Basa Pilipinas Teacher'S Guide: Grade 1 Mother Tongue (Sinugbuanong Binisaya)

1
BASA PILIPINAS
TEACHER’S GUIDE
GRADE 1 Mother tongue
(sinugbuanong binisaya)
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 – SINUGBUANONG BINISAYA
MTB-MLE – Grade 1 Quarter 3
Teacher’s Guide - Sinugbuanong Binisaya
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 Consultant: Dr. Nancy Clark-Chiarelli
Author: Bonita Marie Cabiles
DepEd Reviewer: Dr. Rosalina Villaneza, OIC Chief – Curriculum Development

Division, DepEd – Bureau of Elementary Education
Content Reviewer: Dr. Perla Cuanzon
Language Reviewer: Richel Dorotan

Layout Artists: Gail Rae Javier 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 – SINUGBUANONG BINISAYA TEACHER’S GUIDE
CONTENTS
WEEK 21 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
WEEK 22 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
WEEK 23 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
WEEK 24 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
WEEK 25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
WEEK 26 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
WEEK 27 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
WEEK 28 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
WEEK 29 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
QUARTER 3 WEEK 21
WEEK
21
TEACHER’S GUIDE
GRADE 1
MOTHER TONGUE
SINUGBUANONG
BINISAYA
Theme: Mga Makalingawng Butang sa Akong Kultura
(Interesting Things About My Culture)
Read Aloud Story: Miadto si Mousie sa Vigan
(Mousie Goes to Vigan)
1
OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 1

SINUGBUANONG BINISAYA
QUARTER 3, WEEK 21 (50 MINUTES PER DAY)

(Interesting Things about my Culture)
Read Aloud Book: Miadto si Mousie sa 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
F • MT1F-IIIa-IVi-1.3 • Sight Words
Read grade 1 level words, phrases,
sentences, and short paragraph/
Daily story with proper expression
PWR • MT1PWR-IIIa-i-7.1
Read sight words
V • MT1VCD-IIIa-i-2.1.1 • Read Aloud Story:

Give meanings of words through: Miadto si Mousie sa Vigan
a. picture clues; (Mousie Goes to Vigan)
b. context clues* Author: Vicky Veloso-Barrera;
• Categorize words in the story read Illustrator: Hubert B. Fucio
or heared based on a key concept
• Noting Important Details
LC • MT1LC-IIIa-b-1.2
Note important details in grade
level literary text 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 talk • Pupils talk about local traditions and culture
about traditions and 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 them
• Teacher introduces sight words in phrases, and spell the words
1. Routine 1. Routine
(same as above under Daily Activities) (same as above under Daily Activities)
2. Read Aloud Story: 2. Read Aloud Story:
Miadto si Mousie sa Vigan Miadto si Mousie sa 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’ • Pupils talk about experiences related to the
interest about the story 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
3. Concluding the Session
• Teacher gives homework

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:

Use descriptive words in sentences Miadto si Mousie sa Vigan
LC • Retell a story listened to (Mousie Goes to Vigan); Author:
Vicky Veloso-Barrera; Illustrator:
• Discuss the story listened to Hubert B. Fucio
S • MT1PWR-IIIa-i-6.2
Spell and write grade one level • Descriptive Words
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

• Pupils answer questions about the story. They

talk about the important details in the story.
They categorize details based on themes.
• Homework: Pupils talk about the story they

listened to family members. They ask family
members about local food/delicacies or
destinations.
2. Descriptive Words 2. Descriptive Words
• Teacher asks pupils to describe a local • Pupils describe a local delicacy or destination.
delicacy or destination Answers are organized using a semantic web.
3. Retelling of the Read Aloud story: 3. Retelling of the Read Aloud story:
• Teacher shows pictures to help pupils recall • Pupils describe illustrations from the book.
the story listened to They write sentences about it.
4. Spelling Words 4. Spelling Words
• Teacher introduces spelling words • Pupils read and study spelling words
5. Concluding the Session 5. Concluding the Session
• 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 characters,
setting and events from stories they made. setting and events.
• Teacher gives homework on spelling words. • Homework: Pupils use spelling words to
make sentences.
5

G • Differentiate phrases from • Phrase vs. Sentence
sentences
G • Identify subject and predicate • Read Aloud Story:

S • MT1PWR-IIIa-i-6.2 Miadto si Mousie sa Vigan
Spell and write grade one level (Mousie Goes to Vigan); Author:
words consisting of letters already Vicky Veloso-Barrera, Illustrator:
learned. 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

6
QUARTER 3 WEEK 21

• Sight Words • Sight Words
2. Shared Reading of the Read Aloud Story: 2. Shared Reading of the Read Aloud Story:
• Teacher re-reads the story pausing at some • Pupils read some parts of the story and are
parts to ask questions or highlight important able to identify the sights and delicacies of
details Vigan.
3. Phrase vs. Sentence 3. Phrase vs. Sentence
• Teacher shows pictures for pupils to talk • Pupils talk about pictures and give phrases or
about. Teacher focuses on differentiating sentences about the pictures
phrases from sentences
• Pupils determine which are phrases and
4. Concluding the Session sentences
• Teacher asks pupils to recite the poem or 4. Concluding the Session
sing the song they learned in Day 1
• Pupils recite the poem or sing the song they
learned in Day 1
• Game to review sentences • Game to review sentences
2. Parts of a Sentence: Subject and Predicate 2. Parts of a Sentence: Subject and Predicate
• Teacher introduces subject and predicate • Pupils identify subject and predicate
3. Spelling Test 3. Spelling Test
• Teacher gives spelling test • Pupils spell grade level words correctly
4. Group Activity: Writing about a Picture 4. Composing Activity: Writing about a Picture
• Teacher models activity on writing about a • Pupils, in groups, write about a celebration
local celebration depicted on a picture
• Teacher lets pupils show their group works • Pupils show their works to the class and talk
to the class and talk about it. about it
• Teacher gives homework • Homework: Pupils ask family members about
family or local traditions. They will talk about
it next week.
7
NOTES
ADLAW 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; and b. context clues
(3) MT1LC-IIIa-b-1.2
Note important details in grade level literary and informational texts
listened to
(4) Categorize words in the story read or heared based on a key concept
Aa Bb
Cc D
d
Gg H
h
1 RUTINA: BALAK O KANTA
f
Ee F
(ROUTINE: SONG OR POEM)

Materials
• Teacher introduces a poem or song that pupils can learn. Have
1. Copy of Read Aloud pupils recite as a class and in small groups.
story: Miadto si Mousie
sa Vigan Sa Balay Ni Lola Anda
2. Flash cards with (Sinulat ni Richel G. Dorotan)
vocabulary words
Sa balay ni Lola Anda
Daghan mig mahimong dula
Pitik-pitik, tago-tago, sungka
Kalipay sa gagmayng bata
Sa balay ni Lola Anda

Daghang prutas nga makita
Bayabas, buongan, langka
Ay, paborito sa gagmayng bata
• Teacher asks questions about the poem. Here are some examples:
–– Bahin sa unsa ang balak? (What is the poem about?)
–– Unsay mabuhat sa balay ni Lola Anda?

(What can you do in Lola Anda’s house?)
–– Unsay makita sa balay ni Lola Anda?

(What can you see in Lola Anda’s house?)
8
QUARTER 3 WEEK 21
NOTES
PAGBASA SA SUGILANON:
MIADTO SI MOUSIE SA VIGAN 2
(READ ALOUD STORY: MOUSIE GOES TO VIGAN)
a. Buluhaton sa Dili Pa Magbasa (Pre-Reading Activities)
(1) Pagtangtang sa mga Kalisdanan (Unlocking of Difficulties)
• Teacher unlocks difficult words through gestures, pictures or

context clues. Here are some suggested words:
–– museyo (museum)
• Teacher shows picture of a museum.
Teacher asks: Tan-awa ang letrato. Unsay inyong makita?

(Look at the picture. What do you see?)
Makita ba ni ninyo sa eskuylahan? Sa balay? Asa kaha ni

makit-i? (Do you see these things in school? At home?
Where can you find these things?)
Aduna bay museyo dinhi sa atong lugar? Nakaadto na ba mo sa

museyo? (Is there a museum around this town/city? Have
you been to a museum?)
Sa museum ginabutang ug ginaladlad ang mga butang nga importante

ug adunay permanenteng bili. (The museum is a place where
things with important and permanent value are placed and
displayed.)
–– tiglala (weaver)
• Teacher shows a picture of a woven cloth.
Teacher asks: Unsa ni nga panapton? Giunsa kaha ni

paghimo? Kinsa kaha ang tighimo niini? (What cloth is this?
How is this made? Who makes this?)
(2) Paglab-as sa mga Kanhing Nahibal-an

(Activating Prior Knowledge)
• Teacher asks pupils if they have experienced going 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.
Teacher says: Pakig-estorya sa inyong mga tapad bahin sa inyong

bakasyon. Diin mo nangadto? Unsay inyong nakita didto? Unsay mga
kalingawan didto? (Talk to your seatmates about your vacation.
Where did you go? What did you see? What fun things did you
do?)
9
NOTES • Teacher shows pupils the cover of the book and asks pupils for
the title, author and illustrator of the book.
Teacher says: Unsa ang ulohan sa libro? Kinsa ang nagsulat? Kinsa ang
nagdibuho? (What is the title of the book? Who is the author?
Who is the illustrator?)
(3) Pagtag-an ug Paghatag og Tumong sa Pagbasa

(Making Predictions and Setting a Purpose for Reading)
Teacher says: Tan-awa ninyo ang hapin sa libro... Mahitungod sa unsa

kaha ang estorya? (Look at the cover. What do you think is the story
about?… What do you want to know about the story?)
Unsa kaha ang makita ni Mousie sa Vigan?

(What do you think will Mousie see in Vigan?)
b. Buluhaton Atol sa Pagbasa
(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: Asa gani padulong si Mousie ug ang pamilya?

(Where will Mousie and the family go?)
Page 7: Ngano kahang sa pamatyag ni Mousie mora mag naa sila sa laing
panahon? (Why does Mousie feel like they are in another time?)
Page 10: Ngano kahang ganahan man si Mousie sa kosina?

