MTB Basa Pilipinas

1
BASA PILIPINAS
TEACHER’S GUIDE
GRADE 1 Mother tongue
(ILOKANO)
QUARTER 3
SEPTEMBER 2014
This instructional material is made possible by the generous support of the American People through
the United States Agency for International Development (USAID). The contents of this material are
the sole responsibility of Education Development Center, Inc. (EDC) and do not necessarily reflect
the views of USAID or the United States Government.
TEACHER’S GUIDE GRADE 1 MOTHER TONGUE – ILOKANO
MTB-MLE – Grade 1 Quarter 3
Teacher’s Guide - Ilokano
First Edition, 2014
Published by U.S. Agency for International Development (USAID)
Produced under USAID/Basa Pilipinas with support from the Department of Education (DepEd)
Technical Director: Dr. Nancy Clark-Chiarelli
Authors: Bonita Marie Cabiles and Jovilyn Balacdao
DepEd Reviewer: Dr. Rosalina Villaneza, OIC Chief – Curriculum Development

Division, DepEd – Bureau of Elementary Education
Content Reviewer: Dr. Ofelia Flojo
Language Reviewer: Clesencio Rambaud

Layout Artists: Kris Guico and Harry James Creo
Non-text materials, i.e., songs, stories, poems, pictures, photos, brand names, etc. included in
this book are copyright to their respective owners. The publisher and authors claim no credit or
ownership over them. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners.
A selection of stories from Adarna House and Vibal Publishing House were used with permission
from the publishers.
No part of this material may be reproduced or transmitted in any form or by any means, electronic
or mechanical, including photocopy, or any information storage and retrieval system without
permission from the publisher.
DONATED COPY. NOT FOR SALE.
Printed in the Philippines
Basa Pilipinas Program
Office Address: 3/F L. Orosa Building, 1010 Meralco Avenue, Pasig City
Telephone: +63 (02) 631-1970; 631-1871
E-mail Address: basatgteam@gmail.com

GRADE 1 MOTHER TONGUE – ILOKANO TEACHER’S GUIDE
CONTENTS
WEEK 21 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
WEEK 22 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
WEEK 23 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
WEEK 24 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
WEEK 25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
WEEK 26 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
WEEK 27 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
WEEK 28 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
WEEK 29 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
QUARTER 3 WEEK 21
WEEK
21
TEACHER’S GUIDE
GRADE 1
MOTHER TONGUE
ILOKANO
Theme: Dagiti Makaay-ayo a Bambanag Maipanggep
iti Kulturak (Interesting Things About My Culture)
Read Aloud Story: Nagpasiar ni Mousie iti Vigan
(Mousie Goes to Vigan)
1
OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 1

ILOKANO
QUARTER 3, WEEK 21 (50 MINUTES PER DAY)
Theme: Dagiti Makaay-ayo a Bambanag Maipanggep iti Kulturak

(Interesting Things About My Culture)
Read Aloud Book: Nagpasiar ni Mousie iti Vigan (Mousie Goes to Vigan)
Day Domain Objectives Subject Matter

OL • MT1OL-IIIa-i-6.2 • Sharing
Participate actively in class
• Poem or Song
discussions on familiar topics
• Sight Words
F • MT1F-IIIa-IVi-1.3
Read Grade 1 level words, phrases,
sentences, and short paragraph/
Daily
story with proper expression
PWR • MT1OL-IIIa-i-6.2
Read sight words
V • MT1VCD-IIIa-i-2.1.1 • Read Aloud Story:

Give meanings of words through: a. Nagpasiar ni Mousie iti Vigan
picture clues; b. context clues* (Mousie Goes to Vigan); Author:
LC • MT1LC-IIIa-b-1.2 Vicky Veloso-Barrera, Illustrator:
Note important details in grade Hubert B. Fucio
level literary and informational texts
• Noting Important Details
listened to
LEGEND: AK – Alphabet Knowledge; OL – Oral Language;

PWR – Phonics and Word Recognition; PA – Phonological Awareness;
F – Fluency; G – Grammar Awareness; V – Vocabulary Development
2
QUARTER 3 WEEK 21
Teacher Activities Learner Activities

1. Daily Routine can be any of the following: 1. Daily Routine can be any of the following:
a. Sharing a. Sharing
• Teacher asks questions allowing pupils to • Pupils talk about local traditions and
talk about traditions and culture. culture that they know.
b. Poem or Song b. Poem or Song
• Teacher introduces a poem or song that • Pupils recite a poem or sing a song.
pupils will learn.
c. Sight Words
c. Sight Words
• Pupils practice reading sight words, use
• Teacher introduces sight words. them in phrases, and attempt to spell the
words.
1. Routine (Same as above under Daily 1. Routine (Same as above under Daily
Activities) Activities)
2. Read Aloud Story: 2. Read Aloud Story:
Nagpasiar ni Mousie iti Vigan Nagpasiar ni Mousie iti Vigan
a. Pre-Reading Activities a. Pre-Reading Activities
• Teacher unlocks unfamiliar words and • Pupils talk about words, phrases, or
expressions. expressions that are unfamiliar.
• Teacher asks questions to stimulate • Pupils talk about experiences related to
pupils’ interest about the story. the story. They talk about the cover of
the story, and set a purpose for reading.
b. During Reading Activities
• Teacher reads the story to the pupils.
• Pupils listen attentively to the story read.
c. After Reading Activities
• Teacher asks questions about the story.
• Pupils answer questions about the story.
They talk about the important details in
the story.
C – Composition; LC/RC – Listening Comprehension/Reading Comprehension;
ATR – Attitude Towards Reading; SS – Study Skills; BPK – Book Print Knowledge;
S – Spelling; HW – Handwriting
3
OL • MT1OL-IIIa-i-1.3 • Read Aloud Story: Nagpasiar ni

Talk about family, friends, and Mousie iti Vigan (Mousie Goes
school using descriptive words to Vigan); Author: Vicky Veloso-
LC • Retell a story listened to Barrera, Illustrator: Hubert B. Fucio
• Discuss the story listened to
• Descriptive Words
S • MT1PWR-IIIa-i-6.2
Spell and write grade one level
words consisting of letters already
learned
2
RC • MT1RC-IIIa-1.1 • Noting Details in a Story

Note important details in grade
level narrative texts read: a.
character; b. setting; c. events
ATR • MT1ATR-IIIa-j-4.1
3
Show interest in texts by browsing/
reading available print materials

4
QUARTER 3 WEEK 21

3. Concluding the Session 3. Concluding the Session
• Teacher gives homework. • Homework: Pupils talk about the story

they listened to their family members.
They ask family members about local food/
delicacies or destinations.
2. Descriptive words 2. Descriptive Words
• Teacher asks pupils to describe an event, • Pupils use descriptive words in talking
thing, etc. about an event, thing, etc.
3. Retelling of the Read Aloud story: Nagpasiar 3. Retelling of the Read Aloud story: Nagpasiar
ni Mousie iti Vigan ni Mousie iti Vigan
• Teacher shows pictures to help pupils • Pupils sequence events as they happened in
recall the story listened to. the story.
4. Spelling Words 4. Spelling Words
• Teacher introduces spelling words. • Pupils read and study spelling words.
• Teacher gives homework. • Homework: Pupils make a story with the
help of family members.
2. Noting Details of a Story Read 2. Noting Details of a Story Read
• Teacher asks pupils to identify characters, • Pupils read a story and identify the
setting, and events from stories they made. characters, setting, and events.
• Teacher gives homework on spelling • Homework: Pupils use spelling words to
words. make sentences.
5

G • Differentiate phrases from • Phrase vs. Sentence
sentences
• Identify subject and predicate

6
QUARTER 3 WEEK 21

• Sight Words • Pupils read Sight Words
2. Re-reading of the Read Aloud story: 2. Pupils re-read the Read Aloud story:
• Teacher re-reads the story pausing at 3. Phrase vs. Sentence
some parts to ask questions or highlight
• Pupils talk about pictures and give phrases
important details.
or sentences about the pictures.
3. Phrase vs. Sentence
• Pupils determine which are phrases and
• Teacher shows pictures for pupils to talk sentences.
about. Teacher focuses on differentiating
4. Concluding the Session
phrases from sentences.
• Pupils recite the poem or sing the song
they learned in Day 1.
• Teacher asks pupils to recite the poem or
sing the song they learned in Day 1.

7

S • MT1PWR-IIIa-i-6.2 • Read Aloud Story: Nagpasiar ni
Spell and write grade one level Mousie iti Vigan (Mousie Goes
words consisting of letters already to Vigan); Author: Vicky Veloso-
learned Barrera; Illustrator: Hubert B. Fucio
C • MT1C-IIIa-e-1.3
• Spelling Words
Express ideas through phrases,
sentences or longer texts using • Subject and Predicate
both invented and conventional
spelling
5

8
QUARTER 3 WEEK 21

1. Routine (same as above under Daily 1. Routine (same as above under Daily
2. Parts of a Sentence: Subject and Predicate 2. Pupils identify the subject and predicate from
the previous activity
• From the previous activity, teacher
introduces subject, and predicate 3. Spelling Test
3. Spelling Test • Pupils spell grade level words correctly.
• Teacher gives spelling test 4. Composing Activity: Writing about a Picture
4. Group Activity: Writing about a Picture • Pupils, in groups, write about a celebration
depicted on a picture
• Teacher models activity
• Pupils show their works to each other and
• Teacher lets pupils show their works and
talk about it
talk about it
• Homework: Pupils ask family members
• Teacher gives homework
about family or local traditions. They will
talk about it next week.
9
NOTES
ALDAW OBJECTIVES
(1) MT1F-IIIa-IVi-1.3
1
Read Grade 1 level words, phrases, sentences, and short paragraph/story with
proper expression
(2) MT1VCD-IIIa-i-2.1.1
Give meanings of words through: a. picture clues; b. context clues
(3) MT1LC-IIIa-b-1.2
Note important details in grade level literary and informational texts listened to
1
Cc D
Aa B
b
f
Gg H
h INALDAW NGA ARAMIDEN: DANIW WENNO KANTA
Ee F
(ROUTINE: SONG OR POEM)

Materials
1. Copy of Read Aloud • Teacher introduces a poem or song that pupils can learn. Have
story: Nagpasiar ni pupils recite as a class and in small groups.
Mousie iti Vigan
2. Spelling words on flash Padigo
cards Ni Cles B. Rambaud
Padigo, padigo
Naimas ti kaldo
Karne ti manok
Ni Uliteg Unnok.
Kukuam ti pitso
Kukuak ti ulo
Dagitoy tultulang
Kukua ni Unnang!
Teacher asks: Maipanggep iti ania ti daniw? (What is the poem about?)
Ania ti leksion a mabalin a maadalyo iti daniw?

(What lesson can you learn from the poem?
2 LIBRO A READ ALOUD:

“NAGPASIAR NI MOUSIE ITI VIGAN”
(READ ALOUD STORY: “MOUSIE GOES TO VIGAN”)
a. DAGITI ARAMIDEN SAKBAY TI PANAGIBASA

(PRE-READING ACTIVITIES)
Panangammo iti Kayat a Sawen Dagiti Balikas

(Unlocking of Difficulties)
• Teacher unlocks difficult words through gestures, pictures, or
context clues.
10
QUARTER 3 WEEK 21
Here are some suggested words: NOTES
(1) rebba (ruins)
Teacher shows pictures of ruins. Teacher asks questions to help

pupils understand and define what ruins mean.
Examples:
Ania ti makitayo iti ladawan? (What do you see in the picture?)
Iti ladawan a makitayo, baro wenno daan dagitoy?

(From what you see, are these old or new structures?)
Makitkitayo kadi dagitoy iti komunidad wenno iti probinsiayo?

(Do you see a similar structure here in our community/ province?)
Ti rebba ket dagiti nabatbati a paset dagiti daanen wenno nadadaelen a

balay. (Ruins are remains of structures that are old or have been
destroyed.)
(2) museo (museum)
Teacher shows picture of a museum. Teacher asks questions to

help pupils understand and describe what a museum is.
Examples:
Kitaenyo ti ladawan? Ania ti makitayo?

(Look at the picture. What do you see?)
Makitkitayo kadi dagitoy dagitoy a bambanag iti eskuela? Iti balayyo?

Pakasarakanyo kadagitoy a bambanag? (Do you see these things in
school? At home? Where can you find these things?)
Adda kadi museo iti daytoy nga ili/siudad? Napadasanyo kadin ti napan iti
museo? (Is there a museum around this town/city? Have you been
to a museum?)
Ti museo ket maysa a lugar a pakaipanan ken pakaipabuyaan dagiti

aramid iti arte, pakalaglagipan nga aramid iti siensia ken dadduma pay a
banag nga addaan iti manayon a pateg. (The museum is a place where
artworks, scientific specimens, and other things with important
and permanent value are placed and displayed.)
Teacher says: Adda kadi dagiti bambanag a mapanunotyo a mabalin a

maipan iti museo? (Can you think of things that can be placed in a
museum?)
Panangammo iti Dati nga Ammo Dagiti Ubbing

(Activating Prior Knowledge)
Teacher asks pupils if they have gone on vacation. Give questions
and allow them to talk about in pairs or groups of three. Ask for
volunteer pupils to share to the class.
11
NOTES Teacher says: Istoriaen kadagiti kaabaymo ti maipanggep iti

panagbakasionmo. Napananyo? Ania ti nakitam idiay? Ania dagiti
inaramidmo sadiay a nakaparagsak kenka? (Talk to your seatmates
about your vacation. Where did you go? What did you see? What
fun things did you do?)
Teacher shows pupils the cover of the book and asks pupils for the
title, writer, and illustrator of the book.
Teacher says: Ania ti paulo ti libro? Asino ti autor? Asino ti dibuhista

wenno nangiladawan? (What is the title of the book? Who is the
writer? Who is the illustrator?)
Panagpugto ken Panangisagana iti Panggep ti Ibasa nga
Istoria (Making Predictions and Setting a Purpose for
Reading)
Teacher says: Kitaenyo ti ladawan. Maipanggep ngata iti ania daytoy
nga istoria? Ania ti kayatyo a maammuan maipapan iti istoria? (Look
at the cover. What do you think is the story about? What do you
want to know about the story?)
Kasano a nakapan ni Mousie idiay Vigan?

How did Mousie go to Vigan?)
b. DAGITI ARAMIDEN BAYAT TI PANAGIBASA

(DURING READING ACTIVITIES)
Teacher reads the story to the pupils pausing at few parts of the
story. Here are some suggested parts to pause for comprehension
check.
Page 4: Sadino ti papanan ni Mousie ken ti pamilia?

(Where will Mousie and the family go?)
Page 7: Apay ngata a narikna ni Mousie a kasla addada iti sabali a

panawen? (Why does Mousie feel like they are in another time?)
Page 10: Apay a magustuan ni Mousie ti kosina?

(Why does Mousie like the kitchen?)
Page 18: Ania ti mangngabel? Ania ti ar-aramidenna?

(What is a weaver? What does he or she do?)
c. DAGITI ARAMIDEN KALPASAN TI PANAGIBASA

(AFTER READING ACTIVITIES)
• Teacher asks questions about details in the story.
12
QUARTER 3 WEEK 21
NOTES
____________
(Paulo ti Istoria)
Sinurat ni: _________
Dagiti Agbibiag: Nakapasamakan ti Istoria:
Teacher asks questions so the class can discuss about the story.
(1) Paglemlemmengan ni Mousie tapno makasurot ken ni Hannah?

Papananda? (Where does Mousie hide so he can go with Hannah?
Where will they go?)
(2) Kasano a nakapan ni Hannah ken ti pamiliana iti Vigan?

(How did Hannah and her family go to Vigan?)
(3) Ania ti inaramid ni Mousie iti Vigan? Ania ti kinkinnanna? Sadino ti

napananna? Ania ti naglugananna? (What did Mousie do in Vigan?
What did he eat? Where did he go? What did he ride on?)
As pupils answer, teacher writes their answers on the board or on

flash cards. Then asks pupils to put the answers under the correct
column using the table below.
Lugar Makan Pagluganan

(Places) (Food) (Transportation)
Teacher discusses the activity to highlight skill in categorizing words

based on concepts.
Teacher asks: Ania ti inaramidtayo kadagiti balikas?

Kasano a grinupotayo dagitoy? (What did we do to the words?
How did we categorize them?)
More Discussion Questions:
(4) Iti panagkunam, magustuan ni Mousie ti Vigan? Apay wenno apay a saan?
(Do you think Mousie like Vigan? Why or why not?)
(5) Kadagiti amin a lugar a binisita ni Mousie, ania ti magustuam kadagitoy?

Apay? (In the places that Mousie visited, which one do you like?
Why?)
13
NOTES
3 PANANGILEPPAS ITI LEKSION

(CONCLUDING THE SESSION)
Teacher gives homework to pupils.
Homework: Saludsoden kada tatang ken nanangyo wenno asino man a

kameng ti pamiliayo ti maipanggep kadagiti tradisional wenno kabukbukodan a
taraon wenno dagiti nalatak a lugar a mabalin a pagpasiaran iti iliyo wenno iti
probinsiayo. Sungbatan dagiti sumaganad a saludsod. (Ask your parents or
any family member about traditional food or famous places to visit in
your town or province. Answer the following questions):
a. Ania ti nagan ti makan wenno ti lugar?

(What is the name of the food or place?)
b. No makan, ania ti langana ken ania ti ramanna?

(If food, what does it look and taste like?)
No lugar, ania ti makitam ditoy?

(If a place, what do you see in the place?)
Mangitugot iti retrato wenno ladawan ti makan wenno ti lugar inton bigat.
(Bring a picture or drawing of the food or place.)
ALDAW OBJECTIVES
(1) MT1OL-IIIa-i-1.3
2
Talk about family, friends, and school using descriptive words.
(2) MT1PWR-IIIa-i-6.2
Spell and write grade one level words consisting of letters already learned.
(3) Retell a story listened to
(4) Discuss the story listened to
1
Cc D
INALDAW A MAARAMID: PANAGBIBINNINGLAY

b
Aa B
h
Gg H
f
Ee F
(ROUTINE: SHARING)
Materials
1. Pictures of events from Teacher shows a picture of a local delicacy or destination.

Read Aloud story Ask questions about the picture so pupils can talk about it.
Examples:
Nakitkitayo kadin daytoy a makan/lugar?

(Are you familiar with this food/place?)
Ania ti makunayo maipanggep iti daytoy a makan/lugar?

(What can you say about this food/place?)
14
QUARTER 3 WEEK 21
• Teacher asks pupils to share their homework in groups of three. NOTES
2
BALIKAS-A-PAGILADAWAN
(DESCRIPTIVE WORDS/ ADJECTIVES)
Teacher asks volunteer pupils to share their homework to the class.

As pupils share, ask questions to elicit descriptive words.
Example: Deskribirem man ti ladawan. Ania ti magustuam iti daytoy?

(Describe the picture. What do you like about it?)
As pupils answer, teacher can use a graphic organizer or semantic

web to writes the descriptive words.
Example:
napudot
bibingka nakilnet
nasam-it
Teacher asks: Ania ti nailadawan? (What did we describe?)
Ania dagiti balikas a nangiladawan iti bibingka?

(What words did we use to describe the “bibingka”?)
Ania ti usar dagitoy a balikas? (What do these words do?)
Ammoyo kadi nga adda awag kadagitoy a balikas? Ammoyo kadi no ania
daytoy? (Do you know that there is a name for these words?
Do you know what this is?)
Teacher’s Reference: Ti balikas-a-pagiladawan ket dagitoy ti balikas a

mausar a pagiladawan wenno pagdeskribir iti maysa a banag.
(A word that describes a noun is called an adjective.)
PANANGISTORIA MANEN ITI READ ALOUD:

“NAGPASIAR NI MOUSIE ITI VIGAN” 3
(RETELLING OF THE READ ALOUD STORY:
“MOUSIE GOES TO VIGAN”)
• Teacher asks pupils to recall the story. Show the pictures used in
Day 1 to help pupils recall the story. Ask pupils to retell the story
in pairs or groups of three.
• Teacher asks for volunteer pupils to retell the story to the class.
15
NOTES Dagiti Maaramid: Balikas-a-Pagiladawan

(Activity: Adjectives)
1. Teacher shows a picture from the book and asks pupils to give
a sentence using a describing word. Ask questions or prompts to
help pupils come up with a sentence.
Sample Prompts:
a. Iladawan ti kampanario.
(Describe the bell tower.)
–– Ania ti maibagam iti daytoy

a lugar? (What can you
say about the place?)
Sample Sentence:
Ti kampanario ket nangato/

Nangato ti kampanario.
(The bell tower is tall.)
(Reference: picture taken from the Read Aloud book)
2. Teacher shows 3 more pictures from the story and asks pupils to
write a sentence using describing words for each picture.
4
DAGITI BALIKAS A MAISPELING
(SPELLING WORDS)
• Teacher introduces spelling words by asking questions using the

story as springboard. Have spelling words on flashcards.
Examples:
Ania ni Mousie? bao

Ania ti inaramid ni Hannah ken ti pamiliana idiay Vigan? bakasion
Ania ti nagluganan da Mousie idiay Vigan? kalesa
Other spelling words for the week:
turod panawen sabong siudad

NOTE
burnay kabalio kosina
Give one or two enrichment
activities for spelling such
as spelling contest, jumbled
letters or supplying the
missing letter.
16
QUARTER 3 WEEK 21
NOTES
PANANGILEPPAS ITI LEKSION
(CONCLUDING THE SESSION) 5
• Teacher gives homework to pupils.
Homework: Pagsasaritaanyo a sangapamilia ti istoria a naibasa itay.

Kaduam ti pamiliam, mangaramidkayo iti istoria maipanggep iti makan wenno
lugar nga adda iti retrato wenno ladawan nga intugotyo ita. Saan a nasken nga
atiddog ti istoria. Umanayen ti lima agingga iti sangapulo a patang. (Tell your
family members about the story we talked about. With your family,
make a short story about the food or place in the picture you brought
today.)
OBJECTIVES ALDAW
(1) MT1RC-IIIa-1.1
3
Note important details in grade level narrative texts read: a. characters; b.
setting; c. events
(2) MT1ATR-IIIa-j-4.1
Show interest in texts by browsing/reading available print materials
1
Cc D
Inaldaw a Maaramid: Panagbibinninglay

b
Aa B
h
Gg H
f
Ee F
(Routine: Sharing)
Materials
• Teacher asks pupils to read the story they made (homework) in 1. Story Diagram
groups of three. Listen in as pupils do their storytelling. 2. Worksheet for noting
details
• Teacher asks for volunteer pupils to share to the class.
Panangammo Kadagiti Detalye

(Noting Details) 2
Using one of the stories developed by the pupil, teacher asks
questions so pupils can identify the characters, setting, and events in
the story.
Examples: Iti istoria a sinurat ni Vicky Veloso-Barrera, asino ti/dagiti

agbibiag wenno karakter iti istoria? (In the story written by Vicky
Veloso-Barrera who is/are the people/character in the story?)
Ania ti napasamak iti istoria? (What happened in the story?)
17
NOTES Maipanggep iti ania ti istoria? Ania dagiti napasamak iti istoria? Ania
ti immuna a napasamak? Ania ti maikadua? Ania ti maikatlo, kdp.?
(What is the story about? What are the events in the story?
What happened first? Second? Third,etc.?)
As pupils answer, teacher writes their answer on a prepared story

diagram or chart labeled with “characters”, “setting”, and “events.”
Example:
Ti Bibingka
Idiay Tiendaan
Sinurat ni Berto Libre
Dagiti Nakapasamakan Dagiti Pasamak iti

Agbibiag: ti Istoria: Istoria:
• Uliteg • Tiendaan 1.Nakipila ni Ikit tapno
• Ikit gumatang iti bibingka.
• Lolong
2. Kinnan da Ikit ken
Lolong ti bibingka.
Dagiti Aramiden (Activity):

• Teacher collects all the stories and randomly distributes it among
the pupils. Have pupils identify the character, setting, and events
from the stories made by their classmates. Provide them with a
worksheet for identifying these.
Sample Worksheet:
Nagan: ____________________ Petsa: ______________
Tukad: ____________________ Seksion: _____________
Ti Bibingka
Idiay Tiendaan
Sinurat ni Berto Libre
Dagiti Nakapasamakan Dagiti

Agbibiag: ti Istoria: Pasamak
iti Istoria:
18
QUARTER 3 WEEK 21
NOTES
Teacher gives homework.
Homework: Usaren dagiti balikas a maispeling iti bukodyo a patang.

Isuratyo iti kuadernoyo. (Use the spelling words in sentences.
Write them in your notebook.)
OBJECTIVES ALDAW
(1) Differentiate phrases from sentences
4
(2) Identify subject and predicate of the sentence
1
Cc D
INALDAW A MAARAMID: PANAGIBASA KADAGITI

b
Aa B
h
Gg H
f
Ee F
MASANSAN A MAAR-ARAMAT A BALIKAS

Materials
(ROUTINE: READING OF SIGHT WORDS)
1. Sight words written on
flash cards
• Teacher shows sight words in flash cards and asks pupils to lead
2. Pictures of mouse
reading them.
3. Word Wall
Examples:
adda apay uray ken
• Teacher reads the words and asks pupils to repeat. Ask pupils
if they used these words in the sentences they made at home
(homework) using the spelling words. Ask for volunteers to read
some of their sentences to the class.
• Teacher asks pupils to post the sight words on a Word Wall.
Examples:
Diding Dagiti Balikas

(Word Wall)
apay uray
adda ken
19
NOTES
2 ADDA KADUA WENNO KAKADUA A MANGBASA ITI

LIBRO A READ ALOUD
NOTE (SHARED READING OF THE READ ALOUD STORY:

“NAPAN NAGPASIAR NI MOUSIE ITI VIGAN”)
Teacher can use other
techniques of shared • Teacher re-reads the story, Napan nagpasiar ni Mousie iti Vigan.
reading like: partner reading, Have the pupils read some parts of the story. Draw the pupils’
dramatic reading, echo attention on the pictures-the sights and delicacies of Vigan.
reading, and etc.
3 PRASE KONTRA PATANG (PHRASE VS. SENTENCE)
• Teacher shows a picture from the story. Ask questions allowing

pupils to talk about the pictures.
Sample questions:
Ania ti makitayo iti ladawan?

(What do you see in the
picture?)
Ania ti maibagayo maipanggep

iti ladawan? (What can you
say about the picture?)
Ania ti ar-aramidenda?
(What are they doing?)
(Reference: Picture taken from the book.)
• As pupils answer, write their answers on the board. If they answer

in phrases and sentences, write the phrases in one column and the
sentences in another.
Example:
Patang (Sentence) Prase (Phrase)

Nagawid da Hannah ti ubing
ken Mousie. ni Hannah
• Teacher asks pupils to read the column of phrases and sentences.

Ask pupils questions to allow them to differentiate between
phrases and sentences.
Teacher asks: Ania ti paggidiatan wenno pagdiperensiaan ti prase ken

patang? (What is the difference between phrases and sentences?)
Ania ti paggidiatan ti panangibaga iti “Ni Hannah” ken ti “Agawid ni

Hannah”? (What is the difference between saying “Hannah” and
“Hannah will go home.”?
Kitaenyo man ti langa ti patang. Ania ti madlawyo iti umuna a letra ti

umuna a balikas? Ania ti adda iti gibus ti patang?
20
QUARTER 3 WEEK 21
(Look at the form of the sentence. What do you notice about the NOTES
first letter of the first word? What is at the end of a sentence?)
Teacher’s Reference:
Ti patang ket buklen ti maysa a balikas wenno grupo dagiti balikas a
mangipakita iti naan-anay a kapanunotan. Mangrugi daytoy iti dakkel a letra
ken aggibus iti tuldek, marka-ti-saludsod, wenno marka-ti-rikna. Ti prase
ket buklen ti maysa a balikas wenno grupo dagiti balikas a mangipakita iti
adda kurangna a kapanunotan. (A sentence is a group of words that
expresses a complete thought. It begins with a capital letter and ends
with a period, question mark, or exclamation point. A phrase is one
or more words that do not express a complete thought.)
• Teacher highlights on properly writing sentences: begins with

a capital letter and ends with a punctuation mark. Have pupils
correctly write (proper capitalization and punctuation) the
sentences on sheets of paper.
(1) naglugan ni Mousie iti kalesa

(2) Dakkel ti bus
(3) nalabaga ti bag ni Hannah
Dagiti Aramiden (Activities):

a. For activity on Writing a phrase or sentence based on pictures,
refer to Ilokano Learner’s Material, p. 29.

