All Rights Reserved 2019

“Mga Gulay Sa Likod Sa Balay” “Sugdan Ta Karon”

Aisa Mae Musa Argelle Kay Fabellon
Kate Ollerie Sunggahid Patricia Mae Oteda
Asrah Lae Tama Jayson Pabelonia
Sherilyn Balandan

“Neneng Ayaw Na Pagsunog” “Tara! Magsegregate Na Ta!”

Abdulrahman Abdulhamid Jirah Rose Cullamar
Ma. Gabriella Braganza
Karen Joy Sunga
Michelle Ela Diane Joy Paala
Breshel Tatoy

“Si Juan Ug Ang Uwan” “Ang Tubig Sa Gripo”

Hannah Mae Artieda Maria Trisha May Feleo

Shekinah Grace Cabunilas Cynthia Lene Trulan

Joshua Canseco Hanne Shane Malida

Cherry Mae Rosales

 The fundamental reason of GenSan Children’s Animated Rhymes for the Environ-
ment (CARE) is to spread awareness on the major issues and challenges with substantial
effects in the environment of Region XII, specifically, General Santos City. National Statis-
tical Coordination Board (NSCB) Region XII chief Herlita Caraan stated that in 2020-2050
“Ang Batang Si Omar” “Ang Pamilyang Gabitbit Ug Ecobag” an increase in temperature and rising sea level would hit the area in the medium where
Jolly Ann Jasmin Jamora estimated 11,664,000 square meters of land in Region XII will be vulnerable to a one-
Jerry Jr. Berdon
meter sea level rise. Areas most likely to be affected are coastal areas in Sarangani, Sul-
Gellika Maria Labajo Lorefe Cawag tan Kudarat, General Santos City, including Cotabato City as 70 percent of the city's to-
Juhanie Tago Princess Jamaica Ansao tal land area is below sea level.
Donna Shane Datang Jenevieve Pearl Dingal
GenSan Children’s Animated Rhymes for the Environment (CARE) is a project pro-
duced from the Children’s Literature class. The project focuses on the production of ani-
mated videos with teaching guides that feature the rhymes originally composed by the
Iskolars ng Bayan took up Bachelor of Elementary Education in Mindanao State Universi-
ty-General Santos. The project provides the schools with contextualized, appropriate,
and interactive instructional materials and teaching methodologies designed to con-
tribute to the pursuit of quality education. GenSan CARE aims to support the implemen-
tation of the Mother Tongue in the Philippine schools. The rhymes included in this project
are in Sinugbuanong Binisaya and are used as lesson opening of the selected learning
content in Grade I, II, and III Mother Tongue curriculum.
“Ang Jeep Ni Philip” “Bugsay”
Rowena Bongolto Jullymae Delgado
Mary Joy Piamonte Furthermore, GenSan CARE will help build strong and effective implementation
Fatima Januto
environmental governance that can reduce conflict and can ensure security from local
Almoradji Dambong Camelle Salvosa levels. By strengthening environmental security we lay the ground for enduring social
Beverly Joy Ballista and environmental sustainability. Through advocating coexistence, rule of law, monitor-
ing and appropriate use of technology in conservation, GenSan CARE can help bal-
ance society, economy and environment.

GenSan CARE incorporates Education for Global Citizenship. The rhymes feature
local issues connected to global issues which serve as the theme of the lesson to be im-
plemented in the class. The rhymes imbed SDGs on clean water and sanitation, afford-
able and clean energy, sustainable cities and communities, responsible consumption
and production, climate action, life below water and life on land. The transdisciplinary
approach adapted in the introduction of rhymes and lessons to the pupils desires to
contribute to the promotion of Sustainable Development Goals among the young.
“Ang Kuryente Tipiron Ta” “Ikaw Ug Ako Alang Sa Pagbag-o”
May Ann Perez
Lovely May Ago
Olive Kate Ganate Representing Region XII, the number of rhymes included is 12. The project was
Ryan Felongco made possible with the collaboration of Mindanao State University-General Santos Col-
Yhanie Abdul lege of Education, ACLC-General Santos, Department of Education, and the Local
Edrian Mark Tomines
Irish Joy Pendaton Government of General Santos.
 Maguindanaon Development Foundation, Inc.

Greetings of Peace!

We wish to congratulate the Youth Group,

“GenSan Children’s Animated Rhymes for the Environ-
ment” (GenSan CARE), in developing this Magazine or
Album of songs and rhymes they themselves wrote
and composed as part of their advocacy for Peace and Development, and
the Environment.

The songs and rhymes featured in this Magazine are creation of the Is-
kolars ng Bayan who finished Bachelor of Elementary Education from the
Mindanao State University in General Santos City (MSU-GSC), and are now
young professional educators engaged in teaching in various Elementary
Schools in Gen. Santos. Inspired by their community learning and encour-
aged by the financial support from MDFI’s PeaceConnect Project, these
young professionals pooled their talents, skills, and resources to form GenSan
CARE and create compositions with messages relevant to the project’s
peace advocacy.

Project PeaceConnect aims “to increase trust and mutual understand-

ing…” between and among tri-people communities in the SOCCSKSARGEN
region. And one of its expected outputs was to conceive and implement
“community peace projects”, particularly from among the youth whose ag-
gressive idealism has become vulnerable to attractions of radicalism and vi-
olent extremism.

Thus, we, in the MDFI and the Project PeaceConnect are very thankful
to the GenSan CARE for actively and aggressively pursuing the propagation
of messages of Peace, highlighting the urgent concern for the protection
and conservation of the environment. There is now an increasing trend of vi-
olent conflicts arising from human’s wanton destruction of the natural envi-
ronment in the name of economic development. The positive messages of
GenSan CARE, through their originally composed songs and rhymes, will
hopefully help reduce conflicts and ensure security and sustainable exist-
ence of human societies.

We are, therefore, expressing our felicitations and wishes of good luck

to GenSan CARE in their endeavor to contribute in realizing genuine and
10. Ask the pupils to connect the action word in column B to the corresponding picture in column A. Wealth of environmental problems is a critical issue confronting the man-
kind across the globe. Initiatives to address these problems are multiplying
however, people still need to blitz on a magnitude of environmental protec-
tion frames to complement the efforts of the growing environment move-
ments.
Addressing the environmental issues in the community through the use of
animated rhymes is a noble initiative. I believe that this initial step of repur-
posing the use of technology is a valuable platform for echoing environmen-
tal care messages to the young generation. In addition, the idea of making
an educational resource that incorporates local context and Sustainable
Development Goals is commendable as education is undeniably a powerful ground to achieve
SDGs. I hope that the multiplier effect of this innovative project will significantly unleash impact to the
collective efforts on environmental protection.
I extend my congratulations to all the leaders, composers, animators, and singers of this chil-
dren’s environment songs collection. The collective small steps you made is a big success and I hope
this will facilitate you to yearn for more significant attempts. It was a great privilege of bringing out
the best in you throughout your journey in the Children’s Literature class.

Mabuhay ang Children’s Animated Rhymes for the Environment! Kudos, Kabataang Guro!

JOVAR G. PANTAO, PhD

BEED Chairperson
College of Education

We are already facing the effects of climate change, and will be facing its
peak in the future. This man-made disease has been contributing towards the
exacerbation of existing vulnerabilities and people’s ability to sustain their
sources. Great efforts are being made in order to respond to this problem, how-
ever, the numbers are not enough.

