Buluhaton A.
B. Let the pupils answer their Learner’s Material, Unit 1, Week

5, Ikatulong Buluhaton B.
V. ASSIGNMENT
VI. REFLECTION

different contexts.
contexts.
Learning Competency Use expressions appropriate to the grade level to give opinion in a
text listened to, heard or read. MT2OL-Ie-f3.2
I. Objectives
Knowledge:  Listen to and interact with others in a group or class

 Tell the distinguishing features of a fable.
 Read phrases and sentences consisting of words being

studied and answer higher order questions about them.
 Modify prior knowledge based on new knowledge from the

fable.
 Predict outcomes in fables based on context.
 Make comments and answers higher order thinking

questions.
Psychomotor:  Tell their own stories related to picture using a variety of

words withproper phrasing and pausing.
 Talk about the fable recalling important details.
Affective:  Read short stories with ease and fluency.
 Show love for reading by listening attentively during story

reading and
II. CONTENT
A. Subject Matter Fable “The Bee and the Fly”

Author:Gea Catalan Alonso
Personal Pronouns
C. Learning Materials Pictures, LCD, Laptop, Strips of paper
III. PROCEDURE
B. Preparation 1. Guessing Game: (Show a picture of different animals)

Motive Questions: a) Maglupad-lupad kada adlaw
Ilalom sa init sa adlaw. Unsa kini?
a. hulmigas b. putyokan c. ipos
Activities:
2. Learning New Words through pictures and gesture. (TPR
pictures and TPR body). Use it in a sentence. Ask a pupil
volunteer to read the sentence.
lingaw tinigom
nagkarga gigutom
3. Motivation:
a) Ask the pupils the following questions:
1. Nakasulay naba ka og tigom gikan sa imong
balon?
2. Diin nimo gihipos?
3. Maayo ba ang magtigom?Ngano man?
b) Show a picture of Honey Bee and the Fly. Ask the
pupils to say something about the character of the
Honey Bee and the Fly.
B. PRESENTATION Read a short story to the pupils:

Abstraction
a) Tell the pupils you want them to listen as you read to them
the theme for the week.
b) Read the story in a lively and interesting way
c) As you read, stop 2-3 times to ask the pupils questions
about the story.
d) Read the whole story. When you’re finished, ask the pupils
to summarize the story then ask them higher order thinking
questions about the story
C. PRACTICE Let the pupils open their Learner’s Material Unit 1, Week 6 for the
selection.
D. APPLICATION Process through the following questions:
a) Kinsa ang managhigalasa atong istorya?

b) Unsay hilig sa putyokan? Unsay hilig sa langaw?
c) Unsay nahitabo sa langaw sa dihang nibaha?
d) Unsay iyang gibati? Diin siya nangayo og tabang?
e) Nganong nagtigom og pagkaon ang putyokan?
f) Unsay nahitabo sa katapusan sa istorya? Malipayon ba

silang duha? Ngano man?
E. GENERALIZATION Ask:
Kinsa sa duha ka insekto ang nagbuhat ug maayo?
Unsa man ang angayang buhaton aron dili mahutdan og

kwarta o supply ang matag tawo?
IV. EVALUATION Han-aya ang mga panghitabo basi sa istorya. Butangi og 1, 2, 3

and kahon sa matag hulagway pinasikad sa panghitabo sa estorya.
V. ASSIGNMENT Idibuho ang imong mga paagi aron maka tigom og kwarta gikan sa
balon gihatag kanimo sa imong ginikanan.
VI. REFLECTION
Content Standard Demonstrates the ability to read grade level words with sufficient
accuracy speed, and expression to support comprehension.
Reads with sufficient speed, accuracy, and proper expression in

Performance Standard reading grade level text.
Read aloud grade level text with an accuracy of 95 - 100%.

Learning Competency MT2F-I-a-i1.4
I. Objectives
Knowledge:
 Talk about the fables recalling important details.
 Read short stories with ease and fluency.
 Modify prior knowledge based on new knowledge from

the fable.
 Write personal pronouns
 Write short narratives that include elements of setting

Psychomotor: and characters.
 Sequence 3 events in the story by telling which
happened first, second and last.
 Read aloud personal pronouns that are found in the
sentence.
 Listen to and interact with others in a group or class

Affective: discussion on texts heard.
II. CONTENT
A. Subject Matter Fable “The Bee and the Fly”

Author:Gea Catalan Alonso
Personal Pronouns
B. Reference MTB-MLE, CG, pp 89-90
C. Learning Materials Pictures, Strips of paper, LCD, Laptop
III. PROCEDURE
A. Preparation Review the story read yesterday

Motive Questions:
Retell the story “The Honey Bee and the Fly” (TPR Story)
while the pupils listen.
Activities:
a. You model and demonstrate the action.
b. Asks volunteer to do the action while narrating the story.
c. Pupil tells the story and acted by another pupil.
B. PRESENTATION Let them open their LM Unit 1, Week 6 and do Unang

Abstraction Buluhaton
1. Picture Story (Give a picture and let the pupils arrange it
according tothe sequence of the story.)
2. Let the pupils retell the story in their own words and
understanding.
C. PRACTICE Guided Exercise
Present another fable “The Moth” (follow TPR

story picture)
Independent Exercises
Let the pupils retell the story and other pupils do

the action.
Let the learners open their LM Unit 1 Week 6, page 41.

D. APPLICATION
Show to them the conversations between the Bee the Ant and the
Fly.
Unsa man ang mga gitawag og “personal Pronouns”

(Ako, Ikaw, Siya, Kamo, Sila ug Kami)
When are we going to use Personal Pronouns, in a sentence?

(Kanus- a man ta mogamit og “personal pronouns” sa pahayag?
Mogamit kita og “personal pronouns” sa pahayag kon ang ngalan
E. GENERALIZATION sa tawo atong pulihan. Ako, Ikaw, Siya, Kamo, Sila ug Kami ang
gamiton isip puli sa ngalan sa tawo.
Fables are stories using animals as the characters.

Gamita ang hustong pulingalan “personal pronouns” sa mga mga
IV. EVALUATION mosunod nga pahayag.
(Siya, Ako, Ikaw)
1. Nisayaw ________.
2. Nagdula ________.
3. Gipalangga ko _____ anak.
4. ____ ang nagtanom ana nga bulak.
V. ASSIGNMENT Magsulat og simple dialogue gamit ang mga pahayag nga adunay
personal pronoun. Isulat sa MTB notebook.
VI. REFLECTION

Demonstrates knowledge of and skills in word analysis to read,
Content Standard write in cursive and spell grade level words.
Applies word analysis skills in reading, writing in cursive and

Performance Standard spelling words independently.
Learning Competency Write upper and lower case letters using cursive strokes.
MT2PWR-Iaj-3.3
I. Objectives
 Talk about the fables recalling important details.
Knowledge:  Use personal pronouns (ako, ikaw, siya, kamo, sila og
kami) in a culturally appropriate manner in sentences and
paragraphs.
 Read aloud personal pronouns.
Psychomotor:
 Realize that one should be proud of his / her own family.
Affective:
II. CONTENT
A. Subject Matter Personal Pronouns
C. Learning Materials LCD, Laptop, Pictures, Strips of Paper
III. PROCEDURE
A. Preparation Review
Motive Questions:
a. Show pictures of yesterday’s lesson.
b. Ask what the picture is all about.
Activities:
Motivation
Ask:
a. Do you have pets at home? (Duna ba kamo’y binuhi nga
hayop sa balay?)
b. How do you show your love for them? (Giunsa ninyo
pagpakita nga inyo silang gihigugma?)
B. PRESENTATION 1. Present the fable again “The Honey Bee and the Fly”
Abstraction 2. Ask the following questions leading to the lesson on pronouns:
a. Kinsa ang duha ka managhigalasa atong istorya?
b. Diin nahitabo ang istorya?
c. Unsay hilig saputyokan? Giunsa kini niya pag-
istorya? .
d. Unsa nga pulong ang gigamit puli sa ngalan nga
Langaw sa “Nagsige ra siya og dula.”?
e. Unsay gigamit puli sa ngalan nga Putyokan sa “Ako
kang amiga langaw busa paminaw.”?
f. “Makaluluoy ka! Moabot ang adlaw ngaikawmagpangita
og pagkaon. Pagtigom na karon!” Kinsa man ang
giingnan ni putyokan ani?
g. Gigutom ang lukton. Wala na siya’y makaon. Nganong
wala naman siyay makaon?
h. Unsay gigamit nga pulong puli sa pulong nga Putyokan
sa “Ikaw ra gayod ang nakatabang nako” sulti sa
langaw.
i. Gihatagan ni putyokan ang langaw og makaon. Unsa
nga pulingalan ang atong ipuli sa ilang ngalan?
j. Giunsa pagtawag sa dihang nagsulti siya kang langaw
kabahin sa ilang kinaiya?
k. Kon hatagan ka og higayon nga makig-istorya sa
langawug putyokan unsaon nimo sila pagtawag?
Say:
C. PRACTICE Who can give me an example of a sentence using personal
pronouns?
(Kinsa Ninyo ang makahatag nako og pahayag nga nagamit og
pulingalan?)
For example:
Naligo si Lina ug Gino sa dagat.