• Teacher asks pupils to recite the poem or sing the song learned in
Day 1.
OBJECTIVES ALDAW
(1) Differentiate phrases from sentences
5
(2) Identify subject and predicate
(3) Composing
1
d
INALDAW A MAARAMID: AY-AYAM Aa B
b
Cc D
Gg H
h
(ROUTINE: GAME)
f
Ee F
Materials
• Teacher asks pupils to form groups of three. Each group has a 1. Strips of paper with
strip of paper that may contain a subject or a predicate. They need subject and predicate
to find another group that will form a complete sentence and the 2. Copy of Read Aloud story
sentence has to make sense. 3. Pictures of local
celebrations
21
NOTES Example:
nagtayab ti ullaw ket
ket nasalukag ti ubing
• Pupils will read their sentences to the class and the class will decide
if the sentences formed make sense.
2 DAGITI PASET TI PATANG:

PAMUON KEN PANARABAY
(PARTS OF a SENTENCE:
SUBJECT AND PREDICATE)
Using the sentences from previous activity, teacher asks questions for
pupils to identify the subject and predicate. As they answer, pupils
write the subject in one column and the predicate in another.
Example:
Nangan ti bao. Ti bao ket bassit.
Teacher says: Basaen ti patang. Maipanggep iti ania daytoy?

(Read the sentence. What is it about?)
Ania ti ibagbaga ti patang maipanggep iti bao?

(What does the sentence say about the mouse?)
Panarabay (Predicate) Pamuon (Subject)

nangan bao
bassit bao
• Using the pictures of the mouse, let pupils come up with

sentences. As they do, write the sentences on the board.
• Teacher then asks pupils to identify the subject and predicate from
the sentences they wrote.
Example:
nangan iti longganisa ti bao.
dakkel ti keso.
22
QUARTER 3 WEEK 21
Dagiti Aramiden (Activities): NOTES
• Teacher can give other activities like completing a sentence by

supplying the missing subject or the missing predicate.
Example: Write a predicate to complete each sentence.
1. _______________ ni Pepe iti mansanas.

2. _______________ da tatang ken nanang idiay bantay.
3. _______________ ti bassit a maladaga.
4. Ti bag ni Hannah ket _______________.
5. Ti kalesa ket _______________.
PANANGAMMO NO ANIA TI NASURSURO

ITI ISPELING (SPELLING TEST) 3
• Teacher gives spelling test. Ask pupils to write sentences using the
spelling words and sight words already learned.
ARAMID A PARA iti GRUPO:

PANAGSURAT iti MAIPANGGEP ITI LADAWAN 4
(GROUP ACTIVITY: WRITING ABOUT A PICTURE)
Teacher shows a famous celebration in the province or town such as

“Flores de Mayo”, “Santacruzan”, or “Longganisa Festival.” Ask questions
that will allow pupils to talk about the pictures.
Examples:

Iladawan man dagiti banag a nakitayo.
(Describe the things that you see.)
Asino ti adda iti ladawan?Ania ti ar-aramidenda?

(Who are in the picture? What are they doing?)
Kitaen dagiti rupada? Ania ngata ti marikriknada?

(Look at their faces. What do you think are they feeling?)
As pupils answer, teacher writes their answers on the board.
Aramid a Para iti Grupo (Group Activity)

Teacher divides the class into small groups. Give each group a picture
of a celebration, fiesta, etc. Let pupils talk about the picture in groups.
Have them write five sentences describing the picture.
23
NOTES (Examples: pictures of Viva Vigan Festival, Longganisa Festival, town, or

barrio fiesta)
Teacher asks groups to read their sentences and talk about the
pictures to the class.
5 KALPASAN TI LEKSION
Teacher gives homework to pupils.
Homework: Saludsoden kada tatang ken nanangyo, kada ikit wenno

ulitegyo, wenno kada lilo ken lilayo dagiti tradision wenno nakairuamanyo a
panagtitipon iti bukodyo a pamilia wenno iti lugaryo. Saritaenyonto daytoy
inton umay a lawas. Mabalinyo ti agitugot kadagiti banag wenno ladawan
a mainaig iti saritaenyonto a tradision. (Ask your parents, aunt, uncle,
or grandparents about traditions in your family or in the local
community. Be ready to talk about it next week. You may bring
objects or pictures that depict the tradition.)
24
QUARTER 3 WEEK 22
WEEK
22
TEACHER’S GUIDE
GRADE 1
MOTHER TONGUE
ILOKANO
Theme: Dagiti Makaay-ayo a Bambanag Maipanggep
iti Kulturak (Interesting Things about my Culture)
Read Aloud Story: Nagpasiar ni Mousie iti Vigan
(Mousie Goes to Vigan)
LEVELLED READER: Siak ken ti Bantay
(The Mountain and I)
25

ILOKANO
Theme: Dagiti Makaay-ayo a Bambanag Maipanggep iti Kulturak

(Interesting Things about my Culture)
Read Aloud Story: Dagiti Makaay-ayo a Bambanag Maipanggep iti Kulturak
(Interesting Things about my Culture)
Levelled Reader: Siak ken ti Bantay (The Mountain and I)

• Poem or Song
F • MT1F-IIIa-IVi-1.3 • Sight Words
Daily
PWR • MT1PWR-IIIa-i-7.1
Read sight words
LC • MT1LC-IIIa-b-1.2 • Read Aloud Story: Nagpasiar ni

Note important details in grade Mousie iti Vigan (Mousie Goes
level literary and informational texts to Vigan); Author: Vicky Veloso-
listened to Barrera, Illustrator: Hubert B. Fucio
SS • MT1SS-IIIa-c-5.1
• Pictograph
Interpret a pictograph
G • Form simple sentences to express • Forming Sentences
one’s self
1 C • MT1C-IIIa-e-1.3
sentences, or longer texts using
spelling

26
QUARTER 3 WEEK 22

• Teacher asks questions related to the • Teacher asks questions related to the
theme or lessons discussed. theme or lessons discussed.
• Teacher introduces a poem or song that • Teacher introduces a poem or song that
pupils will learn. pupils will learn.
c. Sight Words c. Sight Words
• Teacher introduces sight words. • Teacher introduces sight words.
2. Re-reading of the Read Aloud Story: 2. Re-reading of the Read Aloud Story:
• Teacher re-reads the story asking questions • Pupils participate actively during re-reading
in some parts to check pupils’ recall and of the story.
comprehension.
3. Interpreting a Pictograph
3. Interpreting a Pictograph
• Pupils talk about the pictograph.
• Teacher introduces a pictograph. They form sentences using information
from the pictograph. Pupils create
pictographs.
• Teacher gives homework.
• Homework: Pupils matching pictures and

sentences.
27

SS • MT1SS-IIIa-c-5.1 • Pictograph
G • Forms simple sentences to express
one’s self
2
spelling
ATR • MT1ATR-IIIa-i-4.1
F • MT1F-III-IVa-i-1.3 • Leveled Reader Siak ken ti Bantay
Read Grade 1 level words, phrases, (The Mountain and I).
sentences, and short paragraph/ Author: Ani Rosa Almario;
story with proper expression Illustrator: Ryan Bordadora
• MT1F-III-IVa-i-1.4 • Spelling Words
Read Grade 1 level texts with an
accuracy rate of 95 – 100%
RC • MT1RC-IIIb-c-2.1
Give the correct sequence of three
events in a story read
3 learned

28
QUARTER 3 WEEK 22

2. Pictographs 2. Pictographs
• Teacher assigns group activities. • Pupils do group activities.
• Teacher lets pupils do the action poem • Pupils do the action poem learned in
learned in Day 1. Day 1.
2. Guided Reading of the Leveled Reader 2. Guided Reading of the Leveled Reader
Siak ken ti Bantay Siak ken ti Bantay
• Teacher presents high frequency words • Pupils read high frequency words and
and phrases from the story. phrases from the story.
• Teacher shows the pictures on each • Pupils look at the pictures and talk
page and asks pupils to talk about them. about it. Pupils give the title, author, and
illustrator of the book.
• Teacher asks pupils to read the story in
pairs together. Then, have Pupil A read • Pupils read the leveled text in pairs and
to Pupil B and reverse roles. to each other.
c. After Reading Activities c. After Reading Activities
• Teacher asks questions to discuss the • Pupils answer questions about the story.
story.
3. Spelling Words
3. Spelling Words
• Pupils spell grade level words correctly.
• Teacher highlights spelling words from the
story.
• Homework: Pupils talk to their family
members about the story read. They ask
• Teacher gives homework. their parents/guardian about the names
given to them.
29

F • MT1F-III-IVa-i-1.3 • Leveled Reader Siak ken ti Bantay
Read Grade 1 level words, phrases, (The Mountain and I). Author:
sentences, and short paragraph/ Ani Rosa Almario; Illustrator: Ryan
story with proper expression Bordadora
• MT1F-III-IVa-i-1.4 • Composing Activity: Acrostic Poem
V • MT1VCD-IIIa-i-1.2
Use words to describe experiences
4 Express ideas through phrases,
spelling
F • T1F-III-IVa-i-1.3 • Leveled Reader Siak ken ti Bantay

Read Grade 1 level words, phrases, (The Mountain and I). Author:
sentences, and short paragraph/ Ani Rosa Almario; Illustrator: Ryan
story with proper expression Bordadora
• MT1F-III-IVa-i-1.4 • Composing Activity: Acrostic Poem
5 Spell and write grade one level
learned
spelling

30
QUARTER 3 WEEK 22

2. Re-reading of the Leveled Reader 2. Re-reading of the Leveled Reader
Siak ken ti Bantay Siak ken ti Bantay
• Teacher lets pupils read the text together • Pupils re-read the text with proper
as a whole class. Teacher focuses on expression and intonation.
sentences with punctuation cues for proper
3. Acrostic Poem
expression and intonation.
• Pupils make an acrostic poem for
3. Acrostic Poem
“Makiling” as a class.
• Teacher discusses making an acrostic poem
4. Group Activities: Reading and Writing
from “Makiling.”
• Pupils in Group 1 read the leveled text by
fours.
• Teacher divides the class into 2 groups:
• Pupils in Group 2 write acrostic poems.
Group 1 reads the leveled text again by
fours. 5. Concluding the Session
• Group 2 writes an acrostic poem. • Homework: Pupils in Group 2 show their
outputs to their family members. Pupils in
Group 1 practice reading exclamatory and
• Teacher gives homework. interrogative sentences.
• Sight Words • Sight Words
2. Spelling Test 2. Spelling Test
• Teacher gives spelling test. • Pupils correctly spell grade level words.
3. Group Activities: Reading and Writing 3. Group Activities: Reading and Writing
• Based on division of class from previous • Pupils in Group 2 read the leveled text by
day: Group 2 reads the leveled text again fours.
by fours.
• Pupils in Group 1 write acrostic poems.
• Group 1 writes an acrostic poem
• Homework: Pupils in Group 1 show their
• Teacher gives homework. outputs to their family members. Pupils in
Group 2 practice reading exclamation and
interrogative sentences.
31
NOTES
ALDAW OBJECTIVES
Objectives:
1
Read Grade 1 level words, phrases, sentences, and short paragraph/story
with proper expression
(2) MT1LC-IIIa-b-1.2
Note important details in grade level literary and informational texts
listened to
(3) MT1SS-IIIa-c-5.1
(4) MT1C-IIIa-e-1.3
Express ideas through phrases, sentences, or longer texts using both
invented and conventional spelling
(5) Form simple sentences to express one’s self
1
Cc D
INALDAW A MAARAMID: KANTA WENNO DANIW

b
Aa B
h
Gg H
Ee Ff

Materials
• Teacher introduces a poem that pupils can learn. Have them recite
1. 1. Copy of Read Aloud as a class and in small groups. Give actions for the poem.
story: Nagpasiar
ni Mousie iti Vigan Ni Lolong, Adda Kabaliona
2. Illustrations of objects for Ni Ariel S. Tabag
pictograph
3. Copy of poem on chart Ni Lolong, adda kabaliona
paper Hing-hing-hing, kunana
4. Grade 1 Ilokano Learner’s Papanam, Lolong, idiay America?
Manual Innak man, apok, idiay plasa
Ni Lolong, adda nuangna

Hing-hing-hing, kunana
Papanam, Lolong, idiay Candon?
Innak man, apok, idiay talon.
• Teacher asks pupils questions about the poem.
Teacher says: Maipanggep iti ania ti daniw? Ammoyo kadi no ania ti

talon? Ania ti makitayo a mula iti talon? (What is the poem about?
Do you know what a farm is? What plants can you see in the
farm?)
2 PANANGIBASA MANEN ITI READ ALOUD:

“NAGPASIAR NI MOUSIE ITI VIGAN”
(RE-READING OF THE READ ALOUD STORY:

“MOUSIE GOES TO VIGAN”)
• Teacher re-reads the story. Ask pupils in pairs or groups of three

to read some parts of the story.
Review vocabulary words discussed in Week 1.
32
QUARTER 3 WEEK 22
NOTES
PANAGARAMAT ITI piktograpo
(INTERPRETING A PICTOGRAPH) 3
• Teacher asks pupils if they remember the food that Mousie ate in
Vigan. Let them recall and talk about the food by asking questions.
Examples: Ania ti nagan daytoy a makan? Kaano a kanem?

(What kind of food is this? When do you eat it?)
Nakaramankan iti kastoy? (Have you tasted this?)
Teacher says: Iti panagkunayo, ania ti paborito ni Mousie a makan?

(What do you think is Mousie’s favorite food?)
• Teacher shows a pictograph showing the amount of longganisa

that Mousie eats in a week. Ask pupils questions about the
pictograph.
Examples: Ania ti makitayo iti drowing?

(What do you see in the drawing?)
Basaem man ti saludsod iti ngatuen ti table.

(Read the question above the table.)
Basaem man dagiti balikas nga adda iti umuna a kolum. Ania dagitoy a
balikas? (Read the words in the first row. What are these words?)
Mano a longganisa iti Lunes? Ania ti kayat a sawen daytoy?

(How many pieces of longganisa are there on Monday?
What does this mean?) (Note: Ask this for the rest of the days.)
Iti ania nga aldaw a nagsida ni Mousie iti kaaduan a longganisa?

(On which day did Mousie eat the most longganisa?)
Iti ania nga aldaw a nagsida ni Mousie iti kabassitan a longganisa?

(On which day did Mousie eat the least longganisa?)
Ti Sida ni Mousie
Mano a bukel a Longganisa ti Sinda ni Mousie iti Tunggal Aldaw?
Lunes
Martes
Mierkoles
Huebes
Biernes
33
NOTES References:
(1) mouse - http://www.clipartpanda.com/categories/mouse-clip-art; accessed 19July2014
(2) sausage/longganisa - http://www.clipartof.com/portfolio/ctsankov/illustration/outlined-
grilled-sausage-1166749.html
• Teacher lets pupils form sentences from the pictograph.

Model sentence construction before letting pupils create their own
sentences.
Examples: Idi Lunes, nangan ni Mousie iti _____ nga iwa a longganisa.
(On Monday, Mousie ate _____ slices of longganisa).
Kaaduan iti kinnan ni Mousie a longganisa iti __________.

(The mouse ate the most slices of longganisa on __________ .)
• As volunteer pupils gives sentences, write them on the board.

Allow pupils to write sentences on their paper.

• Teacher gives this homework: Have pupils draw a picture of a

favorite scene or character from the Read Aloud.
ALDAW OBJECTIVES
(1) MT1SS-IIIa-c-5.1
2
(2) Write simple sentences to express oneself
(3) MT1C-IIIa-e-1.3
invented
1
Cc D

b
Aa B
h
Gg H
Ee Ff
(ROUTINE: SHARING)
Materials
1. 1. Illustrations of objects • Teacher asks pupils to share their homework in pairs. He or she
for pictograph asks some volunteers to share to the whole class.
2. Copy of poem from Day 1
2 PANAGARAMAT ITI PIKTOGRAPO (PICTOGRAPHS)
• Teacher recalls discussion on pictograph the previous day.

Show a blank pictograph from the previous day and ask pupils to
complete the pictograph from given statements.
34
QUARTER 3 WEEK 22
Mano a Bukel a Longganisa ti Sinda NOTES

ni Mousie iti Tunggal Aldaw?
Lunes
Martes
Mierkoles
Huebes
Biernes
–– Sinda ni Mousie ti kaaduan a longganisa iti Lunes.

Adda lima a bukel. (Mousie ate the most slices of longganisa on
Monday. These were five slices.)
–– Sinda ni Mousie ti dua a bukel a longganisa iti Martes.
(Mousie ate two slices of longganisa on Tuesday.)
–– Sinda ni Mousie ti tallo a bukel iti Mierkoles.
(Mousie ate three slices of longganisa on Wednesday.)
–– Sinda ni Mousie ti maysa a bukel a longganisa iti Huebes.
(Mousie ate one slice of longganisa on Thursday.)
–– Awan ti Sindana iti Biernes.
(It did not eat any longganisa on Friday.)
• Teacher tells pupils that they will make another pictograph to

show the number of pupils celebrating their birthdays in each
month. Ask questions to generate ideas about the pictograph.
Create the pictograph based on the ideas of the pupils.
–– Example:
Ania ti isuratyo iti umuna a kolum?
(What do we write on the first column?)
–– Kasano nga ipakitatayo no adda agkasangay ita a bulan? (How do we
show that a pupil has his or her birthday on a particular month?)
–– Asino kadakayo ti agkasangay iti bulan ti Enero?
(Who among you celebrate your birthday in January?)
[Do this for the rest of the months.]
Mano nga ubbing ti agkasangay iti tunggal bulan?
Enero ☺☺☺
Pebrero ☺☺☺☺
Marso ☺☺
Abril ☺
a. Aramid a Para iti Grupo (Group Activities)

• Teacher divides the class into groups. Each group is assigned one
of either three tasks. Have the tasks written on chart paper or
strips of paper to guide the groups.
35
NOTES Differentiated Activities: Task 3 is relatively more challenging than

Tasks 1 and 2. Teacher has the option of grouping pupils based on
abilities.
Task 1: Writing about a Pictograph
For groups doing Task 1, give each group a pictograph and

ask them to write 5 sentences about it.
Task 2: Making a Pictograph from Statements
For groups doing Task 2, give each group a set of sentences

which will allow them make a pictograph, similar to the whole
class activity above.
Task 3: Making a Pictograph and Writing about it
Groups doing Task 3 will make their own pictograph from
any idea they want. They will also write 5 sentences about it.
• As groups work, teacher goes around assisting groups and ensures

that pupils are participating in small groups.
Participation in Group Work Formative Assessment Tip
• Teacher can use the rubric below to assess pupil’s ease and ability
to work in a group.
1 2 3
Does not Participates in Participates
Engaging
participate in group work and
ALL in group
group work constructively
work
engages in
group work
b. Panagbibinninglay iti Naaramid ti Grupo

(Sharing of Group Work)
• Teacher lets pupils display their outputs on the classroom walls.
Have pupils go around and look at the work of other groups.
• Teacher asks a representative from each group to present their

work. Ask the class questions about the pictographs of each group
to check comprehension skills.

• Teacher asks pupils to recite the action poem from Day 1.
36
QUARTER 3 WEEK 22
NOTES
Homework: Kasaritam dagiti kameng ti pamiliayo maipanggep iti naibasa
nga istoria. Saludsodem kada tatang ken nanangmo wenno asino man a kameng
ti pamiliayo no apay a kasta ti naited a naganmo. Asino ti nangited iti dayta
a nagan? Naggapuan dayta a nagan? Ania ti kayatna a sawen? Istoriaemto
daytoy iti klase inton bigat. (Talk to your family members about the story
read. Ask your parents or any family member about the name given
to you. Who gave you your name? Where does it come from?
What does it mean? You will share this in class tomorrow.)
OBJECTIVES ALDAW
(1) MT1F-III-IVa-i-1.3
3
grade 11level
Read Grade levelwords,
words,phrases,
phrases,sentences,
sentences,and
andshort
shortparagraph/story
paragraph/story
grade 11level
Read Grade leveltexts
textswith
withananaccuracy
accuracyrate
rateofof95
95––100%
100%
(3) MT1RC-IIIb-c-2.1
Give the correct sequence of three events in a story read
grade one
Spell and write Grade level
I level words
words consisting
consisting of of letters
letters already
already learned
learned
Dd
1
Ccc D d
Inaldaw a Maaramid: Panagbibinninglay b C

Aa Bb
aB
A h
Hh
Ggg H
G
f
Eee FFf
(ROUTINE: SHARING) E
Materials
• Teacher then asks pupils if they know what their names mean. 1. Copies of Leveled Text:
He or she asks questions so they can think about the meaning of Siak ken ti Bantay
their names. Ask for volunteers to share. 2. Phrases written on
• Teacher can talk about his or her name and what it means. flashcards
3. Flash cards of high
Examples: frequency words
–– Ammoyo kadi no ania ti kaipapanan ti naganyo?
(Do you know what your name means?)
–– Sadino ti naggapuan ti naganyo?
(Where does your name come from?)
–– Apay a naipanagan kenka dayta a nagan?
(Why were you given that name?)
2
PANANGIBASA ITI LEVELED TEXT:
SIAK KEN TI BANTAY (READING OF THE LEVELED
TEXT: THE MOUNTAIN AND I)
1) Panagbasa iti Balikas (Word Work)

• Teacher shows the high frequency words in flash cards. Ask pupils
to read the words.
isu ngata kuna
37
NOTES 2) Panagbasa iti Prase (Phrase Reading)

• Teacher shows phrases from the leveled text in flash cards.
Ask pupils to read them. Assist them if some phrases are difficult
to read.
bantay a paborito idiay Bantay Makiling

naipanagan kaniak Napipintas nga engkantada
kadakami nga aggagayyem kuna ni tatang
3) Panangbuya Kadagiti Ladawan (Picture Walk)

• Teacher lets pupils look at the pictures on each page of the book.
Teacher asks question so pupils can talk about it.
Example: Ania makitayo iti ladawan?

(What do you see in the picture?)
4) Panangisagana Kadagiti Ubbing iti Pannakaibasa

ti Istoria (Setting the Scene)
• Teacher asks pupils to look at the cover of the book and give the
title, author, and illustrator of the book.
b. BAYAT TI PANAGBASA (DURING READING ACTIVITIES)
• Teacher lets pupils read the story in pairs.
• Teacher goes around and listens in as they read.
c. DAGITI ARAMIDEN KALPASAN TI PANAGBASA

• Teacher asks pupils questions about the text read.
Examples: Maipanggep iti ania ti istoria? (What is the story about?)
Sadino ti naggapuan ti nagan a Makiling?

(Where does the name Makiling come from?)
Kasano nga idilig ni Makiling ti bagina iti bantay?

(How does Makiling compare herself with the mountain?)
Kayat kadi ni Makiling ti naganna? (Does Makiling like her name?)
Maibagay kadi kenkuana ti nagan a Makiling?

(Does Makiling’s name fit her?)
• Using sentence frames written on flash cards, have pupils arrange

three events from the story.
38
QUARTER 3 WEEK 22
Example: NOTES
Nangato ti Bantay Makiling. Isu ngata a ni Makiling ti katayagan.
Ti nagan a Makiling ket naggapu iti Bantay Makiling.
Isu a Makiling ti naganna.
Reading Comprehension Formative Assessment Tip
• Teacher can use the rubric below to assess pupil’s ability to

respond to questions related to the story.
1 2 3
Is not Is able to Is able to formulate
able to formulate a pertinent
formulate a pertinent and thoughtful
Responding
RC a coherent response to response to a
to a story
response to a story story, often making
a story connections to
own experience or
other story
DAGITI MAISPELING A BALIKAS

(SPELLING WORDS) 3
• Teacher highlights spelling words from the text. Give the spelling
words and ask pupils to look for them in the leveled text.
bantay paborito mula kayo naayat

napintas nangato katayagan nagan engkantada
• Teacher gives some words from the spelling list and asks pupils to
spell them using their letter flashcards from Quarter 2.
Phonics and Word Recognition Formative Assessment Tip

recognize words in the story.
1 2 3
Cannot Is able to Is able to
Identifying
identify identify identify and
common
common common produce
PWR words,
words or words as common
matching
matching well as words as well
sounds
sounds matching as matching
sounds sounds
39
NOTES

• Teacher instructs homework to pupils.
Homework: Kasaritam dagiti kameng ti pamiliayo maipanggep iti naibasa

nga istoria. Saludsodem kada tatang ken nanangmo wenno asino man a kameng
ti pamiliayo no apay a kasta ti naited a naganmo. Asino ti nangited iti dayta
a nagan? Naggapuan dayta a nagan? Ania ti kayatna a sawen? Istoriaemto
daytoy iti klase inton bigat. (Talk to your family members about the story
read. Ask your parents or any family member about the name given
to you. Who gave you your name? Where does it come from?
What does it mean? You will share this in class tomorrow.)
ALDAW OBJECTIVES
(1) MT1VCD-IIIa-i-1.2
4
Read grade 1 level texts with an accuracy rate of 95 – 100%
d
Cc D
1
b
Aa B
Ee F
f
Gg H
h
(ROUTINE: SHARING)
Materials
1. Copies of Leveled Text: • Teacher asks pupils to talk about their homework – what their
Siak ken ti Bantay name means - in pairs. Ask for volunteers to share to the class.
2 PANANGIBASA MANEN ITI LEVELED TEXT: SIAK KEN

TI BANTAY
(RE-READING OF THE LEVELED TEXT: THE

MOUNTAIN AND I)
• Teacher lets pupils to read the story as a whole class. Let pupils
pause at places that need a change in expression or intonation and
model reading the lines.
Examples:
Isu ngata a naayatak kadagiti mula!
Isu ngata a pagaayatko ti agin-eengkantada!
Maibagay kaniak ti naganko, ania?
40
QUARTER 3 WEEK 22
NOTES
daniw nga akrostiko (ACROSTIC POEM)

3
• Teacher asks pupils to imagine “Makiling” as a friend. Ask
questions to guide their imagination.
Examples:
No ngata gayyemmo ni Makiling, ania ngata a klase a gayyem isuna?
(If Makiling were your friend, what kind of a friend would she be?)
Ania ti kayatmo ken ni Makiling? Iladawam man isuna.

(What do you like about Makiling? Describe her.)
• Teacher asks the pupils to spell the name of “Makiling”. As they

give the letters, write the name vertically. Then ask pupils to give
one characteristic of “Makiling” for every letter of her name based
on their imagination.
Example: M – makaay-ayo ti langana

A – anak a naidumduma
K – kayatna dagiti mula
I – isemna ti makapaliwliwa
L – laingna ti maap-apalan
I – imnas a kapipintasan
N – nagaget, naemma pay
G – gayyem a kapupudnuan.
• Teacher tells pupils that this is an acrostic poem and that they will
be making a similar one.
• Teacher gives another sample of an acrostic poem using a pupils’

name that only has 3 – 4 letters such as Dan or Kris.
ARAMID A PARA ITI GRUPO:

Panagbasa ken Panagsurat 4
(GROUP ACTIVITIES: READING AND WRITING)
• Teacher divides the class into two groups. Group 1 will read the
leveled text again in pairs. Group 2 will write an acrostic poem.
Write the instructions for each group and sample writing outputs
on the board to guide the pupils.
Group 1. Reading in Pairs
(1) First Reading

• Let pupils read the story in pairs. Pupil A reads first,
while Pupil B listens.
• As pupil B listens, s/he takes note of mispronounced

words and wrong expressions or intonation. Let Pupil B
help Pupil A by pointing out mistakes.
41
NOTES
• They exchange roles and Pupil B reads to Pupil A while
Pupil A observes and point out corrections.
(2) Second Reading

• Pupils A reads again to Pupil B as fast as he or she can,
while Pupil B times or counts the number of seconds for
Pupil A to finish.
• Pupils then exchange roles.

Group 2. Acrostic Poem
• Let pupils make an acrostic poem in small groups.