(Why does Mousie like the kitchen?)
Page 18: Unsa ang tiglala? Unsay iyang ginabuhat?

(What is a weaver? What does he or she do?)
c. Buluhaton Pagkahuman og Basa
(After Reading Activities)
• Teacher asks questions about details in the story.
__________
(ulohan sa estorya) Lugar sa
Mga Karakter: Panghitabo:
Sinulat ni:_____
(1) Diin motago si Mousie para makakuyog kang Hannah? Asa sila
paingon? (Where does Mousie hide so he can go with Hannah?
Where will they go?)
(2) Unsa ang gisakyan ni Hannah ug sa iyang pamilya aron moabot sa

Vigan? (How did Hannah and her family go to Vigan?)
10
QUARTER 3 WEEK 21
(3) Unsa ang mga gibuhat ni Mousie sa Vigan? Unsay iyang gikaon? Diin NOTES
siya misuroy? Unsay iyang gisakyan? (What did Mousie do in Vigan?
What did he eat? Where did he go? What did he ride on?)
BRIDGING
• As pupils answer, teacher writes their answers on the board or
on flash cards. Then ask the pupils to put the answers under the Categorizing words based
correct column using the table below: on key concepts is a skill
Lugar Pagkaon Masakyan discussed in Filipino on
(Places) (Food) (Transportation) Week 29. The teacher
can refer to this activity
in Mother Tongue when
discussing the same skill
• Teacher discusses the activity to highlight skill on categorizing
in Filipino.
words based on concepts.
Teacher asks: Unsay atong gibuhat sa mga pulong? Giunsa nato

paghan-ay ang mga pulong? (What did we do to the words?
How did we categorize the words?)
More Discussion Questions:
(4) Ganahan kaha si Mousie sa Vigan? Ngano o nganong dili?

(Do you think Mousie likes Vigan? Why or why not?)
(5) Sa mga giadtoan ni Mousie, unsa ang inyong paborito? Ngano?

(In the places that Mousie visited, which one do you like? Why?)
PAGTAPOS SA SESYON
(CONCLUDING THE SESSION) 3
• Teacher gives homework to pupils.
Homework: Pangutana sa inyong pamilya bahin sa mga pagkaong

tradisyonal nga gikan sa inyong komunidad/probinsiya o nailhang mga lugar sa
inyong komunidad/probinsiya. Tubaga kining mga pangutanaha:
(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. Unsay ngalan sa pagkaon o lugar?

(What is the name of the food or place?)
b. Kon pagkaon, unsay hitsura ug lami niini?

(If food, what does it look and taste like?)
c. Kon lugar, unsay makita didto?

(If a place, what do you see in the place?)
d. Pagdala ugma og letrato o drowing sa pagkaon o lugar.

(Tomorrow, bring a picture or drawing of the food or place.)
11
NOTES
ADLAW OBJECTIVES
(1) MT1OL-IIIa-i-1.3
2
Use descriptive words in sentences
(2) Retell a story listened to
(3) Discuss the story listened to
d
Cc D
1
b
Aa B
h
Gg H
Ee F
f
RUTINA: PAGPAAMBIT (ROUTINE: SHARING)
Materials
1. Pictures of details from • Teacher shows a picture of a local delicacy or destination. Ask
Read Aloud story: questions about the picture so pupils can talk about it.
Miadto si Mousie sa Examples:
Vigan
2. Adjectives written on –– Unsay makita ninyo sa letrato? (What do you see in the picture?)
flash cards –– Kaila ba mo aning pagkaona/lugara?
(Are you familiar with this food/place?)
–– Unsay inyong ikasulti bahin aning pagkaona/lugara?
(What can you say about this food/place?)
• Teacher asks pupils to share their homework in groups of three.

Let them talk about the pictures using the questions above.
2 MGA PUNGWAY
(DESCRIPTIVE WORDS/ ADJECTIVES)
• Teacher asks one volunteer pupil to share the picture he or she

brought. As pupils share, ask questions to elicit descriptive words
Example: Ihulagway ang naa sa letrato. Unsay inyong ganahan bahin niini?
(Describe the picture. What do you like about it?)
• As pupils answer, teacher writes descriptive words using a graphic

organizer or semantic web.
Example:
init tam-is
bingka
humot
12
QUARTER 3 WEEK 21
Teacher asks: NOTES
Unsay atong gihulagway? (What did we describe?)
Unsang mga pulonga ang gigamit nato para ihulagway ang bingka?
(What words did we use to describe the “bingka”?)
Unsay gibuhat aning mga pulonga? (What do these words do?)
Kahibalo ba mo nga adunay ngalan kining mga pulonga? Kahibalo ba mog

unsa? (Do you know that there is a name for these words? Do you
know what this is?)
Teacher’s Reference: Ang pulong nga naghulagway sa usa ka butang

gitawag og pungway. (A word that describes an object is called an
adjective.)
PAGSUBLI SA SUGILANON:
(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 re-tell the story to the class.
Buluhaton: Pungway (Activity: Adjectives)
a. 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.
Reference: Picture taken from the Read Aloud book.
13
NOTES
Sample Prompts:
(1) Ihulagway ang kampanaryo.

(Describe the bell tower.)
(2) Unsay inyong ikasulti bahin sa lugar?

(What can you say about the place?)
Sample Sentence:
Ang kampanaryo kay habog. (The bell tower is tall.)
b. Teacher shows 3 more pictures from the story and asks pupils to
write a sentence using describing words for each picture.
4 PANITIKONG MGA PULONG (SPELLING WORDS)
• Teacher introduces spelling words by asking questions using the

story as springboard. Have spelling words on flashcards.
Examples:
Unsa si Mousie? ilaga
Nganong miadto si Hannah ug

bakasyon
ang iyang pamilya sa Vigan?
NOTE
Unsay gisakyan nila paingon sa
tartanilya
Give one or two enrichment Bantay?
activity for spelling such as
spelling contest, jumbled Other spelling words for the week:
letters or supplying the butang paniudto utan bungtod
missing letter.
panihapon karaan lungsod
5 PAGTAPOS SA SESYON
(CONCLUDING THE SESSION)
Homework: Estoryahi inyong pamilya bahin sa libro nga atong giestoryahan.

Uban sa inyong pamilya, paghimo og mubo nga sugilanon bahin sa pagkaon o
butang sa letrato nga inyong gidala karong adlawa. (Retell the story to your
family members. With your family, make a short story about the food
or place in the picture you brought today.)
14
QUARTER 3 WEEK 21
NOTES
OBJECTIVES ADLAW
(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
d
RUTINA: PAGPAAMBIT (ROUTINE: SHARING) Aa B

b
Cc D
Gg H
h
f
Ee F
• Teacher asks pupils to read the story they made (homework) in Materials
groups of three. Listen in as pupils do their storytelling. 1. Story diagram
• Teacher asks for volunteer pupils to share to the class. 2. Worksheet for noting
details
PAGTAN-AW SA MGA DETALYE (NOTING DETAILS)

2
• Using one of the stories developed by the pupil, teacher asks
questions so pupils can identify the characters, place, and events in
the story.
Examples:
–– Sa sugilanon nga gisulat ni ________, kinsa ang mga tawo o karakter

sa estorya? (In the story written by ____________, who is/are
the people/character in the story?)
–– Diin mahitabo ang estorya? (Where did the story happen?)
–– Unsay nahitabo sa estorya? (What happened in the story?)
–– Bahin sa unsa ang estorya? Unsa ang mga panghitabo sa estorya? Unsay
unang nahitabo? Ikaduha? Sunod, ug uban pa?
(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:
Ang Bingka sa Merkado
Sinulat ni:
Berto Libre
Mga Panghitabo:
Mga Karakter:
- Tiyo 1. Milinya si Tiya
Lugar sa Panghitabo: para mopalit
- Tiya - merkado
- Lolo og bingka sa
merkado.
2. ...
15
NOTES Buluhaton (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:
Ngalan:____________________ Petsa: ______________
Grado: _____________ Seksiyon: _______________

__________
(ulohan sa estorya)
Sinulat ni:_____
Mga Panghitabo:
Mga Karakter:
Lugar sa Panghitabo:
• Teacher gives homework.
Homework: Gamita ang mga panitikong mga pulong o spelling words sa

mga kapahayag. Isulat sa inyong notebook. (Use the spelling words in
sentences. Write in your notebook.)
ADLAW OBJECTIVES
(1) Differentiate phrases from sentences
4
Cc D
d
1 RUTINA: PAGBASA OG MGA PULONG
(ROUTINE: READING OF SIGHT WORDS)
Aa Bb
h
Gg H
f
Ee F
• Teacher shows sight words in flash cards and guides pupils to read
Materials the words.
1. Sight words written on Examples:
flash cards
2. Pictures from Read Aloud ang sa may kon
3. Word Wall
16
QUARTER 3 WEEK 21
• Teacher reads the words and asks pupils to repeat. Ask pupils NOTES
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.
Example:
Mga Pulong
ang sa
may kon
AMBITAY NGA PAGBASA:

(SHARED READING OF THE READ ALOUD STORY:
MOUSIE GOES TO VIGAN)
• Teacher re-reads the story, Miadto si Mousie sa Vigan. Have pupils

read some parts of the story. Draw the pupils’ attention on the
pictures—the sights and delicacies of Vigan.
PULONGAN BK. KAPAHAYAG

(PHRASE VS. SENTENCE) 3
• Teacher shows a picture from the story. Ask
questions allowing pupils to talk about the pictures.
Reference: Picture taken from the book.
17
NOTES Sample questions:
–– Unsay inyong makita sa letrato? (What do you see in the picture?)
–– Unsay inyong masulti bahin sa letrato?

(What can you say about the picture?)
–– Unsay ilang gibuhat? (What are they doing?)
• 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:
Pulongan Kapahayag
ang bata Manguli na sila si Hannah ug Mousie.
Si 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:
Unsa ang kalahian sa mga pulongan ug kapahayag?