Enhanced action on adaptation and awareness are needed to help avert

the worst consequences of climate change. These and our personal observations
of the problems in our community lead us into crafting our project “GenSan
IV. Evaluation C.A.R.E”. Through the use of these 12 animated rhymes, we can correspond to
the inadequate knowledge of grade school students about the effects of climate
Direction: Encircle the action word in the sentence. change. We aspire that this educational innovation will help turn available
knowledge into action.
1. Gisalud ni Juan ang ulan.
I would like to extend my greatest gratitude to the following individuals who took part in making
2. Gipalung ni Katya ang gripo. this project possible. To Dr. Anshari P. Ali, the chancellor of Mindanao State University, Dr. Maria Theresa
P. Pelones, our college dean, Dr. Jovar G. Pantao, the BEED department chairperson and our dear ad-
3. Ang langgam kay naglupad-lupad. viser. Also, a heart-felt thanks to our partners, The Asia Foundation, MDFI, Mindanao State University,
IPDM, DepEd, ACLC, and FEED for lending a helping hand in brewing this project. Most importantly, to
the outstanding children’s literature class of 2018-2019 who invested their time and effort in creating an
4. Gipunit ni Omar ang basura sa kalsada.
initiative that will embark a culture of environmental conservation.
5. Ang iro ni Toning kay gipainum niya ug gatas.
Together, we can build peace with C.A.R.E!

ROWENA S. BONGOLTO
Project Leader
48 GenSan C.A.R.E
 3. Teach the vocabulary items and their pronunciation (e.g. gripo, paghugas, paglimpyo, pagligo, usikan).
Afterwards, introduce the actions to the pupils.

4. Ask all the pupils to sing the rhyme and do the actions.

5. Ask the following questions to the pupils:

17 • Nakakita na ba mo ug gripo?

• Unsa ang gripo?

25 • Naa ba moy gripo sa inyong balay?

• Unsa ang gamit sa gripo?

45
• Unsa imong buhaton kung naa kay nakit-an nga gripo nga gipaagas ang tubig?

• Unsa imong matabang para matipid ang tubig?

13
6. Ask the pupils why it is necessary to conserve water.

7. Ask the pupils to write down the activities that they do before going to school (e.g. taking a bath, eat-
21 ing breakfast, brushing teeth, etc.)
8. Briefly discuss the punglihok through a graphic organizer.

33

29

1
37

5
41

47
 LESSON PLAN IN MOTHER TONGUE II
I. Learning Objective
Identify action words in sentences and stories
II. Subject Matter
Topic: Action Words
Materials: pictures, tarpapel, real objects, TV, laptop, Tubig sa Gripo video
Reference: K-12 Curriculum Guide Mother Tongue
Nuevo, M. & Alejandre, P. (2014). Ang Isdang Malipayon. Ormoc, Leyte
III. Procedure
1. Play the CARE rhyme, “Tubig sa Gripo” video and sing it aloud to the pupils. Ask pupils to pay
attention to the melody and the lyrics of the rhyme.
2. Post the tarpapel with the lyrics of the rhyme “Tubig sa Gripo” on the board.

"TUBIG SA GRIPO"

Ang tubig sa gripo Importante kaayo

Gamit sa pagluto, gamit pud sa pagligo
Nanananananananananananana (2x)

Ang tubig sa gripo importante kaayo

Gamit sa paglimpyo, ug paghugas ug plato “Ang Batang Si Omar”
Nanananananananananananana (2x)

Ang tubig sa gripo importante kaayo

Daghan tag magamitan, dili nato usikan “Ang batang si Omar” is an animated children’s
(Repeat 2x)
song about a boy who is concerned about the clean-
liness of the community. The essence of the rhyme
swirled around Omar’s journey for being anxious and
accountable as an individual and to be a good ex-
ample to everyone by just doing a simple deed which
contribute a big help to the society. The rhyme in-
3. Teach the vocabulary items and their pronunciation (e.g. gripo, paghugas, paglimpyo, pagligo, tended to contribute to the attainment of some Sus-
usikan). Afterwards, introduce the actions to the pupils.
tainable Development Goals such as Proper Disposal
4. Ask all the pupils to sing the rhyme and do the actions. of Waste. (SDG 4 – Proper Waste Disposal.)

46
 LESSON PLAN IN MOTHER TONGUE I
Learning Objective
Identify names of persons, places and things.
Subject Matter
Topic: Nouns
Materials: pictures, tarpapel, laptop, TV, Ang Batang si Omar
video and real objects
Reference: K-12 Curriculum Guide-Mother Tongue
Procedure
1. Play the CARE rhyme, "Ang Batang si Omar" video and sing it aloud to the pupils. Ask them to pay
attention to the melody and the lyrics of the song.
2. Post the tarpapel on the board with the lyrics of the rhyme "Ang Batang si Omar".

ANG BATANG SI OMAR

Ang batang si Omar 2x
Ming adto na sa eskwelahan
Ug sa eskwelahan iyang naabtan
Mga sagbot ug basura sa dalan
Nag gubot-gubot ug naglukot-lukot
Ug iya kining gihablot.
Chik plak plok, chik plak plok, chik plak
plok!
Ug sa pag uli ming agi sa plasa
Daghan napud ug basura sa kalsada
Nagubot-gubot ug naglukot-lukot
Ug iya kining gihablot.
Chik plak plok, chik plak plok, chik plak
plok!
Ug pag abot sa jeep, Beep! Beep!
Beep!
Daghang mga basura ang sulod jeep.
Nagubot-gubot ug naglukot-lukot
ug iya kining gihablot.
3. Teach the vocabulary items and their pronunciation (e.g. basura, galukot-lukot, gagubot-gubot,
gihablot,).
Thereafter, introduce the corresponding actions to the pupils.
4. Ask the pupils to sing the song and execute the actions.
5. Ask the following questions to the pupils:
Chik plak plok, chik plak plok, chik plak plok!
Ug sa pag uli ming agi sa plasa
Daghan napud ug basura sa kalsada
Nagubot-gubot ug naglukot-lukot
Ug iya kining gihablot.
Chik plak plok, chik plak plok, chik plak plok!
Ug pag abot sa jeep, Beep! Beep! Beep!
Daghang mga basura ang sulod jeep.
Nagubot-gubot ug naglukot-lukot
“Ang Tubig Sa Gripo”
ug iya kining gihablot.
Chik plak plok, chik plak plok, chik plak plok!
Ang batang si Omar buotan nga bata.
Gibitbit ang basura nga lata. “Ang tubig sa gripo” is an animated children’s song
Pag abot sa balay, iyaha nang gisugdan
Ang mga basura gilabay na sa basurahan. that tackles about the different ways to conserve wa-
Ang mga basura gilabay na sa basurahan.
Nagubot-gubot ug naglukot-lukot
ter. This rhyme showcase the importance of water con-
ug iya kining gihablot. servation in our daily life. It also teaches young children
on the different use of water and how to preserve it. In
addition, this rhyme targets to contribute to the imple-
mentation of the Sustainable Development Goals that
focuses on ensuring availability and sustainable man-
agement of water and sanitation for all (SDG – 6 Clean
Water and Sanitation).