They can work in groups of 4 but each of them must be
able to write a poem.
• Pupils can write an acrostic poem using their own

names, their classmate’s name or a family member’s
name.
• Once they finish the writing activity, have pupils share

their poems in small groups.
• While these activities are going on, teacher goes around and checks
on progress of pupils. He or she can take one to two groups to sit
with and support during the reading and writing activities.
• Teacher can also take the opportunity to observe pupils and

informally assess their skills and competencies.
Fluency Formative Assessment Tip
• For the group reading the leveled text in pairs, teacher can go
around and informally assess fluency competency of pupils using
the rubric below.
1 2 3
Reading
Reads slowly Is able to Is able to read
with
and without read studied new texts with
appropriate
expression, texts with appropriate
F speed,
makes appropriate speed,
accuracy,
mistakes and speed, accuracy, and
and
the reading is accuracy, and expression
expression
laborious expression
42
QUARTER 3 WEEK 22
NOTES
PANANGILEPPAS ITi LEKSION
Homework:
(1) For those who did their writing activities, show and read your
acrostic poems to your family members.
(2) For those who did the reading activity, practice reading sentences
ending in exclamation point and question mark.
OBJECTIVES ALDAW
5
Read grade 1 level words, phrases, sentences, and short paragraph/story
Spell and write grade one level words consisting of letters already learned
(4) MT1C-IIIa-e-1.3
1
INALDAW A MAARAMID: PANANGIBASA KADAGITI Aa B
b
Cc D
d
h
Gg H
MASANSAN A MAAR-ARAMAT A BALIKAS Ee F
f
(ROUTINE: READING OF SIGHT WORDS) Materials
1.Sight words written on

• Teacher shows sight words on flash cards and asks pupils to flash cards
attempt reading them. 2. Copies of Levelled Text:
Ang Bungtodug Ako
ngata kuna kadagiti 3. Word Wall
4. Flashcards of sight words
• Teacher reads the words and asks pupils to repeat.
Ask pupils to use these words in sentences.
Diding Dagiti Balikas (Word Wall)
dagiti nga ngata kuna

adda ken kadagiti
43
NOTES
2 PANANGAMMO NO ANIA TI NASURSURO

ITI ISPELING (SPELLING ASSESSMENT)
• Teacher gives spelling test through dictation, jumbled letters, etc.

Have pupils write two sentences - of three to four words - using
spelling words and sight words learned.
Spelling Formative Assessment Tip
• Teacher can use the rubric below to assess spelling competency

of pupils. This rubric is also applicable for marking composition
outputs.
1 2 3
Is not able Is able Is able to spell
to spell to spell correctly words
correctly correctly recently studied
Spelling
words words and applies
S grade level
recently recently newly acquired
words
studied studied spelling
knowledge
to unknown
words
3 ARAMID A PARA ITI GRUPO:

PANAGBASA KEN PANAGSURAT
• Groups 1 and 2 from the previous activities exchange tasks.

Group 2 will do paired reading while Group 1 will write an
acrostic poem.
• While these activities are going on, teacher takes the opportunity
to support struggling pupils and do an informal formative
assessment.

Homework:
(1) For those who did their writing activities, show and read your
acrostic poems to your family members.
(2) For those who did the reading activity, practice reading sentences
ending in exclamation point and question mark.
44
QUARTER 3 WEEK 23
WEEK
23
TEACHER’S GUIDE
GRADE 1
MOTHER TONGUE
ILOKANO
Theme: Dagiti Lugar iti Komunidadko
(Places in My Community)
Read Aloud Story: Ti Bulan a Gayyemko
(The Moon is My Friend)
45

ILOKANO
Theme: Dagiti Lugar iti Komunidadko (Places in My Community)

Read Aloud Story: Ti Bulan a Gayyemko (The Moon is My Friend)

OL • MT1OL-IIIc-d-4.2 • Story Telling: Legends, Fables, and
Recite and sing individually, with Jokes
ease and confidence, songs, poems,
• Poem/Song/Chant/Riddle
chants, and riddles
• Sight Words
• MT1OL-IIIa-i-9.1
Tell/retell legends, fables, and jokes
Daily
F • MT1F-III-IVa-i-1.3
Read grade 1 level words, phrases,
story with proper expression.
Read sight words
V • MT1VCD-IIIa-i-2.1.1 • Read Aloud story:

Give meanings of words through: a. Ti Bulan a Gayyemko
picture clues; b. context clues (The Moon is My Friend) Author:
Chie Litiatco-Acosta; Illustrator:
• MT1VCD-IIIa-i-1.2
Mela Advincula
LC • MT1LC-IIIc-d-9.1 • Noting details
Note significant details in an
informational text

PWR – Phonics and Word Recognition; PA – Phonological Awareness; F – Fluency;
G – Grammar Awareness; V – Vocabulary Development
46
QUARTER 3 WEEK 23

a. Story Telling a. Story Telling
• Teacher lets pupils retell jokes. • Pupils retell jokes.
b. Poem/Song/Chant/Riddle b. Poem or Song
• Teacher lets pupils recite a riddle. • Pupils speak in front of the class
individually.
c. Sight Words
c. Sight Words
• Teacher introduces sight words.
them in phrases and sentences, and spell
the words.
1. Routine (Same as above under Daily activities) 1. Routine (Same as above under Daily activities)
• Retelling Jokes • Retelling Jokes

2. Read Aloud Story: Ti Bulan a Gayyemko 2. Read Aloud Story Ti Bulan a Gayyemko
• Teacher asks questions to stimulate • Pupils talk about experiences related to
pupils’ interest about the story. the story. They talk about the cover of
the story, and set a purpose for reading.
• Teacher asks questions about the story.
• Pupils answer questions about the story.
3. Sequencing Events
They talk about the events in the story.
• Pupils sequence events in the story.
• Homework: Pupils look at the moon and
• Teacher gives homework. draw it.
C – Composition; LC/RC – Listening Comprehension/Reading Comprehension; ATR – Attitude
Towards Reading; SS – Study Skills; BPK – Book Print Knowledge;
47

RC • MT1RC-IIId-3.1 • Read Aloud Story
Infer the character’s feelings and Ti Bulan a Gayyemko
traits in a story read (The Moon is My Friend)
S • MT1PWR-IIIa-i-6.2 Author: Chie Litiatco-Acosta;
Spell and write grade one level Illustrator: Mela Advincula
• Spelling Words
learned
C • MT1PWR-IIIe-i-3.3
Write words, phrases, and simple
sentences with proper spacing,
2
punctuation, and capitalization when
applicable
S • MT1PWR-IIIa-i-6.2 • Spelling Words

• Synonyms
learned
Identify and use synonyms correctly

48
QUARTER 3 WEEK 23

2. Shared Reading of the Read Aloud Story: 2. Shared Reading of the Read Aloud Story:
Ti Bulan a Gayyemko Ti Bulan a Gayyemko
• Teacher re-reads the story and asks some • Pupils actively participate in re-reading of
pupils to read some parts of the story. the story.
• Teacher introduces spelling words from • Pupils correctly spell grade level words.
the story. They use words in sentences and write
sentences properly.
4. Writing Sentences
4. Writing Sentences
• Teacher lets pupils write sentences from
spelling words. • Pupils write sentences observing proper
spacing, capitalization, and punctuation.
• Homework: Pupils write five sentences
using the spelling words.
• Riddles • Riddles
• Teacher reviews spelling words. • Pupils correctly spell grade level words
and use the words appropriately in given
3. Synonyms
sentences.
• Teacher discuses synonyms.
3. Synonyms
• Pupils identify words that are synonyms
• Teacher plays a game of “Synonym and use it in dialogues.
Hangman.”
• Pupils actively participate in the game.

49

G • Identify action words in sentences • Adjectives
• MT1GA-IIIc-e-2.3.1 • Verbs and Tenses
Identify the tense of the action
word in the sentence
ATR • MT1ATR-IIIa-i-4.1 • Read Aloud story:

Show interest in texts by browsing/ Ti Bulan a Gayyemko
reading available print materials (The Moon is My Friend)
• Author: Chie Litiatco-Acosta;
Illustrator: Mela Advincula
learned • Spelling Words
G • Identify describing words in
sentences
5
sentences or longer texts using
spelling

50
QUARTER 3 WEEK 23

2. Verbs (Review) 2. Verbs (Review)
• Teacher recalls lesson on verbs from • Pupils participate actively during discussion.
Quarter 2.
3. Verb Tenses
3. Verb Tenses
• Pupils use correct tense of verbs in
• Teacher introduces verb tenses. sentences used to express oneself.
• Teacher gives homework. • Homework: Write three sentences of

things they did in the past and thing they
want to do.
2. Retelling of the Read Aloud Story: 2. Retelling of the Read Aloud Story:
Ti Bulan a Gayyemko Ti Bulan a Gayyemko
• Teacher asks pupils to retell the story. • Pupils retell the story.
4. Adjectives 4. Adjectives
• Teacher introduces adjectives. • Pupils identify adjectives. Pupils discriminate
between verbs and adjectives.
4. Composing Activity: Writing about the Moon
4. Composing Activity: Writing about the Moon
• Teacher instructs composing activity.
He or she models the activity. • Pupils participate actively in composing
activity. They share their outputs with each
other.
• Homework: Pupils bring their outputs

home to show to their family members.

51
NOTES
ALDAW OBJECTIVES
1
Tell/retell legends, fables, and jokes.
Use words to describe experiences.
(4) MT1LC-IIIc-d-9.1
Note significant details in an informational text.
1
Cc D
b
Aa B
Ee F
f
Gg H
h
INALDAW A MAARAMID:
PAKPAKATAWA (ROUTINE: JOKE)
Materials
1. 1. Copy of Read Aloud • Teacher asks pupils if they know what jokes are and gives an
story: Ti Bulan example.
a Gayyemko
2. Vocabulary words on Teacher asks: Ammoyo kadi no ania ti pakpakatawa?
flash cards Nakangngegkayon iti pakpakatawa? Asino ti nakangngeganyo? Asino ti
3. Illustrations about parts makaited iti ehemplo ti pakpakatawa? Ibinglayyo man iti klase.
of the story (Do you know what a joke is? Have you heard a joke? From whom
did you hear it? What do you do when you hear a joke? Who can
give an example? Share it to the class.)
• Teacher calls on volunteer pupils to share jokes. Teacher can also

give a joke to the class.
2
LIBRO A READ ALOUD:
TI BULAN A GAYYEMKO
(READING OF THE READ ALOUD STORY:

THE MOON IS MY FRIEND)
a. DAGITI ARAMIDEN SAKBAY TI PANAGIBASA (PRE-READING
ACTIVITIES)

• Teacher unlocks difficult words through pictures or context clues.
Here are some suggested words:
(1) nalit-aw/nadalus (clear/ clean)
• Teacher shows a picture of clear water and asks them to describe

the water.
Example: Ania ti maibagayo maipanggep iti danum? Iladawanyo man ti

danum. (What can you say about the water? Describe the water.)
• Teacher leads pupils to giving answers such as clean or clear.
52
QUARTER 3 WEEK 23
Teacher says: Nalit-aw ti danum, Ania ti kayat a sawen ti nalit-aw? NOTES

(The water is clear. What is the meaning of clear?)
(2) layap (shooting stars)
• Teacher shows a picture of shooting stars and asks pupils if they

have seen them before.
Teacher says: Kitaenyo man ti ladawan. Nakakitakayo kadin

iti kastoy? Nakakitaanyo iti kastoy? Kaano a mapasamak daytoy?
(Look at the picture. Have you seen this? Where do you see
this? When does this happen?)
(3) adbentura (adventure)
Teacher shows the word to the pupils and uses it in a sentence.

Teacher asks questions to draw out the meaning of the word.
Teacher says: Idi napan a tawen, napanak nagbakasion idiay

Manila. Isu daydi ti damok nga ipapanko sadiay. Napadasamon ti
napan iti maysa a baro a lugar? No damom ti mapan iti maysa a lugar,
ania ti aramidem sadiay? Baro kadi met dagiti aramidem?
(Last year, I went to Manila for a vacation. That was the first time
that I went to the place. Have you tried going to a new place?
When you go to a new place, what do you do? Do you do new
things?)
(Mapasamak ti adbentura no mapanka iti maysa a baro a lugar wenno no

agaramidka kadagiti baro a banag. Mabalin pay nga awagan daytoy iti
pannakigasanggasat. Iti panagkunayo, ania ti kayat a sawen ti adbentura?)
An adventure happens when you wander or go to a new place or
do new things. What do you think is the meaning of adventure?)
• Teacher asks questions so pupils can talk about a full moon.
Teacher says: Nakakitakayo kadin iti kabus a bulan?

Kaano ti naudi a pannakakitayo iti kabus a bulan? Kayatyo kadi
ti kabus a bulan? Apay? Ania ti langa ti kabus a bulan? Ania dagiti
mabalinyo nga aramiden iti kabus? (Have you seen a full moon?
When was the last time you saw a full moon? Do you like a full
moon? Why? How does it look like? What things can you do when
there is a full moon?)
• Teacher gives the questions and allows pupils to talk in pairs or

groups of three. Ask for volunteer pupils to share to the class.
• Teacher shows pupils the cover of the book and asks pupils for
the title, writer and illustrator of the book.
Teacher says: Ania ti paulo daytoy a libro? Asino ti nangiladawan?

(What is the title of the book? Who is the writer?
Who is the illustrator? What do you see in the picture?)
53
NOTES Book and Print Knowledge Formative Assessment Tip

identify parts of a book
1 2 3
Is not able Is able to Is able to
Identifying to identify identify identify parts
BPK parts of a parts of a parts (that of a book,
book book have been including those
studied) of that have not
a book been studied
Panagpugto ken Panangisagana iti Panggep ti Ibasa nga

Istoria (Making Predictions and Setting Purpose for
Reading)
Teacher says: Kitaenyo ti ladawan. Maipanggep ngata iti ania daytoy nga
istoria? Ania ti kayatyo a maammuan maipapan iti istoria? (Look at the
cover. What do you think is the story about? What do you want to
know about the story?)
Teacher says: Ti paulo ti istoriatayo ita nga aldaw ket “Ti Bulan a
Gayyemko”. Ania dagiti nadumaduma a sukog ti bulan a makitayo iti
langit? (Our story for today is entitled “Ti Bulan a Gayyemko.”
What different shapes of the moon do you see in the sky?)
• Teacher reads the story to the pupils pausing at few parts of

the story. Teacher draws attention to illustrations showing the
different phases of the moon and how the child perceives or
imagines it.
• Examples: On pages 3, 5, 7, 9 – Ania ti langa ti bulan?

(What does the moon look like?)

• Teacher asks questions about details in the story. Show the

different phases of the moon to ask questions about the story.
Teacher asks: Ania ti mapanunot ti ubing no makitana ti bulan?

(What does the child think of when she looks at the moon?)
Iti panagkita ti ubing, ania ti ar-aramiden ti bulan

kenkuana?
(To the child, what is the moon doing to her?)
is-iseman ti bulan isuna (smiling at her)
54
QUARTER 3 WEEK 23
NOTES
Iti panagkita ti ubing, ti bulan ket ___________
(To the child, the moon is _______.)
agkatkatawa (laughing)
Iti panagkita ti ubing, ania ti langa ti bulan?

(To the child, what does the moon look like?)
[keso ] (cheese)
Nagraniagen ti tangatang! Maigapu daytoy iti

____
(The sky is bright! It’s the _______.)
[kabus a bulan] (full moon)
Iti panagkita ti ubing, ania ti langa ti bulan?
Mabalin nga ikargam ditoy dagiti kendi ken
biskuit.
(To the child, what does the moon look like?
One can put candies and biscuits in it.)
[bag] (handbag)
Apay a mangisagsagana ti ubing iti kutsara ken
tenedor?
Ania ti langa ti bulan?
(Why does the child prepare a spoon and
fork? What does the moon look like?)
[dakkel a tinapay] (pie)
Para iti ubing, ania ti bulan?

(To the child, what is the moon?)
[bilog/ pagluganan/bangka] (boat/ vessel)
References:
1. Waxing gibbous – Lunar phases: http://wind.caspercollege.edu/~marquard/
astronomy/lunar_phases.html; accessed 28July2014
2. Mouse - clker.com, http://www.clker.com/clipart-gray-mouse-1.html, accessed
28July2014
3. Fork and Spoon - http://www.clker.com/clipart-fork-and-spoon-1.html, accessed
28July2014
4. Paddle - http://www.reocities.com/xabier_sanjuan_a/kayakesp.html, 28July2014
Some additional questions:
1. Magustuan kadi ti ubing ti bulan? Ania dagiti paset ti istoria a

mangipakita iti daytoy? (Does the child like the moon? Which parts
of the story show this?)
2. Magustuam kadi met ti bulan? Apay wenno apay a saan?

(Do you also like the moon? Why or why not?)
55
NOTES 3. Iti gibus ti istoria, ania ti mapasamak iti bulan? Ania ti marikna
ti ubing? (At the end of the story, what happens to the moon?
What does the child feel?)
4. Iti panagkunayo, apay a kuna ti ubing nga agsublinto ti bulan? (Why do

you think did the child say that the moon will still come back?)
• Teacher can use the rubric below to assess pupil’s comprehension

skills about the story listened to
1 2 3
Answering Is not able to Is able to Answers
comprehen- answer com- answer com- comprehen-
RC
sion ques- prehension prehension sion questions
tions questions questions thoughtfully
adding detail
3 Panamagdidilig
(Making Comparisons)
• Teacher asks pupils if they have seen the different shapes of the
moon.
Teacher says: Nakitayo kadin dagiti nadumaduma a rupa ti bulan?

Iti istoria a naidaniw, nadlawyo kadi dagiti nadumaduma a rupa ti bulan?
(Have you seen the different phases of the moon? In the story, did
you notice the different phases of the moon?)
• Teacher asks for volunteer pupils. Give each a picture used in the
previous activity. Then have them arrange the pictures based on
the story.

Homework: Inton rabii, sapulenyo man ti bulan. Ania ti sukog ti bulan?

Kitaenyo ken idrowingyo. (Tonight, look for the moon. What shape does
the moon have? Look at it and draw the moon.)
56
QUARTER 3 WEEK 23
NOTES
OBJECTIVES ALDAW
(1) MT1RC-IIId-3.1
2
Infer the character’s feelings and traits in a story read
Spell and write Grade 1 level words consisting of letters already learned
(3) MT1PWR-IIIe-i-3.3
Write words, phrases, and simple sentences with proper spacing,
punctuation, and capitalization, when applicable
d
1
Cc D

b
Aa B
h
Gg H
f
Ee F
(ROUTINE: SHARING)
Materials
• Teacher asks pupils to show and talk about their homework 1. Copy of Read Aloud
(picture of the moon) in pairs. Ask for 4-5 volunteers to share to story: Ti Bulan a
the class. Gayyemko
2. Spelling words on flash
• After sharing, teacher asks questions about the topic.
cards
Examples: Ania ti sukog ti bulan a nakitayo idi rabii?
(What was the shape of the moon you saw last night?)
No kitaenyo ti indrowingyo, ania dagiti mapanunotyo a banag a kasuksukog

ti bulan—keso, bag, ken dadduma pay? Ti bulan ket kasla bola no
nagtimbukel a kas iti bola. (When you look at your drawing, what
things can you think about that are similar in form to the moon
– cheese, bag, others? The moon is like a ball. It is as round as a
ball.)
No kabus ti bulan, ania dagiti mabalinyo nga aramiden? Ania dagiti ay-
ayam nga ay-ayamenyo? (When there is a full moon, what things can
you do? Do you play games?)
• Let pupils draw their answers on a chart similar as below:
ADDA KADUA A MANGBASA ITI LIBRO A READ

ALOUD: TI BULAN A GAYYEMKO 2
(SHARED READING OF THE READ ALOUD STORY:
THE MOON IS MY FRIEND)
• Teacher re-reads the story with the help of volunteer pupils.

Volunteers read some parts of the story that are appropriate for
their grade level and skills. Teacher reads the right pages and
pupils read the left pages.
57
NOTES • Teacher asks questions about the story.
• Teacher asks: Ania ti marikna ti ubing no makitana ti bulan?

(What does the child feel when she sees the moon?)
Ania ti marikna ti ubing no dina makita ti bulan?

(What does the child feel when does not find the moon?)
Ania ti makunayo iti ugali ti ubing? Kayatyo kadi nga agbalin a gayyem
isuna? Apay wenno apay a saan? (What do you think are the traits of
the child? Would you like her to be your friend? Why or why not?)
• Teacher can use the rubric below to assess pupil’s attitude towards
reading.
1 2 3
Demon-
Does not Demon- Chooses read-
strating
demonstrate ing over other
interest
ATR strate much interest optional activi-
in stories,
interest in stories/ ties
texts and
in stories/ books
books
books
3 DAGITI BALIKAS A MAISPELING

(SPELLING WORDS)
• Teacher highlights spelling words from the story. Ask questions

yielding answers from the spelling list. Ask pupils to spell these
words using their letter flash cards from Quarter 2.
Examples:
Asino ti gayyem ti ubing? bulan

Ania ti pangibilangan ti ubing iti bulan? gayyem
Kaano a rummuar ti bulan? rabii
Additional spelling words:
bulan isem law-ang rag-o

layap bituen ayat
4 PANAGSURAT ITI PATANG

(WRITING SENTENCES)
• Teacher chooses five words from the spelling list and ask pupils
to give sentences using these words. Let pupils write the words on
the board.
58
QUARTER 3 WEEK 23
• Teacher examines the sentences. If there are mistakes in letter NOTES

formation, capitalization, punctuation or spelling encircle these
then ask pupils why this is wrong.
Example: d akkel ti bulan
• Teacher asks: Ania ti biddut ditoy? Ania ti awan wenno kurang?

(What is wrong? What is missing?)
• Teacher asks volunteer pupils to correct the mistakes. Reiterate

to pupils proper letter formation, spacing, capitalization, and
punctuation in writing sentences.
1 2 3
Handwrites Is able to Is able to write
upper write all all upper/lower
case and upper/ case letters
Writing
lower case lower case with ease
upper/
HW letters with letters
lower case
difficulty, studied
letters
often
confuses
similar
letters

Homework: Let the pupils write sentences from the 5 remaining
spelling words. Remind them about proper letter formation, spacing,
capitalization, and punctuation in writing sentences.
OBJECTIVES ALDAW
(1) MT1OL-IIIc-d-4.2
Recite and sing individually, with ease and confidence, songs, poems, chants,
and riddles 3
Spell and write Grade I level words consisting of letters already learned
Identify and use synonyms correctly
d
Cc D
INALDAW A MAARAMID: BURBURTIA

1
b
Aa B
h
Gg H
f
Ee F
(ROUTINE: RIDDLES)
Materials
• Teacher gives a riddle. Have pupils guess it. 1. Riddles written on strips
of paper
• Teacher asks for volunteers to recite riddles that they know and
2. Ilokano Learner’s Material
let their classmates guess. Alternatively, prepare strips of papers so
3. Flash cards of synonymous
pupils can read to the class the riddle while the rest guess what it
words
is.
59
NOTES Sample Riddles:
Kukuak, inted da tatang ken nanangko nagan

Ngem us-usaren met dagiti dadduma a (name)
gagayyemko.
Gayyemko isuna, pag-ong

ibakbaklayna ti balayna. (turtle)
Saan nga ari, saan a reyna, bayabas

ngem addaan iti korona. (guava)
2 PANANGREPASO: BALIKAS A MAISPELING

(REVIEW: SPELLING WORDS)
• Teacher reviews spelling words by the “Pyramid Power Activity.”

Let them work individually.
Instructions: Review your weekly spelling assignment with a

different twist. Write the words in the order of difficulty. Write the
easiest word once at the top of the paper near the middle, the next
easiest twice, and so on. Have a pyramid shape when you are done.
bulan gayyem rabii bituen isem

rag-o layap ayat law-ang langit
• Teacher lets pupils share their work to their seatmates.
3 KAPADA (SYNONYMS)
• Teacher shows the word “gayyem.”
Teacher says: Asino dagiti gagayyemyo? Ania ti sabali a balikas a

mabalinyo a pangawag kadagiti gagayyemyo? (Who are your friends?
What other words do you use to call your friends?)
Pagayam
Gayyem
Kadua
• Teacher shows more words and lets pupils think of synonyms of

these words.
atiddog nayadi
natayag nangato
60
QUARTER 3 WEEK 23
NOTES
nalaing masirib
napintas nalapsat
• Teacher tells pupils that the set of words are called synonyms or
“kapada.”
Teacher asks: Ania ti makunayo kadagiti balikas? Ania ti kayat a

sawen ti “kapada”? (What can you say about the words? What does
“synonyms” mean?)
Teacher says: Ti kapada ket isu dagiti balikas a maymaysa ti kayatda

a sawen. Kas pagarigan, ti nalasbang kapada ti napintas. Ania pay dagiti
balikas nga addaan iti kapada? (Synonyms are words that have
the same or similar meaning. For example, beautiful and pretty are
synonyms. What other words are synonyms?)
Dagiti Maaramid (Activity):
a. For activity on synonyms, teacher can refer to Ilokano Learner’s

Manual for the activity.