(What is the difference between phrases and sentences?)
Unsa ang kalahian kon moingon ka og ‘Si Hannah’ ug ‘Si Hannah

mouli na’? (What is the difference between saying “Hannah” and
“Hannah will go home”?)
Tan-awa ang porma sa kapahayag. Unsay inyong namatikdan sa unang letra

sa unang pulong? Unsa ang naa sa kataposan sa kapahayag?
(Look at the form of the sentence. What do you notice about the
first letter of the first word? What is at the end of a sentence?)
Teacher’s Reference: Ang kapahayag kay grupo sa mga pulong nga

naghatag og kompletong hunahuna. Nagsugod kini og dako nga letra ug
nagtapos og punctuation mark. Ang pulongan kay usa o daghan pang pulong
nga wala maghatag og kompletong hunahuna. (A sentence is a group of
words that expresses a complete thought. It starts with a capital letter
and ends with a punctuation mark. 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.
18
QUARTER 3 WEEK 21
a. si mousie misakay og tartanilya. NOTES
b. Dako ang bus
c. ang bag ni Hannah pula
Buluhaton (Activities):
• For activity on making phrases based on pictures, refer to

Sinugbuanong Binisaya Learner’s Material, p. 39.
• For activity on matching a phrase with a picture, refer to

Sinugbuanong Binisaya Learner’s Material, pp. 31, 52, 73 and 75.
PAGTAPOS SA SESYON
• Teacher asks pupils to recite the poem or sing the song learned in
Day 1.
OBJECTIVES ADLAW
(1) MT1PWR-IIIa-i-6.2
5
Spell and write grade one level words consisting of letters already learned
(2) MT1C-IIIa-e-1.3
Express ideas through phrases, sentences or longer texts using both
invented and conventional spelling
(3) Identify subject and predicate
RUTINA: DUWA (ROUTINE: GAME)

1 Aa B
b
Cc D
d
Gg H
h
e Ff
• Teacher asks pupils to form groups of three. Each group has a

E
strip of paper that may contain a subject or a predicate. They need Materials
to find another group that will form a complete sentence and the
1. Strips of paper with
sentence has to make sense.
subject and predicate
Example: 2. Copy of Read Aloud story
3. Pictures of local
milupad og taas. Ang tabanog celebrations
4. Sinugbuanong Binisaya
Learner’s Material
Ang tabanog ang bata.
• Pupils will read their sentences to the class and the class will decide
if the sentences formed make sense.
19
NOTES
2 MGA PARTE SA KAPAHAYAG: SUGPAY UG PANAYAG
(PARTS OF 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:
Mikaon ang ilaga.

Gamay ang ilaga.
Teacher says: Basaha ang kapahayag. Bahin sa unsa ang kapahayag?

(Read the sentence. What is it about?)
Unsay gisulti bahin sa ilaga?

(What does the sentence say about the mouse?)
Panayag (Predicate) Sugpay (Subject)

mikaon ilaga
gamay ilaga
Teacher’s Reference: Ang sugpay (subject) mao ang ginaestoryahan sa

usa ka kapahayag. Ang panayag (predicate) mao ang nagsulti bahin sa sugpay
(subject). (The subject is the one talked about in a sentence.
The predicate talks about the subject.)
• Teacher can also refer to “subject” and “predicate” especially if

pupils are more aware of these terms.
• Using the pictures of the mouse, teacher lets pupils come up with
sentences. Write the sentences on the board.
• Teacher then asks pupils to identify the subject and predicate from
the sentences.
Example:
Mikaon og keso ang ilaga.
Dako ang keso.
20
QUARTER 3 WEEK 21
Buluhaton (Activity): NOTES
• For activity on getting the subject and predicate of a sentence,

refer to Sinugbuanong Binisaya Learner’s Material, pp. 31, 52, and 76.
• For activity on matching sentences and pictures, refer to

Sinugbuanong Binisaya Learner’s Manual p. 74.
PAGSUSI SA PANITIK (SPELLING TEST)

3
• Teacher gives spelling test. Ask pupils to write sentences using the
spelling words and sight words already learned.
BULUHATONG PANGGRUPO:
PAGSULAT BAHIN SA LETRATO 4
(GROUP ACTIVITY: WRITING ABOUT A PICTURE)
• Teacher shows a famous celebration in the province or town

such as Sinulog, Flores de Mayo, Santacruzan, Ati-atihan, etc. Ask
questions that will allow pupils to talk about the pictures.
Examples:
–– Unsay inyong makita sa letrato? (What do you see in the picture?)
–– Ihulagway ang mga butang nga inyong makita.

(Describe the things that you see.)
–– Kinsa ang mga naa sa letrato? Unsay ilang gibuhat?

(Who are in the picture? What are they doing?)
–– Tan-awa ilang mga nawong. Unsa kahay ilang gibati?

(Look at their faces. What do you think do they feel?)
• As pupils answer, teacher writes their answers on the board.
Buluhatong Panggrupo (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.
(Examples: pictures of Sinulog, Sandugo, Ati-Atihan, town, or

barrio fiesta)
• Teacher asks groups to read their sentences and talk about the
pictures to the class.
21
NOTES
Homework: Pangutana sa inyong papa o mama, lolo o lola bahin sa

naandang mga tradisyon sa inyong pamilya o sa lokal nga komunidad.
Pangandami ang pag-estorya bahin niini sa sunod semana. Mahimong magdala
og mga butang o hulagway nga nagpakita sa mga tradisyon.
(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.)
22
QUARTER 3 WEEK 22
WEEK
22
TEACHER’S GUIDE
GRADE 1
MOTHER TONGUE
SINUGBUANONG
BINISAYA
Read Aloud BOOK: Miadto si Mousie sa Vigan
(Mousie Goes to Vigan)
LEVELLED READER: Ang Bungtod ug Ako
(The Mountain and I)
23


Read Aloud Book: Miadto si Mousie sa Vigan (Mousie Goes to Vigan)
Levelled Reader: Ang Bungtod ug Ako (The Mountain and I)

• Poem or Song
F • MT1F-IIIa-IVi-1.3 • Sight Words
Daily
story with proper expression
Read sight words
LC • MT1LC-IIIa-b-1.2 • Read Aloud Story:

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

24
QUARTER 3 WEEK 22

• Teacher asks questions related to the theme • Pupils talk about assigned topics
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
c. Sight Words
in phrases, and spell the words
• Teacher introduces sight words
1. Routine (same as above under Daily 1. Routine (same as above under Daily
Activities) Activities)
• Poem • Poem
2. Re-reading of the Read Aloud Story: 2. Re-reading of the Read Aloud Story:
• Teacher reads the story asking questions • Pupils participate actively during reading of
in some parts to check pupils’ recall and the story
comprehension
3. Interpreting a Pictograph
3. Interpreting a Pictograph
• Pupils talk about the pictograph. They
• Teacher introduces a pictograph form sentences using information from the
pictograph. Pupils create pictographs.
• Homework: Pupils answer activity on
Learner’s Material: Matching pictures and
sentences
25

SS • MT1SS-IIIa-c-5.1 • Pictograph
G • Forms simple sentences to express
oneself
2 both invented and conventional
spelling
ATR • MT1ATR-IIIa-i-4.1
Show interest in texts by browsing/
reading available print materials
F • MT1F-III-IVa-i-1.3 • Leveled Reader:

Read grade 1 level words, phrases, Ang Bungtod ug Ako
sentences, and short paragraph/ (The Mountain and I)
story with proper expression Author: Ani Rosa Almario;
Illustrator: Ryan Bordadora
• MT1F-III-IVa-i-1.4
Read grade 1 level texts with an • Spelling Words
accuracy rate of 95 – 100%
RC • MT1RC-IIIb-c-2.1
Give the correct sequence of three
events in a story read
Spell and write grade one level
3 learned

26
QUARTER 3 WEEK 22

• Sharing • Sharing
2. Pictographs 2. Pictographs
• Teacher reviews lesson on pictograph • Pupils participate in group work about
pictographs. They show and talk about their
• Teacher assigns group activities (differentiated
outputs to other groups.
tasks)
• Pupils assess their participation in the group
• Teacher asks pupils to rate their participation
work
in the group work
• Pupils recite the action poem learned in
• Teacher lets pupils do the action poem
Day 1
learned in Day 1
2. Guided Reading of the Leveled Reader: 2. Guided Reading of the Leveled Reader:
Ang Bungtod ug Ako Ang Bungtod ug Ako
• Teacher presents high frequency words and • Pupils read high frequency words and phrases
phrases from the story from the story
• Teacher shows the pictures on each page and • Pupils look at the pictures and talk about it.
asks pupils to talk 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 to Pupil B • Pupils read the leveled reader in pairs and to
and reverse roles. each other
c. After Reading Activities c. After Reading Activities
• Teacher asks questions to discuss the story • Pupils answer questions about the story
• Teacher highlights spelling words from the • Pupils spell grade level words correctly
story
• Homework: Pupils talk to their family
• Teacher gives homework members about the story read. They ask their
parents/ guardian about the names given to
them.
27

Read grade 1 level words, phrases, Ang Bungtod ug Ako
sentences, and short paragraph/ (The Mountain and I)
story with proper expression Author: Ani Rosa Almario;
Illustrator: Ryan Bordadora
Read grade 1 level texts with an • Composing Activity: Acrostic Poem
V • MT1VCD-IIIa-i-1.2
Use describing words
spelling
F • MT1F-III-IVa-i-1.3 • Leveled Reader: Ang Bungtod ug