2

10. Let the pupils complete the sentences by putting some describing words in the blank.
1. Ang trak sa basura kay _________.
2. Ang ilang dakbayan kay perti ka ____________.
3. Si Nene nga __________ nanlimpyo sa ilahang panimalay.
• Unsa ang basura?
• Nakakita na ba mo ug basura?
• Asa nga lugar mo permi makakita ug basura?
• Unsa inyung nabatyagan sa inyong pagkakita ug mga basura?
• Ganahan ba mo ug mga basura?
• Unsa inyong buhaton inig makakita mo ug basura?
• Unsa intawon ang mahitabo sa atuang palibot kung mapuno kini’g basura?
• Unsa pod kaha ang mahitabo sa atuang palibot kung ilabay nato sa tamang butanganan atong mga
basura?
• Sa unsang pamaagi nato mapabilin ang kalimpyo sa atong palibot?

4. Ang punuan nga duol sa among balay kay __________. 6. Ask the pupils what other type of trashes they have seen on the surroundings (e.g. cellophanes,
dahon, papel)
5. Ang akong Inahan kay ___________. 7. Ask the pupils to tell their observations about it by asking questions such as:
a. Unsang klase sa mga basura inyung nakita?
b. Asa nga lugar mo nakakita ug mga basura?
c. Kinsa inyong kauban pagkakita ninyo ato nga basura?
d. Unsa inyong gibuhat pagkakita ninyo sa mga basura?

8.Briefly discuss the topic through a graphic organizer.

IV. Evaluation:

Direction: Underline the describing word in the sentence.

1. Ang hangin sa bukid kay presko.

2. Nagrecycle ang mga pamilya og mga hugaw nga mga botelya.
3. Nagtanum ug mga gagmay nga puno ang mga bata sa may sapa.
4. Si Juan ang nagbahin-bahin sa basura ug gibutang sa tama nga butnganan.
5. Ang dakbayan nga perti ka hugaw kay nalimpyo tungod sa pagtabang-tabang sa mga katawhan.

9. Ask the pupils to identify the name of the objects of the given picture and its name type.

Kini kay ngalan sa usa ka?

Litrato Pangalan (Person or tawo, animal o
hayop, place o lugar or thing o
butang)

1.

44 3
2. 8. Briefly discuss the describing words using the Trash Map.

3.

4.

5.
9. Ask the pupils to write at least 3 describing words to the given objects.

10. Ask the students to underline the noun in the poem.

AKO NAKAKITA
Nakakita, nakakita, nakakita
Nakakita kog liyon sa kalasangan
Nakakita, nakakita, nakakita
Nakakita pud kog tigreng gamay
Nakakita, nakakita, nakakita
Nakakita kog daku nga langgam
Nakakita, nakakita, nakakita
Nakakita ko sa maanindot nga kalasangan.

Evaluation
Direction: Read the sentences carefully. Put a (✔) if the underlined word is a name of a person, (❤)
if it is an animal, (J) if it is a place and ( ) if it is a thing. Write your answer on the space
provided before the number.
1. Si Ana kay nanilhig sa ilang tugkaran.
2. Gipunit ni Dodong ang selopin nga anaa sa dalan.
3. Gilubong ug tarung ni Ana ang tae sa ilang iring.
4. Si Omar kay miyembro sa bantay kalasangan sa ilang lugar.
5. Ang Plaza, General Santos kay usa sa pinakalimpyong lugar sa Gensan.

4 43
 LESSON PLAN IN MOTHER TONGUE III
I. Learning Objective
Identify describing words in a sentence
II. Subject Matter
Topic: Describing Words
Materials: tarpapel, pictures, laptop, TV, video of the rhyme, “Tara, Magsegregate na ta!”
Reference: K-12 Curriculum Guide Mother Tongue
III. Procedure:
1. Play the CARE rhyme “Tara! Magsegregate na Ta!” video and sing it aloud to pupils. Ask the pupils
to pay attention to the melody and lyrics of the rhyme.
2. Post the tarpapel with the lyrics of the rhyme, “Tara! Magsegregate na Ta!” on the board.

TARA! MAGSEGREGATE NA TA! II.

Chorus: Siya namroblema ka yang iyang basura
Li! Li! Lihok na! Nagkagubot na kay wala nakolekta.
Magsegregate na ta!
Pagbahin-bahin sa basura iyang gisugdan na
Kay ang trak sa basura, nagpadulong na.
Ug ang kolektor nahimout, kay nakamatngon na.
Malata ug di-malata ayaw la’g isaha
(Repeat Chorus)
Ta! ta! ra! ra! ra! ra!
Magsegregate na ta.
III. "Ang Jeep Ni Philip"
Nilabay ang mga adlaw, kalsada wa na’y hugaw.

Sayo pa sa buntag, ang trak sa basura Sa limpyo nga palibot kanindot nga mutan-aw
Naglibot-libot na aron mangolekta Kay ang mga basura nakolekta na.
Sa dihang nakuratan si Manong Kolektor Ug ang dakbayan, karun nalimpyo na. "Ang jeep ni Philip" is an animated children's rhyme
Kay wala nasegregate ang basura ni Mang Kanor. (Repeat Chorus)
about a man named “Philip” and his vehicle wonder-
ing around the city. The story of this rhyme focuses on
Ta! ta! ta! ra! ra! ra!
Magsegregate na ta.
Philip’s Jeep that produces black smoke that contrib-
utes to air pollution. This nursery rhyme helps the young
3. Teach the pupils some vocabulary items and their pronounciation, e.g. nahimuot, nagkagubot, nakolekta.
4. Ask the pupils to sing the song and execute the actions. mind of children be enlightened about the importance
5. Ask the pupils the following questions:
• Unsa ang trak sa basura?
of sustaining clean air and to spread awareness about
• Nakakita na ba mo ug trak sa basura?
• Unsang adlaw nagalibot sa inyong barangay ang trak sa basura?
the Republic Act No. 8749 or the "Philippine Clean Air
• Asa man ninyo kasagaran makit-an ang trak sa basura?
• Nganong importante man ni sa atong dakbayan?
Act of 1999." Also this rhyme contributes to the attain-
• Unsay mahitabo kung daghan ug basura ang dakbayan? ment of Sustainable Development Goals (SDG) such as
6. Ask the pupils to mention the different kinds of garbage they see in their surroundings. Take urgent action to combat climate change and its
7. Ask the children to pick garbage around their classroom and let them identify if the garbage is biode-
gradable or non-biodegradable. impacts by regulating emissions and promoting devel-
(Prepare garbage can which is Biodegradable and Non-biodegradable)
• Unsa ang imong namatikdan sa sulod sa madunot nga basurahan? opments in renewable energy (SDG – 13 Climate Ac-
• Unsa ang imong namatikdan sa sulod sa di-madunot nga basurahan?
tion).
42
 Lesson Plan in English I

I. Learning Objective
Identify describing words in sentences.
II. Subject Matter
Topic: Describing Words
Materials: activity sheet, pictures, poster,
Reference: K to 12 Mother Tongue Curriculum Guide
III. Procedure
Introduce the song, “Ang Jeep ni Philip” and sing it aloud to pupils. Ask the pupils to pay attention
to the melody and the lyrics of the song.
Post the paper with the lyrics of the rhyme. “Ang Jeep ni Philip” on the board.