Ask:
Kinsay naligo og dagat? (Si Lina ug Gino)
Karon atong pulihan sa hustong pulingalan, ug isulat nato sa
pahayag.
Naligo sila og dagat.
Si Rico si Mara, ug Ako, gisugo ni mama sa paghugas sa
plato.
Ask:
Kinsa ang gisugo sa paghugas sa plato? (Si Rico, Mara, ug
Ako) Kon apil ang gaistorya gamiton nato ang pulingalan nga
“kami”.
Kami ang gisugo ni mama sa paghugas sa plato.
Note:
Give more emphasis and examples to get the concept.
Always note on the board, whatever answers made by the
learners, and use explicit instructions upon reading their
answers.
D. APPLICATION Prepare the pictures in advance:

Say:
1. Tan-awa ang mga hulagway. Isulat ang hustong pulong
nga ipuli sa ngalan sa blangko. (Look at the pictures.
Write the correct pronoun on the space provided.)
1. Si Lina nisayaw.
Nisayaw _______ .
2. Nagdula si Gino sa iyang paboritong dulaan.

Nagdula ________.
3. Si Mara ug Rico nagtanom og bulak.
_____ maoy nagtanom ana nga bulak.
Kanus-a gamiton ang mga pulong nga ako, ikaw, siya, kami, kamo ug
sila?
E. GENERALIZATION Ako, Ikaw, Siya ang gamiton puli sa ngalan sa tawo.
(I, You, He/She, We, and they) are Personal Pronouns

that take the place of nouns.
Badlisi ang pulingalan o “personal pronouns” nga makita sa

IV. EVALUATION matag pahayag.
1. Si Sam hilig kaayo nga mokanta. Siya ang singer sa among

klase.
2. Si Rina ug Lito ang lider sa among grupo. Sila ang mu hatag
namo og bulohaton.
3. Malipayon kaayo ang among among grupo panahon sa Art.
Kami ang pirming makadaog sa drawing contest.
4. Ang mga bata sa Ikaduhang grado maayo kaayong
manayaw. Sila ang mag- una sa dance exercise unyang
Lunes.
V. ASSIGNMENT Magsulat og 5 ka pahayag nga adunay puli ngalan o “personal

pronoun”.
VI. REFLECTION
Content Standard Demonstrates understanding of grade level narrative and

informational texts.
Uses literary and narrative texts to develop comprehension and

Performance Standard appreciation of grade level appropriate reading materials.
Learning Competency Read grade level texts with appropriate speed. (Note: should include
benchmarks on number of words per minute once research and data
have been gathered) . MT2F-Ia-i1.5
I. Objectives
Knowledge:  Listen to and interact with others in a group or class

 Spell correctly the list of content words in the

vocabulary.
Psychomotor:  Use personal pronouns (ako, ikaw, siya, kamo, sila og

kami) in a culturally appropriate manner in sentences
and paragraphs.
Affective:  Read aloud personal pronouns.
II. CONTENT
C. Learning Materials Pictures, Strips of paper, LCD, Laptop
III. PROCEDURE
A. Preparation Let the pupils sing the Song to the tune of Lubi-lubi
Motive Questions:
Lunes, Martes, Miyerkoles, Huwebes, Biyernes,
Sabado, Dominggo mga adlaw sa Semana lubi-lubi.
Activities: Ask:
Unsang adlawa karon? Adlaw nga ____________ karon.

Unsang adlawa kagahapon? Adlaw nga ____________
kahapon.
Unsang adlawa ugma? Adlaw nga ___________ ugma.
Spelling
Write dictated words from the story

a. nagtigom
b. b. langaw
c. c. pinangga
d. putyokan
B. PRESENTATION Let them open LM Unit 1, Week 6 and do Ikatulong Buluhaton.

Abstraction
1. Guided Practice
Partner/Dialogue: Presents a dialogue pattern.

Let the pupils find the noun, then replace it with the
correct personal pronoun. Pupils take turn reading,
acting the dialogue.
Partner 1: Naminaw og awit si John .

Partner 2: Naminaw siya og awit.
Partner 1: Gitabangan sa bata ang Lola sa paglabang

sa dalan.
Partner 2: Ako ang nitabang sa Lola.
C. PRACTICE Let the pupils form their own sentences using the correct pronoun.
(Guided by the teacher)
D. APPLICATION Magsulat og 3 ka pahayag nga adunay pulingalan.
E. GENERALIZATION Ako, Ikaw, Siya, Kamo, Sila, ug Kami ang gamiton puli sa ngalan sa
tawo.
Butangi ang blangko og hustong pulingalan o “personal pronoun”.

IV. EVALUATION
1. _________ si Allan Santiago.
2. Ang akong amahan ,mag-uuma. Nagtanom _______og mais og

mga utanon.
3. Ang akong inahan anaa ra sa balay. Daghan ______ siya og

trabaho sa among balay.
4.Gipalitan _____ og daghang dulaan sa akong mama.
5.Nalingaw kaayo ____ sa tingog sa akong dulaan.
6.Pinalangga ko sa akong mama ug papa. ____pinalangga ba usab?
Magsulat og usa ka mubo nga estorya bahin sa imong pamilya.

V. ASSIGNMENT Gamita ang mga pulingalan nga imong nahibaloan. Mangandam alang
sa pagpakigbahin sa klase.
VI. REFLECTION
Date: Session: Week 6, Day 5-Assessment Day
Content Standard Demonstrates knowledge of and skills in word analysis to read,
write in cursive and spell grade level words.
Performance Standard Applies word analysis skills in reading, writing in cursive and
spelling words independently.
Learning Competency
Write upper and lower case letters using cursive strokes.
MT2PWR-Iaj-3.3
I. Objectives
a. Tell their own stories related to picture using a variety of words with
Knowledge: proper phrasing and pausing.
b. Compose a story using appropriate words and coherent text.
c. Use personal pronouns (ako, ikaw, siya, kamo, sila og kami) in a
culturally appropriate manner in sentences and paragraphs.
Psychomotor: a. Read short stories with ease and fluency.

b. Write short narratives that include elements of setting and characters.
Affective: a. Compare and contrast different literary elements.

b. Read a variety of children's literature and respond to it both orally and
in writing.
II. CONTENT
Fables
C. Learning Materials Strips of Paper

III. PROCEDURE
A. Preparation Set the mood of the class by singing the welcome song:
Good morning (3x) How are you?

Good morning (3x) I’m fine thank you!
Hello, hello, hello, hello how do you do
I’m glad to be with you, and you, and you, and you
Tralala lalala lala (4x) (pupils clap their hands)
{Ani ana (3x) kami } 2x-( tapping the desk)

Kumusta, kumusta, kumusta , kumusta , kumusta
{Ani ana (3x) kami } 2x-( tapping the desk)
Hello, hello, hello, hello, hello
Sing this song with the tune of “Where is Thumbkin” –(checking the
attendance)
Asa si (name of pupil)- pupil called will say – Ania ra (2x)

Class will say: kumusta(4x)
Pupil will say : okay ra (2x)
Repeat this using another name
Ask:
What can you say about the song? (Unsa man ang ikasulti Ninyo
kabahin sa atong kanta karon?)
Teacher will ask somebody from the class to share his/her

B. PRESENTATION assignment.
Abstraction
C. PRACTICE Using the shared story, teacher will allow the class to create a simple
dialogue from the scenario of the story.
D. APPLICATION Evaluation can be the application for this lesson.
E. GENERALIZATION
A. Let the pupils write a simple, short fable that includes
IV. EVALUATION elements of setting and characters(teacher guided activity)
Ask a volunteer to read his/her work to the whole class.
Check the works of the pupils, give comments, and post them
at strategic corner.
B. Let the pupils open their LMs on week 6 day 5 Ika-upat nga
Buluhaton
V. ASSIGNMENT Write 2 sentences each using ako, ikaw, siya, kita, kamo, sila
ug kami.
VI. REFLECTION

different contexts.
contexts.
Learning Competency Talk about famous people, places, events, etc. using
descriptive and action words in complete sentences. MT2OL-
Ig-h1.4
I. Objectives
Knowledge: Read the text aloud with accuracy of 90-100%.
Psychomotor: Answer the questions about the text read correctly.
Affective: Identify ways to help protect the mountains and forests.
II. CONTENT
A. Subject Matter Announcement: “Mga Silingan Ampingan ang Palibot”
Verbs (Pulong Lihok)
C. Learning Materials Pictures, Manila Paper, LCD, Laptop
III. PROCEDURE
A. Preparation Show them a picture of Kanlaon City. Tell them that this
Motive Questions: city is the number one supplier of vegetables in the whole
province, however, because of constant cutting of trees, flood
has often occurred in the place which damaged the vegetables
Activities: and other plants in the area.
Because of this calamity, the Governor of Negros Oriental

has made an important announcement:
B. PRESENTATION Read the announcement of Governor Degamo:

Abstraction
“Dali ug Uban Kamo Magtanom Kita og Kahoy”
Ang Gobernador sa Negros Oriental nga si Gob. Noel
Degamo nanawagan sa mga Negrense nga moapil sa Tree
Planting karong Junyo 12, sa tiilan sa Mt. Canlaon aron
pagpabalik sa kanindot sa kabukiran.
Gibuhat kini aron mapreseba ang kabukiran nga hapit na

maupaw aron mapugngan ang mga kalamidad nga dala sa
kinaiyahan.
Busa, tanang mga katawhan sa Negros Oriental dali na

kamo ug uban kita sa pagtanom og kahoy. Para kini sa atonng
kaayohan.
Let the pupils answer the following questions:
1. Who gave the announcement?