• Teacher asks pupils to play a game of “Synonym Hangman”:
(1) Give the number of letters for the mystery word. (Ex: natayag)
(2) Give the synonym of the mystery word as a clue. (Ex: bassit)
(3) Let pupils guess the letters of the mystery word. For every
wrong letter they give, teacher draws a part of a stick figure. Pupils
lose their turns once the stick figure is completed.
Example:
OBJECTIVES ALDAW
4
Read sight words
(2) Identify action words in sentences
(3) MT1GA-IIIc-e-2.3.1
Use the correct form of the verb in sentences
61
NOTES
Aa B
b
Cc D
d
Gg H
h
1 INALDAW A MAARAMID: PANAGBASA KADAGITI
f
Ee F
Materials
• Teacher shows sight words in flash cards and asks pupils to
1. Table Body Text 3 for attempt reading
texts in EN. Table Body
Text 3 Italic for MT. Table Examples:
Body Text 3 Bold Italic kasano kastoy tunggal
for Book Title. Paragraph
Style: Body Text 3 No Space • Teacher reads the words and asks pupils to repeat. Ask for
2. This should appear at the volunteer pupils to use the words in sentences.
start of day. Some days do
not have materials.
3. Capitalize first word. Example:
kasano
koma
tunggal
2 DAGITI TIGNAY (VERBS)
• Teacher plays a game of “Charades” using verbs written on strips

of paper. Have pupils write their answers on the board.
Examples: lumagto kumalay-at agsala agbasa
Teacher says: Malagipyo dagitoy a balikas? Ania ti pangawagyo

kadagitoy a balikas? (Do you remember these words? What do you
call these words?)
• Teacher lets pupils think and talk about things they can do when
there is a full moon. Present this in a graphic organizer.
agay-ayam iti
linnemmengan
Dagiti Mabalin
nga Aramiden No
Kabus ti Bulan
62
QUARTER 3 WEEK 23
Dagiti Aramiden (Activities): NOTES
a. For activity on giving an appropriate verb, refer to MTB-MLE

Ilokano Learner’s Material p.34-35.
AGDAMA A PANAWEN A PANNAKAARAMID

DAGITI TIGNAY (VERB TENSES) 3
• Teacher shows a picture of people doing an action such as writing
or reading. He or she lets pupils talk about what they see in the
picture.
(Reference for picture: http://www.vectorstock.com/royalty-free-vector/three-kids-reading-

a-popup-book-vector-1033197, accessed 28 July 2014)
Teacher says: Ita, mangisurattayo kadagiti patang a maibatay iti

makitkitatayo iti ladawan. Kas pagarigan, no ti aramid ket mapaspasamak
itan, ania ti mabalin nga isuratyo a patang? (Now we will write
sentences based on the picture. For example, if this is happening
now, what sentence can you make?)
• Teacher can ask the following questions: Ania ti ar-aramiden ti

ubing a lalaki? Ania met ti ar-aramiden dagiti kakaduana?
(What is the boy doing? What are the other children doing?)
Teacher says: Adda kadi madlawyo kadagiti tignay nga inusaryo? Adda
kadi dagiti balikas nga inaramatyo a mangipakita a madama a mapaspasamak
ti aramid? (Do you notice anything about the verbs you used? Are
there words you used to indicate that the action is currently carried
out?)
• Teacher draws attention to the prefixes used and the time signals
in the sentences. Teacher can create a table for this. Ask pupils to
give examples.
Example:
Agdama (Present)
Pasakbay (Prefix) ag-
Pagarigan agsalsala
Panawen
madama
(Time Signals)
Pagarigan Agsalsala ni nanang idiay plasa.
• Teacher asks pupils to make sentences using the present tense of

the verb. Teacher shows one picture and have pupils write three
sentences about it on a piece of paper.
63
NOTES

Homework: Mangpanunot iti tallo a banag a naaramidyon iti napalabas

ken tallo a banag a kayatyo nga aramiden iti masakbayan. Isuratyo dagitoy
iti kuadernoyo. (Think of three things that you did in the past and
three things you would like to do in the future. Write these in your
notebook.)
Grammar Formative Assessment Tip
• Teacher can use the rubric below to assess pupil’s skills in

grammar work
Identifying 1 2 3
and Cannot Is able to Is able to
producing identify or identify and identify and
parts of produce produce produce parts
GA
speech parts of parts of of speech and
(verbs, speech speech bridges to
adjectives, studied studied other languages
etc.) with ease
ALDAW OBJECTIVES
5
(2) MT1ATR-IIIa-i-4.1
(4) Identify describing words in sentences
(5) MT1C-IIIa-e-1.3
d
invented and conventional spelling.
Cc D
b
Aa B
h
Gg H
f
Ee F
Materials
1
1. Copy of Read Aloud
story: Ti Bulan INALDAW A MAARAMID (ROUTINE: SHARING)
a Gayyemko
2. Illustrations about the • Teacher asks pupils to read their homework in pairs or groups of
story used in Day 1 three. Ask for 3 – 5 volunteers to share to the class.
3. Colored papers, scissors,
paste • After sharing, teacher asks questions about what they have shared.
64
QUARTER 3 WEEK 23
NOTES
ITI ISPELING (SPELLING TEST) 2
• Teacher gives spelling test through dictation. Ask pupils to write
three sentences from the spelling words and sight words already
learned.
Examples:
bulan gayyem rabii bituen isem

rag-o layap ayat law-ang langit
PANANGIBASA MANEN ITI READ ALOUD: TI BULAN

A GAYYEMKO 3
(RETELLING OF THE READ ALOUD STORY: THE
MOON IS MY FRIEND)
• Teacher shows the pictures used in Day 1. Have pupils retell the
story in groups of three to four. Then ask for volunteer pupils to
share to the class.
DAGITI BALIKAS-A-PAGILADAWAN
(ADJECTIVES) 4
• Teacher shows pupils a picture of a full moon and asks them to
describe it. As they give adjectives, she writes the words on the
board.
dakkel
nagbukel
Teacher says: Basaen dagiti balikas. Maipanggep iti ania dagiti balikas?
Ania ti akem dagitoy a balikas? (Read the words. What are the words
about? What do these words do?)
Dagitoy a balikas ket balikas-a-pagiladawan. Iladawan wenno deskribirenda

dagiti bambanag. (These words are adjectives. These words describe
things.)
Dagiti Aramiden (Activity)

Timbukelan dagiti balikas-a-pagiladawan iti tunggal patang ken mangisurat
iti nayon a 2 a balikas-a-pagiladawan a mabalin pay a mausar (Circle the
adjective in the sentence and write 2 more adjectives that can be
used).
65
NOTES a. Bassit ti kayo.

b. Nabanglo ti rosas.
c. Dakkel ti trak.
d. Naimas dagiti prutas.
e. Nasam-it ti banana cue.
PANAGPUTAR: PANAGSURAT MAIPANGGEP

5 ITI BULAN (COMPOSING ACTIVITY: WRITING
ABOUT THE MOON)
• Teacher reviews pupils on the different phases of the moon.

He or she shows illustrations from Day 1.
• Teacher asks pupils to cut their favorite shape of the moon from
yellow colored papers and paste this on black colored paper.
• At the back, teacher lets them write 3 – 5 sentences about the

moon. He or she lets them imagine what it looks like. He or she
asks questions such as:
Iladawan wenno deskribiren ti bulan. Adda kadi ammom a kalanglangana?
Ania ti langana? (Describe the moon. Does it resemble anything?
What does it look like?)
• Teacher gives a sample of the activity. He or she lets pupils use

adjectives they have learned.
66
QUARTER 3 WEEK 24
WEEK
24
TEACHER’S GUIDE
GRADE 1
MOTHER TONGUE
ILOKANO
Theme: Dagiti Lugar iti Komunidadko
Read Aloud Story: Ti Bulan a Gayyemko
(The Moon is My Friend)
LEVELLED READER: Ti Ullaw (The Kite)
67

ILOKANO
Theme: Dagiti Lugar iti Komunidadko (Places in My Community)

Read Aloud Story: Ti Bulan a Gayyemko (The Moon is My Friend)
Levelled Reader: Ti Ullaw (The Kite)

OL • MT1OL-IIIa-i-6.2 • Poem or Song
• Sharing
• Sight Words
Talk about family, friends, and
Daily school using descriptive words
Read sight words
G • MT1GA-IIIc-e-2.3.1 • Read Aloud story: Ti Bulan a

Identify the tense of the action Gayyemko (The Moon is My
word in the sentence Friend). Author: Chie Litiatco-
SS • MT1SS-IIId-f-6.1 Acosta; Illustrator: Mela Advincula
Follow 2 – 3 step written directions
• Past Tense of Verbs
Express ideas through phrases, • Composing Activity
• Following Written Directions
1 both invented and conventional
spelling
G • Uses adjectives to describe people, • Adjectives

places, or things in oral expression
• Composing Activity
2
SS • MT1SS-IIId-f-6.1 • Following Written Directions

68
QUARTER 3 WEEK 24

• Teacher asks questions related to the • Pupils talk about assigned topics.
theme or lessons discussed.
b. Poem or Song
b. Poem or Song
• Pupils recite a poem or sing a song.
• Teacher introduces a poem or song that
c. Sight Words
pupils will learn.
• Pupils practice reading sight words and use
c. Sight Words
them in sentences.
2. Past Tense of Verbs 2. Past Tense of Verbs
• Teacher introduces Past Tense of Verbs. • Pupils give sentences using the past tense
of verbs.
3. Differentiated Writing Activities:
How to Play a Game 3. Differentiated Writing Activities:
How to Play a Game
• Teacher instructs groups during writing
activities. • Pupils draw and write about games they
play.
• Homework: Pupils bring a picture of a
• Teacher leads a game of hopscotch.
family member the next day.
• Pupils participate in a game of hopscotch.
2. Review: Adjectives 2. Review: Adjectives
• Teacher reviews adjectives. • Pupils identify adjectives. Pupils use

adjectives in sentences.
69

spelling
2
ATR • MT1ATR-IIIa-j4.1
F • MT1F-III-IVa-i-1.4 • Leveled Reader: Ti Ullaw (The

Read Grade 1 level texts with an Kite). Authors: Ani Almario and
accuracy rate of 95 – 100% Lahug Elem. Sch. Teachers Cebu;
V • MT1VCD-IIIa-i-2.1.1 Illustrator: Hannah Manaligod
Give meanings of words through: a.
• Spelling Words
picture clues; b. context clues
RC • MT1RC-IIId-3.1
Infer the character feelings and
traits in a story read
Spell and write Grade I level words
3 consisting of letters already learned
F • MT1F-III-IVa-i-1.4 • Leveled Reader: Ti Ullaw (The

Read Grade 1 level texts with an Kite)
4 • Authors:Ani Almario and Lahug
Elem. Sch. Teachers Cebu;
• Illustrator: Hannah Manaligod

70
QUARTER 3 WEEK 24

3. Continuation of Day 1 - Differentiated 3. Continuation of Day 1 - Differentiated
Writing Activities: How to Play a Game Writing Activities: How to Play a Game
• Teacher helps groups during writing • Pupils work on writing activities following
activities. written directions given by the teacher.
• Teacher lets pupils exchange their outputs. • Pupils read each other’s outputs and talk
about it.
• Teacher facilitates playing a game.
• Pupils play fairly in the field or playground.
2. Guided Reading of the Leveled Reader: 2. Guided Reading of the Leveled Reader:
Ti Ullaw Ti Ullaw
• Teacher shows the pictures on each page • Pupils look at the pictures and talk about it.
and asks pupils to talk about it. Pupils give the title, author, and illustrator
of the book.
pairs. Then, have Pupil A read to Pupil B • Pupils read the Leveled Reader in pairs and
and reverse roles. to each other.
story.
3. Group Work: Role Play
3. Group Work: Role Play
4. Spelling Words
4. Spelling Words
story.
• Homework: Pupils choose one spelling
word. They draw it and write a sentence
• Teacher gives homework. about it.
2. Antonyms 2. Antonyms
• Teacher discusses antonyms. • Pupils identify antonyms. Pupils differentiate

between synonyms and antonyms.
71

V • MT1VCD-IIIa-i-3.1 • Antonyms
Identify and use synonyms,
antonyms, homonyms, and words
with multiple meanings correctly
spelling
S • MT1PWR-IIIa-i-6.2 • Leveled Reader:

Spell and write Grade 1 level words Ti Ullaw (The Kite)
consisting of letters already learned
• Authors: Ani Almario and Lahug
F • MT1F-III-IVa-i-1.4 Elem. Sch. Teachers Cebu;
Read Grade 1 level texts with an Illustrator: Hannah Manaligod
accuracy rate of 95 – 100% • Spelling
Express ideas through phrases, • Composing Activity
sentences or longer texts using
5
spelling

72
QUARTER 3 WEEK 24

3. Re-reading of the Leveled Reader: Ti Ullaw 3. Re-reading of the Leveled Reader: Ti Ullaw
• Teacher lets pupils read the text together • Pupils re-read the text with proper
as a whole class. Teacher focuses on expression and intonation.
4. Composing Activity: Kite Making
• Pupils make paper kites. As a class, they
4. Composing Activity: Kite Making
write a story about it.
• Teacher demonstrates composing activity.
• Pupils in Group 1 read the Leveled Reader
• Teacher divides the class into 2 groups: in pairs.
Group 1 reads the Leveled Reader again in
• Pupils in Group 2 make own compositions:
pairs. Group 2 does a composing activity:
Kite Making.
Kite Making.
6. Composing Activity: Cooperative Writing
6. Composing Activity: Cooperative Writing
• Pupils talk about the places they want to go
• Teacher lets pupils imagine being a kite.
if they were kites.
• Based on division of class from previous • Pupils in Group 2 read the Leveled Reader
day: Group 2 reads the Leveled Reader by fours.
again in groups of four. Group 1 does the
• Pupils in Group 1 make their own
composing activity: Kite Making.
compositions: Kite Making.
4. Independent Reading
• Teacher asks pupils to read each other’s
• Pupils read each other’s compositions and
compositions.
talk about it.
• Pupils bring their kites home and show it to
their family members.
73
NOTES
ALDAW OBJECTIVES
1
Participate actively in class discussions on familiar topics
Identify and use the correct tense of the action word
(3) MT1SS-IIId-f-6.1
Follow two-to-three-step written directions
(4) (4) MT1C-IIIa-e-1.3
d
1
Cc D

b
Aa B
h
Gg H
f
Ee F
(ROUTINE: SHARING)
Materials
1. Instruction for writing • Teacher asks pupils about games they play, especially when the
activities written on chart moon is bright.
or manila paper
Teacher says: No nasellag ti bulan, agay-ayamkayo kadi? Ania dagiti
ay-ayamenyo? Kasano ti panangay-ayamyo? (If the moon is bright, do
you play games? What kind of games? How is it played?)
• Teacher asks for volunteer pupils to share to the class the games
they play. Let pupils explain how the game is played.
• As pupils share, teacher writes the games on the board.
2 NAPALABAS A PANAWEN A PANNAKAARAMID DAGITI

TIGNAY (PAST TENSE OF VERBS)
• Teacher shows a picture of people doing an action.

Let pupils talk about what they see in the picture.
(Reference for picture: http://www.vectorstock.com/royalty-free-vector/cartoon-boy-holding-a-

pencil-vector-1828021 accessed Aug 29, 2014)

makitkitatayo iti ladawan. Kas pagarigan, no ti aramid ket napasamaken,
ania ti mabalin nga isuratyo a patang? (Now we will write sentences
based on the picture. For example, if it happened already, what
form or tense of the verb will you use in the sentence?)
Teacher says: Adda kadi madlawyo kadagiti tignay nga inusaryo?

Adda kadi dagiti balikas nga inaramatyo a mangipakita a napasamaken
ti aramid? (Do you notice anything about the verbs you used?
Are there words you used to indicate that the action is finished
already?)
74
QUARTER 3 WEEK 24
• Teacher draws attention to the suffixes used and the time signals NOTES
in the sentences. Teacher can create a table for this. Ask pupils to
give examples.
Example:
Napalabas (Past)
Pasakbay (Prefix) nag-
Pagarigan nagsala
Panawen idi kalman, idi rabii,
(Time Signals) idi napalabas a bulan
Nagsala ni nanang idiay
Pagarigan
plasa idi rabii.
• Teacher asks pupils to create sentences in the past tense. Teacher

shows a picture and asks the pupils to write three sentences about
it on a piece of paper.
AGDUMA NGA AKTIBIDAD ITI PANAGSURAT:

KASANO TI PANANGAY-AYAM
ITI MAYSA NGA AY-AYAM
3
(DIFFERENTIATED WRITING ACTIVITIES:
HOW TO PLAY A GAME)
• Teacher then asks for volunteer pupils to write a sentence or two NOTE
for each picture drawn to describe the step.
For the Writing Activity,
• Teacher asks questions to clarify steps, such as: divide pupils into two groups
Kasano ti panangpiliyo iti “Agala”? (How do you choose the “It”?) based on abilities. Level 1
activity will be given to pupils
Mano nga ubbing ti kasapulan nga agay-ayam? struggling with composition.
(How many children are needed to play the game?) Level 2 activity is for those
with average to advanced
Agingga iti mano ti bilangen ti “Agala”?
skills.
(Up to what number shall the “It” count?)
Example:
1... 2... 3...
Agbilang
Mangpili iti “Agala” ti “Agala” agingga
iti sangapulo.
References:
Box 1 - http://www.clipartbest.com/stick-figure-drawings-of-people, accessed 29July2014
Box 2 - http://klromo.com, accessed 29July2014
75
NOTES • Teacher tells pupils that they will be doing a similar writing
activity. Depending on which group the pupil belongs, he or
she will follow a different set of written instructions. Write the
instruction on a chart or manila paper. (Group 1 refers to Level 1,
Group 2 refers to Level 2.)
• Teacher asks pupils to read and follow the instructions based on

which group they belong.
Umuna a Grupo Maikadua a Grupo

(Group 1) (Group 2)
1. Pumili manipud kadagiti 1. Mabalinmo ti agpili iti ania
sumaganad nga ay-ayam: man a kayatmo nga ay-ayam.
(Choose any game you
NOTE a. nadumaduma a kita ti
like.)
innalaan (variety of catch)
For Group 1, teacher may 2. Ilawlawagmo iti katugawmo
modify the games. Choose b. innalaan (catch)
no kasano nga ay-ayamen
games that have simple steps c. linnemmengan (hide-and- daytoy. (Talk about how
in playing. seek) it is played with your
seatmate.)
The writing activities are 2. Idrowing dagiti addang iti
continued the following day. panangay-ayam iti ay-ayam. 3. Idrowing dagiti addang iti
For this day, go around the Koloram ti drowing. (Draw panangay-ayam iti ay-ayam.
groups. Ensure that pupils the steps in playing the game. Mabalinmo ti mangisurat
are doing the right activities Color your drawing.) kadagiti balikas iti baba
assigned to them. ti drowing. (Draw the
3. Mabalinmo ti mangisurat steps in playing the game.
kadagiti balikas iti baba ti Under the drawing, write
drowing. (You may write something about it.)
words under the drawing.)
• Teacher informs pupils that they will continue working tomorrow.
Following Instructions Formative Assessment Tip
• Teacher can use the rubric below to assess pupil’s ability to follow
and understand written instructions.
1 2 3
Following Does not Follows Is able to
Written follow written follow multi-
SS
Directions/ written directions/ step written
instructions directions/ instructions directions/
instructions instructions
76
QUARTER 3 WEEK 24
NOTES
• Teacher gives homework. Let pupils bring a picture of any family
member the next day.
• Teacher brings the class outdoors and teaches the pupils how to
play hopscotch.
OBJECTIVES ALDAW
2
Talk about family, friends, and school using descriptive words
(2) Uses adjectives to describe people, places, or things in oral expression
Follow two-to-three-step written directions
(4) MT1C-IIIa-e-1.3
(5) MT1ATR-IIIa-j4.1
1
Cc D
b
INALDAW A MAARAMID: PANAGBIBINNINGLAY Aa B
Ee F
f
Gg H
h
(ROUTINE: SHARING)
Materials
• Teacher lets pupils share the pictures they brought with their 1. Ilokano Learner’s Material
seatmates. She lets them talk about the person in the picture and
encourages them to use adjectives to describe him or her. Ask
some volunteers to share to the class.
PANANGREPASO: BALIKAS-A-PAGILADAWAN
(REVIEW: ADJECTIVES) 2 BRIDGING
When discussing
• Teacher reviews adjectives. Ask pupils to give some of the adjectives in Filipino and
adjectives mentioned by their classmates during sharing. English, teacher can refer
Teacher asks: Malagipyo pay no ania ti balikas-a-pagiladawan? to discussion on
Ania ti usar daytoy? (Do you still remember what adjectives are? “Balikas-a-Pagiladawan” in
What kind of word is an adjective or what does it do?)
Mother Tongue.
77
NOTES
NOTE
Dagiti Maaramid (Activity):
a. Choose the correct adjective for each picture: refer to Ilokano
Teacher can give additional
Learner’s Material pp. 60-61.
guided practice and
independent activities
in using adjectives to TULOYNA – AGDUMA NGA AKTIBIDAD ITI
describe persons, places,
or things.
3 PANAGSURAT: KASANO NGA AY-AYAMEN TI MAYSA
NGA AY-AYAM
(CONTINUATION - DIFFERENTIATED WRITING
NOTE ACTIVITIES: HOW TO PLAY A GAME)
Teacher can take time to • Teacher lets pupils continue writing activities.
assist struggling pupils. He or
she can encourage them to • Teacher lets pupils form groups of four. In each group, there
write action words or short must be two pupils from each activity groups. Let them show their
phrases for the drawings outputs to each other and talk about it.
they make.

• Teacher ends his/her lesson with the poem:
Intayon Agpasiar!
Ni Cles B. Rambaud
Iti Amianan, adu ti pagpasiaran

Idiay Paoay, adda Dakkel a Simbaan
Idiay Vigan, adda Pagburnayan
Idiay Abra, nalawa a karayan.
Idiay Peñablanca, adda Kueba ti Callao

Idiay La Union, baybay a pagdigosan
Sangaribu nga Isla idiay Pangasinan
Idiay Banaue, Talon a Naagdaagdan!
78
QUARTER 3 WEEK 24
NOTES
OBJECTIVES ALDAW
3
(5) MT1RC-IIId-3.1
Infer the characters’ feelings and traits in a story read
1
Cc D

b
Aa B
h
Gg H
f
Ee F
(ROUTINE: SHARING)
Materials
• Teacher shows a picture of a kite or brings a real kite to the class. 1. Copies of Leveled
Readers: Ti Ullaw
Teacher says: Ania daytoy? Ammoyo no ania ti awagna?
2. Phrases written on
Napadasanyon ti nagay-ayam iti kastoy? Kasano ti panangay-ayam iti
flashcards
daytoy? Asino kadakayo ti mangilawlawag no kasano nga ay-ayamen
daytoy? (What is this? Do you know its name? Have you tried
frequency words
playing with it? How do you play with it? Who wants to share in
4. Letter flash cards
front about this?)
(used in Quarter 2)
• Teacher asks volunteer pupils to share their experiences in flying a
kite in front of the class.
PANAGIBASA ITI LEVELED READERS: TI ULLAW

(READING OF THE LEVELED READERS:
THE KITE)
1
to read the words.
ullaw tayab
• Teacher asks questions so pupils can talk about the words.
Examples: Ania ti kayat a sawen daytoy a balikas? Usarenyo iti patang.

(What does this word mean? Use it in a sentence.)
79
NOTES 2) Panagbasa iti Prase (Phrase Reading)

• Teacher shows phrases from the Leveled Readers in flash cards.
to read. Here are some suggested phrases.
maysa nga aldaw pimmigsa ti angin

nagpatayab ni Nilo natinnag ken naisab-it
iti waya ti koriente atiddog a bislak
idi nangaton ti tayab nagsat ti linas
atiddog nga agdan

Teacher asks question so pupils can talk about them.
Example:
Sadino ti ayan ti ullaw? (Where is the kite?)

• Teacher tells pupils to look at the cover of the book and
give the title, author and illustrator of the book.
• Teacher asks: Iti panagkunayo, maipanggep iti ania ti istoria?

(What do you think is the story about?)

Examples:
Maipanggep iti ania ti istoria? (What is the story about?)
Ania ti nagan ti ubing iti istoria?

(What is the name of the child in the story?)
Sadino ti nagpatayabanna iti ullaw? (Where did he fly a kite?)
Nalaing kadi nga agpatayab iti ullaw? (Was he good in flying kites?)
Ania ti napasamak iti ullawna? (What happened to Nilo’s kite?)
80
QUARTER 3 WEEK 24
Iti panagkunayo, ania ti narikna ni Nilo idi maisab-it ti ullawna iti waya ti NOTES
koriente? Apay a nakunayo dayta? (How do you think Nilo felt when
his kite got caught in the electric wire? Why do you say this?)
Ania ti napanunot ni Nilo nga aramiden tapno maalana ti ullawna?

(What did Nilo do to get the kite?)
Naalana kadi met laeng ti ullawna? (Was he able to get the kite back?)
Iti gibus ti istoria, ania ti kinuna ti nanang ni Nilo?

(In the end, what did Nilo’s mother say?)
ARAMID A PARA ITI GRUPO

(GROUP WORK: ROLE PLAY) 3
• Teacher divides the class into groups. Assign them parts of the
story to role play.
• After each group has presented, ask them questions about the
character.
Examples:
Iti panagkunayo, ania ti marikna ni Nilo no agpatayab iti ullaw? Apay a

nakunayo dayta? (In your opinion, how does Nilo feel when he flies
a kite? Why do you say this?)
Iti panagkunayo, ania ti klasena nga ubing ni Nilo? Iladawanyo man isuna.
(In your opinion, what kind of a child is Nilo? Describe him.)

(SPELLING WORDS) 4
words and ask pupils to look for them in the Leveled Readers.
ullaw plasa tayab angin linas

koriente agdan waya bislak nagsat
• Teacher gives some words from the spelling list and asks pupils to
spell them using their letter flashcards from Quarter 2.

81
NOTES
Homework: Pumili iti maysa a balikas manipud iti listaan dagiti maispeling
a balikas. Idrowingyo ken mangisurat iti maysa a patang maipanggep iti daytoy
babaen ti panangusaryo iti balikas a piniliyo. (Choose one word from the
spelling list. Write one sentence using the spelling word.)
ALDAW OBJECTIVES
4
Identify and use antonyms or words with opposite meanings
(3) MT1C-IIIa-e-1.3
d
Cc D
1
b
Aa B
Ee Ff
Gg H
h
(ROUTINE: SHARING)
Materials
1. Copies of Leveled • Teacher asks pupils to talk about their homework.

Readers: Ti Ullaw In pairs, they show their drawings and read their sentences.
• Teacher asks for volunteer pupils to share to the class.
2 KASUPADI (ANTONYMS)
• Teacher shows pictures which are opposites. Ask questions about

them.
Examples:
References: http://www.clipartbest.com/kite-template-for-kids, accessed 30July2014
Ania ti makunayo maipanggep iti umuna nga ullaw?
Ania ti makunayo maipanggep iti maikadua nga ullaw?

(What can you say about the first kite?)
Ania ti makunayo maipanggep iti maikadua nga ullaw?

(What can you say about the second kite?)
82
QUARTER 3 WEEK 24
NOTES
• Lead pupils to answer big (dakkel) and small (bassit).

NOTE
Write the words on the board.
Teacher can give additional
Ania ti makunayo iti umuna a sarukod?
activities on antonyms for
(What can you say about the first cane?)
guided and independent
Ania ti makunayo iti maikadua a sarukod? practice.
(What can you say about the second cane?)
• Lead pupils to answer tall (atiddog) and short (ababa).

Write the words on the board.
Reference: http://depositphotos.com/20008009/stock-illustration-cartoon-walking-stick.
html, accessed 30July2014
Teacher gives more illustrations that can help pupils give

antonyms. Let pupils read the pairs of words.
Teacher asks: Ania ti nadlawyo maipanggep kadagiti dua a paris

a balikas? Ania dayta? (Do you notice anything about the pairs of
words? What are the pairs of word called?)
Ti balikas a kabaliktad ti maysa a balikas ket maawagan iti kasupadi.

(A word that is the opposite of another word is called antonym.)
Dagiti Maaramid (Activity)
a. For an activity on synonyms, refer to Ilokano Learner’s Material

p.79-80.
PANANGIBASA MANEN ITI LEVELED READERS:

TI ULLAW (RE-READING OF THE LEVELED
READERS: THE KITE)
3
• Teacher lets pupils read the story as a whole class. He or she
lets them pause at places that need a change in expression or
intonation and model reading the lines.
83
NOTES Examples:
Nagsat ti linas ti iggemna nga ullaw!
“Ayna! Kasano ngata a maalak ti ullawko?” dinamag ni Nilo iti bukodna

a bagi.
“Anak, bay-amon.Agaramidta laengen iti baro,” kinuna ni nanangna.
4 PANAGARAMID ITI ULLAW KEN PANAGDESINIO

(KITE-MAKING AND DESIGNING)
• Teacher demonstrates to pupils how to make a simple paper kite.

Ask for volunteer pupils to help in cutting and putting together
the kite.
(1) Pupils will need 2 sheets of bond papers and some colored
papers.
(2) Fold and cut 2 bond papers to form 4 triangles.
(3) Paste together the four triangles to make a diamond.
(4) Using colored paper, cut a straight line to make a tail for the
kite and paste it at one end of the diamond.
5 ARAMID A PARA ITI GRUPO: PANAGBASA KEN

PANAGSURAT
Leveled Readers again in pairs. Group 2 will make a kite.
• Teacher prepares instructions (in Mother Tongue) for each group

and writes them on the board or chart paper. Let pupils read the
instructions and ensure that they have understood.
84
QUARTER 3 WEEK 24
NOTES
(1) First Reading
• Pupils read the story in pairs. Pupil A reads first while Pupil
B listens.
• Pupil B listens, s/he takes note of mispronounced words

and wrong expressions or intonation. Let Pupil B help Pupil
A by pointing out mistakes.

(2) Second Reading
• Pupils A reads again to Pupil B as fast as s/he can while

Pupil B times or counts the number of second for Pupil A
to finish.
Group 2. Kite Making
• Pupils make kites. Draw 4 places from their community

which they can see if they were flying like a kite.
• Label the places. On the other side of the kite, write a

short story of three to five sentences about where you will
fly if you were a kite.
• While these activities are going on, teacher goes around and
checks on progress of pupils. S/he can sit with struggling pupils to
support them during the activities.

PANAGPUTAR (COMPOSING ACTIVITY:

COOPERATIVE WRITING) 6
Pre-Writing
Teacher says: Kampay idi ket maysaka nga ullaw. Sadino ti kayatmo
a pagtayaban? Kasano ti panagtayabmo? Ania dagiti lugar a kayatmo a
makita? (Imagine you were a kite. Where would you want to fly?
How would you fly? What places would you like to see?)
Teacher calls on pupils to answer the given questions.
Teacher says: Agaramidtayo iti istoria maipanggep iti panagpatayab iti

ullaw. Adtoy dagiti saludsod, ket isuratko iti pisarra dagiti sungbatyo.
(We are going to make a class story about flying kite. Here are
some questions, I am going to write on the board the answers that
you will give.
85
NOTES 1. Iladawan wenno deskribirenyo man no ania ti ullawyo?