II.
Oh ang hangin sa kadalanan,
Atong limpyuhan.
“ANG JEEP NI PHILIP”
Aron ang atong palibot,
Mahimong anindot.
Chorus:
(Repeat Chorus)
Ang jeep ni Philip, Kusog mu-beep
Beep, beep, beep, beep, beep!
III. "Tara! Magsegregate Na Ta"
Oh ang presko nga hangin,
Nibuga ug aso Itom kaayo
Unta magpabilin.
Beep, beep, beep, beep, beep!
Busa ayaw na'g kahibulong,

I.
Kini ampingan ta ug tarong. "Tara! Magsegregate na ta" is an animated chil-
Oh ang itom nga aso,
(Repeat Chorus)
dren's song about a garbage truck and a garbage col-
Pagkadakong perwisyo.
Ug ang hangin nga hugaw,
Nibuga ug aso nga itom kaayo. lector, played in a mellow- tuned nursery rhyme. These
Masimhot sa paglakaw.
Beep, beep, beep, beep, beep!
Beep, beep, beep, beep, beep!
nursery rhyme revolves on a garbage truck who go from
different places just to collect garbage which is undergo
the process of waste segregation. The rhyme aims to
contribute to the attainment of some Sustainable Devel-
opment Goals such as to ensure the proper segregation
of waste (SDG 8- Waste Segregation). Also, this rhyme
3. Teach the vocabulary items and their pronunciation like masimhot, kahibulong, perwisyo.
will easily impart the people on how to be responsible in
4. Introduce the actions using Frayer model. Ask all the pupils to sing the song and do the actions. segregating and disposing waste properly.
5. Ask the following questions.

6
 • Unsa ang jeep?
10. Ask the pupils to write a short description about their friend using an activity • Nakasakay na ba mo ug jeep?
• Ganahan ba mo musakay sa jeep?
sheet. • Unsa ang gamit sa jeep?
• Nganong makadaot ang aso gikan sa jeep?

6. Present the following to the pupils. Have them notice the

highlighted words.
Ug ang hangin nga hugaw
Oh ang presko nga hangin
Nibuga ug aso nga itom kayo

Ang Akoang Amigo/Amiga 7. Discuss briefly the describing words using the cloud chart below.

Ang akong amiga kay si __________. Siya kay

__________________. Gusto nyang mag _________
ug mag_________. Kasagaran sya naga ___________.
Gusto nako makauban akoang amiga/amigo kay sya
________ ug ________ ang akoang maingon sa iyaha Gihulagway ang mga pulong nga
kay __________. nailhan usab nga adhetibo. Gihubit
nila angusa ka nombre o pronombre
o usa ka butan ug nagsulti asa nga
Pungyaw usa, unsa nga matang, o unsa ka da-
ghan.

11. Ask some pupils to read their work to the class. Pananglitan: hugaw ay naghubit sa
pulong na hangin

IV. Evaluation
Direction: Encircle the adjective in the sentence.
8. Ask pupils to write down the describing words they identify in the rhyme using the Activity sheet.
1. Ang dagat kay lalom.
2. Humot kaayo ang Sampaguita.
3. Ang mga puno kay tag-as kayo. Naghubit sa mga pulong

4. Daghang sakyanan ang nagpila sa kalsad.

5. Si Kuya kay nakakuha ug dagkong isda sa suba.

40 7
 6. Ask the pupils to name things present in the surroundings.
7. Ask the pupils to describe the object they have chosen by asking the following questions:
9. Ask the pupils to write one complete sentence that has describing word. Choose describing
• Unsa ang kulay sa imohang napili?
words that are different from the words found in the rhyme. • Unsa na kadako?
_______________________________________________________________________ • Unsa ang hitsura ani?
• Ganahan ba ka ani?
_______________________________________________________________
• Nganong di man ka ganahan?
• Unsa kaha ang mahitabo kung wala ni siya?
10. Ask the pupils to describe (3) person, (3) place and (3) things in their community.
_______________________________________________________________________
8. Briefly discuss the describing words using a tree organizer.
_______________________________________________________________

IV. Evaluation
Directions: Identify the describing words in a sentence.
Underline the correct answer.

1. Nalipay akong ginikanan sa dakong grado na akong nakuha sa tanang subject.

2. Ang Lake Sebu ay isa ka lugar nga bugnaw sa atong nasod.
3. Ang kainit sa adlaw ang hinungdan maong nauga ang mga nilabhan ni Nanay Pasing.
4. Gigukod ug paspas ni Pedro ang kawatan sa ilang balay.
5. Nagpatindog ug dako na eskwelahan ang mayor sa Heneral Santos.

9. Based on the rhyme, ask the pupils to write down adjectives and the word they describe using the
activity sheet as shown below.

Pungway Halimbawa
1.
2.
3.
4.

8 39
 LESSON PLAN IN MOTHER TONGUE I
I. Learning Objective
Identify describing words in sentence.
II. Subject Matter
Topic: Adjectives
Materials: tarpapel, pictures, graphic organizer and animation.
Reference: K-12 Curriculum Guide-Mother Tongue
III. Procedure
1. Play the CARE rhyme, “Sugdan ta Karon” video and sing it aloud to pupils. Ask pupils to pay atten-
tion to the melody and the lyrics of the rhyme.
2. Post the tarpapel with the lyrics of the rhyme “Sugdan Ta Karon” on the board.

“SUGDAN TA KARON”
Chorus:
Hala! la! la! la! la! la! Tan-awa
Nagngisi ug nagkiay-kiay sila
Sa pagsidlak sa adlaw, sila dili na maluya
Mga gagmay’ng puno karon mitubo na!
I.
Sugdan ta karon, puno padaghanon
II.
Sugdan ta karon ang pagtanom
Aron presko nga hangin aton maangkon
Sa pagkawot diri ug didto, kita magtuon
Sugdan ta sa pagsidlak sa adlaw hangtod sa
mudulum.
“Ang Kuryente Tipiron Ta”
(Repeat Chorus)

Sa init ug ulan, sila mahinungdanon Coda:

Sa kakusog sa baha, nagtindog na malig-on Sugdan ta!

Andam muprotekta, karon, ugma ug sa umaabot Karon na! “Ang kuryente tipiron ta” is an animated rhyme
nga panahon.
about a young boy who lives under a bridge and for-
got to turn-off their electronic devices before falling
asleep. The frustrated devices which were joined by
the bulb, television and electric fan sang their deepest
request to the child. The rhyme has a key message of
3. Teach the vocabulary items and their pronunciation. (e.g. nagngisi, nagkiay-kiay, mitubo,
malig-on). Afterwards, introduce the actions to the pupils. saving electricity be encouraging the children to turn
4. Ask all the pupils to sing the rhyme and do the actions.
5. Ask the following questions to the pupils:
off the machines when not in use for sustainable ener-
• Unsa ang kahoy? gy ahead. The theme of the rhyme touches the SDG 7,
• Asa nato makita ang mga kahoy?
•
•
Naa ba mo’y kahoy dapit sa inyong balay? Gagmay o dagko?
Nganong kinahanglan man nato magtanom ug kahoy?
which tackles about the affordable and clean energy.
It aims to ensure access to affordable, reliable, sustain-
able and modern energy for all.
38
 LESSON PLAN IN MOTHER TONGUE I
I. Learning Objective
Give pairs of rhyming words.
II. Subject Matter
Topic: Rhyming Words
Materials: cartolina, rebus poster, tape, pencil, crayons,
laptop, TV, Kuryente, Tipiron Ta! video, and paper.
Reference: K-12 Curriculum Guide Mother Tongue
III. Procedure
1, Play the CARE rhyme, “Kuryente, Tipiron Ta!” video and sing it aloud to the pupils. Ask the
pupils to pay attention to the melody and lyrics of the song.
2. Post the tarpapel with the lyrics of the rhyme, “Kuryente, Tipiron Ta!” on the board.

KURYENTE, TIPIRON TA! II.