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

28
QUARTER 3 WEEK 22

2. Re-reading of the Leveled Reader: 2. Re-reading of the Leveled Reader:
Ang Bungtod ug Ako Ang Bungtod ug Ako
• Teacher lets pupils read the text together as • Pupils re-read the text with proper
a whole class. Teacher focuses on sentences expression and intonation
with punctuation cues for proper expression
3. Acrostic Poem
and intonation.
• Pupils make an acrostic poem for Makiling as
3. Acrostic Poem
a class
• Teacher discusses making an acrostic poem
4. Differentiated Activities: Reading and Writing
from Makiling
• Pupils in Group 1 read the leveled reader in
groups of four
• Teacher divides the class into 2 groups:
• Pupils in Group 2 write acrostic poems
Group 1 reads the leveled reader again in
groups of four. Group 2 writes an acrostic 5. Concluding the Session
poem.
• Homework: Pupils in Group 2 show their
5. Concluding the Session outputs to their family members. Pupils in
Group 1 practice reading exclamation and
interrogative sentences.
2. Spelling Assessment 2. Spelling Assessment
• Teacher gives spelling test • Pupils correctly spell grade level words
3. Differentiated Activities: Reading and Writing 3. Differentiated Activities: Reading and Writing
• Based on division of class from previous day: • Pupils in Group 2 read the leveled reader in
Group 2 reads the leveled reader again in groups of four
groups of four.
• 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.
29
ADLAW OBJECTIVES
1
(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
(5) Form simple sentences to express oneself
Aa B
b
Ee F
f
Cc D
d
Gg H
h
Materials • Teacher introduces a poem that pupils can learn. Have them recite
1. Copy of Read Aloud as a class and in small groups. Give actions for the poem.
story: Miadto si Mousie
Ang Uma
sa Vigan
2. Illustrations of objects for
Kini ang uma
pictograph
Kini ang mag-uuma
3. Copy of poem on chart
Kini ang daro
paper
Ang mag-uuma nagadaro,
nagadaro, nagadaro
Kini ang ulan
Ang ulan nagatulo,
nagatulo, nagatulo
Kini ang Adlaw
Ang Adlaw nagasidlak,
nagasidlak, nagasidlak
Kini ang mais
Ang mais nagatubo,
nagatubo, nagatubo
Hangtod midako.
• Teacher asks pupils questions about the poem.
Teacher says: Bahin sa unsa ang balak? Kahibalo ba mo unsa ang uma?
Ang daro? Ang mais? (What is the poem about? Do you know what
a farm is? A plough? A corn?)
30
QUARTER 3 WEEK 22
NOTES
PAGBALIK SA SUGILANON:
(RE-READING OF THE READ ALOUD STORY:
MOUSE GOES TO VIGAN)
• Teacher re-reads the story. Ask pupils to in pairs or groups of

three to read some parts of the story.
• Teacher reviews the vocabulary words discussed in Week 1.
PAGHUBAD OG PICTOGRAPH
(INTERPRETING A PICTOGRAPH) 3
• Teacher asks pupils if they remember the food that Mousie ate
in Vigan.
• Teacher shows a picture of a “soriso.”
Teacher asks: Unsay ngalan niini? Nakakaon na ba mo niini?

Ganahan ba mo niini? (What is this called? Have you eaten this? Do
you like this?)
Ang Gikaon ni Mousie

Pila ka soriso ang gikaon ni Mousie matag adlaw?
Lunes
Martes
Miyerkoles
Huybes
Biyernes
References:
1. mouse - http://www.clipartpanda.com/categories/mouse-clip-art; accessed 19
July 2014
2. sausage/longanisa - http://www.clipartof.com/portfolio/ctsankov/illustration/
outlined-grilled-sausage-1166749.html
• Teacher shows a pictograph showing the amount of “soriso” that

Mousie eats in a week. Ask pupils questions about the pictograph.
31
Examples:
–– Unsay inyong makita sa dibuho?

(What do you see from the drawing?)
–– Basaha ang pangutana sa ibabaw sa talaan.

(Read the question above the table.)
–– Basaha ang mga pulong sa unang lindog. Unsa ning mga pulonga?
(Read the words on the first column. What are these words?)
–– Pila ka soriso ang naa sa Lunes? Unsay buot ipasabot niini? (How
many longanisa are there on Monday? What does this mean?)
(Note: Ask this for the rest of the days.)
–– Unsang adlawa ang labing daghag gikaong soriso si Mousie?

(On which day did Mousie eat the most longanisa?)
–– Unsang adlawa ang kinagamyang gikaong soriso si Mousie?

(On which day did Mousie eat the least longanisa?)
• Teacher asks questions to talk about what a pictograph is.
Teacher asks: Unsay makita ninyo sa hulagway? Unsay inyong

naobserbahan sa hulagway? Unsay gusto ipakita sa hulagway?
(What do you see in the picture? What can you observe from the
picture? What does the picture want to show?)
Teacher says: Adunay tawag aning hulagway. Usa siya ka pictograph.

Unsay ginapakita sa usa ka pictograph? (This picture has a name.
It’s called a pictograph. What does a pictograph show?)
Teacher’s Reference: Ang pictograph maoy usa ka pamaagi sa

pagpakita og impormasyon gamit ang mga drowing. (A pictograph is a way
of presenting information using pictures or illustrations.)
• Teacher lets pupils form sentences from the pictograph. Model

sentence construction before letting pupils make their own
sentences.
Examples:
–– Sa Lunes, mikaon si Mousie og ________ ka “soriso”.

(On Monday, Mousie ate ___ “longanisa”).
–– Mikaon si Mousie og kinadaghanang “soriso” sa ________.

(The mouse ate the most “longanisa” on __________).
• As volunteer pupils gives sentences, write them on the board.

Allow pupils to write their own sentences on the board. Remind
them of capitalization and punctuation marks.
32
QUARTER 3 WEEK 22
NOTES
PAGTAPOS SA SESYON
• Teacher gives homework. Let pupils practice matching sentences
with pictures. For pictures, teacher may refer to Sinugbuanong
Binisaya Learner’s Material p. 106.
OBJECTIVES ADLAW
(1) MT1SS-IIIa-c-5.1
2
(2) Form simple sentences to express oneself
(3) MT1C-IIIa-e-1.3
(4) MT1ATR-IIIa-i-4.1

1
• Teacher tells pupils to read the sentences from their homework in
pairs. Ask some volunteers to share to the whole class.
MGA PICTOGRAPH (PICTOGRAPHS)

2 Aa B
b
Cc D
d
Gg H
h
f
Ee F
• Teacher recalls discussion on pictograph the previous day. Show

a blank pictograph from the previous day and ask pupils to Materials
complete the pictograph from given statements. 1. Illustrations of objects for
–– Kinadaghanang bata ang nagduwa sa playground sa miaging Lunes. pictograph
Adunay pito ka bata. (The most number of children played in the 2. Copy of poem from Day 1
playground last Monday. There were seven children.)
–– Duha ka bata ang nagduwa sa playground niadtong Martes.

(Two children played in the playground last Tuesday.)
–– Tulo ka bata ang nagduwa sa playground niadtong Miyerkoles.

(Three children played in the playground last Wednesday.)
–– Adunay usa ka bata sa playground nianang Huybes.

(There was one child in the playground last Thursday.)
–– Walay nagduwa sa playground nianang Biyernes.

(No one played in the playground on Friday.)
33
Mga Bata sa Playground
Pila ka mga bata ang nagdula sa

playground?
Lunes
Martes
Miyerkoles
Huybes
Biyernes
• 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:
–– Unsa kaha atong isulat sa unang lindog?

(What do we write on the first column?)
–– Unsay atong gamiton para ipakita nga adunay estudyante nga

mag-birthday anang buwana? (How do we show that a pupil has
his/her birthday on that particular month?)
–– Kinsa kaninyo ang magsaulog sa iyang birthday inigka-Enero?

(Who among you celebrate his/her birthday on January?)
Do this for the rest of the months.
Mga Adlawang Natawhan

Pila ka mga bata ang magsaulog sa ilang birthday matag buwan?
Enero
Pebrero
Marso
Abril
a. Buluhatong Panggrupo (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.
Differentiated Activities: Task 3 is relatively more challenging

than Tasks 1 and 2. Teacher has the option of grouping pupils
based on abilities.
34
QUARTER 3 WEEK 22
NOTES
Task 1: Writing about a Pictograph
• For groups doing Task 1, teacher gives each group a
pictograph and asks them to write 5 sentences about
it. Teacher can provide sentence frames or prompts to
help pupils create sentences.
Task 2: Making a Pictograph from Statements

• For groups doing Task 2, teacher gives each group
a set of sentences which will allow pupils to 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.
Engaging 1 2 3
ALLL in group Does not Participates Participates and
work participate in group constructively
in group work engages in group
work work
b. Pagpaambit sa mga Buluhatong Panggrupo

(Sharing of Group Work)
• Teacher asks pupils to 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.
35
• Teacher asks pupils to evaluate their participation in the group

work. Teacher gives a chart and explains how to rate themselves.
Unsay akong gibuhat sa akong grupo? ___________________

(What did I do in my group?) ___________________
Mitabang ko para mahuman ang
buluhaton? :-) (Yes) :-( (No)
(I helped to finish the task.)
Homework: Isugilon sa inyong pamilya ang libro nga inyong gibasa.

Pangutana sa inyong mama o papa o miyembro sa pamilya kon giunsa
paghatag sa inyong ngalan. Kinsa ang naghatag sa inyong ngalan? Diin kini
gikan? Unsa ang kahulogan sa inyong ngalan? Ipaambit ni ninyo ugma.
(Tell 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.)
ADLAW OBJECTIVES
(1) MT1F-III-IVa-i-1.3
3
Read grade 1 level texts with an accuracy rate of 95 – 100%
(3) MT1RC-IIIb-c-2.1
Give the correct sequence of three events in a story read
d
Cc D
1
b
Aa B
h
Gg H
f
Ee F
Materials
• Teacher asks pupils to talk about their homework – what their
1. Copies of Leveled Reader:
name means - in pairs. Ask for volunteers to share to the class.
Ang Bungtod ug Ako
2. Phrases written on
flashcards
3. Flash cards of high
frequency words
4. Letter flash cards (used in
Quarter 2)
36
QUARTER 3 WEEK 22
NOTES
PAGBASA SA LEVELED READER:
ANG BUNGTOD UG AKO 2
(READING OF THE LEVELED READER:
THE MOUNTAIN AND I)
a. Buluhaton sa Dili pa Magbasa (Pre-Reading Activities)
(1) Pag-ugba og mga Pulong (Word Work)
Teacher shows the high frequency words in flash cards. Ask pupils to
read the words.
ingon mao segurong
(2) Pagbasa og mga Pulongan (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.
sa paboritong bungtod tiilan sa mao segurong

Bungtod Makiling ganahan ko
adunay guwapang sa among ingon ni Tatay

engkantada magbarkada
(3) Pasunding sa mga Hulagway (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:
–– Unsay inyong nakita sa hulagway? (What do you see in the picture?)
(4) Pagpahiluna sa Senaryo (Setting the Scene)

• Teacher asks pupils to look at the cover of the book and give the
title, author and illustrator of the book.
Teacher asks: Bahin sa unsa kaha ang estorya?