2. What event is about to happen?
3. When will the event be?
4. Where will it take place?
5. Why is the event being done?
C. PRACTICE Let the pupils perform the activity “Unang Buluhaton, page 46
of the LM”
Unsay imong buhaton kon ikaw usa sa mga tawo sa Canlaon?

Idrowing ang unsay angayan nimong buhaton sa papel.
D. APPLICATION Let the pupils perform the activity “Unang Buluhaton, page 46
of the LM”
Unsay imong buhaton kon ikaw usa sa mga tawo sa Canlaon?

Idrowing ang unsay angayan nimonng buhaton sa papel.
Let the pupils answer this question for generalization:

E. GENERALIZATION
How will you protect the environment?
Ang baryo sa Lumbangan pinangulohan sa ilang

IV. EVALUATION maabtikon nga kapitan nga si Hon. Julrito C. Amano,
nagpahibalo sa matag usa ka lumolupyo sa maong barangay
nga maghimo og mga lakang aron malikayan ang pagkaylap
sa sakit nga dengue.
Busa gikauyonan ang pagpanglimpyo sa tibook palibot sa
tagsa tagsa ka panimalay, ilabi na gayod ang pagyabo sa mga
tubig nga napundo sa bisan unsang klase nga masudlan og
tubig nga makita sa gawas sa panimalay.
Kompletoha kining mga mosunod:
Unsa kabahin ang impormasyon/pahibalo?

Unsa ang angayang buhaton sa mga taga barangay?
Kinsa ang nagpahibalo niini?
Ngano kaha nga gusto mang ipabuhat kin isa ilang kapitan?
V. ASSIGNMENT Make your own announcement about an event that you want to
create. Follow the fomat below:
What:
When:
Where:
What to bring:
VI. REFLECTION


different contexts.
contexts.
Learning Competency Express ideas through poster making (e.g. ads, character
profiles, news report, lost and found) using stories as
springboard. (These writing activities are scaffold by the
teacher.) MT2C-Ia-i1.4
I. Objectives
Knowledge: Read the text aloud with accuracy of 90-100%.
Psychomotor: Create their own announcement following the important format.
II. CONTENT

III. PROCEDURE
A. Preparation Recall the announcement made by Gov. Roel Degamo.

Motive Questions:
Let them present the output of their assignment
Activities: Let them read again the announcement “Dali ug Uban Kamo
Magtanom Kita og Kahoy”
B. PRESENTATION Say:
Abstraction
In making announcements, the following details must not be
omitted:
What – Tells the title of the event.

When – The date and time the event will take place
Where – The place of the event
Last part must include other important information about the
event.
C. PRACTICE Group Activity:
Each group will create an announcement about a school event

of their choice.
Let them present their work and process the output after.
Say:
D. APPLICATION Who wants to share his/her assignment?
(If nobody stands to share, then present the following
informative announcement)
WHAT: LCS-Election of Student Government Members (SG)

WHEN: October 17, 2022
WHERE: In front of the LCS Principal’s Office
Every pupil is encouraged to witness this said event.
Note:
Teacher must contextualize/ translate the information
whenever applicable.
An announcement must answer the following Wh questions:
E. GENERALIZATION
What- (unsa kabahin ang maong impormasyon)
When- (kanus- a kini mahitabo)
Where- (asa kini mahitabo o makita)
Other details about the event- (dugang impormasyon kabahin
sa pahibalo/impormsyon)
Maghimo og usa ka yano nga pahibalo kabahin sa atong
IV. EVALUATION eskwelahan.
V. ASSIGNMENT Magsulat og 5 ka pulong nga nagpadayag og lihok. Isulat kin

isa notebook.
VI. REFLECTION
Content Standard Demonstrates the ability to read grade level words with
sufficient accuracy speed, and expression to support
comprehension.
Reads with sufficient speed, accuracy, and proper expression

Performance Standard in reading grade level text.
Read grade level texts with appropriate speed. (Note: should

Learning Competency include benchmarks on number of words per minute once
research and data have been gathered). MT2F-Ia-i1.5
I. Objectives
Identify what verbs are and be able to use each one in a
Knowledge: sentence
Psychomotor: Create their own announcement following the important format

using verbs.
II. CONTENT
III. PROCEDURE
Let the pupils read together the announcement with correct
A. Preparation diction and pronunciation.
Motive Questions:
Ask:
What are some of the activities that we do before going to
school?
Fixing the bed- manghipos sa higdaanan

Taking a bath- maligo
Eating breakfast- mokaon og pamahaw
Brushing the teeth- mag-toothbrush sa tango
Putting on clean clothes- mag ilis og limpyo nga sinina
Going to school- moadto na sa eskwelahan
Note:
While the pupil or the teacher is enumerating the answers,

emphasize the action words by writing it on the board.
B. PRESENTATION Let them identify the words from the announcement that shows
Abstraction action.
 Nanawagan
 Moapil
 Gibuhat
 Mapanas
 Mapugngan
 Uban
 Pagtanom
Say: The words that show actions are called “ verbs o verbo”
C. PRACTICE
Perform this activity: (MTB LM page 47)
Show and Tell: Istoryahe ang inyong labing gusto nga buhaton
sa inyong panimalay.
I dramatize kini sa klase.
D. APPLICATION Describe the given picture with an appropriate action word:
Note:
Teacher can prepare the pictures in advance. This activity can
be done orally.
Write the pupils’ answer on the board.
E. GENERALIZATION Hinumdomi: Ang Verbo o pulong lihok nagpakita og paglihok .

IV. EVALUATION Let the pupils identify and encircle the action word in each
sentence:
1. Naghimo og pahinumdom si Gob. Degamo.

2. Iyang gitawag ang tanang tawo sa Negros nga mouban sa
pagpananom og kahoy.
3. Miduyog ug Miuban ang mga tawo ug kabatanonan sa
Negros Oriental sa panawagan sa Gobernador.
4. si Rico ug ang iyang mga classmate nanglimpyo sa
classroom.
5. Ang akong maestra paspas kaayo nga mulakaw.
6. Si mama nagluto og lamian nga champorado.
V. ASSIGNMENT Draw your favorite activity after class. Describe your drawing in
2-3 sentences. Please get ready to share something about it in
the class.
VI. REFLECTION

Correctly spell grade level words. MT2PWR-Iai-6.3

Learning Competency
I. Objectives
Knowledge: sentence
Psychomotor: Create their own announcement following the important format

using verbs.
II. CONTENT
III. PROCEDURE
A. Preparation Game: Charade

Motive Questions: Let the player guess the verb acted out by their classmates.
Give a recap of what verbs are.

Activities:
B. PRESENTATION Let them perform the activity on page 47 of their LM:

Abstraction
READY-CAMERA-ACTION: Maminaw sa magtutudlo samtang
nagsaysay unsay buhaton sa dula.
Process the output of the game.
C. PRACTICE Pagkuha og retrato sa kahon. Sulti kabahin sa hulagway gamit

sa hustong pulong lihok. Isulat ang inyong tubag sa papel nga
gihatag ni teacher.
Note:
Teacher prepares meta cards (colorful if possible) for the
pupils to write their answer.
D. APPLICATION Lets do the ACTION !

Instruction:
Teacher will present a story. Tell the to be attentive while
listening. Instruct them that whenever they hear a word from
the story that depicts an action, they need to do it.
For Example:
Nilakaw- (children will action or perform lakaw)
Usa ka hapon, si Kyrie naglakaw lakaw sa daplin sa

baybay. Samtang siya naglakaw, nakakita siya og nindot
kaayo nga kinhason. Dali niya kining gipunit, iyang gitan-aw
ang porma niini, og dayon iyang gilabay og balik paingon didto
sa dagat. Pagkahuman, nidalagan siya padulong sa iyang
mama nga malipayon.
Ask:
Unsa man ang mga pulong lihok o “verb” nga atong napamati
karon?
Nakahimo ba ang tanan sa pagtuman sa mando ni teacher?
E. GENERALIZATION Nganong kinahanglan man tang maminaw sa atong

magtutudlo?
Unsa man ang gitawag nato og pulonglihok o “verb”?
IV. EVALUATION Allow the children to open their MTB LM- page 48, Ikatulong
Buluhaton.
V. ASSIGNMENT Magsulat og 5 ka pahayag nga adunay pulonglihok. Isulat kin

isa MTB notebook.
VI. REFLECTION
Date: Session: Week 7, Day 5-Assessment Day
Content Standard
Performance Standard
Learning Competency Correctly spell grade level words. MT2PWR-Iai-6.3
I. Objectives
Knowledge: sentence
Create their own announcement following the important format
Psychomotor: using verbs.
Identify ways to help protect the mountains and forests.
Affective:
II. CONTENT
Announcement: “Mga Silingan Ampingan ang Palibot”
A. Subject Matter
III. PROCEDURE
A.Preparation
B. PRESENTATION
C. PRACTICE
D. APPLICATION
E. GENERALIZATION
Tan-awa ang mga hulagway. Pagbuhat og 5 ka pahayag o
IV. EVALUATION sentences nga nagpakita og lihok basis a hulagway.
V. ASSIGNMENT Maminaw og usa ka detalyadong balita sa radyo. Maghimo og