(What kind of kite do you have?)
2. Sadino dagiti lugar a pagtayabanna? (In what places does it fly?)
3. Kasano ti panagtayabna? (How does it fly?)
4. Magustuam kadi ti mangpatayab iti ullawmo?

(Do you like flying your kite?)
Teacher says: Ania ngata dagiti lugar a makitayo?

Sadino ti pagtayabanyo iti lugaryo? (What places would you see?
Where would they fly in your community?)
Teacher let pupils read the compositions on the board–by groups,

pairs, and individual. Then asks them to copy the paragraph that they
cooperatively made.

• Teacher asks pupils to close their eyes and imagine they were a kite
that can go anywhere they want to go. She asks, “Where will they
go?”
ALDAW OBJECTIVES
5
Read sight words
Read Grade 1 level texts with an accuracy rate of 95 – 100%
(4) MT1C-IIIa-e-1.3
d
Cc D
b
Aa B
h
Gg H
Inaldaw a Maaramid: Panagbasa Kadagiti

f
Ee F
Materials 1 Masansan a Maar-aramat a Balikas

(Routine: Reading of Sight Words)
flash cards • Teacher shows sight words from Word Wall and asks pupils to
2. Copies of Leveled read them. Ask pupils to use sight words in sentences.
Readers: Ti Ullaw
• Teacher may add more sight words when applicable.
3. Word Wall
86
QUARTER 3 WEEK 24
NOTES
ITI ISPELING (SPELLING ASSESSMENT) 2
• Teacher gives spelling test through dictation, jumbled letters, etc.
Have pupils write two sentences - of three to four words - using
spelling words and sight words learned.
ARAMID A PARA ITI GRUPO: Panagbasa ken

Panagsurat (GROUP ACTIVITIES: READING
AND WRITING)
3
Group 2 will do paired reading while Group 1 will do
“Kite Making” activity.
assessment.
PANAGBASA A BUKBUKOD
(INDEPENDENT READING) 4
• Teacher asks pupils to exchange works with classmates.
Let them look and read each other’s work.
• Teacher asks pupils to share what they think about each other’s
work. Give questions to prompt their sharing.
Example:
Ania ti kayatyo maipanggep iti inaramid ti kaklaseanyo?

(What do you like about what your classmate made?)
Ania ti kayatyo maipanggep iti istoria a sinurat ti kaklaseanyo?

(What do you like about the story your classmate made?)
5
• Teacher gives homework to pupils. He or she lets pupils bring

their kites home and show it to their family members.
87
QUARTER 3 WEEK 25
WEEK
25
TEACHER’S GUIDE
GRADE 1
MOTHER TONGUE
ILOKANO
Theme: Dagiti Partuat ken Arte iti Lokalidad
(Local Arts and Crafts)
Read Aloud Story: Nagbalin nga Agkitkitikit ni Wigan
(Wigan Becomes a Sculptor)
89

ILOKANO
Theme: Dagiti Partuat ken Arte iti Lokalidad (Local Arts and Crafts)
Read Aloud Story: Nagbalin nga Agkitkitikit ni Wigan (Wigan Becomes a Sculptor)

OL • MT1OL-IIIa-i-9.1 • Story Telling: Legends, Fables and
Tell/retell legends, fables, and jokes Jokes
• MT1OL-IIIe-i-5.1 • Sight Words
Listen and respond to others in oral
Daily conversation
Read sight words
V • MT1VCD-IIIa-i-2.1.1 • Read Aloud story: Nagbalin

Get the meaning of words through: nga Agkitkitikit ni Wigan
a. picture clues; b. context clues (Wigan Becomes a Sculptor) Retold
by: Felice Prudente Sta. Maria;
Illustrator: Robbie Bautista
OL • MT1OL-IIIa-i-6.2 • Noting Important Details
LC • MT1LC-IIIe-3.2
Infer important details from an
informational text

90
QUARTER 3 WEEK 25

a. Story Telling a. Story Telling
• Teacher lets pupils tell or retell legends • Pupils tell or retell legends and fables.
and fables.
b. Sight Words
b. Sight Words
• Teacher introduces sight words. them in phrases and sentences, and spell
the words.
1. Routine (Same as above under Daily activities) 1. Routine (Same as above under Daily
activities)
• Retelling fables
2. Read Aloud Story:
Nagbalin nga Agkitkitikit ni Wigan 2. Read Aloud Story:
Nagbalin nga Agkitkitikit ni Wigan
a. Pre-Reading Activities
a. Pre-Reading Activities
• Teacher unlocks unfamiliar words and
expressions. • Pupils talk about words, phrases, or
expressions that are unfamiliar and get
• Teacher asks questions to stimulate
their meanings.
pupils’ interest about the story.
• Pupils talk about experiences related to
the story. They talk about the cover of
• Teacher reads the story to the pupils. the story, and set a purpose for reading.
c. After Reading Activities b. During Reading Activities
• Teacher asks questions about the story. • Pupils listen attentively to the story read
3. Concluding the Session c. After Reading Activities
• Teacher gives homework. • Pupils answer questions about the story.

They talk about the important details in
the story.
• Homework: Pupils ask family members to

narrate to them a fable.
91

RC • MT1RC-IIIe-4.1 • Read Aloud story: Nagbalin
Identify the speaker in the story or nga Agkitkitikit ni Wigan (Wigan
poem read Becomes a Sculptor) Retold
S • MT1PWR-IIIa-i-6.2 by: Felice Prudente Sta. Maria;
Spell and write grade one level Illustrator: Robbie Bautista
• Spelling Words
learned
V • MT1VCD-IIIa-i-3.1 • Synonyms
• Antonyms
with multiple meanings correctly • Future Tense of Verbs
3 Write words, phrases, and simple
applicable
OL • MT1OL-IIIa-i-1.3 • Describing a Picture

• Verbs Tenses
school using descriptive words
G • MT1GA-IIIc-e-2.3.1 • Following 2-3 step written
4
Identify the tense of the action directions
word in the sentence
SS • MT1SS-IIId-f-6.1
92
QUARTER 3 WEEK 25

activities)
2. Shared Reading of the Read Aloud Story:
Nagbalin nga Agkitkitikit ni Wigan 2. Shared Reading of the Read Aloud Story:
• Teacher re-reads the story and asks some
pupils to read some parts of the story. • Pupils actively participate in re-reading of
the story.
3. Group Work: Answering Questions
3. Group Work: Answering Questions
• Teacher assigns questions for groups to
answer creatively. • Pupils answer assigned questions creatively.
• Teacher engages pupils in creative activities • Pupils participate in engagement activities.
to further understand the story.
4. Spelling Words
4. Spelling Words
• Pupils correctly spell grade level words.
• Teacher introduces spelling words from They use words in sentences and write
the story. sentences properly.
• Teacher gives homework. • Homework: Pupils write sentences using
spelling words.
activities)
• Retelling legends
2. Review: Synonyms and Antonyms
2. Review: Synonyms and Antonyms
• Teacher reviews synonyms and antonyms.
• Pupils participate actively in review of
synonyms and antonyms.
• Homework: Pupils ask parents/

grandparents for a sample of a legend.
activities)
2. Future Tense of Verbs
2. Future Tense of Verbs
• Teacher introduces Future Tense of Verbs.
• Pupils give sentences using the future tense
of verbs.

93
ATR • MT1ATR-IIIa-i-4.1 • Read Aloud story: Nagbalin

Show interest in texts by browsing/ nga Agkitkitikit ni Wigan (Wigan
reading available print materials Becomes a Sculptor) Retold
S • MT1PWR-IIIa-i-6.2 by: Felice Prudente Sta. Maria;
Spell and write grade one level Illustrator: Robbie Bautista
• Spelling Words
learned
5
spelling

94
QUARTER 3 WEEK 25

3. Group Work: Following Directions 3. Following Directions
• Teacher gives tasks to groups. • Pupils accomplish activities/tasks assigned

to their respective groups.
• Teacher lets pupils dance some steps
introduced by one group. • Pupils follow dance steps.
activities)
2. Spelling Test
2. Spelling Test
• Teacher gives spelling test.
• Pupils correctly spell grade level words.
3. Retelling of the Read Aloud Story:
Nagbalin nga Agkitkitikit ni Wigan 3. Retelling of the Read Aloud Story:
• Teacher asks pupils to retell the story.
• Pupils retell the story through a role play.
4. Composing Activity: Writing a Letter or
Prayer 4. Composing Activity: Writing a Letter or
Prayer
• Teacher gives composing activity. He or
she models the activity. • Pupils participate actively in composing
activity. They share their outputs with each
other.
• Homework: Pupils bring their output home

and read it to their family members.

95
NOTES
ALDAW OBJECTIVES
1
(4) MT1LC-IIIe-3.2
Infer important details from an informational text
1
Cc D
Inaldaw a Maaramid: Panagbibinninglay

b
Aa B
h
Gg H
f
Ee F
(Routine: Sharing)
Materials
1. Copy of Read Aloud Teacher says: Ubbing, adda kadin nangngegyo wenno nabasayo nga
story: Nagbalin istoria a dagiti agbibiag wenno karakter ket dagiti ayup wenno mula? Asino
nga Agkitkitikit ni kadakayo ti adda ammona a kastoy nga istoria? Ibinglayyo man iti klase.
Wigan (Children, have you heard or read any story where the characters are
2. Pictures of vocabulary animals or plants? Who knows a story of this kind? Share it to the
words class.)
• Teacher calls on volunteer pupils to share fables. Teacher can also

give a short fable to the class.
Teacher says: Ania ti pakaigidiatan ti inistoriayo ita kadagiti dadduma

nga istoria a napagsasaritaantayo idin? Nagsao kadi met dagiti ayup ken
mula? (What’s the difference between the story you just narrated
and other stories we talked about? Do the animals and plants talk?)
• Teacher explains to the class that made up stories that try to

explain how our world works and how we should treat each other
are called myths. These stories are usually set in times long ago, as
we know it was written. They give a lesson as well.
2 PANANGIBASA ITI READ ALOUD:

“NAGBALIN NGA AGKITKITIKIT NI WIGAN”
(READING OF THE READ ALOUD STORY:

WIGAN BECOMES A SCULPTOR)

(Unlocking of Difficult Words)
96
QUARTER 3 WEEK 25
• Teacher unlocks difficult words through pictures or context clues. NOTES

Here are some suggested words:
(1) lubong (valley)
• Teacher shows picture of a valley. Let pupils talk about the picture.
Teacher asks: Ania ti makitayo iti ladawan? Nakakitakayo kadin iti

kastoy? Ania ti awagna? (What do you see in the picture?
Have you seen something like this? What is its name? )
(2) payyo (rice terraces)
• Teacher shows a picture of rice terraces. Ask questions about it so

pupils can talk about the picture.
Teacher asks: Ania ti makitayo iti ladawan? Sadino ti pakakitaanyo

kadagiti payyo? Deskribirenyo man ti langa dagitoy a talon?
(What do you see in the picture? Where can you find rice terraces?
What usually grows in rice terraces? What kind of fields are they?)
(3) bul-ol (wooden statue of gods)
• Teacher shows a picture of bul-ol. This can be taken from the

book. Ask questions about it so pupils can talk about the picture.
Teacher asks: Ania ti makitayo iti ladawan? Nakakitakayon iti kastoy?

Pakakitaanyo iti kastoy? Naaramid iti ania ti estatua? (What do you see
in the picture? Have you seen this? Where do you see this?
What do you think is this statue for? What is it made of? )

• Teacher asks questions so pupils can talk about things related to
harvest either harvesting rice, vegetables or fruits.
Teacher says: Ania ti mapasamak no panawen ti panagaani?

Ania ti aramiden dagiti tattao? Ania a bulan ti panagaani? Mangibaga
man no ania dagiti maapit. (What happens during harvest time?
What do people do? Which month is harvest season?
Give examples of harvest.)
• Teacher gives the questions and allows pupils to talk in pairs or

groups of three. Ask for volunteer pupils to share to the class.
Panangpugto ken Panangisagana iti Panggep ti Ibasa nga

Reading)
• Teacher shows pupils the cover of the book and asks pupils for
the title, writer, and illustrator of the book.
97
NOTES Teacher says: Ania ti paulo ti libro? Asino ti autor? Asino ti dibuhista
wenno nangiladawan? (What is the title of the book? Who is the
writer? Who is the illustrator?)
istoria? Ania ti kayatyo a maammuan maipapan iti istoria? (Look at the

NOTE
• Teacher reads the story to the pupils pausing at certain parts where
The story will be read in two
there are unfamiliar terms to briefly explain what these mean.
parts. The first part is read
on Day 1 and the second Examples: Page 6 – concept of dongla
part will be read on Day 2. Page 14 – amugawon tree; concept of mumbaki
Page 19 – point out bul-ol statues
Attitude Towards Reading Formative Assessment Tip
• Teacher can use the rubric below to assess pupil’s interest in

literature and attention skills.
1 2 3
Does Listens Listens
Listening not listen attentively attentively
ATR
attentively attentively when being and interacts
when being read to when being
read to read to

• Teacher asks pupils to predict what they think would happen next.
Encourage pupils to ask questions about the story.
(1) Asino dagiti agbibiag wenno karakter iti istoria?

(Who are the characters in the story?)
(2) Apay nga adda dua nga agnagan iti Wigan iti istoria? Asinoda?
(Why are there two Wigans in the story? Who are they?)
(3) Sadino ti nakapasamakan ti istoria? (Where did the story happen?)
(4) Ania ti problema da agassawa a Wigan ken Bugan?

(What is Wigan and Bugan’s problem?)
(5) Ania ti inaramid ni Wigan idi naammuanna ti maipanggep iti problema?

(What does Wigan do when he found out about the problem?)
(6) Asino ti nangsungbat ken ni Wigan ken nagparamg tapno makisarita

kenkuana? (Who answers Wigan and arrives to talk to him?)
98
QUARTER 3 WEEK 25
Listening Comprehension Formative Assessment Tip NOTES
• Teacher can use the rubric below to assess pupil’s skills in asking
and answering questions.
1 2 3
Does not ask Asks and Asks
Asking/ questions answers pertinent
LC Answering and does questions questions
questions not answer correctly and gives
questions thoughtful
correctly answers

Homework: Saludsoden kada tatang ken nanangyo, wenno asino man

a kaduayo iti balayyo no adda ammoda a pabula wenno istoria a dagiti
agbibiag wenno agsasao ket dagiti ayup. Ibagam nga istoriaenda man kenka.
Ibinglayyonto met ti nangngegyo a pabula, mito wenno leyenda kadagiti
kaklaseanyo inton bigat. (Ask your parents or any relatives at home if
they know of any myth or fable. Ask them to narrate to you.
You will share this tomorrow.)
99
NOTES
ALDAW OBJECTIVES
2
(2) MT1RC-IIIe-4.1
Identify the speaker in the story or poem read
1
Cc D
INALDAW A MAARAMID: Panagbibinninglay

b
Aa B
h
Gg H
f
Ee F
(ROUTINE: SHARING)
Materials
1. Copy of Read Aloud • Teacher asks pupils to narrate the myths they learned from family
story: Nagbalin nga members to their seatmates. Ask for volunteer pupils to share to
Agkitkitikit ni Wigan the class.
2. Spelling words on flash
cards
ADDA KADUA WENNO KAKADUA A MANGBASA
2 ITI LIBRO A READ ALOUD:
NAGBALIN NGA AGKITKITIKIT NI WIGAN

WIGAN BECOMES A SCULPTOR)
• Teacher reads the second part of the story. Before reading though,
ask pupils what they remember from the first reading the previous
day. Pick up from where the story ended and continue reading the
story.
• As teacher reads the dialogue, ask pupils to identify the speakers.
• Teacher pauses and asks some questions as the story is read.

3 PANANGSUNGBAT KADAGITI SALUDSOD
(GROUP WORK: ANSWERING QUESTIONS)
• Teacher divides the class into groups. He or she assigns one

question for each group to discuss and answer. Each group has
to decide how they will answer the question. It can be through
illustrations, poster making, dramatization, dance, song, etc.
Questions:
(1) Idi napan ni Wigan iti payyo, ania ti nakitana? Ania ti inaramidna
tapno maammuanna no ania ti napasamak kadagiti mulana?
(As Wigan went up, what did he see? What did he do to check
what is wrong with the plants?)
100
QUARTER 3 WEEK 25
NOTES
(2) Awan ti natakuatan ni Wigan a makailawlawag no apay nga eppes
ti dawa dagiti mulana a pagay. Ania ti inaramidna idi makaawid iti
balayda? Ania ti napasamak? (Wigan finds no explanation for
what happened to the plants. What does he do back home?
What happened?)
(3) Kasano a sinuruan ti dios a ni Wigan ti tao a ni Wigan nga agaramid iti
bul-ol? Napananda? Ania ti inaramatda? Ania ti pammalagip ti dios a
ni Wigan idi mangalada iti sanga ti kayo nga amugawon?
(How did the god, teach the man, Wigan, how to make a bul-ol?
Where did they go? What did they use? What was the reminder
of the god when they have to cut branches of the amugawon
tree?)
(4) Mano a bul-ol ti inaramid ni Wigan? Ania ti langa dagiti bul-ol?

(How many bul-ol did Wigan have to make?
How did the bul-ols look like?)
(5) Ania ti kuna ni Wigan a rumbeng nga aramidenna iti bul-ol?

Ania ti inaramid da Wigan ken Bugan? (What did Wigan need to
do to the bul-ol? What did Wigan and Bugan do?)
(6) Idi lumakayen, ania ti insuro ni Wigan kadagiti tattao?

Ania ti nagbalinan ni Wigan? Ania ti masansan nga ipalpalagipna
kadagiti kalugaranna? (In his old days, what did Wigan teach
the people? What did Wigan become? What would he always
remind the people about?)
DAGITI BALIKAS A maISPELING

(SPELLING WORDS) 4
• Teacher highlights spelling words from the story. Ask pupils to
spell these words using their letter flash cards.
• Teacher asks pupils to read the words, then write them.
Suggested spelling words:
lubong pagay dios nagkimat dulluog

dawa payyo gayang kitkitna estatua

Homework: Let the pupils write sentences using three spelling
words of their choice. Remind them about proper letter formation,
spacing, capitalization, and punctuation in writing sentences.
101
NOTES
ALDAW OBJECTIVES
3
Identify and use synonyms, antonyms, homonyms (when applicable) and
words with multiple meanings correctly
punctuation and capitalization when applicable
d
1
Cc D
Aa B
b
f
Gg H
h INALDAW A MAARAMID: DAGITI PASINTAWI
Ee F
(ROUTINE: LEGENDS)
Materials
1. Cards with words that are • Teacher asks pupils questions helping them define what a legend
synonyms is.
2. Cards with words that
Teacher says: Ubbing, iti istoria na “Nagbalin nga Agkitkitikit
are antonyms
ni Wigan,” adda kadi dagiti pasamak nga iti panagkunayo ket
nakakaskasdaaw? Ania dagitoy a pasamak? (Children, in the story
“Wigan Becomes a Sculptor”, are there events that you think are
mysterious? What are these?)
Ania a panawen idi mapasamak ti istoria?

(In which time did the story happen?)
• Teacher explains the difference between myths and legends.
Teacher says: Ti pasintawi, a maaw-awagan pay iti leyenda, ket

maysa nga istoria a patien ti adu a tattao a kas pudno ngem awan met ti
pammaneknek a pudno daytoy? Adda kadi ammoyo a kastoy nga istoria?
(A legend is a story that many people believe but there is no proof
that it is true. Do you know of a story like this?)
• Teacher asks volunteers to share to the class. Teacher can also re-
tell a legend.
2 PANANGREPASO: KAPADA KEN KASUPADI

(SYNONYMS AND ANTONYMS)
• Teacher reviews synonyms and antonyms.
• Teacher calls 20 pupils and gives each of them a card.

Give them one minute to look for a synonym for the word they
have by pairing up with another pupil. Discuss and check their
answers to the class.
• Teacher calls another 20 pupils and gives each of them a card.

Give them one minute to look for an antonym of the word they
have by pairing up with another pupil. Discuss and check their
answers to the class.
102
QUARTER 3 WEEK 25
Dagiti Aramiden (Activity): NOTES
a. For activities on synonyms and antonyms, refer to Ilokano

Learner’s Manual p. 82.
Vocabulary Development Formative Assessment Tip
• Teacher can use the rubric below to assess pupil’s vocabulary

development particularly in use of antonyms and synonyms.
1 2 3 NOTE
Does not Is able to Is able to
demonstrate Teacher can give additional
demonstrate generate lists
his/her activity for pupils to
his/her of words
Building understanding practice using synonyms and
understanding belonging to
and using of categories antonyms.
of categories a category
V
categories of words, of words, and is able
of words is not able and is able to supply
to supply to supply an antonyms,
antonyms, antonym, synonyms,
synonyms, synonym, etc. etc.
etc.

Homework: Ask your parents/grandparents to tell you a sample of a
legend. Be ready to retell in class.
OBJECTIVES ALDAW
4
Read sight words
(2) MT1RC-IIIe-4.1
Identify the speaker in the story or poem read
Identify the tense of the action word in the sentence
Follow two-to three-step written directions
INALDAW A MAARAMID: PANAGSASARITA

1
d
Cc D
b
Aa B
h
Gg H
MAIPANGGEP ITI LADAWAN Ee F

f
(ROUTINE: TALKING ABOUT A PICTURE) Materials

• Teacher recalls sight words and adjectives previously learned. flash cards
Let them read sight words from the Word Wall and adjectives on 2. Word Wall
flash cards.
103
NOTES • Teacher shows pupils a blown-up picture depicting local arts and
crafts. Ask pupils questions about it.
d
Cc D
Example:
b
Aa B
h
Gg H
f
Ee F
Materials Ania ti makitayo iti ladawan?

3. Written instructions on
activity cards Ania ti pang-us-usaranyo iti daytoy? (What is the use?)
4. Adjectives written on flash Sadino wenno kaano a makitayo daytoy?
cards (Where or when do you see this?)
5. Ilokano Learner’s Material
• Teacher asks pupils to describe the picture by using adjectives.
Let them talk about the size, colors and expressions of people in
the picture. Ask them to talk in pairs. Then, ask for volunteers to
share in class.
MASAKBAYAN A PANAWEN A
2 PANNAKAARAMID DAGITI TIGNAY
(GRAMMAR : FUTURE TENSE OF VERBS)
• Teacher shows a picture of people doing an action such as writing

or reading. Let pupils talk about what they see in the picture.
(Reference for picture: http://www.vectorstock.com/royalty-free-vector/cowboy-

vector-389913, accessed Aug 29,2014)

makitkitatayo iti ladawan. Kas pagarigan, no ti aramid ket mapasamakto
pay laeng, ania ti mabalin nga isuratyo a patang? (Now we will write
sentences based on the picture. For example, if this is to happen,
what sentence can you make?)
• If the action is being done, these sentences can be formed:

Agbasbasketbol ti ubing a lalaki. (The boy is playing basketball.)
Agkankanta ti ubing a babai. (The girl is singing.)
• If the action is still to happen, these sentences can be formed:

Agay-ayam ti ubing a lalaki iti basketbol inton malpas ti klaseda.
(The boy will play basketball after classes.)
Agkanta ti ubing a babai iti programa inton bigat.
(The girl will sing in the program tomorrow.)
Teacher says: Adda kadi madlawyo kadagiti tignay nga inusaryo?

Adda kadi dagiti balikas nga inaramatyo a mangipakita a mapasamakto
pay laeng ti aramid? (Do you notice anything about the verbs you
used? Are there words you use to indicate that the action is still to
be done?)
104
QUARTER 3 WEEK 25
• Teacher draws attention to the verb forms used and the time NOTES
signals in the sentences. Teacher can create a table for this. Ask
pupils to give examples.
Example:
Masakbayan (Future)
Pasakbay (Prefix) inton
Pagarigan agsala
inton bigat, inton sumaruno nga/
Panawen (Time Signals)
aldaw/lawas/bulan/tawen
Agsala ni nanang idiay plasa
Pagarigan
inton bigat.
• Teacher asks pupils to create sentences in the present tense.

Teacher shows one picture and have pupils write three sentences
about it on a piece of paper.
Aramid a Para Iti Grupo: Panangsurot

Kadagiti Annuroten (GROUP ACTIVITY:
FOLLOWING WRITTEN DIRECTIONS)
3
• Teacher divides the class into groups. Give one activity card for
each group and have them follow the written instructions on it.
As pupils break into groups, go around and facilitate group work.
Umuna nga Aramiden Maikadua nga Aramiden NOTE

(Task 1) (Task 2)
Teacher can simplify tasks
1. Rummuarkayo ket 1. Agtakderkayo iti maymaysa a depending on pupils’ abilities.
siuulimekkayo a mangpaliiw sakayo. Tapikenyo ti tian ken If the words used are too
no ania ti maar-aramid iti uloyo. (Stand on one leg. complex, simplify the words.
bangir a klase. (Go out Tap your belly and head.)
and quietly observe what
2. No mangngegdak nga
is happening in the next
agpalakpak, agsublikayo
class.)
kadagiti tugawyo. (When
2. No mangngegdak nga you hear me clap, go back
agpalakpak, agsublikayo iti to your seats.)
klasrumtayo. (When you
3. Ipabuyayo daytoy kadagiti
hear me clap, go back to
kaklaseanyo. (Show it to the
our classroom.)
class.)
3. Idramayo man no ania ti
mapaspasamak iti bangir
a klase. (Role play what
is happening in the other
class.)
105
NOTES
NOTE Maikatlo nga Aramiden Maikapat nga Aramiden
(Task 3) (Task 4)
Teacher can modify the
instructions based on his or 1. Basaen ti nakasurat iti ngato 1. Mangpanunotkayo iti sala sa
her pupils learning abilities. ti papel. Urnosen dagitoy a praktisenyo ti sumagmamano
kas iti panagsasaganadda. a paset daytoy.
(Read what is written on (Think of a dance and
top of the paper. Arrange practice a few steps.)
them accordingly.)
2. No mangngegdak nga 2. No mangngegdak nga
agpalakpak, agsublikayo agpalakpak, agsublikayo iti
kadagiti tugawyo. klasrumtayo.
(When you hear me clap, (When you hear me clap,
go back to your seats.) go back to our classroom.)
3. Ibinglay wenno ipakitayo 3. Ipabuyayo kadagiti
daytoy kadagiti kaklaseanyo. kaklaseanyo.
(Share it with your (Show it to your
classmates.) classmates.)
4
• Teacher asks pupils to follow the dance step introduced by one

group. Let all pupils dance.
ALDAW OBJECTIVES
5
(2) MT1C-IIIa-e-1.3
d
Cc D
b
Aa B
1
h
Gg H
Ee F
f
(ROUTINE: SHARING)
Materials
1. Copy of Read Aloud

• Teacher shows different objects from the Read Aloud story. Ask
story: Nagbalin nga
volunteer pupils to talk about the pictures based on what they
Agkitkitikit ni Wigan
remember from the story.
2. Colored papers, scissors,
strings, etc. Examples of pictures:
payyo (terraces), bul-ol (statue), dawa (stalk of grain)
106
QUARTER 3 WEEK 25
NOTES
EKSAMEN ITI ISPELING (SPELLING TEST)

2
• Teacher gives spelling test through dictation. Ask pupils to write
three sentences from the spelling words and sight words already
learned.
PANANGISTORIA MANEN ITI NABASA A LIBRO

A READ ALOUD: NAGBALIN NGA AGKITKITIKIT
NI WIGAN
3
(RETELLING OF THE READ ALOUD STORY: WIGAN
BECOMES A SCULPTOR)
• Teacher lets pupils sit in a circle and tells them that they will retell
the story.
• Teacher starts retelling and throws a stuffed ball or crumpled

paper to any student. The one who catches it will continue the
story. After giving the next part, the student throws the ball or
paper again to another student who will continue the story. This
goes on until the story ends.
• Teacher facilitates retelling by asking questions to help pupils recall

events in the story.
PANAGPUTAR: PANAGARAMID ITI SURAT

WENNO KARARAG 4
(COMPOSING ACTIVITY:
WRITING A LETTER OR PRAYER)
Teacher says: Ubbing, malagipyo no ania ti inaramid da Wigan

ken Bugan iti bul-ol nga adda iti balayda? Apay a nagkararagda? NOTE
Ania ti kiniddawda? No adda kasapulam, asino ti pagpatulongam?
Agkarkararagka kadi met? (Children, do you remember what Wigan Give pupils the option to
and Bugan did to the bul-ol that were in their homes? Why did they write a prayer or a letter as
pray? What did they ask for? If you need something, who do you talk not all pupils may follow the
to? Do you also pray?) same religion.
• Teacher asks pupils what they ask for and/or pray for. Write their
ideas on the board.
• Teacher tells pupils that they are going to write something about
what they want or ask for. It can be through a prayer or a letter of
two to three sentences.
Teacher asks: Iti daytoy umay a Paskua, ania ti kayatyo a

kiddawen? Ania ti kayatyo a mapasamak? (This coming Christmas,
what do you ask for? What would you like to happen?)
107
NOTES • Teach pupils how to make a star using colored paper and strings
NOTE
that they can hang on a Christmas tree. Teacher can also provide
If there are some local arts a sample. Let them write their letters at the back of the colored
and crafts that pupils can paper.
easily make instead of a star,
• Teacher goes around while pupils are doing their writing activities.
let them do it. Then, let
After, he or she lets pupils read their letters or prayers in small
them attach their letters or
groups.
prayers on it.
Sapay koma ta sumangpet ni

manangko iti daytoy a Paskua.
Nabayagen a dikami nagkita.
Sapay koma ta iti daytoy a
Paskua, addakaminto amin a
sangapamilia.