(What do you think is the story about?)
b. Buluhaton atol sa Pagbasa
• Teacher asks pupils to read the story in pairs.
• Teacher goes around and listens in as they read.

c. Buluhaton Paghuman og Basa
(POST-Reading Activities)
• Teacher asks pupils questions about the text read.
Examples:
–– Mahitungod sa unsa ang estorya? (What is the story about?)
–– Diin gikan ang ngalan nga Makiling?
37
(Where does the name Makiling come from?)
–– Giunsa pagtandi ni Makiling ang iyang kaugalingon sa bungtod?

(How did Makiling compare herself with the mountain?)
–– Ganahan kaha si Makiling sa iyang ngalan?
(Does Makiling like her name?)
–– Angayan ba si Makiling sa iyang ngalan?
(Does Makiling’s name fit her?)
• Using sentences written on flash cards, have pupils arrange three
events from the story.
Example:
_______ Taas ang Bungtod Makiling. Mao segurong taas pod si Makiling.
_______ Ang ngalan nga Makiling gikan sa Bungtod Makiling.
_______ Angayan si Makiling sa iyang ngalan.
Phonics and Word Recognition

• 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 response response to a
to a story
coherent to a story story, often making
response connections to
to a story own experience or
other story
3 PANITIKONG MGA PULONG

(SPELLING WORDS)
• Teacher highlights spelling words from the text. Give the spelling
words and ask pupils to look for them in the leveled text.
ingon mao segurong ngalan paborito
bungtod tanom punoan engkantada kinatas-an
• Teacher gives some words from the spelling list and asks pupils to
spell them using their letter flashcards from Quarter 2. This can be
given as a contest by row.
38
QUARTER 3 WEEK 22
NOTES

recognize words in the story.
Identifying 1 2 3
PWR common Cannot Is able to is able to identify
words, identify identify and produce
matching common common common words
sounds words or words as as well as
matching well as matching sounds
sounds matching
sounds
PAGTAPOS SA SESYON
Homework: Let pupils draw themselves on a piece of paper.
OBJECTIVES ADLAW
(1) MT1VCD-IIIa-i-1.2
4
Use words to describe experiences
(4) MT1C-IIIa-e-1.3
d
Cc D
b
Aa B
1
h
Gg H
f
Ee F

Materials
• Teacher asks pupils to talk about their homework. Let them show 1. Copies of Leveled Reader:
their drawings to their classmates and talk about it. Then, ask for Ang Bungtod ug Ako
volunteer pupils to share to the class.
39
2 PAGBALIK SA SUGILANON: ANG BUNGTOD UG AKO
(RE-READING OF THE LEVELED READER:

“THE MOUNTAIN AND I”)
• Teacher asks pupils to read the story as a whole class. Let pupils
pause at certain points that need a change in expression or
intonation. Teacher models reading the lines and pupils repeat.
Examples: Mao segurong ganahan ko og mga tanom!

Angayan ko sa akong ngalan, no?
3 ACROSTIC NGA BALAK (ACROSTIC POEM)
• Teacher asks pupils to imagine Makiling as a friend. Ask questions

to guide their imagination.
Examples:
–– Kon inyong amiga si Makiling, unsa siyang klaseha sa amiga?

(If Makiling were your friend, what kind of a friend would she
be?)
–– Unsay nagustohan ninyo kang Makiling? Ihulagway siya?

(What do you like about Makiling. Describe her.)
• As pupils give answers, teacher can use a semantic web to present

answers.
Makiling
kataw-anan matinahoron
• Teacher asks the pupils to spell the name, “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 – Matinahoron (respectful)
a – anak (daughter)
k – kataw-anan (funny)
i – isog (brave)
l – lingaw (fun)
i – inday (girl, term of endearment)
n – nindot og buhok (nice hair)
g – ganahan og tanom (likes plants)
• Teacher tells pupils that this is an acrostic poem and that they will
be making a similar one. Leave the adjectives on the board to help
students with their individual activity.
40
QUARTER 3 WEEK 22
• Teacher gives another sample of an acrostic poem using a pupils’ NOTES

name that only has 3 – 4 letters such as Dan or Kris.
NAGKALAINLAING BULUHATON:
PAGBASA UG PAGSULAT 4
(DIFFERENTIATED ACTIVITIES:
READING AND WRITING)
• Teacher divides the class into two groups. Group 1 will read the
leveled reader 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 NOTE

Have pupils sit in groups of four so teacher can monitor four students at a
For paired reading activity,
time. However, the activity is done in pairs.
teacher can pair struggling
pupils with average or
(1) First Reading
above-average pupils.
• Let pupils read the story in pairs. Pupil A reads first, while Pupil B
Monitoring of teacher is
listens.
essential.
• As pupil B listens, he or she takes note of mispronounced words and
wrong expressions or intonation. Let Pupil B help Pupil A by pointing
out mistakes.
• They exchange roles and Pupil B reads to Pupil A while Pupil A observes
and point out corrections.
(2) Second Reading

• Pupils A read again to Pupil B with appropriate speed. Pupils then
exchange roles.
Group 2. Acrostic Poem NOTE
• Let pupils make an acrostic poem in small groups. Let them work in For writing activity, teacher
groups of 3. can group pupils based on
abilities so he or she can
• Pupils can write an acrostic poem using their own names, their focus more on assisting
classmate’s name or a family member’s name with only 3 to 4 letters. struggling pupils.
Alternatively, if the teacher thinks some of the names are difficult to
work on, give a simple name for all groups to use such as Mario or Sam.
• 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.
41
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.
Reading 1 2 3
F with Reads Is able to Is able to read
appropriate slowly and read studied new texts with
speed, without texts with appropriate
accuracy expression, appropriate speed, accuracy
and makes speed, and expression
expression mistakes accuracy and
and the expression
reading is
laborious
Homework:
• For those who did their writing activities, show and read your
acrostic poems to your family members.
• For those who did the reading activity, let them practice reading
sentences ending in exclamation point and question mark.
ADLAW OBJECTIVES
5
Read Grade 1 level words, phrases, sentences, and short paragraph/story
Read Grade 1 level texts with an accuracy rate of 95 – 100%
Spell and write Grade 1 level words consisting of letters already learned
(4) MT1C-IIIa-e-1.3
Express ideas through phrases, sentences, or longer texts using both
42
QUARTER 3 WEEK 22
NOTES
RUTINA: PAGBASA OG MGA PULONG

1
• Teacher shows sight words in flash cards and asks pupils to read
the words.
d
Cc D
b
Aa B
kay si ni
h
Gg H
Ee Ff
• Teacher reads the words and asks pupils to repeat. Ask pupils to Materials
use these words in sentences.
1. Sight words written on
• Teacher asks pupils to post the sight words on a Word Wall. flash cards
Ang Bungtod ug Ako
Mga Pulong
ang sa kay si 3. Word Wall
4. flashcards of sight words
may kon ni
PAGSUSI SA PANITIK (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.
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 Is able to Is able to spell
able to spell words correctly words
Spelling
spell recently recently studied
S grade level
correctly studied and applies newly
words
words acquired spelling
recently knowledge to
studied unknown words
43
3 NAGKALAINLAING BULUHATON:
PAGBASA UG PAGSULAT
• 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:
• For those who did their writing activities, show and read your
acrostic poems to your family members.
• 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
SINUGBUANONG
BINISAYA
Theme: Mga Lugar sa Akong Komunidad
(Places in My Community)
Read Aloud BOOK: Higala Nako ang Bulan
(The Moon is My Friend)
45

Theme: Mga Lugar sa Akong Komunidad (Places in My Community)

Read Aloud Book: Higala Nako ang Bulan (The Moon is My Friend)

OL • MT1OL-IIIc-d-4.2 • Storytelling: 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
Daily Tell/retell legends, fables, and jokes
F • MT1F-III-IVa-i-1.3
Read Grade 1 level words, phrases,
Read sight words
V • MT1VCD-IIIa-i-2.1.1 • Read Aloud story:
Give meanings of words through: Higala Nako ang Bulan
a. picture clues; b. context clues (The Moon is My Friend)
Author: Chie Litiatco-Acosta;
• MT1VCD-IIIa-i-1.2
Illustrator: Mela Advincula
LC • MT1LC-IIIc-d-9.1 • Sequencing Events
Sequence events in an informational
text

46
QUARTER 3 WEEK 23

a. Storytelling a. Storytelling
• 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 • Pupils practice reading sight words, use 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: Higala Nako ang Bulan 2. Read Aloud Story: Higala Nako ang Bulan
• Teacher unlocks unfamiliar words and • Pupils talk about words, phrases, or
and set a purpose for reading.
• Teacher asks questions about the story
• Pupils answer questions about the story. They
3. Sequencing Events
talk about the events in the story.
• Teacher asks pupils to sequence events in the
story
47
RC • MT1RC-IIId-3.1 • Read Aloud story:

Infer the character’s feelings and Higala Nako ang Bulan
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

3 Spell and write Grade 1 level words
• Synonyms
consisting of letters already learned
Identify and use synonyms correctly

48
QUARTER 3 WEEK 23

4. Concluding the Session 3. Sequencing Events
• Teacher gives homework • Pupils sequence pictures of events as they

happen in the story
• Homework: Pupils look at the moon and

draw it
• Talking about the moon • Talking about the moon

2. Shared Reading of the Read Aloud Story: 2. Shared Reading of the Read Aloud Story:
Higala Nako ang Bulan Higala Nako ang Bulan
• Teacher reads the story and asks some pupils • Pupils actively participate in story reading
to read some parts of the story
3. Spelling Words
3. Spelling Words
• Pupils correctly spell grade level words. They
• Teacher introduces spelling words from the use words in sentences and write sentences
story properly.
4. Writing Sentences 4. Writing Sentences
• Teacher lets pupils write sentences from • Pupils write sentences observing proper
spelling words spacing, capitalization and punctuation
• Teacher gives homework • 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 and
• Teacher plays a game of “Synonym Hangman” use it in dialogues
49
G • Identify action words in sentences • Adjectives