2-3 ka pahayag isip ‘summary” sa maong balita. Isulat kini sa
notebook.
VI. REFLECTION

different contexts.
contexts.
Talk about famous people, places, events, etc. using

Learning Competency descriptive and action words in complete sentences. MT2OL-
Ig-h1.4
I. Objectives
 Use culturally appropriate expressions to show agreement and
Knowledge: disagreement on a certain issues.
 Use culturally appropriate expressions to explain or give

reasons on certain issues.
 Read phrases and sentences consisting of words being

Psychomotor: studied and answer higher level questions about them.
 Read aloud grade two level texts with an accuracy of 95-100%.
 Predict what the radio broadcast is all about based on context.
 Listen attentively to a radio broadcast and respond orally in

Affective: one or two words to factual comprehension questions.
II. CONTENT
A. Using Approriate Expressions to Show Agreement and
A. Subject Matter Disagreement
B. Simple Present Form of Verbs
B. Reference MTB-MLE, CG, pp. 100
C. Learning Materials Strips of paper, pictures, LCD, Laptop
III. PROCEDURE
A. Preparation 1. Follow up of the assignment given

Motive Questions:
Ask:
Unsa nga programa sa t.v o sa radio ang imong
Activities: napaminaw kabahin sa pamilya?
2. Explain to the class the listening activity they are about to do.
Say: “Ang programa nga inyong madungog karon usa ka

programa nga naghisgot kabahin sa pamilya.
3. Agreement on some rules the class has to follow while

listening to the radio broadcast.
Tell the class to take note of the following questions (Should

be written on the board)
a. Kinsa ang gihinabi?

b. Unsa nga isyu ang ilang gihisgutan?
c. Unsay nahitabo?
d. Diin kini nahitabo?
e. Unsa nga pagtulon-an ang makuha niini sa mga
bata?
Note: Motive question will differ depending on the recorded radio

or t.v. broadcasting you made
Say: Andam na? Sa dili pa kita mopadayon, aduna akoy
pangutana.
 Motive question
Unsay buhaton aron magmalamposon ang mga anak

nga suportado sa pamilya?
B. PRESENTATION Pupils listen to a recorded radio broadcast (pre-recorded)

Abstraction
Nagsibya gikan sa….
NEWSBED (up...under...out)
ANCHOR/HOST:
Maayong hapon mga tigpaminaw.Kini ang inyong ubos

nga higala, nagdala sapreskong pagkighinabi sa “Pamilya,
Una Ka”
Tinuod gayod! Unahon gayod ang pamilya… Karong
buntaga lain na usab nga istorya sa usa ka malamposong
pamilya taliwala sa kawad-on. Malipayon nakong ipailaila
kaninyo si Mrs. Nena Reyes inahan sa walo ka mga anak
nga kalooy sa Ginoo puro na karon mga professionals.
HOST: Maayong buntag, Mrs. Reyes.
MRS. REYES: Maayong buntag usab, Noel.
HOST: Kumusta Mrs. Reyes, pwede ba nimong isaysay
sa atong mga tigpaminaw unsay imong panginabuhi.
MRS. REYES: Ang akong bana usa ka mag-uuma, ako
ug ang akong mga anak nitimbang kaniya sa umahan ug
nitabang usab kami sa pagbaligya sa among mga produkto.
HOST: Pasaylo-a ko Mrs. Reyes apan gusto ko nga
makahibalo giunsa ninyo pagbuhi og pagpadako ang inyong
mga anak nga karon professionals na tanan.
MRS. REYES: Lisod kaayo ang mga kasinatian nga
among naagian. Una sa tanan, gamay ra kaayo among kita,
apan determinado kaayo kami nga patiwason sila sa ilang
pag-eskuyla. Gawas sa pag-uma nangita usab kami og laing
trabaho aron makadugang sa among pangita. Labaw sa
tanan amo gayod silang gidasig sa pag-eskuyla, gitudloan
namo sila sa bili sa pagpaningkamot, kakugi ug pag-antos.
Ang among mga anak nidako sa simple apan malipayon nga
pamilya. Wala silay luho sa ilang kabataan. Apan nakita nila
ang among pagtinabangay aron makasugakod kami sa
among pagpuyo kada adlaw.
HOST: Makapadasig kaayo ang imong kasinatian Mrs.
Reyes. Nadunggan nako nga ang imong mga anak nitapos
nga adunay mga pasidungog.
MRS. REYES: Oo, mao nga mapasalamaton kaayo ko
kanila. Ang duha ka magulang nitapos nga nag-eskuyla ug
sa samang panahon nagtrabaho. Pagkahuman nila, sila na
usab ang nitabang sa ilang mga manghod.
HOST: Salamat kaayo sa imong pagpaambit sa imong
kasinatian Mrs. Reyes! Sa dili pa kita motapos, aduna ba kay
mensahe sa mga bata ug ginikanan nga nawad-an og
paglaom nga makaeskuyla tungod sa kawad-on?
MRS. REYES: Salig lang sa Ginoo tungod ihatag niya
basta mokugi lang kita, moantos ug magtinabangay.
HOST: Daghang salamat Mrs. Reyes. Inyong gipakita
nga bisan unsang pagsulay, ang tinuod nga pamilya ra
gihapon ang magtinabangay.
Inyo na usab nadungog ang atong programa,
kini ang inyong ubos nga higala nagpasalamat sa inyong
pagpaminaw ug maayong buntag kaninyong tanan.
NEWSBED (up......out)
C. PRACTICE Let the pupils open their Learner’s Material Unit 1, Week 8 and
answer Unang Buluhaton
1. Ask the pupils, the following questions given before they

listened to the radio broadcast.
a. Unsa kabahin ang programa sa radyo?

b. Kinsa ang gihinabi?
c. Pila kabuok ang iyang mga anak?
d. Unsay pangita sa pamilya?
e. Unsay nahitabo sa pag-eskuyla sa mga bata?
f. Unsang mga hiyas ang gitudlo sa ginikanan ngadto sa
mga anak?
2. More discussion questions:
a. Maayong ginikanan ba si Mrs. Reyes? Mouyon ba ka nga

himuon siyang modelo sa mga pamilya? Ngano man?
b. Husto ba nga motrabaho ang mga anak aron
makatabang sa ilang ginikanan? Ngano man?
c. Daghang mga ginikanan nga dili makapaeskuyla sa ilang
mga anak tungod sa kawad-on. Sa imong hunahuna,
unsay sulbad niining problemaha?
D. APPLICATION Let the pupils open their Learner’s Material Unit1, Week 8 and do
Ikaduhang Buluhaton.
Build-A-Happy-Home Game
Group the class into four. Give each group materials (old
newspapers, cut-outs of persons from magazines, broom
sticks, coloring materials, etc.) to build their “Happy Home”.
Let them create it according to their concept and display their
work.
E. GENERALIZATION Unsa man ang mga pamaagi aron makab-ot nato ang atong
mga pangandoy sa kinabuhi?
Paper and Pen Activity (Dictation)

IV. EVALUATION
Let the pupils write the words that are read:
1. nananom
2. mitabang
3. nikatawa
4. milakaw
5. nagkanta
V. ASSIGNMENT Idibuho ang imong pangandoy sa usa ka limpyong papel.
VI. REFLECTION

Correctly spell grade level words. MT2PWR-Iai-6.3
Learning Competency
I. Objectives
Knowledge: a. Use culturally appropriate expressions to show agreement and

disagreement on a certain issues.
b. Use culturally appropriate expressions to explain or give
reasons on certain issues.
c. Use simple present form of verbs.
Psychomotor: a. Read phrases and sentences consisting of words being

studied and answer higher level questions about them.
b. Read aloud grade two level texts with an accuracy of 95-100%.
Affective: a. Correctly spell words in the list of content words in the

vocabulary.
b. Write short clear announcements.
II. CONTENT
A. Subject Matter A. Using Approriate Expressions to Show Agreement and

Disagreement
III. PROCEDURE
A. Preparation Ask each group to explain their concept of a happy home as they
Motive Questions: present their output on the previous day.
Activities: Ask the class: Para kanimo, ang kawad-on ba maoy rason nga dili
magmalipayon ang pamilya? Ngano man?
B. PRESENTATION Reading of an excerpt from the radio broadcast previously listened
Abstraction to:
(Note: Let the pupils open their LM)
HOST: Pasaylo-a ko Mrs. Reyes apan gusto ko nga

makahibalo giunsa ninyo pagbuhi ug pagpadako ang inyong
mga anak nga karon professionals na tanan.
MRS. REYES: Lisod kaayo ang mga kasinatian nga among
naagian. Una sa tanan gamay ra kaayo ang among kita. Apan
determinado kaayo kami nga patiwason sila sailang pag-
eskuyla. Gawas sa pagpanguma nangita usab kami og laing
trabaho aron makadugang sa among pangita. Labaw sa tanan
amo gayod silang gidasig sa pag-eskuyla, gitudloan namo sila
sa bili sa pagpaningkamot, kakugi ug pag-antos.
Ang among mga anak nidako sa simple apan malipayon nga
pamilya. Wala silay luho sa ilang kabataan. Apan nakita nila
ang among pagtinabangay aron makasugakod kami sa among
pagpuyo kada adlaw.
Lead the class to take notice of the underlined words.
Say: What do these words tell? Do they denote action? What

do you call these words?
Give examples of verbs.
Read these sentences:

a. Nananom og utanon si Papa ug Mama.
b. Namaligya og prutas si Mama.
c. Gitudluon nako og maayong pamatasan ang akong mga
anak.
d. Giatiman kami ni Nanay.
e. Gihatagan kami sa among ginikanan sa among mga
kinahanglan.
Ask the class to identify the verbs in the sentences, and then write
them on the board.
nagbaligya(sells) nagtanom ( plants)

nitabang(help) giatiman (takes care)
gihatagan (gives)
Are the actions of these verbs being done at the moment of

speaking?
Introduce these words as simple present form of verbs.