• Teacher gives homework to pupils. He or she lets pupils bring

their output home and show it to their family members.
108
QUARTER 3 WEEK 26
WEEK
26
TEACHER’S GUIDE
GRADE 1
MOTHER TONGUE
ILOKANO
Theme: Dagiti Partuat ken Arte iti Lokalidad
Read Aloud Story: Nagbalin nga Agkitkitikit ni Wigan
(Wigan Becomes Sculptor)
LEVELLED READER: Ti Malong (The Malong)
109

ILOKANO
Theme: Dagiti Partuat ken Arte iti Lokalidad (Local Arts and Crafts)
Read Aloud Story: Nagbalin nga Agkitkitikit ni Wigan (Naging Manlililok si Wigan )
Levelled Reader: Ti Malong (Ang Malong)

OL • MT1OL-IIIa-i-6.2 • Poem or Song
• Sharing
• Sight Words
Daily school using descriptive words
Read sight words
F • MT1F-III-IVa-i-1.3 • Read Aloud story:

Read grade 1 level words, phrases, Nagbalin nga Agkitkitikit
sentences, and short paragraph/ ni Wigan (Wigan Becomes
story with proper expression a Sculptor). Retold by: Felice
RC • MT1RC-IIIf-5.1 Prudente Sta. Maria; Illustrator:
Relate story events to one’s Robbie Bautista
experience
1 • Connections in the Story
OL • MT1OL-IIIa-i-1.3
Talk about family, friends, and • Composing Activities

110
QUARTER 3 WEEK 26

• Teacher asks questions related to the • Pupils talk about assigned topics.
theme or lessons discussed.
b. Poem or Song
b. Poem or Song
c. Sight Words
pupils will learn.
• Pupils practice reading sight words and use
c. Sight Words
them in sentences.
2. Re-reading of the Read Aloud 2. Re-reading of the Read Aloud
• Teacher re-reads the Read Aloud Story and • Pupils listen and give their own connections
asks more discussion questions about the to the story.
characters, problems, and connections.
3. Responding to the Read Aloud:
3. Responding to the Read Aloud:
• Pupils participate in acting out their favorite
• Teacher gives instructions to groups during scene in the story.
the activity.
• Homework: Pupils share what they can do
to help their community the next day.
111

OL • MT1OL-IIIe-i-5.1 • Adjectives
Listend and respond to others in
oral conversation
G • MT1GA-IIIf-h-1.4
Use the correct tense and time
signal of an action word in a
sentence
PWR • MT1PWR-IIIf-i-8.1
2 punctuation, and capitalization when
applicable
spelling

112
QUARTER 3 WEEK 26

2. Review: Adjectives 2. Review: Adjectives
• Teacher reviews adjectives. • Pupils identify adjectives. Pupils use
adjectives in sentences.
3. Review: Tenses of Verbs
3. Review: Tenses of Verbs
• Teacher reviews verbs.
• Pupils identify verbs. Pupils use verbs in
sentences.
Making a Cover Page of the Read Aloud
• Teacher helps groups during writing
Making a Cover Page of the Read Aloud
activities.
• Pupils work on writing activities following
• Teacher lets pupils exchange their outputs.
written directions given by the teacher.
• Pupils read each other’s outputs and talk
• Teacher gives homework. about it.
• Pupils bring a sample of Malong the next

day.
113

F • MT1F-III-IVa-i-1.4 • Leveled Reader: Ti Malong
Read Grade 1 level texts with an (The Malong). Author:
accuracy rate of 95 – 100% Ani Almario and Yvette Tan;
V • MT1VCD-IIIa-i-2.1.1 Photographer: Ryan Borbadora
Give meanings of words through: a.
• Spelling Words
picture clues; b. context clues
RC • MT1RC-IIId-3.1
Infer the character feelings and
traits in a story read
• MT1RC-IIIb-c-2.1
Give the correct sequence of three
3
events in the story
Spell and write Grade I level words
consisting of letters already learned
F • MT1F-III-IVa-i-1.4 • Leveled Reader: Ti Malong

Read Grade 1 level texts with an (The Malong). Author:
accuracy rate of 95 – 100% Ani Almario and Yvette Tan;
V • MT1VCD-IIIa-i-3.1 Photographer: Ryan Borbadora
• Antonyms, Synonyms
4
with multiple meanings correctly • Composing Activity
applicable
114
QUARTER 3 WEEK 26

Ti Malong Ti Malong
of the book.
pairs together. Then, have Pupil A read to • Pupils read the Leveled Reader in pairs and
Pupil B and reverse roles. to each other.
story.
3. Spelling Words
3. Spelling Words
story.
• Homework: Pupils bring a picture or
sample of One Town One Product you can
• Teacher gives homework. find in your place for the show and tell the
next day.
2. Review: Synonyms, Antonyms 2. Review: Synonyms, Antonyms
• Teacher conducts review activity. • Pupils identify synonyms, and antonyms in
the given activity.
3. Re-reading of the Leveled Reader: Ti Malong
3. Re-reading of the Leveled Reader: Ti Malong
• Teacher lets pupils read the text together
as a whole class. Teacher focuses on • Pupils re-read the text with proper
sentences with punctuation cues for proper expression and intonation.

115
S • MT1PWR-IIIa-i-6.2 • Leveled Reader: Ti Malong

Spell and write Grade I level words (The Malong). Author: Ani Almario
consisting of letters already learned and Yvette Tan; Photographer:
F • MT1F-III-IVa-i-1.4 Ryan Borbadora
• Spelling
C • MT1PWR-IIIf-i-8.1 • Composing Activity
Observe proper mechanics
(punctuation marks, capitalization,
5 proper spacing between words,
indentions, and format) when
copying/writing words, phrases,
sentences, and short paragraphs

116
QUARTER 3 WEEK 26

4. Composing Activity: Kite Making 4. Composing Activity: Kite Making
• Teacher demonstrates composing activity. • Pupils make paper kites. As a class, they
write a story about it.
• Pupils in Group 1 read the Leveled Reader
–– Group 1 reads the Leveled Readers again
in pairs.
in pairs.
• Pupils in Group 2 make their own
–– Group 2 does a composing activity:
compositions: Making an Advertisement.
Making an Advertisement.
• Pupils post their outputs on the wall.
• Teacher lets pupils post their outputs on
the wall.
day: by fours.
–– Group 2 reads the Leveled Reader again by • Pupils in Group 1 makes own
fours. compositions: Making Advertisement.
–– Group 1 does the composing activity: 4. Concluding the Session
Making Advertisement.
• Pupils bring their kites home and show
4. Concluding the Session them to their family members.
117
NOTES
ALDAW OBJECTIVES
1
(2) MT1RC-IIIf-5.1
Relate story events to one’s experience
1
Cc D
INALDAW A MAARAMID: KANTA WENNO

b
Aa B
h
Gg H
f
Ee F
DANIW (ROUTINE: SONG OR POEM)

Materials
1. Copy of Read Aloud • Teacher introduces a poem that pupils can learn. Have them recite
story: Nagbalin as a class and in small groups. Let pupils provide actions for the
nga Agkitkitikit ni poem.
Wigan
2. Copy of poem on chart Ni Lolang
paper Ni Ariel S. Tabag
Ni Lolang, nalaing nga aglaga

Ikamen a napintas ti lagaenna
Bulong ti silag, sallapidenna, et-etanna
Ti ikamen ni Lolang, nakalaglagda.
Ni Lolang, nalaing nga agsala

Pandanggo ken balse ti salaenna
Aggumintang, agkinnikinni, ag-chacha
Di mabannog ni Lolang nga agsala.
Teacher says: Maipanggep iti ania ti daniw?

(What is the poem about?)
Ania dagiti mabalin nga aramiden ni Lola?

(What are the things grandma can do?)
Kasano met da lolang wenno lolongmo? Ania dagiti paglainganna?

(How about your grandma or grandpa? What can they do)
2 PANANGIBASA MANEN ITI READ ALOUD:

NAGBALIN NGA AGKITKITIKIT NI WIGAN

NAGING MANLILILOK SI WIGAN )
• Teacher re-reads the story to the pupils. She asks volunteers to

read some parts of the story.
118
QUARTER 3 WEEK 26
• Teacher asks questions so pupils can talk about the characters, NOTES
problems he faced, other characters and connections as well.
Examples:
Asino ti agbibiag iti istoria? (Who is the main character in the story?)
Ania ti nagbalin a parikutna? (What was the problem he faced?)
Asino dagiti dadduma nga agbibiag iti istoria ken ania ti pakaibingan
dagitoy iti kangrunaan nga agbibiag iti istoria? (Who are the other
characters and how these are connected to the main character?)
Ania ti mariknayo maipanggep iti istoria?

(How do you feel about the story?)
Ania dagiti mabalin a gibus ti istoria?

(What other ending can you give to the story?)
PANNAKAAWAT ITI READ ALOUD:

NAGBALIN NGA AGKITKITIKIT NI WIGAN 3
(RESPONDING TO THE READ ALOUD )
• Teacher recalls the story of Wigan. He or she then divides the class
into 3 to 4 groups. He or she then asks pupils to respond by acting
out their favorite scene in the story.
• Teacher asks pupils to present their responses per group.

Homework: “What can you do as a pupil to help your community?”
Be ready for sharing tomorrow.
OBJECTIVES ALDAW
(1) MT1OL-IIIe-i-5.1
2
Listen and respond to others in oral conversation
(2) MT1PWR-IIIf-i-8.1
punctuation, and capitalization when applicable
(4) MT1GA-IIIf-h-1.4
Use the correct tense and time signal of an action word in a sentence
119
NOTES
1 INALDAW A MAARAMID:
PANAGBIBINNINGLAY (ROUTINE: SHARING)
• Teacher asks pupils share their homework by pairs.

Then he or she asks some volunteers to share to the whole class.
2 PANANGREPASO: BALIKAS-A-PAGILADAWAN
(REVIEW: ADJECTIVES)
• Teacher gives an activity: refer to Ilokano Learner’s Manual pp.60-

61.
3 PANANGREPASO ITI PANAWEN A PANNAKAPASAMAK

DAGITI TIGNAY
(REVIEW: VERB TENSES)

• Teacher reviews verb tenses. Ask them questions about what they
did in the morning, what they are doing currently, and what they
will do at home. Ask them if they recall what tense of the action
word they are using.
Examples:
For Past Tense

Ania ti inaramidyo itay binmangonkayo itay agsapa?
(What did you do this morning when you woke up?)
Ania ti inaramidyo sakbay a napankayo iti eskuela?

(What did you do before you went to school?)
• Teacher lets the pupils write the sentences on the board.

Let pupils read the sentences. Underline the verbs and let them
read the verbs.
Teacher says: Dagitoy kadi a tignay ket napasamaken, mapaspasamak,

wenno mapasamakto pay laeng? (These verbs show that the action is
done, still being done, or has to be done?)
For Present Tense

Ania ti ar-aramidem ita? (What are you doing right now?)
• Teacher does the same strategy for the verbs in past tense.
Then, ask the same question after.
For Future Tense

Ania ti aramidem inton sumangpetka idiay balayyo?
(What will you do when you arrive home?)
120
QUARTER 3 WEEK 26
• Teacher does the same strategy for the verbs in past tense. NOTES
Then, ask the same question after.
PANANGAWAT ITI READ ALOUD

(RESPONDING TO THE READ ALOUD) 4
• Teacher recalls discussion on the story of Wigan the previous day.
He or she shows the cover of the book, rice terraces, and discusses
how the title connects with the cover.
• Teacher can ask: What things do you on the cover? Who are in the
picture? What do they do? In what way does the picture connect
with the title?
of either three tasks. Have the tasks written on chart paper or
strips of paper to guide the groups. NOTE
Differentiated Activities: Task 3 is relatively more challenging than Ensure that pupils
Tasks 1 and 2. Teacher has the option of grouping pupils based on understand their tasks
abilities. before they start working.
Model tasks if necessary.
Task 1: Drawing a Cover page of the Read Aloud
• For groups doing Task 1: If they were to draw a cover

page of the story, what would it be? Why?
Task 2: Drawing a Cover Page of the Read Aloud and

Title
• For groups doing Task 2: If they were to draw a cover

page of the story, what would it be? What could be the
possible title related to the illustrated cover page? Why?
Task 3: Drawing a Cover Page of the Read Aloud,

Title and Plot
• Groups doing Task 3: If they were to draw a cover page of

the story, what would it be?
What could be the possible title related to the illustrated

cover page?
Write the plot of the story, including the beginning, middle,

end of the story.

121
NOTES Participation in Group Work Formative Assessment Tip
to work in a group.
1 2 3
Does not Participates Participates and
Engaging in participate in group constructively
ALLL
group work in group work engages in
work group work
B. PANAGBIBINNINGLAY ITI NAARAMID TI GRUPO (SHARING OF

GROUP WORK)

• Teacher asks a representative from each group to present their

work. Ask the class questions about their connections made while
making their group work.

• Teacher asks pupils to bring a “Malong” if they have one at home.
ALDAW OBJECTIVES
3
(3) MT1RC-IIIb-c-2.1
Give the correct sequence of three events in a story read
(5) MT1RC-IIId-3.1
Infer the character feelings and traits in a story read
1
Cc D
b
Aa B
Ee F
f
Gg H
h
(ROUTINE: SHARING)
Materials
1. Copies of Leveled Reader: • Teacher then asks some volunteers to show and tell about the
Ti Malong “Malong” they brought. Let them talk what they know about it.
flashcards
frequency words
4. Sample of Malong
122
QUARTER 3 WEEK 26
NOTES
PANANGIBASA ITI LEVELED READER: TI MALONG

2
(READING OF THE LEVELED READER:
ANG MALONG)

1) Panagbasa iti Balikas (Word Work) NOTE
• Teacher shows the high frequency words in flash cards. He or she Teacher can include steps
asks pupils to read. in teaching beginning
reading with emphasis on
awag mabalin usaren word building, phrases, and
sentences.
2) Panagbasa iti Prase (Phrase Reading)
• Teacher shows phrases from the leveled readers in flash cards.
to read.
kastoy a lupot mabalin a pangbalkot

nalam-ek ti rabii usaren a kas bidang
nadumaduma a banag mabalin a paglemmengan

Teacher asks question so pupils can talk about it.
Example:
Ania makitayo iti ladawan? (What do you see in the picture?)

• Teacher asks pupils to look at the cover of the book.
Ask the pupils to read, give the title, author, and illustrator of the
book.

123
NOTES Examples:
Adda kadi madlawyo kadagiti tignay nga inusaryo?

(Who usually uses Malong at home?)
Adda kadi dagiti balikas nga inaramatyo a mangipakita a mapasamakto

pay laeng ti aramid? (What are the uses of Malong in our story?)
Sadino ti pagar-aramidanda iti Malong?

(Where do they make Malong?)
Ammoyo kadi no kasano ti panakaaramidna?

(Do you know how they make it?)
Iti ilitayo, ania dagiti lokal a partuat wenno produkto a makitatayo?

(In our town, what local crafts or products—one town-one
product—do we have?)
• Using sentence frames written on flash cards, have pupils arrange

the uses of Malong based from the story.
Example:
Maabalin nga usaren a kas bidang.

Mabalin a pangbalkot iti kayan-anak a maladaga.
Mabalin nga usaren nga ules no nalam-ek ti rabii.
Mabalin a pangikargaan kadagiti nadumaduma a banag.
Mabalin a paglemmengan.

1 2 3
Is not able Is able to Is able to
to formulate formulate formulate a
a coherent a pertinent pertinent and
response to response to thoughtful
Respond-
a story a story response
RC ing to a
to a story,
story
often making
connections
to own
experience or
other story
124
QUARTER 3 WEEK 26
NOTES
(SPELLING WORDS) 3
words and ask pupils to look for them in the leveled reader.
lupot malong bidang maladaga ules

nalam-ek banag maaramat balkot agay-ayam
• Teacher practices pupils in spelling by using the “Be the Letter

Activity”: Body Language
Sort of like the YMCA Song. Lots of letters, we just make up.
When we can’t think of anything we just contort our bodies.
For the “s” we slither down to the floor while saying “e-e-e-s-s-
“.A fun one to do.
Phonics and Word Recognition

Formative Assessment Tip
recognize words from the story.
1 2 3
Identifying
identify identify identify and
common
common common produce
PWR words,
words or words as well common
matching
sounds
matching as matching words as well
sounds sounds as matching
sounds

• Teacher gives this homework to pupils. Bring a picture or
sample of One Town One Product you can find in your place. Be
ready to show and tell the next day.
125
NOTES
ALDAW OBJECTIVES
4
(2) MT1C-IIIf-i-2.1
Write sentences or longer texts with proper punctuation, spacing, and
capitalization
Identify and use synonyms, antonyms, and words with multiple meanings
correctly
(5) MT1C-IIIa-e-1.3
1
Cc D

b
Aa B
h
Gg H
f
Ee F
(ROUTINE: SHARING)
Materials
1. Copies of Leveled Reader: • Teacher asks pupils to show and tell about their homework - in
Ti Malong pairs. Ask for volunteers to share to the class.
2. Sample of One Town One
Product
3. Sample of an
Advertisement from
2 PANANGREPASO KADAGITI KASUPADI, KAPADA
(REVIEW OF ANTONYMS, SYNONYMS)
Magazine or TV
• Teacher gives review activity using their MTB-MLE- Ilokano
Learner’s Manual pp.84-85.
3 PANANGIBASA MANEN ITI LEVELED READER:

TI MALONG
(RE-READING OF THE LEVELED READER:

THE MALONG)
• Teacher lets pupils to read the story as a whole class.

Leveled Reader again in pairs. Group 2 will do writing activity.
126
QUARTER 3 WEEK 26
NOTES
(1) First Reading
• Pupils read the story in pairs. Pupil A reads first while Pupil
NOTE
B listens.
For paired reading activity,
• As pupil B listens, he or she takes note of mispronounced
teacher can pair struggling
pupils with average or
above-average pupils.
(2) Second Reading
• Pupils A reads again to Pupil B using appropriate speed.

Pupils then exchange roles.
Group 2. Making an Advertisement
• Pupils make their own product advertisement in small NOTE

groups. They can work in groups of 4 but each of them
For writing activity, teacher
must be able to make one.
can group pupils based on
• Pupils look at the sample advertisement. They discuss in
abilities so he or she can
the group the advertisement seen on TV or on billboards
focus more on assisting
along the roads. He or she reminds them the rules in
struggling pupils.
writing.
• Once they finish the writing activity, pupils share their own
advertisement in small groups.

Fluency Formative Assessment Tip
• For the group reading the Leveled Reader in pairs, teacher can go
around and informally assess fluency competency of pupils using
the rubric below.
1 2 3
Reads Is able Is able to read
Reading
slowly and to read new texts with
with
without studied appropriate
appropriate
expression, texts with speed, accuracy
F speed,
makes appropriate and expression
accuracy
mistakes speed,
and
and the accuracy
expression
reading is and
laborious expression
127
NOTES
5 PANANGILEPPAS ITi LEKSION

Homework:
(1) For those who did their writing activities, post their outputs on
the wall.
(2) For those who did the reading activity, let them practice reading
sentences having the spelling words.
ALDAW OBJECTIVES
5
Observe proper mechanics (punctuation marks, capitalization, proper
spacing between words, indentions, and format when copying/writing
words, phrases, sentences, and short paragraphs
1
Cc D
INALDAW A MAARAMID: PANANGIBASA KADAGITI

b
Aa B
h
Gg H
f
Ee F

Materials
flash cards
• Teacher shows sight words in flash cards and asks pupils to
2. Copies of Leveled Reader:
attempt reading them.
Ti Malong
3. Word Wall ngata ngarud ngem
5. Sample of an • Teacher reads the words and asks pupils to repeat. Ask pupils to
Advertisement from use these words in sentences.
Magazine or TV
128
QUARTER 3 WEEK 26
NOTES
ngarud
ngem
ngata
manen daytoy
laeng ditoy
gapu dagita

ITI ISPELING (SPELLING ASSESSMENT) 2
• Teacher gives spelling test through the “Make Sentence Activity”
Instructions:
1. Dictate a sentence using several words from the word wall

words:
2. Pupils listen as you repeat the whole sentence.
3. Then repeat the sentence one word at a time, giving pupils

plenty of time to find the words on the word wall and write
them.
4. Remind pupils to begin sentences with capital letter.
5. Have days when you dictate questions and exclamatory

sentences.
6. It’s fun to use pupils’ names in the sentences. Pupils also like to
dictate sentences using lots of words from the word wall.

outputs.
1 2 3
Is not able to Is able to Is able to
spell correctly spell correctly spell correctly
words recently words recently words recently
Spelling
studied studied studied and
grade
S applies newly
level
acquired
words
spelling
knowledge
to unknown
words
129
NOTES


Group 2 will do paired reading while Group 1 will write an
acrostic poem.
assessment.

Homework:
the wall.
(2) For those who did the reading activity, let them practice reading
sentences having the spelling words.
130
QUARTER 3 WEEK 27
WEEK
27
TEACHER’S GUIDE
GRADE 1
MOTHER TONGUE
ILOKANO
Theme: Dagiti Bambanag a Maaramidko Tapno
Matulongak ti Komunidadko (Things I can Do to Help
My Community – Good Citizenship)
Read Aloud Story: Ni Hugo Ti Mangisarsarak
a Bannagaw (Si Hugo Ang Pahamak na Hunyango)
131

ILOKANO
Theme: : Dagiti Bambanag a Maaramidko Tapno Matulongak ti Komunidadko

(Things I can Do to Help My Community – Good Citizenship)
Read Aloud Story: Ni Hugo Ti Mangisarsarak a Bannagaw (Si Hugo Ang Pahamak na Hunyango)

• Poem or Song
Daily Tell/retell legends, fables, and jokes
• MT1OL-IIIe-i-5.1
conversation
F • MT1F-IIIa-IVi-1.3
Read grade 1 level words, phrases,
V • MT1VCD-IIIa-i-2.1.1 • Read Aloud Story: Ni Hugo Ti
Give meanings of words through: a. Mangisarsarak a Bannagaw.
picture clues; b. context clues Author and Illustrator: Charles
V • MT1VCD-IIIa-i-1.2 Funk
• Identifying the problem and solution
in the story read

132
QUARTER 3 WEEK 27

• Teacher asks questions allowing pupils to • Pupils talk about familiar things.
talk about being familiar things.
b. Poem or Song
b. Poem or Song
c. Sight Words
pupils will learn.
c. Sight Words
them in phrases and attempt to spell the
• Teacher introduces sight words for pupils words.
to practice reading.
2. Read Aloud Story: 2. Read Aloud Story:
Ni Hugo Ti Mangisarsarak a Bannagaw Ni Hugo Ti Mangisarsarak a Bannagaw
• Teacher asks questions to stimulate pupils’ • Pupils talk about experiences related to
interest about the story. the story. They talk about the cover of the
story, and share their ideas.

133
OL • MT1OL-IIIa-i-1.3 • Read Aloud Story: Ni Hugo Ti

Talk about family, friends, and Mangisarsarak a Bannagaw.
school using descriptive words Author and Illustrator: Charles
Funk
Tell/retell legends, fables, and jokes • Review: Synonyms and Antonyms
2 learned
antonyms, homonyms (when
applicable) and words with multiple
meanings correctly
LC • MT1OL-IIIe-i-5.1 • Story Problem and Solution

• Community Helpers
conversation
LC • MT1LC-IIIg4.3
Identify the problem and solution in
the story listened
3
antonyms, homonyms (when
applicable) and words with multiple
meanings correctly
SS • MT1SS-IIIg-i-7.1
Read labels in an illustration

134
QUARTER 3 WEEK 27

• Teacher asks questions about the story. • Pupils answer questions about the story.
They talk about the important details in the
story.
• Homework: Pupils ask family members

about fables.
• Telling fables • Telling fables
2. Retelling of the Read Aloud story: 2. Retelling of the Read Aloud story:
Ni Hugo Ti Mangisarsarak a Bannagaw Ni Hugo Ti Mangisarsarak a Bannagaw
• Teacher shows pictures of events in the • Pupils arrange given pictures as they
story. happen in the story.
3. Review: Synonyms and Antonyms • Pupils retell the story in pairs.
• Teacher gives a review on synonyms and 3. Review: Synonyms and Antonyms
antonyms.
• Pupils identify synonyms and antonyms in
4. Concluding the Session sentences.
• Teacher lets pupils sing the song they 4. Concluding the Session
learned in Day 1.
• Pupils sing the song learned in Day 1.
• Teacher shows a poster with community • Pupils identify the community helpers and
helpers. read the labels on the poster.
2. Identifying Problem and Solution 2. Identifying Problem and Solution
• Teacher summarizes the story and ask • Pupils identify the problem in the story and
pupils to identify the problem. provide solution to the problem.
• Teacher presents spelling words using the • Pupils identify spelling words.
Read Aloud story as context.

135
OL • MT1OL-IIIa-i-6.2 • Review: Tenses of Verbs and Time

Participate actively in class Signal of Action Words
PWR • MT1PWR-IIIf-i-7.2
4 Read words, phrases, sentences,
and/or short stories
C • MT1C-IIIf-i-2.1
Write sentences or longer texts
with proper punctuation, spacing,
and capitalization
G • MT1GA-IIIf-h-1.4
sentence
PWR • MT1PWR-IIIf-i-7.2 • Spelling Test

Read words, phrases, sentences,
• Composing Activity: Making a
and/or short stories
Certificate/ Award
C • MT1PWR-IIIf-i-8.1
proper spacing between words,
5
reading available print material

136
QUARTER 3 WEEK 27

• Teacher gives homework. • Homework: Pupils think of the different

helpers and what they do.
2. Predicting Possible Ending 2. Predicting Possible Ending
• Teacher lets pupils read a story without an • Pupils predict possible ending of a short
ending written on a chart paper. story read.
3. Review: Tenses of Verbs and Time Signal of 3. Review: Tenses of Verbs and Time Signal of
an action word an action word
• Teacher reviews verb tenses and time • Pupils use verbs and time signals in
signals. sentences.
4. Concluding the Session • Pupils correct capitalization and
punctuation.
• Homework: Pupils write a short story.
• Teacher gives spelling test. • Pupils spell grade level words correctly.
3. Composing Activity: Making a Certificate/ 3. Composing Activity: Making a Certificate/
Award Award
• Teacher models composing activity. • Pupils write an award to Hugo.
• Teacher gives homework. • Homework: Find a community helper
during the weekend and interview him or
her about his or her job.