Chorus:
Tama na! Dali na! Kuryente tipiron ta
Kung dili kinahanglan, ayaw sa gamita.
Tama na! Dali na! Kuryente tipiron ta
Aron hayag nga kaugmaon, maangkon ta!
I.
Bata, bata! Ayaw pasobrahi
Kuryente, kuryente, ayaw palabihi,
pahuwaya sa mi bisan kadali
Kuryente tipiron dili nato sayangon.
Kung dili, kung dili na ko nimo gamiton,
Pwede ko nimo nga pa-pa- palongon.
Kay kung ang kuryente tarong tang gamiton,
Muhayag na sa dayon ang mangitngit tang ka-
gab-ihon.
Chorus:
Tama na! Dali na! Kuryente tipiron ta
Kung dili kinahanglan, ayaw sa gamita.
Tama na! Dali na! Kuryente tipiron ta
Aron hayag nga kaugmaon, maangkon ta! “Sugdan Ta Karon”
Tama na! Dali na! (2x)
Ang kuryente, tipiron ta! (2x)

“Sugdan ta karon” is a children’s rhyme that is in line

with the Sustainable Development Goals (SDG – 13 Cli-
mate Action) that responses to the threat of Climate
3. Teach the vocabulary items and their pronunciation (e.g. tipiron, kaugmaon, sayangi,kagab-hion, hayag)
by showing their corresponding pictures.
change. This rhyme tells us about the positive effects of
4. Ask all pupils to sing the song and do the actions.
5. Ask pupils the following questions:
planting trees. It encourages not only the adults but also
• Unsa ang kuryente?
• Naa ba moy kuryente sa balay?
the young minds to learn how to dig deeper and start
• Asa nato ginagamit ang kuryente?
• Unsang mga butang ang ginapaandar sa kuryente?
planting small trees to obtain a cleaner and greener en-
• Nganong kinahanglan man nato tipiron ang kuryente?
vironment. In addition, this rhyme abides to the “National
Forestry and Tree Planting Act of 2003” that focuses on
4. Ask the pupils “Unsa inyong nabantayan sa atong gikanta? Naa bay mga magkaparehas og banha na mga
sinultian?
the conservation, sustainable management and devel-
5. Ask the pupils to choose a word from the rhyme.
• Unsa ang napili ninyo na pulong?
opment of forest in the Philippines.
• Nganong ganahan man mo sa mga pulong na ni?
• Makahatag ba mo ug parehas nga banha sa mga pulong na ni?

10
8. Ask the pupils to write down some rhyming words found in the song.
8. Briefly discuss rhyming words using a graphic organizer.

Akong Lapis
RHYMING WORDS
Akong lapis akong higala • Mga pulong nga magkapareho og banha.
Sa pagtuon kauban ko siya • words that have the same final sound (Cambridge Dictionary,2018)
Sa pagsulat pagdibuho • Example: "sira" og "bira"
Siya nakatabang nako
La-la-la-la-la-la-la-la-lapis (3x)
Akong lapis
Other Examples:

tama sama
dili pili
bata gata
9. Ask the pupils to fill-in the short poem with correct rhyming words below.
aron karon
ayaw sayaw
Si Mama milakaw
Ask the Following:
Sa iya ko ____ (gimingaw, nigakos)
• Unsa ang pagkapareho sa mga pulong?
Niadto sya sa tindahan • Asa dapit makita ang ilang pagkapareho?
• Nasabtan ba ang pagkapareho sa mga pulong?
Nagpalit ug ____ (sudlay, sud-an)
9. Pares-Pares
Palangga ko si Mama Direction: Pair up the words according to their rhyme.
Pati si Kuya, Ate ug (Papa, manghod)

nipa • • bira
tira • • sipa
IV. Evaluation
Instruction: Using your coloring materials, color the rhyming words from the different tali • • halas
nursery rhymes below. Put different colors on each pair of rhyming words.
balas • • pindot

Kidlap-kidlap bituon nindot • • bali

Sa langit ka tan-awon
Lawas sa langgam kay piskay
Sa sanga nag kiay-kiay .
Ang langgam nga pula ug dughan 10. Divide the class into six groups.
Sa kahoy among nakit-an. • The first and second group will create a short yell with rhyming words.
Si Filemon namasol sa kadagatan • The third and the fourth group will write a song with rhyming words.
Nakakuha siya ug isdang tambasakan. • The fifth and sixth group will create a poem with rhyming words
Si Nanay ug Tatay, nagkahigugmaay
Si Manong ug Manang dagha’g ikatabang. 11. Give time for the groups to present their outputs to the class.

36 11
 3, Teach the vocabulary items and their pronunciation (e.g. uwan, bundak, ginasalod, pambisbis,
mutubo). Afterwards, introduce the actions to the pupils.

4, Ask the pupils to sing the rhyme and do the actions.

5. Ask the following questions to the pupils:

IV. Evaluation  Nakakita na ba mo ug uwan?
 Kanus-a naguwan sa atong dakbayan?
 Nganong ga uwan man?
 Unsa inyong mabati kung mag uwan?
 Nakaligo na ba mo sa uwan?
Quiz  Unsa ang importansya sa uwan?
 Nganung kinahanglan man nato isalod ang uwan?
Name: ________________________ Petsa: _________
6. Ask the pupils about what are the different uses of rainwater.
Seksyon: ______________
7. Briefly discuss the rhyming words from the nursery rhyme using a prop box containing
Pahamatngon: Maghatag og 5 ka pares sa pulong nga magkabanha. rhyming words (Let each student pick one and find the other word that rhymes to the
word they have picked). Use a picture-caption graphic organizer to further discuss the
topic.

1._ _ _ ___

2._ _ _ ___

3._ _ _ _ ____

4._ _ _ _ ____

5. _ _ _ _ _ _____

12 35
 LESSON PLAN IN MOTHER TONGUE I

I. Learning Objective
Recognize rhyming words in nursery rhymes and poems.
II. Subject Matter
Topic: Rhyming Words
Materials: Prop box, tarpapel, graphic organizer, coloring materials, laptop, TV
Reference: K-12 Curriculum Guide-Mother Tongue, EN1PA-IIIa-e-2.2
III. Procedure
1. Play the CARE rhyme, “Si Juan ug ang Uwan” video and sing it aloud to the pupils. Ask the
pupils to pay attention to the melody and the lyrics of the rhyme.
2. Post the tarpapel with the lyrics of the rhyme, “Si Juan ug ang Uwan” on the board.

SI JUAN UG ANG UWAN

Chorus:
Uwan, uwan, uwan tulo uwan
Si Juan sa bintana, nagtan-aw sa tubig sa uwan
Uwan, uwan, uwan bundak uwan “Ang Pamilyang Gabitbit Ug Eco Bag”
Nganong ginasalod man nato ang tubig sa uwan.

I.
Ako magamit sa paglaba
aron malimpyo labhunon ni Mama
Ako magamit sa pagligo “Ang pamilyang gabitbit ug eco bag” is a chil-
Sa mga hayop aron di mubaho
Ako pambisbis sa tanom dren’s rhyme grounded on the arduously-implemented
Aron mutubo kay akong gipainom
local ordinance, regulation of the use of plastic bags.
II.
Ang uwan, ang uwan The essence of this blithe rhyme reflects the story of a
Ako ang tubig uwan
Ug mao kini ang mga tabang sa tulo
family who is encouraged to bring eco bags wherever
sa tubig sa ulan they go instead of using plastic bags. It shows the point
(Repeat Chorus) of view of a child who genuinely convey the plea. The
nursery rhyme plays to support the pursuit of several Sus-
tainable Development Goals (SDG) basically to guaran-
tee sustainable consumption and production patterns
(SDG 12 — Responsible Consumption and Production)
and take immediate action to combat climate change
(SDG 13 — Climate Action).