(Nananom og saging)
Let the pupils open their Learner’s Material Unit 1, Week 8. Let us
learn how to use simple present tense of the verb.
Study more these examples and find out how we form the simple
present form of verbs.
Say: Ang pulong lihok, berbo o verb nagpakita og lihok pinaagi

sa lawas, baba, kamot ug uban pa. Adunay kapanahonan ‘tenses”
nga angay bantayan kon kanus-a kini mahitabo. Mahimong karon,
ugma og kagahapon.
Karon nga Panghitabo o “Present Tense”
1. Porma nga ni/mi+berbo

Pananglitan: mihikap milakaw mikatawa
2. Porma nga na+berbo o gi+berbo

Pananglita: nabuak nahulog gibasa
3. Porma nga nag/nang+berbo

Nanglaba nagkanta nagsulat
Guide the class to form the rules on using simple present tense of
verbs
Note: Rules formed would depend on the context of MT.

Let the pupils study also these examples:
 Nagtindog ilalom sa punoan sa kahoy si Gina.
 Nilingkod si Ben luyo ni Mona.
 Nagdalagan ang bata padulong sa iyang mama.
 Naligo si Mona sa suba.
C. PRACTICE Let the pupils open their Learner’s Material Unit 1, Week 8 and do
Ikaupat nga Buluhaton.
Facilitate the games:
1. Basket-Verb
Materials: basket or box, sentence strips, pentel pen,
timer.
Divide the class into 3 – 4 equal groups. Give each group
20 blank sentence strips. At a signal, pupils write sentences
using verbs in the present tense. Then “shoot” this sentence
strip in the group’s basket or box manned by the teacher. After
2 minutes, the teacher stops the game. She then counts the
number of “shoot” in each basket, verifying if the verb is
correctly used in the simple present form and giving a point for
each correct sentence. The group who has the most number of
correct “shoots” wins.
2. Do-It-Your-Way
Materials: none
Divide the class into two. Have the two groups fall in line
and let them stand distantly from each other’s back. Each
group thinks of and agrees on any action that the other group
guesses. At the teacher’s signal, the two groups face each
other and do their action at the same time. Whoever can give
the first guess on what the other group is doing and says the
action in the present tense of verb gets a point.
Process the experiences of the learners while doing the game.
Let us sing the song “May Langgam”

D. APPLICATION
Teacher presents the song to the children, using lyrics that are
visible.
May langgam naglupad-lupad
Ang pako gibuklad-buklad
Sa hangin nagduyan-duyan
Naghulat sa ulan
Lukso, latay, sa sanga

Twit-twit-twit, ang iyang awit
Lukso, latay sa sanga
Gibantayan ka Niya
Say:
Karon, atong hatagan og action ang mga pulong lihok nga
makita sa kanta.
E. GENERALIZATION Ang pulong lihok, berbo o “verb” nagpakita og lihok pinaagi sa

lawas, baba, kamot ug uban pa. Adunay kapanahunan nga
angay bantayan kon kanus-a kini mahitabo. Mahimong karon,
ugma ug kagahapon.
IV. EVALUATION Linyahi ang mga pulong lihok nga makita sa pahayag:
1. Naglinya ang mga padulong sa canteen.

2. Nagdula ang mga bata sa playground.
3. Panahon sa recess, gihatagan sila og snacks sa ilang
mama.
4. Maligo mi sa swimming pool ugma, adlaw nga sabado.
5. Naglantaw mi og TV sa among balay.
V. ASSIGNMENT Maglista og napulo ka mga pulong lihok. Isulat kini sa papel.
VI. REFLECTION
comprehension.

Learning Competency Read aloud grade level text with an accuracy of 95 - 100%.
MT2F-I-a-i1.4
I. Objectives
Knowledge: a. Recognize and use knowledge of spelling patterns on diphthongs

when reading.
Psychomotor: a. Read phrases and sentences consisting of words being studied and
answer higher level questions about them.
Affective: c. Read aloud grade two level texts with confidence and accuracy of
95-100%.
II. CONTENT
A. Subject Matter A. Using Approriate Expressions to Show Agreement and

Disagreement
III. PROCEDURE
A. Preparation
Motive Questions: A. Preliminary Activity
Let the pupils open their Learner’s Material and sing the song on
Unit 1, Week 8.
Activities:
Review:Ask the class what actions were done in the song.
Ask: Unsay tawag niini nga pulong lihok?
Gibuhat ba kini nga lihok panahon sa pagsulti?
Display verb cards on the board and asks the pupils to give each the
simple present form.
Motivation:
Give the following pictures to the selected pupils

father rice stalks pig a person dancing
Ask them to look for its corresponding word on the song

taught earlier.
The pupils then tack/ fasten the picture on its name.
B. PRESENTATION Presentation:
Abstraction
Unsa ang gihulagway?
Write the following words on the board:

tatay sayaw
baboy humay
Ask: What is common to these words?
Explain: The words contain the /ay/, /oy/ and /aw/ sounds.
They are called diphthongs
Ask the class to give other examples of diphthongs.

Let them write these words on the board.
The class reads the words, then by groups, and

individually.
C. PRACTICE Let the pupils open their Learner’s Material, Unitn 1, Week 8. Let
them do Ikalimang Buluhaton 1 and Ikalimang Buluhaton 2
Facilitate this game:
1. Fish- a- diphthong game
Materials: A large basin or a wide, shallow box, 1-meter
rod, two- to three- feet string with a magnet at the end, several
word cards with metal paper clips( printed with diphthongs and
non-diphthong words.)
Direction: Call volunteer pupils to “catch” diphthongs on the
“sea”. A pupil who is able to “catch” words with diphthong is
given a prize.
2. Hunt-A-Diphthong
Give each pupil a copy of the list of words hunting board.

Then pupils look for words with diphthongs by putting a
marker in each word with stone or pea. Guide them that these
words may be found diagonally, from top to bottom or bottom
to top, across from the left or across from the right.
l u g a w a b h
a a i u g n u n
n i n a y a r a
g w a g u h a y
o m n a a a w u
y o a w a w o d
b p y a t o t g
k a w I l t a g
Words to find:
lugaw anahaw sabaw

itoy kahoy nanay
sudlay yawyaw baboy
D. APPLICATION Spelling Time!
Let the pupils get a sheet of paper, and allow them to write the
words being read by the teacher:
1. law-oy
2. taghoy
3. wayawaya
4. bahaw
5. ayo-ayo
E. GENERALIZATION Mga pulong nga adunay /ay/ /oy/ ug /aw/ nga tingog gitawag
kini og dipthongs.
IV. EVALUATION Kolori ang porma nga adunay pulong dipthongs:
anaha
w lang
ito oy
y
pagkaon paypay gitara
V. ASSIGNMENT Magsulat og 3 ka pahayag nga adunay dipthongs. Isulat and

imong tubag sa notebook.
VI. REFLECTION
Content Standard Demonstrates positive attitude towards language, literacy, and

literature.
Performance Standard Values reading and writing as communicative activities.
Show love for reading by listening attentively during story

Learning Competency reading and by making comments/ reactions. MT2ATR-Ig-i4.2
I. Objectives
a. Recognize and use knowledge of spelling patterns on
Knowledge: diphthongs when reading.
b. Read phrases and sentences consisting of words being
studied and answer higher level questions about
them.
c. Use simple present form of verbs.
Psychomotor: a. Write sentences observing correct punctuation marks and

capitalization.
b. Correctly spell words in the list of content words in the

vocabulary.
a. Read aloud grade two level texts with an accuracy of 95-100%.
a. Show appreciation of the importance of writing

Affective:
II. CONTENT
Using Approriate Expressions to Show Agreement and
Simple Present Form of Verbs
MTB-MLE, CG, pp. 101-102

B. Reference
III. PROCEDURE
A. Preparation Let the pupils sing the song “Sa Umahan”

Motive Questions:
Review:
What words in the song are examples of verbs?
Activities: What words in the song are examples of diphthongs?
B. PRESENTATION 1. Form dyads Let each pair do the following activity.
Abstraction Choose a verb in box A and a diphthong in box B, Use the
simple present tense of verb. Make two or more sentences.
Be ready to share this to the class.
2. Write on the board the sentences formed by the pupils.
Example: Gidagpas ni mama ang mga langaw.