137
NOTES
ALDAW OBJECTIVES
1
(2) MT1LC-IIIg4.3
Identify the problem and solution in the story read
(4) MT1SS-IIIg-i-7.1
Read labels in an illustration
d
1
Cc D
Aa B
b
f
Gg H
h INALDAW A MAARAMID: DANIW WENNO KANTA
Ee F

Materials
story: Ni Hugo pupils recite as a class and in small groups.
2. Pictures of vocabulary
words Kas iti Bullalayaw
3. Spelling words on flash Ni Cles B. Rambaud
cards
Ilokano wenno Ifugao man
Kankanaey, Ilongot, Ivatan
Ibanag, Itawis, Tinguian
Darada nalabaga, saan a kiaw.
Ti pulida, kas iti maris ti bullalayaw

Adda nalabaga, adda duyaw
Ngem no agtitiponda anian
Nagpintas a maimatangan!
Teacher asks: Maipanggep iti ania ti daniw?

Ania dagit balikas a pagiladawan a makita iti daniw?

(What are the describing words you can find in the poem?)
2 LIBRO A READ ALOUD: NI HUGO TI

MANGISARSARAK A BANNAGAW
(READ ALOUD STORY:

“SI HUGO ANG PAHAMAK NA HUNYANGO”)


• Teacher unlocks difficult words in the story using picture, context
or gestures.
138
QUARTER 3 WEEK 27
• Teacher can also use word web. NOTES
• Teacher asks questions so pupils can talk about the words.
Example: Word Web
bambanti
(scarecrow)
Ania ti usar ti Iladawan/deskribiren

bambanti? ti bambanti.
(1) bambanti (scarecrow)
Teacher shows pictures of scarecrows. Teacher asks questions to

help pupils understand and describe
Examples:
Ania makitayo iti ladawan? (What do you see in the picture?)
Sadino ti pakasarakantayo iti daytoy? (Where can we find this?)
Ania ti usar daytoy ? (What is its use?)

Agus-usarkayo kadi pay laeng iti bambanti iti pinagayanyo?
(Are you still using scarecrow in your ricefields?)
Naaramid iti ania ti bambanti? (What is a scarecrow made of?)
Apay a butbutngenna dagiti tumatayab? (Why does it frighten birds?)
Ti bambanti ket maysa a sinantao a naaramid manipud kadagiti bislak

ken daan a bado tapno mausar a pangbutbuteng kadagiti billit nga agkaan,
nangruna iti pinagayan. (Scarecrow is an object, usually in the shape
of a man, made out of sticks and old clothes to scare birds away
from crops.)
(2) garami (hay)
Teacher shows a picture of hay. Teacher asks questions to help

pupils understand and describe what hay is.
Examples:
Kitaenyo ti ladawan? Ania ti makitayo?

(Look at the picture. What do you see?)
Adda kadi daytoy iti arubayanyo?

(Do you see these around your house?)
139
NOTES Ania ti marisna daytoy? (What is the color?)
Pakausaran kadi ti garami? (Where do we use this hay?)
Ti garami ket isu ti kayo ti pagay a napagango a mausar a pagpakan

kadagiti ayup ken pagalep-ep kadagiti mula. (Hay is grass which has
been cut and dried so that it can be used to feed animals.)

• Teacher shows a picture of a chameleon to pupils, give questions
and allow them to talk about in pairs or groups of three. Ask for
volunteer pupils to share to the class.
Teacher says: This is a chameleon.
Ania ti nagan daytoy? (What do you call this?)
Nakakitakayo kadin iti kastoy? (Have you ever seen this before?)
Ania ti langa daytoy? (How does it look like?)
Pakasarakam iti daytoy? (Where does it live?)
Ania pay dagiti mapanunotyo maipanggep iti?

(What other things can you think about it?)
• Teacher writes pupils’ answers on the board.
Teacher shows pupils the cover of the book and asks pupils for
the title, writer and illustrator of the book.
Teacher says: Ania ti paulo ti libro? Asino ti autor? Asino ti dibuhista
wenno nangiladawan? (What is the title of the book?
Who is the writer? Who is the illustrator?)
Panangpugto ken Panangisagana iti Panggep ti Ibasa nga

Reading)
istoria? Ania ti kayatyo a maammuan maipanggep iti istoria? (Look at the
Pudno kadi a ni Hugo ket mangisarsarak kadagiti kakaduana?

(Is Hugo really a danger to others?)
140
QUARTER 3 WEEK 27
b. DAGITI ARAMIDEN BAYAT TI PANAGIBASA NOTES

Teacher reads the story to the pupils pausing at few parts of the
story. Here are some suggested parts to pause for comprehension
check.
Page 6: Asino ni Hugo? (Who is Hugo)
Page 20: Ania ti mapaspasamak ken ni Hugo tunggal ilemmenganda dagiti

kalabanda? (What happens to Hugo every time his group hide from
the enemies?)

• Teacher discusses the story by asking questions about details in the

story.
–– Sadino ti nakapasamakan ti istoria?

(What is the setting of the story?)
–– Asino dagiti agbibiag iti istoria? Tattao wenno ayup? Ania a klase ti
istoria daytoy: pabula wenno pasintawi? (Who are the characters?
Are they people or animals? What kind of story is this–legend
or fable?
–– Ania ti parikut/problema iti istoria?

(What is the problem in the story?)
–– Kasano a nasolbar ti parikut? (How is the problem solved?)
–– Ania ti nariknayo maipanggep ken ni Hugo?

(What do you feel about the character, Hugo, in the story?)
–– Ania ti napasamak ken ni Hugo iti gibus ti istoria?

(What happened to Hugo at the end of the story? Why?)
–– Talaga kadi a ni Hugo ti pakaigapuan ti panagpeggad dagiti kakaduana?

(Is Hugo really a danger to others?)

• Teacher gives this homework:
a. Bring old clothes, old hats, long sticks, and straw in class the
next day.
b. Ask parents or grandparents an example of a fable and retell it

to class the next day.
141
NOTES
ALDAW OBJECTIVES
2
(4) MT1LC-IIIg4.3
Identify and use synonyms, antonyms, (when applicable) and words with
multiple meanings correctly
d
Cc D
1
b
Aa B
Ee F
f
Gg H
h
INALDAW A MAARAMID: PANAGISTORIA ITI PABULA
(ROUTINE: RETELLING A FABLE)
Materials
1. 1. Copy of Read Aloud • Teacher asks three to four pupils to retell a fable told by their
story: Ni Hugo parents or grandparents at home.
2. Pictures for sequencing of
events
2
PANANGISTORIA ITI NABASA
3. MTB-MLE Ilokano
A LIBRO A READ ALOUD
Learner’s Manual
(RETELLING OF THE READ ALOUD STORY)
• Teacher shows pictures to help pupils recall the story listened to.
a. Panamagsasaruno Kadagiti Pasamak

(Sequencing Events)
• Teacher asks pupils to arrange the pictures as they happen in the
story.
Picture 1: Picture 2: Picture 3: Picture 4:

Hugo Red Hugo Orange Hugo Violet Hugo
around green around blue around a
leaves scarecrow yellow hay
Picture 5: Picture 6: Picture 7:

White Hugo White Hugo Popular Hugo
leads his
around black
group out of
forest
the forest
142
QUARTER 3 WEEK 27
b. Panangistoria iti Naibasa nga Istoria NOTES

(Retelling of the story)
• Teacher asks pupils, to retell the story in pairs using pictures.
He or she then asks volunteers to share to the class.
ADDA KADUA WENNO KAKADUA A MANGBASA

ITI LIBRO A READ ALOUD: 3
NI HUGO TI MANGISARSARAK A BANNAGAW (SHARED
READING OF THE READ ALOUD STORY: SI HUGO,
ANG PAHAMAK NA HUNYANGO)
• Teacher re-reads the story and asks volunteers to help read some
lines from the book.
Teacher reads the right side of the Read Aloud while pupils read
the left side of the Read Aloud.
• Teacher posts this question for pupils to share in the class after
reading.
No sika ti mangisurat iti gibus ti istoria, ania ti mapasamak iti gibusna?

(If you were to write a big book that extends from the storyline by
predicting what would happen next if the story were to continue.)
• Teacher asks 4 or 5 pupils to share in class.

Teacher divides the class into groups. Every group creates their
own scarecrow using the old clothes, old
OBJECTIVES ALDAW
(1) MT1LC-IIIg4.3
3

(ROUTINE: SHARING) 1
• Teacher introduces a song or poem related to community
helpers.
143
NOTES Teacher says: Ania dagiti aramiden ti tunggal maysa kadakuada?

Makatulongda kadi kadatayo nga umili? Importanteda ngata a paset
Aa B
b
Cc D
d
ti lokalidad tayo?Ania met ti maaramidmo tapno makatulongka iti
h
Ee F
f
Gg H
lokalidadmo? (What do each of these community helpers do?
Are they helpful to us? Do you think they do an important part in
Materials
our community? What about you? What can you do to help in the
1. Copy of Read Aloud community?)
story: “Ni Hugo”
2. Spelling words written
on flash cards
3. Poster of Community
2 IDENTIFYING PROBLEM
AND SOLUTION IN THE STORY READ
Helpers
3. Capitalize first word • Teacher asks pupils to summarize the story using the story map as
a guide. These questions can be asked:
–– Asino ni Hugo? (Who is Hugo?)

–– Nakapasamakan ti istoria? (Where does the story happen?)
–– Ania ti problema maipanggep ken ni Hugo?
(What is the problem about Hugo?)
–– Kasano a narisut ti problema? (How is the problem solved?)
–– Ania ti adal wenno sursuro a maited ti istoria?
(What lesson does the story give?)
No ngata sika ti mangrisut iti parikut ni Hugo iti istoria tayo,
ania ti mabalin a solusion nga ipaaymo? (If you were to
give the solution to Hugo’s problem in the story, what
will it be? Tell something about it.)
• Teacher asks a group representative to share in class what they

write as a group.
3 DAGITI BALIKAS A MAISPELING

(SPELLING WORDS)
• Teacher presents spelling words through a game “Musical Words.”
A word skill game that is played like musical chairs. Teacher places the
spelling words on small pieces of paper in a large box or bag. The children sit
in a circle, and start passing the box around while music plays. Whoever has
the container when the music stops must pick out the paper and read the word.
If he can’t, he’s out. Continue to play until there is only one person left.

Homework: Draw what kind of community worker you want to be

when you grow up. Write 1 sentence to describe what you will do to
help the community.
144
QUARTER 3 WEEK 27
NOTES
OBJECTIVES ALDAW
4
Use the correct tense and time signal of an action word in a sentence.
(2) MT1C-IIIf-i-2.1
Write sentences or longer texts with proper punctuation, spacing, and
capitalization
spacing between words, indentions, and format) when copying/writing
1
Cc D
b
INALDAW A MAARAMID: DANIW WENNO KANTA Aa B
Ee F
f
Gg H
h

Materials
• Teacher presents sight words written in flash cards and asks
pupils to read. 1. Copy of Read Aloud
story: Ni Hugo
wen wenno kinuna kenni 2. Dialogues written on
metacards
PANANGREPASO KADAGITI UMNO A KURTASURAT
2 3. Sight words written
on flash cards
(REVIEW: USE OF PROPER PUNCTUATION
MARKS)
• Teacher asks pupils to insert the correct punctuation marks. Refer

to Ilokano Learner’s Manual p.69.
GROUP WORK ACTIVITY: TENSES OF VERBS

AND TIME SIGNAL OF AN ACTION WORD 3
• Teacher uses the Hugo’s Story as a springboard for the lesson.
NOTE
• Teacher gives dialogues from the story, written on metacards, to
each group and ask each group to identify the verb, tense of the Teacher can use more
verb then the time signal of that certain action word. Pupils write communicative activities
their answers in a piece of paper. using correct tense of the
• Teacher asks each group before they present, to say the dialogues verbs.
with proper expression and gesture.
Dandanikan naisarsarak, Hugo.

Apay ngamin a ti kasupadina ti nagbalin a marismo?
Sika, Hugo, mangisarsarakka!
Bannagawka nga awan ammona!
Ti kabakiran, maur-uram!
“Agyamankami iti inaramidmo, Hugo. No saan koma a
nagbalin a puraw ti marismo, amangan no naisagmak ti
sibubukel a grupo.”
145
NOTES

Homework: Ask pupils to write down words which rhyme with

a Word Wall word they have. For example, “dagus” with “us” and
rhymes with “kabus.”
ALDAW OBJECTIVES
5
Spell and write Grade one level words consisting of letters already learned.
Listen and respond to others in oral conversation.
d
Cc D
1
b
Aa B
Ee F
f
Gg H
h
INALDAW A MAARAMID: DANIW WENNO KANTA
Materials
1. Copy of Read Aloud Teacher asks pupils to recite the poem or song learned during the
story: Ni Hugo week. They can recite/sing it like a “round song.”
2. Copy of a poem or song
3. Sample of a bingo card
out of bond paper 2 EKSAMEN ITI ISPELING (SPELLING TEST)
• Teacher gives spelling test through “Spelling Bingo.”
• Teacher gives a blank bingo card/blank bond paper for a fun

activity to take the place of the traditional pretest. As the teacher
read each word, pupils write it in a space of their choice. After
giving all the words, teacher calls words randomly until someone
calls, “Bingo!” The winner must say the correctly spelled words
that gave him the win.
3 PANAGPUTAR (COMPOSING ACTIVITY)
Think-Pair- Share Activity
No ngata sika ti mangted iti premio ni Hugo a kas maysa a pagwadan a

miembro ti grupona, ania ti itedmo kenkuana? Apay? Idrowing ken mangisurat
iti tallo wenno uppat a patang maipanggep iti daytoy. (If you were to award
Hugo for being a good member in his group, what will you give him?
Why?)
146
QUARTER 3 WEEK 27
NOTES
• Teacher asks pupils to draw a trophy in a bond paper then write
three to four sentences about it.
PANANGIBASA KEN PANANGIBINGlAY ITI INARAMID

(SHARING AND READING) 4
• Teacher lets pupils show their outputs and talk about it.
• Teacher asks pupils to give appropriate comments on their

classmate’s output.

• Teacher asks pupils to take home their outputs and share to their
family at home.
147
QUARTER 3 WEEK 28
WEEK
28
TEACHER’S GUIDE
GRADE 1
MOTHER TONGUE
ILOKANO
Theme: Dagiti Bambanag a Maaramidko Tapno
Matulongak ti Komunidadko Wenno Tapno Agbalinak
a Naimbag nga Umili (Things I can Do to Help My
Community – Good Citizenship)
Read Aloud Story: Ni Hugo, ti Mangisarsarak
a Bannagaw (Si Hugo, ang Pahamak na Hunyago)
LEVELLED READER: Ti Superhero (The Superhero)
149

ILOKANO
Theme: Dagiti Bambanag a Maaramidko Tapno Matulongak ti Komunidadko Wenno

Tapno Agbalinak a Naimbag nga Umili
(Things I can Do to Help My Community – Good Citizenship)
Read Aloud Story: Ni Hugo, ti Mangisarsarak a Bannagaw (Si Hugo, ang Pahamak na Hunyago)
Levelled Reader: Ti Superhero (The Superhero)

OL • MT1OL-IIIe-i-5.1 • Sharing
• Sight Words
conversation
OL • MT1OL-IIIa-i-6.2
Daily Participate actively in class
Read sight words
F • MT1F-IIIa-IVi-1.3 • Read Aloud Story: Ni Hugo Ti

Read Grade 1 level words, phrases, Mangisarsarak a Bannagaw
sentences, and short paragraph/ Author and Illustrator: Charles
story with proper expression Funk
LC • MT1LC-IIIh-i-10.1
• Informational Text
Respond to an informational text
1
through discussions,illustrations,
songs, dramatization, and art
listened to.
G • MT1GA-IIIf-h-1.4 • Informational Text

• Composing Activities
sentence
LC • MT1LC-IIIh-i-8.2
Retell literary and information
texts appropriate to the grade level
listened to
150
QUARTER 3 WEEK 28

• Teacher asks questions so pupils can talk • Pupils talk about experiences.
about experiences related to the theme or
c. Sight Words
lesson.
• Pupils practice reading sight words and
b. Sight Words
using them in sentences.
2. Rereading of the Read Aloud story: 2. Rereading of the Read Aloud story:
Ni Hugo, ti Mangisarsarak a Bannagaw Ni Hugo, ti Mangisarsarak a Bannagaw
• Teacher rereads the Read Aloud story. • Pupils actively participate and listen
attentively to the re-reading of the Read
3. Responding to Informational Text
Aloud.
• Teacher presents an informational text.
3. Responding to Informational Text
• Pupils answer questions about the text they
• Teacher gives homework. read.
2. Group Activity: Making a Life Graph 2. Group Activity: Making a Life Graph
• Teacher asks pupils to make a life graph • Pupils make a life graph based in the story.
based in the story.
• Pupils participate actively in the group
• Teacher asks pupils to share. activity.

151

applicable
• MT1PWR-IIIe-i-3.3
2 Write words, phrases, and simple
applicable
PWR • MT1PWR-IIIf-i-7.2 • Leveled Reader: Ti Superhero
Read words, phrases, sentences, (The Superhero). Authors: Ani
and/or short stories Almario and Yvette Tan
• Illustrator: Hannah Manaligod

• MT1F-III-IVa-i-1.4
RC • MT1RC-IIIg-h-6.1
Predict possible ending of a story
3
read

152
QUARTER 3 WEEK 28

• Teacher gives homework. • Homework: Pupils identify community

worker they know and say “thank you”
when they see them.
• Pupils read more about community

workers.
Ti Superhero Ti Superhero
of the book.
pairs together. Then, have Pupil A read to • Pupils read the Leveled Reader in pairs and
Pupil B and reverse roles. to each other.
story.
3. Spelling Words
3. Spelling Words
story.
• Homework: Pupils draw themselves as
superheroes and write about what they
• Teacher gives homework. drew.
153

and/or short stories Almario and Yvette Tan; llustrator:
F • MT1F-III-IVa-i-1.3 Hannah Manaligod
4

and/or short stories Almario and Yvette Tan; Illustrator:
G • MT1GA-IIIf-h-1.4 Hannah Manaligod
sentence • Spelling Test
5
with multiple meanings correctly

154
QUARTER 3 WEEK 28

2. Re-reading of the Leveled Reader 2. Re-reading of the Leveled Reader:
Ti Superhero Ti Superhero
• Teacher lets pupils read the text together • Pupils read the text as a class.
as a whole class. Teacher focuses on
3. Composing Activity: Making a Superhero
expression and intonation. • Pupils make a superhero as a class.
3. Composing Activity: Making a Superhero 4. Group Activities: Reading and Writing
• Teacher demonstrates composing activity. • Pupils in Group 1 read the Leveled Reader
in pairs.
• Pupils in Group 2 make own compositions.
Group 1 reads the Leveled Reader in pairs. 5. Concluding the Session
Group 2 does a composing activity. • Homework: Pupils recite or sing a song
about any superhero they know.
• Teacher teaches any superhero song.

day. by fours.
• Group 2 reads the Leveled Reader again by • Pupils in Group 1 make own compositions.
fours.
• Group 1 does the composing activity.
• Pupils read each other’s compositions and
4. Independent Reading talk about it.
• Teacher asks pupils to read each other’s 5. Concluding the Session
compositions.
• Homework: Answer worksheets given
5. Concluding the Session by teacher on verb tenses and synonyms,
antonyms as preparation for exam week.
155

5
learned.s
156
QUARTER 3 WEEK 28

157
NOTES
ALDAW OBJECTIVES
1
(4) MT1LC-IIIh-i-10.1
Respond to an informational text through discussions, illustrations,
songs,dramatization, and art listened to.
1
Cc D
b
Aa B
Ee F
f
Gg H
h
INALDAW A MAARAMID: KANTA WENNO DANIW
Materials
1. Copy of Read Aloud • Teacher introduces a poem that pupils can learn. Have them recite
story: Ni Hugo as a class and in small groups. Let pupils provide actions for the
Ti Mangisarsarak poem.
a Bannagaw
2. Copy of poem on chart Ni Mika
paper Ni Ariel S. Tabag
3. Grade 1 MTB-MLE
Teacher’s Guide Ni Mika, agriing a masapa
Tapno mulmula, sibuganna
Sibug ditoy, sibug dita
Amin a mula sibuganna
Ni Mika, no idiay eskuela

Kanayon nga agsagad isuna
Sagad ditoy, sagad dita
Amin a wara, sagadenna
Teacher says: Maipanggep iti ania ti daniw?

Ania dagiti mabalin nga aramiden ni Mika?

(What are the things Mika can do?)
Ket sika ngay? Ar-aramidem kadi met dagiti aramid ni Mika? Apay?
Apay a saan? (What about you? Do you do what Mika does? Why?
Why not?)
158
QUARTER 3 WEEK 28
NOTES
PANANGIBASA MANEN ITI READ ALOUD:
NI HUGO TI MANGISARSARAK A BANNAGAW 2
NI HUGO TI MANGISARSARAK A BANNAGAW)
• Teacher rereads the story to the pupils. She asks volunteers to read
some parts of the story.
• Teacher asks questions so pupils can talk about the characters,

problems he faced, other characters and connections as well.
Examples:
Asino ti agbibiag iti istoria? (Who is the main character in the story?)
Ania ti nagbalin a parikutna? (What was the problem he faced?)
Asino dagiti dadduma nga agbibiag iti istoria ken ania ti pakaibiangan
dagitoy iti kangrunaan nga agbibiag iti istoria? (Who are the other NOTE
characters and how these are connected to the main character?
Teacher can do shared
Ania ti mariknayo maipanggep iti istoria? reading with the pupils,
(How do you feel about the story?) group reading, paired
reading, or dramatic reading
Ania dagiti mabalin a gibus ti istoria? (What could be some other to enhance reading fluency.
ending of our story, Ni Hugo Ti Mangisarsarak a Bannagaw?)
PANNAKAAWAT ITI TEKSTO A MANGITED

ITI IMPORMASION 3
(RESPONDING TO INFORMATIONAL TEXT)
• Teacher presents the text then divides the class into 3 to 4 groups.
She/he then asks pupils to respond through poster making.
• Refer to the MTB-MLE Teacher’s Guide Grade 1 Ilokano page 22

“Sequence of Letters in the Mother Tongue.”
Adu dagiti kayo iti kabakiran. Adda narra, sagat, baliti,

kamagong ken dadduma pay. Adu a pagsayaatan ti NOTE
maited dagiti kayo. Nadumaduma nga alikamen ti
Teacher can use Think-Pair-
maaramid manipud kadagitoy. Lapdanda pay ti layus
Share Activity.
ken panagreggaay ti daga. Masapul a ti tunggal kayo a
mapukan, adda koma maimula a kasukatna.
Ania dagiti makita iti kabakiran? (What can you see in the forest?)
Ania dagiti pakausaran ti kayo? (What are the uses of trees?)

Importante kadi dagiti kayo iti aglawlawtayo? Apay?
(Are trees important in our environment? Why? )
• Teacher asks pupils to present their responses per group.
159
NOTES

Homework: What can you do as a pupil to help your community?

Be ready for sharing tomorrow.
ALDAW OBJECTIVES
2
punctuation and capitalization when applicable
Retell literary and information texts appropriate to the grade level listened
to.
punctuation and capitalization when applicable.
1
Cc D

b
Aa B
h
Gg H
f
Ee F
(ROUTINE: SHARING)
Materials
1. Copy of Read Aloud • Teacher lets pupils share their homework by pairs. Then he or she
story: Ni Hugo asks some volunteers to share to the whole class.
Ti Mangisarsarak
a Bannagaw
2. Sample of Life Graph
2 PANAGARAMID ITI LIFE GRAPH
(MAKING A LIFE GRAPH)
• Teacher recalls the discussion about the story of Hugo. Teacher

shows an example of a Life Graph and discusses the instructions.

of the three tasks. Have the tasks written on a chart paper or strips
of paper to guide the groups.
Differentiated Activities: Task 3 is relatively more challenging than

Tasks 1 and 2. Teacher has the option of grouping pupils based on
abilities.
160
QUARTER 3 WEEK 28
NOTES
Task 1:
• For groups doing Task 1, Make a Life Graph of Hugo and

plot his activities in the story.
Task 2: Making a Life Graph
• For groups doing Task 2, make a Life graph. Plot the

events in the Character’s Life in the story. They will draw
illustrations to show the events.
Task 3: Making a Life graph and Writing its
Importance.
• Groups doing Task 3: Make a Life graph. Plot the events

in the Character’s Life in the story and write their
importance. Pupils will add illustrations for the events.

Participation in Group Work Formative Assessment Tip
to work in a group.
1 2 3
Does not Participates Participates and
Engaging in participate in group constructively
ALLL
group work in group work engages in
work group work
b. Panagbibinninglay iti Naaramid ti Grupo

(Sharing of Group Work)

• Teacher asks a representative from each group to present his/her

work. Ask the class questions about the life graph of each group.
Ania dagiti makitayo iti life graph?

(What can you see in the life graph?)
Ipakitana kadi amin a pasamak iti biag ti maysa a tao?

(Does it show all the events in someone’s life?)
No sika ti mangaramid iti bukodmo a lifegraph, ania ti kayatmo a gibusna?

(If you are to make your own lifegraph, how do you want it to
end?
161
NOTES

• Teacher asks pupils to identify community workers they know and

say “thank you.”
• Read more about community workers.
ALDAW OBJECTIVES
3
(4) MT1RC-IIIg-h-6.1
Predict possible ending of a story read
1
Cc D
DAGITI INALDAW A MAARAMID:

b
Aa B
h
Gg H
f
Ee F
PANAGBIBINNINGLAY (ROUTINE: SHARING)

Materials
1. Copies of Leveled Reader: • Teacher asks pupils who their superheroes are and give reasons
Ti Superhero why. Ask for volunteers to share.
flashcards Examples:
3. Flash cards of high Ania ti umuna a mapanunotyo no makangngegkayo iti balikas a superhero?
frequency words (What comes to your mind when you hear the word superhero?)
Ibinglay dagiti ammoyo a superhero?

(Can you give examples of a superhero you know?)
Ania dagiti kababalinda tapno maawaganda iti superhero? (What

superpower can he/she do to be called a superhero?)
2 PANANGIBASA ITI LEVELED READER:

TI SUPERHERO
(READING OF THE LEVELED READER:

THE SUPERHERO)


to read the words.
162
QUARTER 3 WEEK 28
NOTES
uray no superhero inaldaw
2) Panagbasa iti Prase (Phrase Reading)

• Teacher shows phrases from the Leveled Reader in flash cards.
to read.
isalakanna a tao wenno ayup nalaing nga agsakdo

napardas ken lumagto agdalus iti balay
nalaing nga aglampaso agbagkat kadagiti libro

Teacher asks question so pupils can talk about each picture.
Example: Ania makitayo iti ladawan?


• Teacher asks pupils to look at the cover of the book, read, and
give the title, author, and illustrator of the book.
Teachers says: Iti panagkunayo, maipanggep iti ania ti istoria?

(What do you think is the story about?)
• Teacher goes around and listens as they read.

Examples:
Sadino ti nakapasamakan ti istoria?

(Where is the setting of the story?)
Ania ti kayat a pagbalinan ni Aldo? (What does Aldo want to be?)
Ni Aldo kadi ket maysa a naimbag nga umili? Apay?

(Is Aldo a good citizen? Why?)
163
NOTES Ket sika ngay? Ania dagiti nasayaat a pagtuladan a mabalin nga aramidem
met iti pamiliam, eskuela ken iti komunidadmo? ( How about you? What
are the good examples you can do for your family, school, and
even in your community?)