34
 LESSON PLAN IN MOTHER TONGUE III
I. Learning Objectives
Identify the noun in a sentence.
II. Subject Matter
Topic: Noun
Materials: pictures, activity sheets, laptop, TV
References: K-12 Curriculum Guide-Mother Tongue
Kilaton, C. P. (2012). Parts of Speech-Mga Bahin sa Pamulong
III. Procedure

1. Introduce the music video “Ang Pamilyang Gabitbit og Eco Bag” and sing it aloud to the pupils.
Ask the pupils to pay attention to the melody and the lyrics of the rhyme.

2. Present a prop box containing words and pictures from the song “Ang Pamilyang Gabitbit og
Eco Bag”.

3. Teach the vocabulary and their pronunciation (e.g. Mama, Papa, Inday, Dodong, Eco bag, plaza,
etc). Afterwards, introduce the actions to the pupils.

4. Ask the pupils to sing the song and perform the actions.

5. Ask the following questions to the pupils:

• Unsa ang Eco bag?
• Nakakita na ba mo’g Eco bag?
•
•
Asa mo nakakita ug Eco bag?
Asa mo makapalit ug Eco bag?
“Si Juan Ug Ang Uwan”
• Ginagamit ba ninyo ang Eco bag?
• Asa ninyo ginagamit ang Eco bag?
• Nganong importante man ang Eco bag sa atua?
• Nganong Eco bag man ang dapat gamiton sa atuang dakbayan?
• Sa unsang pamaagi ka makatabang sa dakbayan arun mabawasan ang pagamit sa mga plastic? “Si Juan ug ang uwan” is an animated children’s
6. Ask the students to identify the nouns in the rhyme. song about a wondering boy and a lively raindrop
7. Briefly discuss the noun using a graphic organize played in a mellow-tuned nursery rhyme. The gist of the
rhyme revolves around Juan’s curiosity on why do we
collect and conserve rainwater which was then enlight-
ened by Uwan in its chorus part. This nursery rhyme does
not portray mainly its superficial graphic aesthetics but its
meaningful and goal-oriented background. The rhyme
lives from contributing to the attainment of some Sustain-
able Development Goals such as to ensure sustainable
and manageable water and sanitation (SDG 6 – Clean
Water and Sanitation) and also to partake in combating
global climate change (SDG 13 – Climate Action).

14
9. Rewrite each sentence capitalizing each proper name correctly.
8. Ask the students to underline the nouns in the rhyme.

1. Gipakaon ni kaloy iyang manok. “ANG PAMILYANG GABITBIT UG ECO

BAG” IV.
2. Naperwisyo si philip sa itom na aso. Si Dodong nagbitbit ug Eco bag
I Lakaw-lakaw didto sa Plasa
3. Gipunit ni omar ang sagbot sulod sa dyip. Akong Mama nagbitbit ug Eco bag Nakita niya iyang amiga
Sayo pa siya sa kabuntagon Nagbitbit ug plastic bag
4. Nanglaag ang magbarkada sa plaza heneral santos Gahapon Eho eho eho eho eho
Paadto siya’g palengke
Kay mupalit ug gulay No no no ta sa plastik!
5. Naa sa bulan sa setyembre ginapahigayon ang tuna festival.
Eho eho eho eho eho 2x Eho eho eho eho eho
Eco bag ang igamit!
II.
Akong Papa nagbitbit ug Eco bag V.
Kay gisudlan ug baunan Si Mama, Papa, Inday ug Dodong
10. Divide the class into five groups. Each group will create three sentences with proper Palangga ilang dakbayan
names. Baktas-baktas, udtong dako
Padulong sa trabahoan Maong pirme bitbit ang Eco bag
Eho eho eho eho eho 2x Ato silang sundon
11. Each group must choose a representative to present their work to the whole class.
III. Eho eho eho eho eho 4x
Si Inday nagbitbit ug Eco bag
Muadtog mall kay maglaag-laag Dili nato kalimtan,
Lakaw diri, pangita didto Eco bag ang igamit!
Kay mupalit diay’g gamit
IV. Evaluation Eho eho eho eho eho 2x

Direction: Put on the line before the number if the proper name is written correctly

and if otherwise.

_____ 1. Nagtilap-tilap sa iyang kuko ang iring nga si nana.

_____ 2. Sa kadaghang bulak, gumamela iyang pinakagusto.

_____ 3. Gibisbisan ni Isay ang iyang tanum matag sayo buntag.

9. Ask the pupils to write down the noun in the song by using Activity Sheet and state what number of
_____ 4. Gipalong ni ana ang electric fan human niya kining gigamit. stanza did they belong.

_____ 5. Sa Conel ang nasabotan nilang lugar kung diin sila magtagbo.

PUNGAN NUMERO SA STANZA

(NOUN) (NUMBER OF STANZA)

32 15
10. Group the pupils into five (5). The group will be given set of words and they will paste the words in
the corresponding column on the board. They will be given 5 minutes to do their tasks. The first
5. Ask the following questions to the pupils:
group who will finish the activity will be the winner.
• Kinsa ang bida sa maong garay?
TAWO MANANAP BUTANG DAPIT • Unsa iyang gibuhat?
(PERSON) (ANIMAL) (THING) (PLACE) • Unsay gibuhat sa mga silingan katong ilang namatikdang nanunog ug basura si Ne-
neng?
• Tama ba nga magsunog ug basura?
• Nganung dili man maayo ang pagsunog?
• Unsay imong buhaton kung makakita ka ug tawo/batang gasunog?

6. Ask the pupils to write down the things that they see while heading to school (e.g. Jollibee, their
friends, vehicles, etc.)
7. Briefly discuss proper names through a graphic organizer.

Mga hugpong sa mga pulong:

Titser Isabel KCC Mall lapis palaka

ilaga tilapia Lolo Perding eskwelahan

General San-
sapatos buyog Maria
tos

bulak Mayor Rivera kutsara Pilipinas

PANGPIHO
(Proper Name)

IV. Evaluation
8. Underline the proper name(s) in each sentence.
Direction: Underline the nouns in the sentence.
1. Nanilhig sa ilang balay si Laling.
Naligo’g uwan si Juan.
Napalong ang suga nila Jose. 2. Si Andoy kay namaligya ug gulay.
Namulot sila Omar ug mga basura. 3. Si Intoy kay nagdala ug ecobag.
Si Kira kay nag-adto’g kalasangan. 4. Bruno ang pangalan sa balhibuong iro ni Aldrin.
Nagtanom ang seksyon Rizal sa likod sa klasrum.
5. Nangaligo ang mga bata sa Queen Tuna Park kagabii.

16 31
 LESSON PLAN IN MOTHER TONGUE I

I. Learning Objective
Write correctly the proper names.
II. Subject Matter
Topic: Nouns
Materials: visual aids, graphic organizer, tape, tarpapel
Reference: K-12 Curriculum Guide-Mother Tongue
III. Procedure
1. Introduce the CARE rhyme, “Neneng Ayaw na Pagsunog” video and sing it aloud to pupils. Ask
the pupils to pay attention to the melody and the lyrics of the rhyme.
2. Post the tarpapel with the lyrics of the rhyme “Neneng Ayaw na Pagsunog” on the board.