Ask: Nganong iyang gidagpas
ang langaw?
Unsay mahitabo kon
mobatog ang langaw sa pagkaon?
Nagbuhi ko og baboy.
Nakurat si Manoy kay nakakita
og halas sa kahoy.
Nihigop og init nga sabaw si
tatay.
Nagtanom og humay si Caloy.
Nagsul-ob og dako nga pantalon
si Nonoy.
C. PRACTICE 1. The pupils will read the sentences by group, by pairs, then
individually.
Gidagpas ni nanay ang mga langaw.
nanay ang mga langaw
ang mga langaw
mga langaw
langaw
langaw
mga langaw
ang mga langaw
Note: Use the format in sentence breaking and sentence rebuilding.
D. APPLICATION Let us Read!
1. Nidalagan ang kabayo paingon sa layo.

2. Nagluto si nanay og law-oy kada buntag.
3. Tag-as kaayo ang mga kahoy sa Mabinay spring.
E. GENERALIZATION Mga pulong nga adunay /ay/ /oy/ ug /aw/ nga tingog gitawag
kini og dipthongs.
IV. EVALUATION Crossword Puzzle!
Circle the dipthongs found in the puzzle!
Answer Key:
Ask:
Unsa man ang mga pulong nga atong na porma?
Sumpayi kining mga mosunod nga mga pulong aron mahimo

V. ASSIGNMENT nga dipthongs:
1. ka ___
2. ba ___
3. sa ___
4. sud ___
5. lan ___
VI. REFLECTION

Content Standard Demonstrates cheerful outlook towards language, literacy, and

literature.
Performance Standard Values reading and writing as communicative activities.

Show love for reading by listening attentively during story
Learning Competency reading and by making comments/ reactions. MT2ATR-Ig-i4.2
I. Objectives
d. Recognize and use knowledge of spelling patterns on
Knowledge: diphthongs when reading.
e. Read phrases and sentences consisting of words being
studied and answer higher level questions about
them.
f. Use simple present form of verbs.
Psychomotor: c. Write sentences observing correct punctuation marks and

capitalization.
d. Correctly spell words in the list of content words in the

vocabulary.
b. Read aloud grade two level texts with an accuracy of 95-100%.
b. Show appreciation of the importance of writing

Affective:
II. CONTENT
Using Approriate Expressions to Show Agreement and
Simple Present Form of Verbs
MTB-MLE, CG, pp. 101-102

B. Reference
III. PROCEDURE
B. Preparation Let the pupils sing the song “Sa Umahan”

Motive Questions:
Review:
What words in the song are examples of verbs?
Activities: What words in the song are examples of diphthongs?
B. PRESENTATION 3. Form dyads Let each pair do the following activity.
Abstraction Choose a verb in box A and a diphthong in box B, Use the
simple present tense of verb. Make two or more sentences.
Be ready to share this to the class.
4. Write on the board the sentences formed by the pupils.
Example: Gidagpas ni mama ang mga langaw.

Ask: Nganong iyang gidagpas
ang langaw?
Unsay mahitabo kon
mobatog ang langaw sa pagkaon?
Nagbuhi ko og baboy.
Nakurat si Manoy kay nakakita
og halas sa kahoy.
Nihigop og init nga sabaw si
tatay.
Nagtanom og humay si Caloy.
Nagsul-ob og dako nga pantalon
si Nonoy.
C. PRACTICE 2. The pupils will read the sentences by group, by pairs, then
individually.
ang mga langaw
mga langaw
langaw
langaw
mga langaw
ang mga langaw
Note: Use the format in sentence breaking and sentence rebuilding.
Fish a Dipthong Game & Use me in a sentence!

D. APPLICATION
Using the prepared fishing rod and words, teacher will facilitate
this game.
For example:
Tatay – use this in a sentence

Si tatay nanguha og kalamunggay.
E. GENERALIZATION What is the importance of listening and following instructions?

Write five sentences that has dipthongs.
IV. EVALUATION Example:
Si Nanay nagluto og law-oy.
V. ASSIGNMENT Describe your family in five sentences. Write your answer in a

bond paper.
VI. REFLECTION

different contexts.
Uses developing oral language to name and describe people,

Performance Standard places, and concrete objects and communicate personal
contexts.
Learning Competency Tell/retell familiar stories and short conversations by using

appropriate gestures and expressions in complete sentences.
MT2OL-Ii-i9.1.1
I. Objectives
 Give the meaning of words being read
Knowledge:
 Predict what the chant is about based on personal experiences
and context
Psychomotor:  Recite with ease and confidence 3 to 5 stanza chants in

culturally appropriate manner
Affective:  Realize that one should be proud of his / her own family
II. CONTENT
A. Subject Matter Family

Past Tense of Verbs
C. Learning Materials Pictures, Strips of Paper
III. PROCEDURE
A. Preparation 1. Unlocking of Difficulties

Motive Questions:
Unlock difficult words found in the chant through
pictures and context clues.
Activities:
a. Kinamanghuran
Show a picture of a family and point to the youngest

member of the family.
Say: “Kini siya si Ninie. Siya ang kinamanghuran
sa pamilya. Kinsa ninyo diri ang kinamanghuran
sa pamilya? Unsay buot ipasabot sa pulong
kinamanghuran?
b. Ipaambit
Say: “Unsay imong buhaton panahon sa

recess? Imo ba nga ipaambit ang imong balon sa
imong classmates? Ang imong classmate
mopaambit ba usab nimo? Kanindot paminawon
nga kamo mopaambit sa inyong mga pagkaon sa
uban? Unsay buot ipasabot sa pulong ipaambit?
c. Ipasigarbo
Say: “Sa panahon nga makakuha ka og

dako nga grado, ipasigarbo ba kini nimo? Unsaon
nimo pagpasigarbo kini? Unsa pay laing nga
higayon nga kita mapasigarbohon? Unsay buot
ipasabot sa pulong ipasigarbo?
d. Tibuok lungsod
Show a picture of a town. Say: “Kini usa ka

lungsod. Unsay imong masulti niini nga lungsod?
Kini ang tibuok lungsod (while pointing to the
entire town).Unsay buot ipasabot sa pulongtibuok
lungsod?”
e. Ehemplo
Say: Kinsa sa inyong mga classmates ang

gusto ninyo nga mapareha kaniya? Ngano man?
(name of their classmate / tungod buotan siya ug
maayo sa klase. Oo, mahimo si (name of their
classmate) nga maayong ehemplo aron mahimo
kang susama kaniya. Kinsa pa ang maayong
mahimong maayong ehemplo dinhi sa atong
eskuylahan. Unsay buot ipasabot sa pulong
ehemplo?
2. Motivation
Let the pupils open their LM, Unit 1, Week 9

and sing the song with action.
Hain Na?
(Tune: Where is Thumbman)
Hain na si Papa? (2x) Dia ra (2X)

Kumusta, kumusta. (2x)
Maayo man. (2x)
Ilisdi ang pulong ng gilinyahan sa mosunod:
Mama Manong Manang Beybi
Kinsa ang mga miyembro sa pamilya nga gihisgutan sa

kanta?
Ask three pupils to introduce the members of their

family to the big group and tell something about them.
Read the title of the chant. Then ask them what they
think the chant is all about based on the title. Write the
answers of the pupils on the board.
(Note to the Teacher: Do not show the entire text to

the pupils. Just show the title of the chant.)
In the chant, find out who the family members

are?
Sa Chant sutaa kinsa ang mga miyembro sa pamilya?
B. PRESENTATION 1. Read the Chant “Pamilya Ko” twice with proper beat / tempo to
Abstraction the pupils. (Introduce the writers of the Chant). Let them open
their Learner’s Material,Unit 1, Week 9 for the selection.
2. Read one part of the text with one or two pupils. One or two
pupils read that part of the text by themselves. Do this until all
the parts of the chant are read.
3. Read the entire chant again with all the pupils.
Ask:
“Kinsa ang mga miyembro sa pamilya ang gihisgutan
sa chant?”
Unsay ilang nahimo sa kinabuhi ni Beybi?
C. PRACTICE Divide the class into three (3) groups. Choose five
pupils to function as judges. Instruct them on what to do
during the evaluation of the group’s performance.
Give them 2 minutes to practice the chant. After two

minutes, let each group present to the big group.
Select the judges who will rate each performance with
You will count all the . The group with the most number
of wins.
Ask the following questions:

D. APPLICATION
1. Kinsa ang gihisgotan sa chant?
2. Unsay ilang nahimo sa kinabuhi ni beybi?
Recite the chant all together this time, with proper intonation
and energy.
E. GENERALIZATION Unsa kamahinungdanon ang pagtinabangay sa sulod sa atong

panimalay?
IV. EVALUATION Maghimo og “Experience Story” basi sa gihatag nga

hulagway sa ubos:
V. ASSIGNMENT
Maghimo og “Work Week Plan”
Isulat dinhi ang imong trabaho nga gi assign sa imong mama
alang kanimo.
(Teacher will provide the learners with this template)