1 2 3
Is not Is able to Is able to
able to formulate formulate a
formulate a pertinent pertinent and
a coherent response thoughtful
Responding response to a story response
RC
to a story to a story to a story,
often making
connections
to own
experience or
other story
3 DAGITI MAISPELING A BALIKAS

(SPELLING WORDS)
words and ask pupils to look for them in the Leveled Reader.
superhero aglaba tumaray makatayab aglampaso

isalakan agsakdo lumagto agdalus agbagkat
• Teacher practices pupils in spelling by using the game “Charade.”
Phonics and Word Recognition Formative Assessment Tip

recognize words from the story.
1 2 3
Identifying identify identify identify and
common common common produce
PWR words, words or words as common
matching matching well as words as
sounds sounds matching well as
sounds matching
sounds
164
QUARTER 3 WEEK 28
NOTES
Homework: Idrowing ti ladawanyo a kas superhero. Kalpasanna, agisurat

iti 2 wenno 3 a patang a mangiladawan. (Draw a picture of yourself as a
superhero and below it, write 2 to 3 sentences that describes you.)
OBJECTIVES ALDAW
4
Read words, phrases, sentences, and/or short stories.
1
Cc D

b
Aa B
h
Gg H
f
Ee F
(ROUTINE: SHARING)
Materials
• Teacher asks pupils to talk about their homework – superhero - in 1. Copies of Leveled Reader:
pairs. Ask for volunteers to share to the class. Ti Superhero
2. Sample of Comic Strips
Teacher says: from Magazine or
Asino ti superheroyo? (Who is your superhero?) Newspaper
Apay nga isuna ket superhero? (Why is he or she a superhero?)
Ania ti mabalinna nga aramiden? (What does he or she do?)
PANANGIBASA MANEN ITI LEVELED READER:

TI SUPERHERO 2
(RE-READING OF THE LEVELED READER:
THE SUPERHERO)
• Teacher lets pupils to read the story as a whole class.
165
NOTES

Leveled Reader again in pairs. Group 2 will do writing activity.
Group 1 Reading in Pairs
NOTE (1) First Reading
For paired reading activity, • Let pupils read the story in pairs. Pupil A reads first while
teacher can pair struggling Pupil B listens.
pupils with average or
• As pupil B listens, he or she takes note of mispronounced
above-average pupils.

(2) Second Reading
Pupils A reads again to Pupil B using appropriate speed.

Pupils then exchange roles.
Group 2 Writing a Comic Strip
• Let pupils make their comic strip in small groups. They

NOTE can work in groups of 4 but each of them must be able to
For writing activity, teacher make a comic strip.
can group pupils based on • Teacher shows an example of a comic stips from magazine
abilities so he or she can or newspaper. She/he reminds them about the speech
focus more on assisting bubbles and think clouds in writing a comic strip learned in
struggling pupils. Quarter 1
• Once they finish the writing activity, have pupils share their
own comic strips in small groups.

166
QUARTER 3 WEEK 28
Fluency Formative Assessment Tip NOTES
• For the group reading the Leveled Reader in pairs, teacher can go
around, and informally assess fluency competency of pupils using
the rubric below.
1 2 3
Reads slowly Is able to Is able to
Reading
and without read studied read new
with
expression, texts with texts with
appropriate
makes appropriate appropriate
F speed,
mistakes, and speed, speed,
accuracy,
the reading is accuracy, and accuracy, and
and
laborious expression expression
expression
PANANGILEPPAS ITi LEKSION

Homework:
the wall.
(2) For those who did the reading activity, let them practice
reading sentences having the spelling words.
OBJECTIVES ALDAW
5
Read sight words listed in Appendix ___.
Spell and write Grade 1 level words consisting of letters already learned
Use the correct tense and time signal of an action word in a sentence.
167
NOTES
Aa B
b
Ee F
f
Cc D
d
Gg H
h
1 INALDAW A MAARAMID: PANANGIBASA KADAGITI

Materials
1. Sight words written on • Teacher shows sight words in flash cards and asks pupils to
flash cards attempt reading them.
2. Copies of Leveled Reader:
“Ti Superhero” dagidiay dagitoy dagiti
3. Word Wall
• Teacher reads the words and asks pupils to repeat. Ask pupils to
use these words in sentences.
dagidiay
dagitoy
dagiti
2 PANANGAMMO NO ANIA TI NASURSURO

ITI ISPELING (SPELLING ASSESSMENT)
• Teacher gives spelling test through the “hopscotch game.”

It has the same rule as hopscotch, just use the words.

outputs.
1 2 3
Is not able Is able Is able
to spell to spell to spell
correctly correctly correctly
words words words
Spelling recently recently recently
S grade level studied studied studied and
words applies newly
acquired
spelling
knowledge
to unknown
words
168
QUARTER 3 WEEK 28
NOTES
PANAGBASA KEN PANAGSURAT 3

Group 2 will do paired reading while Group 1 will do their Comic
Strips.
assessment.

• Teacher introduces the “Word Wall Chain Activity.”
Instructions:
1. Pass 5 colored strips of paper to each pupil, size 1x5.
2. Have one pupil choose a word from the word wall and everyone
acts and chants that word-each.
3. Call on another pupil to find a word from the word wall that
starts with the last letter of the first word.
4. Call on additional pupils to continue finding words that start
with the last letter of the previous word.
5. Glue the strips together to make a chain.
169
QUARTER 3 WEEK 29
WEEK
29
TEACHER’S GUIDE
GRADE 1
MOTHER TONGUE
ILOKANO
Theme: Dagiti Natural a Rekursos iti Komunidadko
(Natural Resources in My Community)
Read Aloud Story: Apay nga Agipugso Dagiti Laki
iti Tinta? (Why Do Squids Squirt Ink?)
171

ILOKANO
Theme: Dagiti Natural a Rekursos iti Komunidadko (Natural Resources in My Community)

Read Aloud Story: Apay nga Agipugso Dagiti Laki iti Tinta? (Why Do Squids Squirt Ink?)

• Poem or Song
• Sight Words
Daily
Read sight words
V • MT1VCD-IIIa-i-2.1.1 • Read Aloud Story: Apay nga

Give meanings of words through: a. Agipugso Dagiti Laki iti Tinta?
picture clues; b. context clues Author and Illustrator: Jomike
OL • MT1OL-IIIh-i-6.1 Tejido
Participate actively during story
• Action Words
reading by making comments and
asking questions
LC • MT1RC-IIIi-i-7.1
Give one’s reaction to an event or
issues listened to
1 G • MT1GA-III-i-2.2.1
Identify action words in oral and
written exercises

172
QUARTER 3 WEEK 29

• Teacher asks questions related to the • Pupils talk about discussion points given by
theme or topic. teacher.
• Teacher introduces a poem or song that • Pupils recite a poem or sing a song.
pupils will learn.
c. Sight Words
c. Sight Words
• Teacher introduces sight words for pupils them in phrases, and attempt to spell the
to practice reading. words.
2. Read Aloud Story: Apay nga Agipugso 2. Read Aloud Story: Apay nga Agipugso
Dagiti Laki iti Tinta? Dagiti Laki iti Tinta?
• Teacher asks questions to stimulate pupils’ • Pupils talk about experiences related to
interests about the story. the story. They talk about the cover of the
story, and share their ideas.
• Teacher asks questions to discuss the
story. • Pupils answer questions about the story.
They talk about their reactions to the
story.
173
LC • MT1LC-IIIh-i-8.2 • Read Aloud Story: Apay nga

Retell literary and information Agipugso Dagiti Laki iti Tinta?
texts appropriate to the grade level Author and Illustrator: Jomike
listened to Tejido
2 OL • MT1OL-IIIa-i-6.2
C • MT1C-IIIf-i-2.1 • Read Aloud Story: Apay nga

Write sentences or longer texts Agipugso Dagiti Laki iti Tinta?
with proper punctuation, spacing, Author and Illustrator: Jomike
and capitalization Tejido
• MT1PWR-IIIe-i-3.3 • Categories
3 applicable
V • Categorize words used based on a
key concept

174
QUARTER 3 WEEK 29

• Teacher highlights spelling words. • Pupils spell correctly grade level words.
• Teacher gives homework. • Homework: Pupils talk to their parents and

ask what natural resources are found in
their community.
2. Retelling of the Read Aloud story: Apay nga 2. Retelling of the Read Aloud story: Apay nga
Agipugso Dagiti Laki iti Tinta? Agipugso Dagiti Laki iti Tinta?
• Teacher lets pupils retell the story. • Pupils retell the story in pairs then in class.
3. Shared Reading 3. Shared Reading
• Re-reading of the story • Re-reading of the story
• Engagement Activity • Engagement Activity
• Teacher gives homework. • Pupils bring any picture or poster of natural
sources.
2. Writing Activity 2. Writing Activity
• Teacher gives question for pupils to • Pupils write sentences observing proper
answer. spaces, capitalization, and punctuation.
3. Categories 3. Categories
• Teacher asks pupils to categorize the given • Pupils follow directions correctly.
words.
4. Spelling Words
4. Spelling Words
• Pupils participate actively during the review
• Teacher gives spelling words. activity.
• Teacher gives homework. • Homework: Think of ways to protect our
natural resources.
175

G • MT1GA-IIIi-i-1.4.1 • Sight words
Use action words to give simple
• Labels
two to three-step directions
4 proper spacing between words,
OL • MT1OL-IIIe-i-5.1 • Spelling Assessment
• Collaborative Writing
conversation
C • MT1PWR-IIIf-i-8.1 • 2 to 3 Step Directions
5 sentences, and short paragraphs

176
QUARTER 3 WEEK 29

2. Group Work Activity: Review of Labels 2. Group Work Activity: Review of Labels
• Teacher asks pupils to label the illustration. • Pupils label the illustration accordingly.
3. Review Spelling Words 3. Review Spelling Words
• Teacher conducts review activity. • Pupils participate actively during the review
activity.
• Homework: Pupils bring the outputs home
and show to family members.
2. Spelling Test 2. Spelling Words
• Teacher gives spelling test. • Pupils spell grade level words through the
activity.
3. Composing Activity : Collaborative Writing
3. Composing Activity : Collaborative Writing
• Teacher leads pupils in collaborative
writing. • Pupils express their own ideas about ways
in protecting the natural resources.
4. Sharing and Reading
4. Sharing and Reading
• Pupils show their outputs to each other
and talk about it. • Pupils show their outputs to each other
and talk about it.
• Teacher asks pupils to bring home their
outputs and share with their family. • Pupils bring their outputs home and share
about it with their family.
177
NOTES
ALDAW OBJECTIVES
1
(2) MT1OL-IIIh-i-6.1
Participate actively during story reading by making comments and asking
questions
(4) MT1RC-IIIi-i-7.1
Give one’s reaction to an event or issues listened to
(5) MT1GA-III-i-2.2.1
Identify action words in oral and written exercises
1
Cc D
b
Aa B
Ee F
f
Gg H
h
INALDAW A MAARAMID: DANIW WENNO KANTA
Materials
story: Apay nga pupils recite as a class and in small groups.
Agipugso Dagiti Laki
iti Tinta? Basura ni Baket Sura
2. Pictures of vocabulary Ni Cles B. Rambaud
words
3. Spelling words on flash Basura ni Baket Sura
cards Ti la pagibelbellenganna
Idiay waig a paglablabaanna
Idiay pay asideg ti bubonna.
Maysa a rabii, ay, nagsublida

Ginaburanda ni Baket Sura
Arg! Arg! Arg! inyik-ikkisna
Nasabidongan iti ininumna.
Teacher asks: Maipanggep iti ania ti daniw?

Ania dagiti balikas a tignay a mabirokanyo iti daniw?

(What are the action words you can find in the poem?)
Ania ti mabalin a leksion a maadalyo iti daniw?

(What lesson can you learn from the poem?)
2 LIBRO A READ ALOUD: APAY NGA AGIPUGSO

DAGITI LAKI ITI TINTA?
(READ ALOUD STORY: APAY NGA AGIPUGSO

DAGITI LAKI ITI TINTA?)
178
QUARTER 3 WEEK 29
a. DAGITI ARAMIDEN SAKBAY TI PANAGIBASA NOTES


• Teacher unlocks difficult words from the story using picture,
context or gestures.
Teacher uses 4-Corners Vocabulary to unlock difficult words.

He or she asks questions for pupils to share their ideas as well.
Example: dariway:
pagi:
kappo:
arominas:
4-Corners Vocabulary
Illustration:
Vocabulary word:
pagi
Sentence: Definition:
Nakitak ti dakkel Sadino ti pagbibiagan

a pagi idiay TV. ti pagi?

Teacher shows a picture of a squid to pupils and asks some
questions.
Teacher says: Sadino ti pakabirokanyo iti kastoy a nabiag? Ania ti

nagan daytoy a nabiag iti taaw? Nakakitakayo kadin iti kastoy? Ania ti
itsura daytoy? Ania pay dagiti dadduma a maibagayo maipapan iti daytoy?
(Where can you find this? What do you call this sea creature? Have
you seen this before? How do they look like? Where do they live?
Tell us more about it)
Teacher writes pupils’ answers on the manila paper.
• Teacher shows pupils the cover of the book and asks pupils to
point and read the title, author and illustrator.
Teacher says: Ubbing, ania ti paulo ti istoria? Asino ti nangisurat?

Asino met ti nangiladawan? (Children, what is the title of the
book? Who wrote the book? Who illustrated the book? )
179
NOTES Panangilukat iti Gapu ti Panagbasa ken Panagpugto

(Setting a Purpose of Reading and Making Predictions)
Teacher says: Kitaenyo man ti akkub. Iti panagkunayo, maipanggep iti
ania ti istoria?Ania ti kayatyo a maammuan iti daytoy nga istoria?
(Look at the cover. What do you think is the story about?
What do you want to know about the story?)
Nangalaan ngata ni Laki iti tinta nga ipugpugsona?

(Where did squid get the ink it is squirting?)

Teacher Says: Basaek daytoy nga istoria a napauluan iti “Apay

nga Agipugso Dagiti Laki iti Tinta?” Agdengngegkayo a nasayaat.
Agsardengak iti sumagmamano a paset ti istoria tapno agsaludsodak.
(Listen carefully as I read the story, “Apay nga Agipugso Dagiti Laki
iti Tinta?”
I will stop at certain parts of the story and ask questions.)
Page 7: Asino ti mangkamkamat kadagiti nabiag idiay taaw?

(Who chased the sea creatures?)
Page 9: Asino ti Ari ti Taaw? (Who is the King of the Sea?)
Page 17: Ania ti nangparagsak kadagiti nabiag nga agnanaed iti taaw?
(What made the sea creatures very happy?)
Teacher discusses the story by asking questions about details in the

story.
–– Sadino ti nakapasamakan ti istoria? (Where did the story happen?)
–– Ania ti inted ni Tanding kadagiti nabiag iti baybay?

(What did the King give to the sea creatures?)
–– Asino dagiti karakter iti istoria? (Who were the characters?)
–– Ania ti parikut iti istoria? (What was the problem in the story?)
–– Kasano a narisut ti parikut? (How was the problem solved?)
–– Ania ti naited ken ni Pagi? (What was given to Manta Ray?)
–– Ania ti naited ken ni Dariway? (What was given to Crab?)
–– Ania ti naited ken ni Kappo? (What was given to Clam?)
–– Ania ti napasamak iti gibus ti istoria?

(What happened at the end of the story?)
180
QUARTER 3 WEEK 29
NOTES
MAISPELING A BALIKAS (SPELLING WORDS)

3
• Teacher presents spelling words taken from the story.
laki dariway korales taaw kappo

Homework: Talk to your parents and ask what natural resources are
found in your community. Be prepared to share tomorrow.
OBJECTIVES ALDAW
2
Retell literary and information texts appropriate to the grade level listened
to.
Show interest in texts by browsing/reading available print materials.
1
Cc D
INALDAW NGA MAARAMID: PANAGBIBINNINGLAY

b
Aa B
h
Gg H
f
Ee F
(ROUTINE: SHARING)
Materials
• Teacher asks 3 to 4 pupils to share any natural resources their 1. copy Copy of Read
parents talk to them. Aloud story: Apay nga
iti Tinta?
PANANGISTORIA ITI NABASA
A LIBRO A READ ALOUD 2 2. Pictures for sequencing
of events
(RETELLING OF THE READ ALOUD STORY)
Teacher shows pictures to help pupils recall the story listened to.
a. Panamagsasaruno Kadagiti Pasamak

(Sequencing Events)
• Teacher writes in metacards the events in the story and distribute

to groups. Each group reads and arranges the events as they
happen in the story.
• Teacher asks pupils to arrange the written events as they happen in

the story.
181
NOTES
Kayat ni Tanding, ari ti taaw, nga urnosen ti riribuk.
Ti pagi ti immuna iti pila.
Simmaruno ti naanus a dariway.
Simmaruno ti kappo a dina ammo ti agulbod.
Kalpasan daytoy, naan-anayen ti urnos ken talna iti taaw.
b. Panangistoria iti Naibasa nga Istoria

(Retelling of the story)
Teacher asks group’s representative will retell the story using the
arranged events. He or she then asks volunteers to share to the class.
3 ADDA KADUA WENNO KAKADUA A MANGBASA

ITI LIBRO A READ ALOUD

APAY NGA AGIPUGSO DAGITI LAKI ITI TINTA?)
a. Teacher re-reads the story and asks volunteers to help read some
lines from the book.
–– Cover page: “Apay nga Agipugso Dagiti Laki iti Tinta?”
–– Page 5 : Masapsaputan ti arominas dagiti kappo

( Jellyfish tangled with clams, crabs tripped on corals)
–– Page 9 : Kayat ni Tanding, ari ti taaw, nga urnosen ti riribuk

(Tanding, king of the sea, wanted to fix the mess.)
–– Page 12 : Sika ti para aramid iti balay

(You will be the builder of homes)
–– Page 15 : Saggaysa nga inawat dagiti nabiag iti taaw dagiti sagutda
(One by one, the other sea creatures received their gifts)
–– Page 20 : Ngem nagari ti kinalastogna isu a saan a simmungbat ti laki

(The squid was too proud to answer )
• Teacher posts this question for pupils to share in the class.
–– -Ania ti mariknam maipanggep iti daytoy nga istoria? Apay?

(What do you feel about the story? Why?)
b. Engagement Activity
Teacher asks pupils answer the question by drawing and writing

about it and share in the class.
No sika ngata ni Tanding, ania ti isagutmo ken ni Laki?

(If you were Tanding, what gift would you give to squid? Why?)
182
QUARTER 3 WEEK 29
Reading Comprehension Formative Assessment Tip NOTES

1 2 3
Is not Is able to Is able to
able to formulate formulate a
formulate a pertinent pertinent and
a coherent response thoughtful
Responding response to a story response
RC
to a story to a story to a story,
often making
connections
to own
experience or
other story

Homework: Ask your parents/grandparents to tell you any legend
of a place or thing in your community. Be ready to retell in class the
next day.
OBJECTIVES ALDAW
3
(2) MT1C-IIIf-i-2.1
Write sentences or longer texts with proper punctuation, spacing,
and capitalization
(4) Categorize words based on a key concept
1
Cc D
b
Aa B
INALDAW NGA MAARAMID: PANAGBIBINNINGLAY Ee F
f
Gg H
h
(ROUTINE: SHARING)
Materials
a. Teacher asks the class to read the sight words as a class then in 1. Copy of Read Aloud
groups. story: Apay nga
Agipugso Dagiti Laki iti
b. Teacher asks pupils to re-tell any legend their parents/ Tinta?
grandparents shared to them. 2. Categories Worksheet
183
NOTES
2 ARAMID a PARA ITI GRUPO (GROUP ACTIVITY)
Think-Pair-Share
• Teacher posts this question on the board for this activity.
No ngata sika ni Tanding, kasano ti panangrisutmo iti parikut dagiti nabiag

iti taaw? Ania ti mabalin a solusion nga ipaaymo? (If you were Tanding,
how will you solve the sea creature’s problem? What will be the
solution? Tell something about it.)
• Teacher asks group representatives to share in class what they

write as a group.
Teacher’s Reference: THINK-PAIR-SHARE
Teacher explains to pupils that they will (1) think

individually about a topic or answer to a question; (2) pair
with a partner and discuss the topic or question; and (3)
share ideas with the rest of the class.
3 GRUPO WENNO KATEGORIA (CATEGORIES)
• Teacher asks pupils to categorize the words based on key

concepts.
Kategoria (Categories)
Annuroten (Directions)
Timbukelan amin dagiti Ikahon dagiti balikas a

balikas a mangipakita mangipakita kadagiti adda
kadagiti kita ti ikan. balayna a nabiag iti taaw.
kakak sapsap buttiki talakitok

dariway bilis mataan tirem
balaki tambilok kappo malaga
siek pagi tahong angrat
Teacher’s Reference:
Bony Fishes – sapsap, talakitok, mataan, balaki, ilek, purong/

risek, angrat, malaga, barangan, kakak, kugaw, bilis, munamon
Shell Fish/Addaan balay – tahong, tirem, tambilok, buttiki,

kappo, siek
184
QUARTER 3 WEEK 29
NOTES
DAGITI BALIKAS A MAISPELING

(SPELLING WORDS) 4
• Teacher presents spelling words through a game “Musical Words.”
Mad Three Minutes
–– The teacher will write all the words on the board that have been
the focus of the lesson.
–– Have the students look at the words and study them for a few
minutes. Erase the words.
–– Have the students write as many words as possible in three
minutes.
–– They can also provide a picture or definition of the word.
–– The student with the most words gets applause/points.
PANANGILEPPAS ITI LEKSION:

Teacher asks pupils to post the words on the Wall.
OBJECTIVES ALDAW
(1) MT1GA-IIIi-i-1.4.1
4
Use action words to give simple two to three-step directions
Read sight words
(5) MT1SS-IIIg-i-7.1
Read labels in an illustration b
Cc D
d
Aa B
h
Gg H
f
Ee F
Materials
INALDAW A MAARAMID: PANANGIBASA KADAGITI
MASANSAN A MAAR-ARAMAT A BALIKAS 1 1. Copy of Read Aloud
story: Apay nga
(ROUTINE: READING OF SIGHT WORDS) Agipugso Dagiti Laki
iti Tinta?
2. Dialogues written on
• Teacher presents sight words written in flash cards and asks pupils metacards
to read. 3. Sight words written on
flash cards
kadagiti kabayatan dagidiay
185
NOTES
2 PANANGREPASO ITI PANAGBASA
ITI NAGAN DAGITI PASET TI NAILADAWAN
(GROUP WORK ACTIVITY: REVIEW OF READING

LABELS IN AN ILLUSTRATION)
• Teacher presents an illustration of fish and ask pupils to use the

words in the box to label it.
Dagiti balikas nga aramaten:
Fin: pigar
Scales: siksik
Fish: ikan
Tail: ipus
Gills: asang
3 PANANGREPASO KADAGITI BALIKAS A MAISPELING

(REVIEW SPELLING WORDS)
• Teacher conducts spelling review by ”Rainbow Words Activity.”
Instructions:
1. Pass the pieces of paper to each pupil.

2. Teacher chooses 5 spelling words.
3. As teacher says the word, pupils chant and write on paper with a crayon.
4. Do the same for the additional words.
5. After all the words have been written once with a crayon, pupils go back
and write each word again with 2 different colors of crayons.

Homework: Think of some 3 steps to protect our natural resources.
186
QUARTER 3 WEEK 29
NOTES
OBJECTIVES ALDAW
5
(3) MT1GA-IIIi-i-1.4.1
Use action words to give simple two to three-step directions
1
Cc D
INALDAW A MAARAMID: DANIW WENNO KANTA Aa B

b
Gg H
h
Ee Ff

Materials
• Teacher asks pupils to recite the poem or song learned during the 1. Copy of Read Aloud
week. They can recite it like a “round song.” story: Apay nga
EKSAMEN ITI ISPELING (SPELLING TEST)
2 iti Tinta?
2. Copy of a poem or
song
• Teacher gives spelling test through “Group Spelling Test.” 3. Sample of a bingo card out
of bond paper
PANAGPUTAR (COMPOSING ACTIVITY-
COOPERATIVE WRITING) 3
Pre-writing
Teacher says: Malaksid kadagiti natural a rekursos iti danum, ania met
dagiti rekursos a makitayo iti aglawlawtayo? (Aside from the natural
resources we have in the water, what natural resources can you
see around?)
Teacher calls on pupils to answer the given questions.
Teacher says: Ita, mangisurattayo iti 3 agingga iti 4 nga addang no

kasano a masalaknibantayo dagiti rekursos wenno kinabaknang nga adda
iti danum. Isuratko iti pisarra dagiti itedyo a sungbat. (We are going to
write 3 to 4 steps in protecting our natural resources in water. I am
going to write on the board the answers that you will give.)
Iti panagkunayo, ania ti umuna a mabalinyo nga aramiden tapno

masalaknibanyo dagitoy? (What do you think you can do first to protect
them?)
Iti panagkunayo, ania ti sumaruno a mabalinyo nga aramiden? Kdp.

(What do you think comes next? Etc.)
187
NOTES
Teacher asks pupils to read the steps on the board by groups and
pairs.
1. Draw an aquarium.
2. Copy the steps cooperatively done inside the aquarium.
3. Color the aquarium.
Makatulongak a mangsalaknib kadagiti

kinabaknang ti taaw babaen ti:
1.
2.
3.
4
4 PANANGIBASA KEN PANANGIBINGLAY ITI INARAMID

(SHARING AND READING)
• Teacher lets pupils show their outputs and talk about it.
• Teacher calls 4 to 5 pupils to share in class.

Teacher asks pupils to take home their outputs and share to their
family.
188

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1

MTB-MLE – Grade 1 Quarter 3

Teacher’s Guide - Ilokano

First Edition, 2014

Published by U.S. Agency for International Development (USAID)

Technical Director: Dr. Nancy Clark-Chiarelli

Authors: Bonita Marie Cabiles and Jovilyn Balacdao

DepEd Reviewer: Dr. Rosalina Villaneza, OIC Chief – Curriculum Development

Content Reviewer: Dr. Ofelia Flojo

Language Reviewer: Clesencio Rambaud

DONATED COPY. NOT FOR SALE.

Printed in the Philippines

Basa Pilipinas Program

Telephone: +63 (02) 631-1970; 631-1871

E-mail Address: basatgteam@gmail.com

Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110

Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132

Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150

Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172

OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 1

Theme: Dagiti Makaay-ayo a Bambanag Maipanggep iti Kulturak

Day Domain Objectives Subject Matter

V • MT1VCD-IIIa-i-2.1.1 • Read Aloud Story:

LEGEND: AK – Alphabet Knowledge; OL – Oral Language;

Teacher Activities Learner Activities

Day Domain Objectives Subject Matter

OL • MT1OL-IIIa-i-1.3 • Read Aloud Story: Nagpasiar ni

RC • MT1RC-IIIa-1.1 • Noting Details in a Story

LEGEND: AK – Alphabet Knowledge; OL – Oral Language;

Teacher Activities Learner Activities

• Teacher gives homework. • Homework: Pupils talk about the story

Day Domain Objectives Subject Matter

LEGEND: AK – Alphabet Knowledge; OL – Oral Language;

Teacher Activities Learner Activities

C – Composition; LC/RC – Listening Comprehension/Reading Comprehension;

Day Domain Objectives Subject Matter

LEGEND: AK – Alphabet Knowledge; OL – Oral Language;

Teacher Activities Learner Activities

(ROUTINE: SONG OR POEM)

Ania ti leksion a mabalin a maadalyo iti daniw?

2 LIBRO A READ ALOUD:

(READ ALOUD STORY: “MOUSIE GOES TO VIGAN”)

a. DAGITI ARAMIDEN SAKBAY TI PANAGIBASA

Panangammo iti Kayat a Sawen Dagiti Balikas

Here are some suggested words: NOTES

(1) rebba (ruins)

Teacher shows pictures of ruins. Teacher asks questions to help

Ania ti makitayo iti ladawan? (What do you see in the picture?)

Iti ladawan a makitayo, baro wenno daan dagitoy?

Makitkitayo kadi dagitoy iti komunidad wenno iti probinsiayo?

Ti rebba ket dagiti nabatbati a paset dagiti daanen wenno nadadaelen a

(2) museo (museum)

Teacher shows picture of a museum. Teacher asks questions to

Kitaenyo ti ladawan? Ania ti makitayo?

Makitkitayo kadi dagitoy dagitoy a bambanag iti eskuela? Iti balayyo?

Ti museo ket maysa a lugar a pakaipanan ken pakaipabuyaan dagiti

Teacher says: Adda kadi dagiti bambanag a mapanunotyo a mabalin a

Panangammo iti Dati nga Ammo Dagiti Ubbing

NOTES Teacher says: Istoriaen kadagiti kaabaymo ti maipanggep iti

Teacher says: Ania ti paulo ti libro? Asino ti autor? Asino ti dibuhista

Kasano a nakapan ni Mousie idiay Vigan?

b. DAGITI ARAMIDEN BAYAT TI PANAGIBASA

Page 4: Sadino ti papanan ni Mousie ken ti pamilia?