• MT1GA-IIIc-e-2.3.1 • Verbs
Identify the tense of the action
• Present Tense of Verbs
word in the sentence
ATR • MT1ATR-IIIa-i-4.1 • Read Aloud story:

Show interest in texts by browsing/ Higala Nako ang Bulan
reading available print materials (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
G • Identify describing words in
sentences
sentences, or longer texts using
spelling

50
QUARTER 3 WEEK 23

• Pupils actively participate in the game


2. Verbs (Review) 2. Verbs (Review)
• Teacher recalls lesson on verbs from • Pupils participate actively during discussion
Quarter 2
3. Present Tense of the Verb
3. Present Tense of the Verb
• Pupils use correct tense of verbs with time
• Teacher introduces present tense of the verb signals in sentences
and corresponding time signals
• Homework: Write three sentences about
• Teacher gives homework things they do in the morning after waking up

3. Retelling of the Read Aloud Story: 3. Retelling of the Read Aloud Story:
Higala Nako ang Bulan Higala Nako ang Bulan
• 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.
5. Composing Activity: Writing about the Moon
5. 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
ADLAW OBJECTIVES
1
Tell/retell jokes
Give meanings of words through: a. picture clues; b. context clues
(4) MT1LC-IIIc-d-9.1
Sequence events and note details in an informational text
Aa B
E
b
e Ff
Cc D
d
Gg H
h 1 RUTINA: PAGPAAMBIT OG PAKATAWA
(ROUTINE: JOKE)
Materials
• Teacher asks pupils if they know what jokes are and gives an
1. Copy of Read Aloud example.
story: Higala Nako
ang Bulan Teacher asks: Kahibalo ba mo unsa ang pakatawa o joke? Nakadungog
2. Vocabulary words on na ba mo og pakatawa? Kang kinsa ninyo nadunggi? Kinsa ang makahatag
flash cards og pananglitan. Ipaambit sa atubangan sa klase. (Do you know what a
3. Illustrations about parts of joke is? Have you heard a joke? From whom did you hear it? Who
the story can give me 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 PAGBASA SA SUGILANON:
HIGALA NAKO ANG BULAN
(READING OF THE READ ALOUD STORY:

THE MOON IS MY FRIEND)
a. Buluhaton sa Di Pa Magbasa (Pre-Reading Activities)
(1) Pagtangtang sa mga Kalisdanan (Unlocking of Difficulties)
• Teacher unlocks difficult words through pictures or context clues.

Here are some suggested words:
–– lunsay (pure)
• Teacher shows picture of clear water. Ask pupils to describe the

water.
Example: Unsay inyong masulti bahin sa tubig? Ihulagway ang tubig.

(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: Ang tubig kay lunsay. Unsa kahay kahulogan sa NOTES
lunsay? (The water is pure. What is the meaning of pure?)
–– bulalakaw (shooting stars)
• Teacher shows a picture of shooting stars and asks pupils if

they have seen them before.
Teacher says: Unsay inyong makita sa hulagway? Nakakita na ba

mo niini? Asa kini makit-i? Kanus-a kini mahitabo? Unsay buhaton
kon makakita og bulalakaw? (Look at the picture. Have you seen
this? Where do you see this? When does this happen? What do we
do when we see a shooting star?)
–– pamagdoy (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: Niadtong miaging tuig, miadto ko sa Manila para

mobakasyon. Mao to ang unang higayon nga nakaadto ko og usa ka
lugar. Nakasulay na ba mo og adto og bag-o nga lugar? Kon moadto
og lain nga lugar, unsang mga butanga ang inyong buhaton? Naa ba moy
bag-ong mga butang nga ginabuhat? (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 place new to you,
what do you do? Do you do new things?)
Ang pamagdoy mahitabo kon mosuroy o moadto sa bag-ong lugar o magbuhat

og bag-ong butang. Unsa kaha ang pasabot sa pulong nga “pamagdoy”?
(An adventure happens when you wander or go to a new place or
do new things. What do you think is the meaning of “pamagdoy”?)

• Teacher asks questions so pupils can talk about a full moon.
Teacher asks: Nakakita na ba mo og takdol nga Bulan? Kanus-a mo

kataposang nakakita og takdol nga Bulan? Ganahan ba mo kon takdol
ang Bulan? Ngano man? Unsay puyde buhaton kon takdol ang Bulan?
(Have you seen a full moon? When was the last time you saw a
full moon? Do you like full moons? Why? 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 asks: (a) Unsay inyong naestoryahan bahin sa Bulan?

(What did you talk about the full moon?)
(b) Unsa pay inyong gusto mahibaloan bahin sa Bulan?

(What else do you want to know about the moon?)
53
NOTES • As pupils answer, write their answers using the column below.
Tell pupils that you will only fill out the first two columns, the last
column, you will answer after reading the story.
Bahin sa Bulan (About the Moon)

Nahibal-an Gustong Nakat-onan
(What you know) Mahibal-an (What you learned)
(What you want to
know)
• Teacher shows pupils the cover of the book and asks pupils for
the title, author and illustrator of the book.
(3) Pagtag-an o Paghatag og Tumong sa Pagbasa

(Making Predictions or Setting a Purpose for Reading)
Teacher says: Tan-awa ninyo ang hapin sa libro? … Mahitungod sa

unsa kaha ang estorya? … Unsay gusto ninyong mahibaloan bahin sa
estorya? (Look at the cover. What do you think is the story about?
… What do you want to know about the story?)
• 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 – Morag unsa ang hitsura sa Bulan?

(What does the moon look like?)
• Teacher asks questions about details in the story. Show different

phases of the moon to ask questions about the story.
Teacher asks: Unsay mga nahunahunaan sa bata inigtan-aw niya

sa Bulan? (What does the child think of when she looks at the
moon?)
Matod sa bata, nag-unsa ang Bulan kaniya?
(To the child, what is the moon doing to her?)
[nagngisi kaniya (smiling to her)]

Matod sa bata, ______ ang Bulan.
(To the child, the moon is _______.)
[nagkatawa (laughing)]
54
QUARTER 3 WEEK 23
Matod sa bata, morag unsa ang Bulan? NOTES

(To the child, what does the moon look like?)
[keso (cheese)]
Hayag ang langit! _____ ang Bulan.

(The sky is bright! It’s the _______.)
[takdol (full moon)]
Matod sa bata, ang Bulan morag unsa? Puyde

kini butangan og mga kendi ug biskuwit.
(To the child, what does the moon look like?
One can put candies and biscuits in it.)
[bag (handbag)]
Nganong nangandam ang bata og kutsara ug

tenedor? Morag unsa diay ang Bulan?
(Why does the child prepare a spoon and
fork?
What does the moon look like?)[pie]
Matod sa bata, unsa ang Bulan?
(To the child, what is the moon?)
[bangka/ masakyan (boat/ vessel)]
References:
1. Waxing gibbous – Lunar phases: http://wind.caspercollege.edu/~marquard/
astronomy/lunar_phases.html
2. Mouse - clker.com, http://www.clker.com/clipart-gray-mouse-1.html
3. Fork and Spoon - http://www.clker.com/clipart-fork-and-spoon-1.html
4. Paddle - http://www.reocities.com/xabier_sanjuan_a/kayakesp.html
Some additional questions:
(1) Ganahan ba ang bata sa Bulan? Unsang mga parte sa sugilanon ang
nagpakita niini? (Does the child like the moon? Which parts of the
story show this?)
(2) Ganahan ba pod kamo og Bulan? Ngano o nganong dili?

(Do you also like the moon? Why or why not?)
(3) Sa kataposan sa estorya, unsa ang nahitabo sa Bulan? Unsay gibati sa

bata? (At the end of the story, what happens to the moon?
What does the child feel?)
(4) Ngano kahang nakaingon ang bata nga mobalik pa ang Bulan?
(Why do you think did the child say that the moon will still come
back?)
55
NOTES
Reading Comprehension Formative Assessment Tip
• Teacher can use the rubric below to assess pupil’s

comprehension skills about the story listened to.
1 2 3
Is not able Is able to Answers

Answering
to answer answer comprehen-
RC comprehen-
comprehen- comprehen- sion questions
sion questions
sion ques- sion ques- thoughtfully
tions tions adding detail
3 PAGSUNOD-SUNOD SA MGA PANGHITABO

(SEQUENCING EVENTS)
• Teacher asks pupils if they have seen the different shapes of the
moon.
Teacher says: Nakakita na bo mo sa lainlaing porma sa Bulan?

Sa sugilanon, nakita ba ninyo nga nag-usab-usab ang porma sa Bulan?
(Have you seen the different shapes of the moon? In the story, did
you notice the different shapes 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: Karong gabii, pangitaa ang Bulan. Tan-awa kini og idibuho ang
Bulan. (Tonight, look for the moon. Look at it and draw the moon.)
56
QUARTER 3 WEEK 23
NOTES
OBJECTIVES ADLAW
(1) MT1RC-IIId-3.1
2
Infer the character’s feelings and traits in a story read
Spell and write grade one 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
1
d
Cc D
b
Aa B

h
Gg H
f
Ee F
Materials
• Teacher asks pupils to show and talk about their homework
(picture of the moon) in pairs. Ask for 4-5 volunteers to share to 1. Copy of Read Aloud
the class. story: Higala Nako ang
Bulan
• After sharing, teacher asks questions about the topic. 2. Spelling words on flash
cards
Examples:
–– Unsay porma sa Bulan nga inyong nakita gabii?