VI. REFLECTION
Demonstrates knowledge of and skills in word analysis to read,
Content Standard write in cursive and spell grade level words.
Learning Competency Correctly spell grade level words. MT2PWR-Iai-6.3

I. Objectives
Knowledge: a. Recognize correct spelling words
Psychomotor: a. Read aloud grade two level texts with an accuracy of 95 –

100%
b. Write sentences and paragraphs about an experience

generated from a group story
c. Determine verbs that are found in the story.
a. Recite with ease and confidence 3 to 5 stanza chants in

Affective: culturally appropriate manner
II. CONTENT

Past Tense of Verbs
III. PROCEDURE
A. Preparation A. Review
Motive Questions: B. Post Reading Activities
 Small Group Activities
Divide the class into four groups. Give each group the
Activities: following activities:
Group 1 – Paste the pictures of the members of the

family in the circles. Then, write their names in the
rectangle.
Group 2 – Act out a father who is ever ready to help.
Group 3 – Role play on how the mother understands

and disciplines her children.
Group 4 – Fill in the semantic web. Write the
characteristics of the family mentioned in the chant
B. PRESENTATION Discussion of the Chant

Abstraction Answer the following questions:
Kinsa ang mga miyembro sa pamilya ang gihisgutan sa chant?
Group 1 presents their work.
Kinsa ang kanunay motabang?
Group 2 presents a role play.

Kinsa ang kanunay andam mosabot?
Group 3 role plays of a mother who understands and

disciplines her children.
Unsang klaseng pamilya sila?
Group 4 shows their work.

Unsay masulti nimo sa pamilya nga gihisgutan sa
chant?”
Unsa kahay gibatisa magsusulat kabahin sa iyang
pamilya?
Mapasigarbohon ba ka sa imong pamilya karon?
Ngano man?
C. PRACTICE
Experience Story
D. APPLICATION Let pupils open their Learner’s Material, Unit 1, Week 9
and do Ikaduhang Buluhaton.
Ask them to describe or talk about the pictures.

Say: Let us make a story about this family. (Maghimo
kita og istorya kabahin sa pamilya.)
Procedure:
A pupil dictates a sentence which serves as the
beginning of the story. Another pupil dictates which
serves as the second sentence. The succeeding pupil
follows until the story is finished.
As the child dictates, writes each word, repeating

aloud as you write. Following each sentence, read the
whole sentence to the group while she tracks the word
being read. Ask the child who have dictated the
sentence whether the sentence is correct.
Read the story back to the pupils immediately.

Trace each word with your hand and allows the pupils
to verify that it is exactly what they said. She allows the
pupils to read the story with her and by them.
Discussion about the generated text follows after

reading it with you and by the pupils.
E. GENERALIZATION Nganong importante man ang pagtuman sa mga sugo sa

atong ginikanan?
Nakatabang ba ang inyong mga kasinatian karon sa atong

leksiyon, aron makahimo kamo og usa ka estorya kabahin sa
inyong pamilya?
IV. EVALUATION Say:

Aduna akoy hamubo nga estorya. Gusto nako nga basahon
kini, og inyong bulongon ang mga pulonglihok nga anaa niini.
“Si Kyrie Ug Ang Iyang mga Ginikanan”

Ni: Emeline A. Austero
Ang akong papa usa ka magtutudlo, ug kugihan nga

pagka amahan. Kada buntag, sa dili pa siya moadto sa
eskwelahan, iyang pakan-on ang iyang mga binuhi nga mga
hayop. Sayo siya nga mo mata aron sa pagkuha og kumpay
alang sa iyang binuhi nga baka. Pagkahuman niini, magkuha
dayon siya og mais aron ipatuktok sa mga manok.
Gikan sa eskwelahan, makigdula usab siya namo, og
dayon musakay mi kuyog sa akong manghod sa motor, og iya
dayon mi nga isuroy sa umahan.
Ang akong mama, usa usab ka maestra. Mahiligon siya
sa mga tanom. Kanunay siyang mag-andam og mga preskong
bulak alang sa simbahan. Manglimpyo siya sa among palibot,
ug sa sulod sa among panimalay. Iya ming giatiman pag-ayo,
pinaagi sa pag-andam og lamian ug masustansiyang pagkaon
sa matag adlaw. Gimahal gayod nako ang akong mga
ginikanan. Naghatag sila namo og kalipay ug paghigugma nga
walay sama.
Note:
Teacher can ask questions, to check the level of
comprehension about the story. Inferring questions are very
important.
V. ASSIGNMENT Write a short story about your family. Write it in a clean bond
paper.
VI. REFLECTION
Demonstrates the ability to read grade level words with
Content Standard sufficient accuracy speed, and expression to support
comprehension.

Learning Competency Read grade level texts with appropriate intonation, expression,
and punctuation cues when applicable.
MT2F-Ia-i1.6
I. Objectives
Knowledge: a. Retell familiar stories by using appropriate gestures, expressions

and illustrative objects
b. Write sentences and paragraphs about an experience generated
from a group story
c. Use simple past form of verbs in a culturally appropriate manner
in sentences and paragraphs
d. Read aloud words (past form of verbs)
Psychomotor: a. Write sentences and paragraphs about an experience generated

from a group story
b. Use simple past form of verbs in a culturally appropriate manner
in sentences and paragraphs
c. Read aloud words (past form of verbs)
a. Infer the character’s feelings based on their actions or on what

Affective: they say
II. CONTENT

Past Tense of Verbs
III. PROCEDURE
A. Preparation 1. Review
Motive Questions: Present the Experience Story, that was being read
yesterday.
2.
Activities: Pupils read their Experience Story.
Let the pupils identify the action words mentioned in the
story as you write the responses of the pupils in the first
column.
Berbo
Gihakot
Nagluto
Gisilhig
Nanghugas
Giplantsa
Nanghipos
Ask:
When did you make the story? (Yesterday)
Kanus-a gibuhat nimo ang istorya? (kagahapon)
What did father do yesterday?
Unsay gibuhat ni papa kagahapon?
What did mother do yesterday?
Unsay gibuhat ni mama kagahapon?
What did brother do yesterday?
Unsay gibuhat ni manong kagahapon?
What did sister do yesterday?
Unsay gibuhat ni manang kagahapon?
What did Nene do yesterday?
Unsay gibuhat ni Nene kagahapon?
What did Aunt do yesterday?
Unsay gibuhat ni tiya kagahapon?
Write the responses of the pupils on the second column.

Note: The columns may look like this:
Berbo Pahayag
Gihakot Gihakot ni Papa ang mga sagbot
kagahapon.
Nagluto
Gisilhig
nanghuga
Giplantsa
Nanghipos
B. PRESENTATION Present the words written on the board. Let the pupils read the
Abstraction words.
Berbo Pahayag
Gihakot Gihakot ni Papa ang mga sagbot
kagahapon.
Nagluto
Gisilhig
nanghuga
Giplantsa
nanghipos
Ask: What kind of words are these?

Unsa kini nga mga pulong?
A. “Checking the Difference”

Ask: When did the action happen in the first column?
Kanus-a nahitabo ang lihok sa unang column?
Label the words in the first column. (Present)
Ask: When did the action happen in the second column?

(Yesterday)
Kanus-a nahitabo ang lihok sa ikaduhang column?

Label the words in the second column. (Yesterday)
Say: When we say yesterday we mean that it happened in

the past. The action was done in the past.
Kon moingon ka nga kagahapon buot ipasabot nahitabo na

ang lihok.
Say: Let us look at the first word in the first column. This
action happens in the present time. Look at the word at the
second column. What happens to the word? (The second
syllable is removed.)
Tan-awa ang lihok sa unang column, karon kini nahitabo.

Ang sa ikaduhang column kagahapon kini nahitabo.
C. PRACTICE “I Can Tell More” (“Daghan Pako og Masulti”)
Ask more of pupils’ activities that happened in the past.
Examples: What did you do before coming to school?

Unsay imong buhaton sa dili paka moanhi sa
eskuylahan?
What did you do last night?
Unsay imong gibuhat kagabii?
(Note to the teacher: As pupil answers the question, take note

of the action word used. Give emphasis on the word.)
“What Can You Say?” (“Unsay imong masulti?”)
Ask: What happens to the word when it is done in the

past?
Unsay mahitabo sa pulong kon kini nahitabo o
nahuman na ang lihok?
D. APPLICATION “Come, Let Me Tell You” (“Dali, Mag-istorya Kita”)
Let the pupils open their Learner’s Material, Unit 1, Week 9

and do Ikaupat nga Buluhaton.
Ask three pupils – volunteers to share their stories to the big

group.
Let the pupils write 3 – 5 sentences paragraph about their

family’s activities that happened in the past.
E. GENERALIZATION Ang mga pulong lihok adunay kapanahonan. Pwede nga karon
nahitabo, kagahapon, o mahitabo pa.
IV. EVALUATION Sumpayi ang mosunod nga mga pulong lihok nga makita sa
table:
Present Tense Past tense Future tense
naghakot gihakot mohakot

naglaba
nagsaka
nagkanta
nagluto
nagdula
V. ASSIGNMENT Magsulat og pahayag nga gigamitan sa past tense nga pulong

lihok.
For Example:
Gisaka ni Risa ang bayabas gahapon.
VI. REFLECTION
comprehension.