“NENENG AYAW NA PAGSUNOG”

I. Si Neneng kay nanglimpyo

III. Sa silingan siya giingan
Abtik siya kayo “sunod ayaw na pagsunog,
Sa iyang pagpanglimpyo
Sunog diri, sunog didto.
Kay ang aso ug abog
Sa palibot makadaot. “Bugsay”
II. Ang aso nakaplagan IV. Si Neneng nahigmata
Sa ilahang tugkaran Sa mao nga estorya
Sa iyang kinasuluran
Ug ang ilahang silingan
Nalipay nga naamguhan.
Wala gayud nahimutang.
(Repeat Chorus 2x)
“Bugsay” is an animated children’s rhyme in which
CHORUS:
Siya gipahinumduman (Kay ang aso ug abog a story of a fisherman was told through the eyes of his
Sa palibot makadaot.) 2x
Sa mao nga silingan
Sa ordinansyang gipatuman
child. This fisherman is enjoying the abundant resources
Sa ilahang Kapitan
of the seas, catching enough fishes to sell in the market,
and for home consumption. At the end part of the
rhyme, the fisherman was elated because of the proper
way of fishing that prevent the marine life from deterio-
ration. This fisherman conveys that a small act of proper
3. Teach the vocabulary items and their pronunciation. (e.g. nanglimpyo, sunog, management of the resources, can lead to a sustaina-
aso, silingan, Neneng). Afterwards, introduce the actions to the pupils. ble future. This rhyme was created to somehow support
4. Ask all the pupils to sing the rhyme and do the actions.
the Sustainable Development Goal which is the SDG 14,
Conserve and sustainably use the oceans, seas and
marine resources. This is to protect the coastal areas,
30
 LESSON PLAN IN MOTHER TOUNGUE I
I. Learning Objective
Count the number of syllables in a given word.
II. Subject Matter
Topic: Syllables
Materials: tarpapel, prop box items, pictures, laptop, TV, Bugsay video
Reference: K-12 Curriculum Guide-Mother Tongue Huni-huni Duyog alang sa Tunghaan Online
Resource for Cebuano teachers and students

III. Procedure
1. Play the CARE rhyme, “Bugsay” video and sing it aloud to the pupils. Ask the pupils to pay
attention to the melody and the lyrics of the song.
2. Post a tarpapel with the lyrics of the rhyme “Bugsay” on the board.

“BUGSAY”
I.
Akong amahan nibugtaw
Sa kaadlawon mulakaw
Nangandam sa iyang bangka
Ug sa dagat mangisda.
II.
Akong amahan nibugtaw
Sa kaadlawon milakaw
Nangagda sa silingan
Buho sa pukot ta kamusta na?
Chorus I.
Bugsay diri, bugsay didto
Bingwit itsa, hala bira
Hakuton na ang isda ta
Sa palengke ta, ibaligya na.
3. Teach the vocabulary items and their pronunciation. (e.g. amahan, bangka, buho, pukot, bingwit, bug-
say, itsa.) Afterwards, introduce the actions to the pupils.
4. Ask the pupils to sing the song and do the actions.
5. Ask the following questions to the pupils:
• Unsa ang mananagat?
• Nakakita na ba mo ug mananagat?
• Asa mo nakakita ug mananagat?
• Ganahan ba mo makakita ug mananagat?
• Nganong ganahan man mo makakita ug mananagat?
• Unsa ang ginabuhat sa mananagat?
• Paunsa ginadakop sa mananagat ang mga isda?
• Nganong daghan man madakop nga isda ang mananagat?
• Unsa ang imong buhaton aron mas mudaghan pa ang mga isda?
III.
Nilabay ang mga adlaw
Abunda ang isdang isabaw
Amahan ko’y malipayon
Tungod sa pagpanagat na hitarung.
Chorus II.
Bugsay diri, bugsay didto
Pukot itsa, hala bira “Neneng Ayaw Na Pagsunog”
Atimanon ta ang dagat ta
Tarungon ta pangisda ta.
Back to Chorus I.
“Neneng ayaw na pagsunog” is an animated children’s
song that talks about a girl named “Neneng” and how she
used to burn garbage. Neneng’s neighbour did not agree to
her practice which results to her neighbours reminding Neneng
about their barangay ordinance. Since then, Neneng learned
that burning garbage can give a negative effect not just to
our environment but also to the health of the people in our
community. This rhyme reminds us that it is not good to burn our
garbage’s. Also, this rhyme targets to contribute to the imple-
mentation of the Sustainable Development Goals about taking
urgent action to combat climate changWe and its impacts by
regulating emissions and promoting developments
in renewable energy (SDG – 13 Climate Action). In addition,
this rhyme abide to the Republic Act 9003 or the “Ecological
Solid Waste Management Act” prohibiting the burning of
leaves and waste materials.

18
 9. The teacher will play and sing the song again and ask students “What’s the sound of this” while pointing
to the letter. The students will answer and identify the letter. 6. Ask the pupils why it is essential to take care of the marine
10. Ask the students to match the vegetables in the pictures in Column B with the beginning consonant sound life.
of their name in Column A. 7. Ask the pupils to pick an item in a prop box. Each item consists of a picture, an elkonin box, and a word.
The pupils will first name the picture, form a word, and place it in the elkonin box.
Column A Column B

Tu na
8. Briefly discuss the topic using an elkonin box.

SI LA BA
Ang silaba kay busok nga sinultihan labaw sa paningog.

11. Ask the pupils to write down the sound of the beginning consonant letter of the given word.
9. Ask the pupils to group the words according to the number of its syllables.
Pulong Sinugdanang tingog sa consonant letter
(Words) (Sound of the beginning consonant letter)
suroy
baligya
likod
presko
kiay-kiay

12. Group the pupils into five (5) and let them play the “Concentration Game” using consonant letter cards
and matching pictures.

IV. Evaluation
Direction: Give the beginning consonant sounds of the underlined word.
___1. Daynamayt ang ginagamit sa ubang manglalawod.
___2. Basura ang hinungdan nganong gabara ang kanal.
___3. Naguba ang bukid tungod sa mga abusador nga tawo.
___4. Nag inusara ang atong planeta, maong ato kining
ampingan.
___5. Tamnan ang likod sa balay og mga klase-klaseng gulay og prutas aron dili gasto.

28 19
10. Ask the pupils to count the syllables of each underlined words.

“DINHI MALIPAYON”
I.
Dinhi malipayon, didto malipayon
Bisan asa malipayon.

Chorus:
Sayaw, sayaw dyotay
Kamot ikapay-kapay
Hawak ikiay-kiay
Tuyok gamay.

Ako malipayon, ikaw malipayon

Kitang tanan malipayon.

(Repeat Chorus)
4. Teach the vocabulary and their pronunciation e.g. magtanom, mangalot,tabunan, bisbisan etc. After-
wards, introduce the actions to the pupils.
5. Ask the pupils to sing the song and perform the actions.
6. Ask the following questions to the pupils:
• Unsa ang gulay?
• Naa ba moy gulay sa inyong balay?
• Naka kaon na ba mo ug gulay?
• Nganong kailangan man nato mag kaon ug gulay?
• Unsay makuha nato sa gulay?
• Unsay matabang sa pagtanom ug gulay ug uban pang mga tanom sa atong kinaiyahan?
Source: http://www.huni-huni.com/content/cebuano-song-dinhi-malipayon
7. Ask the pupils where they can plant vegetables and what are their importance.
8. Ask the students to identify what is the first letter of the word and the teacher will pronounce the
sound of that letter three times.
IV. Evaluation
Direction: Count the number of syllables of the underlined word in the sentence.