(What is the shape of the moon you saw last night?)
–– Inigtan-aw ninyo sa inyong dibuho, unsang butanga inyong mahunahunaan

nga kaparehas og porma – keso, bag, may lain pa ba? (When you look
at your drawing, what things can you think about that are similar
in form to the moon – cheese, bag, others?)
–– Kon takdol ang Bulan, unsay inyong puydeng buhaton? Nagadula ba

kamo? (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.
AMBITAY NGA PAGBASA SA SUGILANON:

HIGALA NAKO ANG BULAN 2
(SHARED READING OF THE READ ALOUD story:
The Moon is My Friend)
• Teacher re-reads the story with the help of volunteer pupils.
57
NOTES Volunteers read some parts of the story that are appropriate for
their grade level and skills. Here are some suggested pages:
Pages 4, 6, 8: Nagtan-aw nako ang Bulan.
Page 11: Higala nako ang Bulan ug basin labi pa.
Page 18: Gahangad ko karong gabii…
Page 18: Hain na ang Bulan?
Page 21: Natulog kaha siya?
Page 21: Nagtago kaha siya?
• Teacher asks questions about the story.
Teacher asks:
–– Unsay gibati sa bata pagkakita niya sa Bulan?

(What does the child feel when she sees the moon?)
–– Unsay gibati sa bata sa dihang wala na niya makita ang Bulan?

(What does the child feel when does not find the moon?)
Reading Comprehension Formative Assessment Tip
• Teacher can use the rubric below to assess pupil’s attitude

towards reading.
1 2 3
Demon- Does not Demonstrate Chooses
strating demon- interest in reading over
interest strate stories/books other optional
ATR
in stories, much in- activities
texts and terest in
books stories/
books
• 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:
Kinsa ang higala sa bata? Bulan

Unsay trato sa bata sa Bulan? higala
Kanus-a mogawas ang Bulan? gabii
Additional spelling words:
bituon ngisi kasadya bulalakaw kutsara

tenedor langit
58
QUARTER 3 WEEK 23
NOTES
PAGSULAT OG MGA KAPAHAYAG
(WRITING SENTENCES) 4
• 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.
• Teacher examines the sentences. If there are mistakes in letter

formation, capitalization, punctuation or spelling encircle these
then ask pupils why this is wrong.
Example: d ako ang Bulan
Teacher asks: Unsay sayop? Unsay kulang? (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.
Writing Formative Assessment Tip

follow rules in writing sentences.
1 2 3
Is able Is able to Is able to write
to write write sentenc- sentences
letters es following following
following proper letter proper letter
Writing
HW proper formation, formation,
Sentences
letter capitalization capitalization
formation and punc- and punctuation
to form tuation but with proper
words and words are not spacing
sentences evenly spaced between words
PAGTAPOS SA SESYON
• Teacher gives 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.
59
NOTES
ADLAW OBJECTIVES
(1) MT1OL-IIIc-d-4.2
3
Recite individually, with ease and confidence, riddles
Identify and use synonyms correctly
1
d
Cc D
b
Aa B
RUTINA: TIGMO (ROUTINE: RIDDLES)

h
Gg H
f
Ee F
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. Sinugbuanong Binisaya let their classmates guess. Alternatively, prepare strips of papers so
Learner’s Material pupils can read to the class the riddle while the rest guess what it
3. Flash cards of synonymous is.
words
Sample Riddles:
Mao kini ang tawag kanako sa akong

mga higala, Mahinungdanon nga gasa
nila ni Mama ug Papa. ngalan
(name)
(This is what my friends call me,
Significant gift from my parents.)
Sa gabii ako makita, Nagbanwag sa
gagmayng mga bata. bulan
(At night, you see me, (moon)
Shining on the little children.)
Dili hari, dili rayna, apan sa ulo may
korona bayabas
(Not a king, not a queen, but has a (guava)
crown on its head)
2 BALIK-TUON: PANITIKONG MGA PULONG

(REVIEW: SPELLING WORDS)
• Teacher reviews spelling words by giving incomplete sentences

and letting pupils fill in with the correct word. Let them work
individually.
Bulan higala gabii bituon ngisi
kasadya bulalakaw kutsara tenedor langit
60
QUARTER 3 WEEK 23
a. Si Mario akong _______. Kanunay mi nagaduwa. NOTES
b. Makita nimo ang mga nagasigyab nga ________ sa kalangitan.
c. Kinahanglan nako ang __________ ug _________ sa pagkaon.
d. Dako ang ________ sa nawong ni Maria sa dihang nakita ang iyang

regalo.
e. Ngitngit ang ___________. Maayo na lang takdol ang __________.
f. ___________ sa mga tawo inig-abot sa bag-ong tuig.
g. Tan-aw sa langit ug hulata ang ________ nga moagi. Matod pa ni Tatay,

puyde ka mangandoy inigkakaita nimo niini.
h. Hangad sa ____________.
• Teacher asks pupils to check each other’s seatwork.
MGA KAPULONG (SYNONYMS)

3
• Teacher shows the word “higala”.
Teacher says: Kinsay inyong mga higala? Unsa pay laing pulong nga
inyong itawag sa inyong higala. (Who are your friends? What other
words do you use to call your friends?)
amigo
higala
amiga
• Teacher shows more words and lets pupils think of synonyms of

these words.
ngitngit ngiob kalipay kasadya
taas habog tambok bus-ok
• Teacher tells pupils that the set of words are called synonyms or
“kapulong”.
Teacher says: Unsay inyong masulti sa magkaparehas nga mga

pulong? Ang mga pulong ba kay parehas og kahulogan? Unsa kaha
ang kahulogan sa “kapulong”? (What can you say about the pair
of words? Do the words have the same meaning? What does
“synonyms” mean?)
Teacher’s Reference: Ang mga pulong nga adunay parehas nga kahulogan
kay gitawag nga “kapulong”. (Words that have the same meanings are
called “synonyms.”)
61
NOTES Buluhaton (Activity):
• For activity on synonyms, refer to Sinugbuanong Binisaya

Learner’s Material p. 82.
4
PAGTAPOS SA SESYON
• Teacher asks pupils to play a game of “Synonym Hangman”:
a. Give the number of letters for the mystery word.

(Ex: _ _ _ _ _ [habog])
b. Give the synonym of the mystery word as a clue. (Ex: taas)
c. 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 turn once the stick figure is completed.
Example:
ADLAW OBJECTIVES
4
Read sight words
(2) Identify action words in sentences
(3) MT1GA-IIIc-e-2.3.1
Identify the tense of the action word in the sentence
Cc D
d
b
Aa B
h
Gg H
f
Ee F
• Teacher shows sight words in flash cards and asks pupils to read
Materials them.
1. Sight words written on Examples:
flash cards
2. Word Wall mga nga kon
3. Verbs written on strips of • Teacher reads the words and asks pupils to repeat. Ask for
paper volunteer pupils to use the words in sentences.
62
QUARTER 3 WEEK 23
• Teacher asks pupils to post the sight words on a Word Wall. NOTES
Example:
Mga Pulong
ang sa
kay si ni
may kon
ug nga mga
MGA PUNGLIHOK (VERBS)

2
• Teacher plays a game of “Charades” using verbs written on strips
of paper. Have pupils write their answers on the board.
Example:
lukso kamang tudlo basa
Teacher says: Nakahinumdom ba mo aning mga pulonga? Unsay

tawag niining mga pulonga? (Do you remember these words? What
do you call these words?)
• Teacher asks pupils to think and talk about things they can do
when there is a full moon. Present this in a graphic organizer.
magduwa og tago-
tago (play “hide-
and-seek”) Mga Buluhaton kon
Takdol ang Bulan
(Things to do
During Full Moon)
Mga Buluhaton (Activities)
a. For activity on matching picture with verb, refer to Sinugbuanong

Binisaya Learner’s Material p. 95.
b. For activity on writing verbs using a graphic organizer, refer to

Sinugbuanong Binisaya Learner’s Material p. 88.
c. For activity on identifying the verb in a sentence, refer to

Sinugbuanong Binisaya Learner’s Material p. 90.
63
NOTES
3 MGA PUNGLIHOK NGA GINABUHAT PA

(PRESENT 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/three-kids-reading-a-

popup-book-vector-1033197
• Teacher asks questions to draw out sentences using present tense

of the verb.
Teacher says: Karon magsulat ta og mga kapahayag gikan sa letrato.

Unsay gibuhat sa bata sa tunga? Unsay gibuhat sa mga bata sa iyang kilid?
(Now we will write sentences based on the picture. What does the
child in the middle do? What do the children on his side do?)
Teacher says: Aduna ba moy namatikdan sa mga punglihok nga inyong

gigamit? Unsang silaba gasugod ang pulong? (Do you notice anything
about the verbs you used? What are these syllables?)
• Teacher shows more pictures and asks pupils to use verbs to

describe the actions done in the picture. Lead pupils to using
present tense (i.e. starting with mi- and nag-)
Example:
Ginabuhat (Present)
Unang Silaba mi-, nag-
(First Syllable)
Examples milakaw
naglakaw
Examples Milakaw ko.
• 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.
64
QUARTER 3 WEEK 23
NOTES
PAGTAPOS SA SESYON
(CONCLUDING THE SESYON) 4
Homework: Paghunahuna og tulo ka butang nga ginabuhat ninyo kada

adlaw inigmata sa buntag. Isulat kini sa inyong notebook.
(Think of three things that you do everyday when you wake up.
Write these in your notebook.)
Grammar Formative Assessment Tip
• Teacher can use the rubric below to assess pupil’s skills in

grammar work
1 2 3
Identifying
Is able to
and
Cannot identify and
producing Is able to
identify or use parts
parts of identify and
GA produce of speech
speech use parts
parts of and bridges
(verbs, of speech
speech to other
adjectives, studied
studied languages
etc.)
with ease
OBJECTIVES ADLAW
5
(4) Identify describing words in sentences
(5) MT1C-IIIa-e-1.3

1
• Teacher asks pupils to read their homework in pairs or groups of
three. Ask for 3-5 volunteers to share to the class.
• After sharing, teacher asks questions about what they have shared.
65
NOTES
b
Cc D
d
2 PAGSUSI SA PANITIK (SPELLING TEST)
Aa B
• Teacher gives spelling test through dictation. Ask pupils to write

h
Gg H
f
Ee F
three sentences from the spelling words and sight words already
Materials
learned.
1. Copy of Read Aloud
story: Higala Nako
3
SUBLING PAG-ASOY SA ESTORYA:
ang Bulan
HIGALA NAKO ANG BULAN
2. Illustrations about the
story used in Day 1 (RETELLING OF THE READ ALOUD STORY:
3. Colored papers, scissors, THE MOON IS MY FRIEND)
paste
• 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.
4 MGA PUNGWAY (ADJECTIVES)
• Show pupils a picture of a full moon. Ask pupils to describe it.