Read grade level texts with appropriate intonation, expression,

Learning Competency and punctuation cues when applicable. MT2F-Ia-i1.6
I. Objectives
a. Read words with consonant blends, and consonant clusters
Knowledge: (appropriate to MT)
Psychomotor: a. Spell correctly words with consonant blends and consonant

clusters (appropriate to the MT)
b. Use expanded vocabulary in oral and written responses to
simple texts
a. Write sentences and paragraphs about an experience

Affective: generated from a group story
II. CONTENT

Past Tense of Verbs
III. PROCEDURE
A. Preparation
Present these words from the chant.
B. PRESENTATION
Abstraction trabaho ehemplo
pwede problema
Say : Let us read these words taken from the chant.
“Ato nga basahon kining mga pulonga sa chant.”
Ask: What have you noticed with those words?

Unsay imong nabantayan niining pulonga?
What letters were underlined? (tr, pw, pr, pl)
Unsa ang mga pulong nga adunay linya?
What kind of letters are these? (consonants)
Unsa man kining mga letraha?
How do we produce the sound of the consonants? (We blend

them)
Unsaon paglitok sa mga consonants nga letra?
Say: Let us try to produce the sound of the

underlined consonants. What have younoticed?
Ato kuno nga litokon ang pulong nga dunay linya.
Ask:What do we call these underlined consonants?

(consonant blends)
Unsay tawag nato aning mga pulong nga adunay linya?
C. PRACTICE “Let’s Try” (“Sulayan Nato”)
Let the pupils give words with consonant blends. Write

their responses on the board.
Let the pupils read the words. Take note of how the
pupils produce the consonant blends.
Correct if the pupils did not produce the blends

correctly. (Teacher models it.)
D. APPLICATION A. “Oopps...Writing Time” (“Oopps...Magsulat Kita!”)
Let the pupils open their Learner’s Material, Unit 1, Week 9

and do Ikalimang Buluhaton.
Divide the class into four groups.
Each group writes five sentences using words with consonant

blends.
Provide them with manila papers and marking pens.

Group 1 – ts
Group 2 – br
Group 3 – kr
Group 4 – gr
 Presentation of outputs.
E. GENERALIZATION Unsay inyong nahibaloan karon sa atong leksiyon?

Unsay inyong ika estorya kabahin niining klister blends?
Ang klister blends mga pulong nga ang sinugdanan nagsugod
sa nagtapad nga consonant.
IV. EVALUATION Kolori og dalag ang lignin nga anaay klaster blend. Gamita kini
sa pahayag.
traktor tren kalesa

a
V. ASSIGNMENT
Magsulat og lima ka pahayag nga anaay klaster blend.
VI. REFLECTION

comprehension.

Read grade level texts with appropriate speed. (Note: should

Learning Competency include benchmarks on number of words per minute once
research and data have been gathered)
MT2F-Ia-i1.5
I. Objectives
Recite with ease and confidence 3 to 5 stanza chants in culturally
Knowledge: appropriate manner.
Read aloud grade two level texts with an accuracy of 95 – 100%
Psychomotor: Compose a chant using appropriate words and coherent text

Infer the character’s feelings based on their actions or on what
Affective: they say
II. CONTENT
Past Tense of Verbs
A. Subject Matter
III. PROCEDURE
A. Preparation
“JAZZ CHANT TIME”

B. PRESENTATION
Abstraction Let the pupils recite the chant “Pamilya Ko”.
Ask the pupils about Jazz Chanting.
Ask: How do you find Jazz Chanting? Is it enjoyable? Why?

What else?
Unsay masulti ninyo sa Jazz Chant? Nalingaw ba kamo?

Ngano man?Unsa pay masulti ninyo?
Let the pupils Open their Learner’s Material, Unit 1, Week 9

and do Ika-unom nga Buluhaton.
Let the pupils try to compose a new jazz chant with six lines
about things in their bag.
A pupil dictates a sentence which serves as the beginning of
the chant. Another pupil dictates which serves as the second
sentence. The succeeding pupil follows until the chant is
finished.
As the child dictates, the teacher writes each word, repeating
aloud as she writes. Following each sentence, read the whole
sentence to the group while she tracks the word being read.
Ask the child who have dictated the sentence whether the
sentence is correct or not.
Read the chant back to the pupils immediately. Trace each
word with your hand and allows the pupils to verify exactly
what they said. She allows the pupils to read the chant with
you and by them.
C. PRACTICE Maghimo og balak gamit ang mga pulonglihok.
D. APPLICATION Pilia ang hustong berbo o verb sa matag pahayag :
1. Akong _______ ang report unyang hapon.

2. _______ang adlaw karong 6:30 am
3. ________ ko sa mercado unyang hapon.
4. ________ kami sa Biyernes sa hapon.

moanha Tiwason
mobisita moadto makigkita

Mobalik mosiga
E. GENERALIZATION
Divide the class into four groups. Let them practice for five
IV. EVALUATION minutes.
Assign five pupils to serve as judges based on the following

criteria.
 Proper tempo- 5 points

 Clear pronunciation and delivery – 5 points
 Stage Presence – 10 points
Total – 20 points
(Note to the Teacher: Explain to the judges each

criterion and how they will judge using the smileys. If
the group meets the standard, they will raise Happy
Smiley. If not, they raise the sad Smiley.)
After five minutes, let them present to the class.

The group with the most number of happy Smileys wins.
V. ASSIGNMENT Make another work week plan for next week.
VI. REFLECTION

MT2OL-Ia6 2 1

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Subject: MTB Grade Level: 2

Date: Session:Week 1, Day 1

Performance Standard Uses developing oral language to name and describe

Learning Competency Participate actively during story reading by making comments

S – Describe oneself with confidence.

B. Reference K-12 C.G p 85

C. Learning Materials MTB (Learner’s Material). Grade 2. 2013. pp. 1-8.

A. Preparation 1. Acknowledge all the pupils with a smile.

1. Unsa ang imong gibati samtang nagkanta?

1. Teacher introduces himself/herself using appropriate

“Ako si ____________________. Ako ang inyong

“Nalipay ako nga nagkahimamat kita karon.”

Tan-awa ang akong nametag, akong gidibuho

C. PRACTICE Give each pupil a name tag. (Pre -made)

1. Pupils put designs on their name tags. They should be

To make the activity more fun and exciting, the learners

2. Give other situations where in pupils will use the

Example: You meet you principal one afternoon in

2. What basic information should we know about others?

To introduce oneself, we need to say our complete name

IV. EVALUATION Kompletoha ang pahayag o sentence mahitungod sa

Bring a picture of yourself. Please get ready to tell three

Subject: MTB Grade Level: 2

Learning Competency Read many regularly spelled multisyllabic words. MT2PWR-Iab-7.3

Read 2 to 3 stanzas of a poem with proper

Supply rhyming words to complete a poem.

Read a simple poem and use simple sentences in

Read with ease and confidence 3 to 5 stanza rhymes in a culturally

A. Subject Matter Lesson 1.2 Poem, Ang Akong Pamilya

C. Learning Materials MTB (Learner’s Material). Grade 2. 2013. pp. 1-8.

Pupils open their Learner’s Material Unit 1, Week 1 Ikaduhang

1. Post the poem on the board.

1. Reading of the poem by the teacher. (Modelling)

Discuss the answers to the motive questions.

2. Let the pupils recite the poem by group, by pair and

1. Post the following words on the board.

What have you observed on the ending sound of each pair of

(Unsay inyong naobserbahan sa katapusang tingog sa pares nga

What are rhyming words?

Note: This can be done orally.

Ang pamilya nagalangkob og inahan, amahan ug mga anak.

Subject: MTB Grade Level: 2

S – Supply rhyming words.

Affective: A – Listen to and interact politely with others in a group or

C. Learning Materials MTB (Learner’s Material). Grade 2. 2013. pp. 6-7.

1. Show pictures of a family doing household chores together

2. Think-Pair and Share Activity: Let each pair share their

3. Big group sharing: Encourage pupils to share the activities

D. APPLICATION Word Ladder:

a. The class is divided into 5 groups. Assign an area for

Speaks and writes correctly and effectively for different

Affective: c. Read phrases and sentences consisting of words being

A. Subject Matter Rhyming Words

C. Learning Materials MTB (Learner’s Material). Grade 2. 2013. pp. 6-7.

May malipayong (clap the hands)

Nga akong nakita(place your 4 right fingers on the

Si Tatay ug si Nanay (point the left pointer, then the

Si Dodong ug si Inday(point the ring finger, then the

Silang tanan naghinigugmaay (place the two hands

Sa usa ka panimalay (palms in inverted V formation)

Note: Teacher should write the answers on the board to elicit

2. Discuss the features of a poem. (e.g. rhythm and rhyme).

3. Rhyme Tree (Have a big potted plant inside the classroom.