1. Ganahan si Maria mag atiman sa mga isda.

2. Milakaw si Totong sayo pa sa kaadlawon.
3. Gisabawan ni Nanay ang isda nga bitbit ni Tatay.
4. Si Inday nagbitbit ug ecobag padulong sa palengke.
5. Nalipay si Juan sa pagpanagat sama sa iyang amahan.

20 27
 LESSON PLAN IN MOTHER TONGUE II
I. Learning Objectives
Give the beginning consonant sounds of the given words.
II. Subject Matter
Topic: Consonant Sounds
Materials: Pictures, activity sheets, laptop, TV,
picture cards or objects beginning with b, d, f, g, h, j, l, m, n, p, q, r, s, t, v, w, y, and z...
Music Video of “Mga Gulay sa Likod sa Balay”
Reference: K-12 Curriculum Guide-Mother Tongue

III. Procedure
1. Play the CARE rhyme, “Mga Gulay sa Likod sa Balay” video and sing it aloud to the pupils. Ask the pupils
to pay attention to the melody and the lyrics of the song.
Post the tarpapel with the lyrics of the rhyme “Mga Gulay sa Likod sa balay” on the board.

Chorus:
“MGA GULAY SA LIKOD SA BALAY”
Mga laming gulay sa likod sa balay
I.

Magtanom, magtanom sa likod sa balay,

Gasinaw, gangisi og gakiay-kiay "Ikaw Ug Ako, Alang Sa Pagbag-o"
Mga laming gulay sa likod sa balay
ug mga klase-klaseng gulay
Tipid sa gastuson mahimo sad tag baskugon
Mangalot, mangalot, ibutang ang binhi
III.
Tabunan, bisbisan og atong ampingan "Ikaw ug ako, alang sa pagbag-o" is an animated
Gisuroy ni Mama ang mga gulay nga presko
II. children's song about the animals that were freely flying,
“Gulay! Gulay mo diha!” aron sya makakwarta
Nitubong mga gulay sa likod sa balay
Gisuroy ni mama ang mga gulay nga presko
climbing, and living in the forest. This rhyme talks about
Pwede na nato harbison
Og tungod niini ngabuhi ta the importance of people's unity in taking care of the
Nitubong mga gulay sa likod sa balay

Pwede nato kaunon, pwede sad baligyaon

(Repeat Chorus) forest by being vigilant citizens. This rhyme does not only
depict how beautiful the forest is but also emphasizes
the importance of people’s collective action to main-
tain and sustain the balance of nature. It aims to make
the viewers realize their role in making and achieving the
change that was accentuated in the coda or the last
3. Present a poster containing words and pictures from the song “Mga Gulay sa Likod sa Balay”.
part of the rhyme. This rhyme intends to contribute to en-
suring the sustainable forest and wildlife (SDG 15- Life on
Land).
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 LESSON PLAN IN MOTHER TONGUE I
I. Learning Objective
Identify action words in sentences.
II. Subject Matter
Topic: Action Words
Materials: pictures, tarpapel, real objects, “Ikaw ug Ako, Alang sa Pagbag-o” video, laptop, TV
Reference: K-12 Curriculum Guide-Mother Tongue
Mother Tongue-Based Multi-lingual Education
Teacher’s Guide in Sinugbuanong Binisaya
III. Procedure
1. Play the CARE “Ikaw ug Ako, Alang sa Pagbag-o” video and sing it aloud to pupils. Ask the pupils to pay
attention to the melody and the lyrics of the song.
2. Post the tarpapel with the lyrics of the rhyme “Ikaw ug Ako, Alang sa Pagbag-o”on the board.

“IKAW UG AKO. ALANG SA PAGBAG- II.

O”
Dali kamo! Duol kamo! Magtinabangay kita.
Chorus:
Pagprotekta sa mga hayop/, hatagan nato’g importansya
Pa! pa! pa! pa! pad! Naglupad-lupad
Aron sila manginabuhi/ nga puno sa kasadya
Sa panganod nagliad-liad
Mag-inawitay,/ magsinayaway,/ ug maghinigu(gmaay sila.
Ta! ta! ta! ta! tay! Naglatay-latay
(Repeat Chorus)
Sa mga kahoy nagbitay-bitay.
III.
I.
Oh! Pagkaanindot tan-awon
Bantay diri, bantay didto “Mga Gulay Sa Likod Sa Balay”
Tabang diri, tabang didto
Sa kalasangan nga perti katahum
Mubantay, mutabang. Diri ug didto.
Gagmay’ng kahoy, dagkong kahoy, uban
pang mga tanom Sila, siya, Ikaw ug ako.
Sa paghampak sa hangin, nagsayaw-sayaw Coda: “Mga gulay sa likod sa balay” is an animated children’s
nga malipayon. Ikaw ug ako, alang sa pagbag-o. rhyme about a family and the vegetable plants in their back-
Alang sa pagbag-o. Alang sa pagbag-o.
yard played playfully by the rhythm of the music. The essence
of the rhyme revolves around the backyard gardening’s bene-
fits in the family’s daily living. It was then brought into light by
realizing that vegetables provide them their daily consumption
3. Teach the vocabulary items and their pronunciation. (e.g. naglatay-latay, panganod, kalasangan, katahum, and at the same time making every member of the family
paghampak, kasadya) by showing pictures. Afterwards, introduce the actions to the pupils.
4. Ask all the pupils to sing the song and do the actions. healthy. Aside from that, the mother in the nursery rhyme sells
5. Ask the following questions to the pupils:
vegetables in the market for their living. This may nudge the
children to realize that a simple act of growing plants in their
• Unsa ang kalasangan?
• Nakaadto na ba mo sa kalasangan? backyard can offer great benefits in their daily living. The
Unsa inyong nakita sa kalasangan?
•
• Nalipay ba mo nga nakaadto mo sa kalasangan?
rhyme may contribute to the attainment of some Sustainable
• Nganong gusto man ninyo ang kalasangan? Development Goals such as to make the urban spaces more
• Daghan ba mo’g hayop nga makit-an sa kalasangan?
• Unsa kaya ang hinungdan nganong daghan man ang mga hayop sa kalasangan? inclusive, resilient, safe, and sustainable (SDG 11 – Sustainable
Unsa nga mga hayop ang makit-an ninyo sa kalasangan?
•
• Sa unsang paagi ka makatabang sa pagpadaghan sa mga hayop sa kalasangan? Cities and Communities) and also to partake in preventing
health diseases (SDG 3 – Good Health and Well-being) even in
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 6. Ask the pupils why it is necessary to take care of the forest.
10. Ask the pupils to underline the action words in the rhyme. 7. Ask the pupils to write down the activities that they do before going to school (e.g. maligo, mukaon ug
pamahaw, magtutbras, ug uban pa.)
8. Briefly discuss the action words through a graphic organizer.

9. Based on the rhyme, ask the pupils to identify what action word is being described in given picture.

IV. Evaluation
Direction: Underline the action words in the sentence.

1. Ang suga kay gipalong na ni Ronnie.

2. Ang among hayop kay giatiman ni Papa.
3. Akong lola kay permi nagabitbit ug ecobag.
4. Nagtanom si Mama ug gulay sa likod sa among balay.
5. Gibahin-bahin ni Nena ang mga basurang malata ug di-malata.

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