As they give adjectives, write the words on the board.
dako
nindot
• Teacher asks pupils to read the describing words. Ask questions to

draw answers about what describing words are.
Teacher says: Basaha ang mga pulong. Bahin sa unsa ang mga pulong?
Unsay gibuhat aning mga pulonga? (Read the words. What are the
words about? What do these words do?)
Ang mga pulong kay gitawag og pungway. Kining mga pulonga kay
naghulagway og mga butang. (These words are adjectives. These words
describe things.)
Buluhaton (Activity): Sirkoli ang pungway sa kapahayag.

(Circle the adjective in the sentence.)
a. Dako ang Bulan.
b. Hayag ang Bulan.
c. Nindot ang bag.
d. Lami ang keso.
e. Tam-is ang saging.
66
QUARTER 3 WEEK 23
NOTES
BULUHATON SA PAGSULAT:
PAGSULAT BAHIN SA BULAN 5
(COMPOSING ACTIVITY:
WRITING ABOUT THE MOON)
• Teacher reviews pupils on the different shapes of the moon.

Show illustrations from Day 1.
• Teacher asks pupils to cut their favorite shape of the moon from
yellow colored papers. They paste this on black colored paper.
• At the back, let them write 3 – 5 sentences about the moon.

Let them imagine what it looks like. Ask questions such
as: Ihulagway ang Bulan. Morag unsa kaha ang Bulan? Unsa ang hitsura
niini? Nganong ganahan man ka sa Bulan? (Describe the moon. Does
it resemble anything? What does it look like? Why do you like the
moon?)
• Teacher gives a sample of the activity. Let pupils use adjectives

they have learned.
Sample:
Gamay ang Bulan.
Mora kinig saging nga tam-is.
Pagka anindot tan-awon sa Bulan.
• Teacher lets pupils share their works with their classmates in

groups of 4.
PAGTAPOS SA SESYON
• Teacher gives homework to pupils. Let pupils bring their outputs
home and show it to their family members.
67
QUARTER 3 WEEK 24
WEEK
24
TEACHER’S GUIDE
GRADE 1
MOTHER TONGUE
SINUGBUANONG
BINISAYA
Theme: Mga Lugar sa Akong Komunidad
(Places in My Community)
Read Aloud BOOK: Higala Nako ang Bulan
(The Moon is My Friend)
Leveled Reader: Ang Tabanog (The Kite)
69

Theme: Mga Lugar sa Akong Komunidad (Places in My Community)

Read Aloud Book: Higala Nako ang Bulan (The Moon is My Friend)
Leveled Reader: Ang Tabanog (The Kite)

OL • MT1OL-IIIa-i-6.2 • Poem or Song
• Sharing
discussions
• 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:

Identify the tense of the action Higala Nako ang Bulan (The
word in the sentence Moon is My Friend)
SS • MT1SS-IIId-f-6.1 Author: Chie Litiatco-Acosta;
Follow 2 – 3 step written directions Illustrator: Mela Advincula
C • MT1C-IIIa-e-1.3 • Verb Tenses
1 sentences, or longer texts using • Composing Activity
• Following Written Directions
spelling
G • Uses adjectives to describe people, • Adjectives

places or things in oral expression
2 • Composing Activity
SS • MT1SS-IIId-f-6.1
Follow 2 – 3 step written directions
70
QUARTER 3 WEEK 24

• Teacher asks questions related to the theme • Pupils talk about assigned topics
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
1. Routine (Same as above under Daily 1. Routine (Same as above under Daily
2. Past Tense of the Verb 2. Past Tense of the Verb
• Teacher introduces past tense of the verb and • Pupils identify and use past tense of the verb
corresponding time signals
3. Differentiated Writing Activities:
3. Differentiated Writing Activities: How to Play a Game
How to Play a Game
• Pupils write about games they play
• Teacher instructs pupils for writing activities.
• Homework: Pupils bring a picture of a family
• Teacher gives homework member the next day

71

C • MT1C-IIIa-e-1.3 • Following Written Directions
spelling
ATR • MT1ATR-IIIa-j4.1

Read grade 1 level texts with an Ang Tabanog (The Kite)
accuracy rate of 95 – 100% Author: Teachers from Lahug
V • MT1VCD-IIIa-i-2.1.1 Elementary School; Illustrator:
Give meanings of words through: Hannah Manaligod
a. picture clues; b. context clues
• Spelling Words
RC • MT1RC-IIId-3.1
Infer the character feelings and
traits in a story read
3 S • MT1PWR-IIIa-i-6.2
Spell and write Grade 1 level words

72
QUARTER 3 WEEK 24

2. Review: Adjectives 2. Review: Adjectives
• Teacher reviews adjectives. • Pupils identify adjectives. Pupils use adjectives

in sentences.
3. Continuation of Day 1 - Differentiated
Writing Activities: How to Play a Game 3. Continuation of Day 1 - Differentiated
Writing Activities: How to Play a Game
• Teacher helps groups during writing 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 facilitates playing a game. about it
• Pupils play fairly in the field or playground

Ang Tabanog Ang Tabanog
the book.
3. Group Work: Role Play 3. Group Work: Role Play
• Teacher facilitates group work to act out • Pupils act out parts of the story
parts of the story
73

Read grade 1 level texts with an Ang Tabanog (The Kite)
accuracy rate of 95 – 100% Author: Teachers from Lahug
V • MT1VCD-IIIa-i-3.1 Elementary School; Illustrator:
Identify and use synonyms, Hannah Manaligod
antonyms, homonyms, and words
• Antonyms
with multiple meanings correctly
C • MT1C-IIIa-e-1.3 • Composing Activity
spelling
S • MT1PWR-IIIa-i-6.2 • Leveled Reader: Ang Tabanog (The

Spell and write Grade 1 level words Kite) Author: Teachers from Lahug
consisting of letters already learned Elementary School; Illustrator:
5 F • MT1PWR-IIIa-i-6.2 Hannah Manaligod
• Spelling
learned • Composing Activity
74
QUARTER 3 WEEK 24

story
• Homework: Pupils choose one spelling word.
• Teacher gives homework They draw it and write a sentence about it.
2. Antonyms 2. Antonyms
• Teacher discusses antonyms • Pupils identify antonyms. Pupils differentiate
between synonyms and antonyms
3. Re-reading of the Leveled Reader:
Ang Tabanog 3. Re-reading of the Leveled Reader:
Ang Tabanog
• Teacher lets pupils read the text together as
a whole class. Teacher focuses on sentences • Pupils re-read the text with proper
with punctuation cues for proper expression expression and intonation
and intonation.
4. Composing Activity: Kite Making
4. Composing Activity: Kite Making
• Pupils make paper kites. As a class, they write
• Teacher demonstrates composing activity. a story about it.
5. Differentiated Activities: Reading and Writing 5. Differentiated Activities: Reading and
Writing
Group 1 reads the leveled reader again in • Pupils in Group 1 read the leveled reader in
pairs pairs
• Group 2 does a composing activity: Kite • Pupils in Group 2 make own compositions:
Making and Decorating Kite Making and Decorating
• Teacher lets pupils imagine being a kite • Pupils talk about the places they want to go if
there were a kite

75

C • MT1PWR-IIIa-i-6.2
learned

76
QUARTER 3 WEEK 24

3. Differentiated Activities: Reading and Writing 3. Differentiated Activities: Reading and
Writing
• Based on division of class from previous day:
• Pupils in Group 2 read the leveled reader in
–– Group 2 reads the leveled reader again in
groups of four
groups of four
• Pupils in Group 1 make own compositions:
–– Group 1 does the composing activity: Kite
Kite Making
Making
4. Independent Reading
4. Independent Reading
• Pupils read each other’s compositions and
• Teacher asks pupils to read each other’s
talk about it
compositions
• Pupils bring their kites home and show them
to their family members
77
NOTES
ADLAW OBJECTIVES
1
Participate actively in class discussions
Use the past tense of the action word in the sentence
(3) MT1SS-IIId-f-6.1
(4) MT1C-IIIa-e-1.3
Aa B
b
Ee F
f
Cc D
d
Gg H
h 1 RUTINA: PAGPAAMBIT (ROUTINE: SHARING)
Materials • Teacher asks pupils about games they play, especially when the
moon is bright.
1. Instruction for writing
activity written on chart Teacher says: Kon hayag ang Bulan, magduwa ba mo? Unsang mga
or manila paper duwaa? Unsaon man ni pagduwa? (If the moon is bright, do you play
2. Pictures showing steps games? What kind of games? How is it played?)
in playing a game
• 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 MGA PUNGLIHOK NGA NAHITABO NA

(PAST TENSE OF VERB)
Teacher says: Nakahinumdom pa mo kon unsa ang punglihok?

Kinsay makahatag nako og pananglitan sa mga punglihok. (Do you still
remember what verbs are? Who can give me examples of verbs?)
• Using the games that pupils mentioned, teacher creates sentences

with verbs using the past tense. Let pupils read the sentences.
Ask them questions focusing on the verbs and time signals.
Examples: Gabii, nagduwa si Lisa ug ang iyang mga higala og tago-tago.

(Last night, we played “hide and-seek”.)
Teacher asks: Unsa ang punglihok sa kapahayag? Kanus-a sila

nagduwa og tago-tago? (What is the verb in the sentence?
When did they play “hide-and-seek”?
Midagan og kusog si Tomas gahapon. (Tomas ran fast yesterday.)
Teacher asks: Unsa ang punglihok sa kapahayag? Kanus-a midagan

si Tomas? (What is the verb in the sentence? When did they play
“hide-and-seek”?
78
QUARTER 3 WEEK 24
Teacher asks: Base sa mga kapahayag, nahuman na sila og duwa o gaduwa NOTES
pa? Nganong nakaingon man mo? (Are they done playing or still playing?
How can you say that?)
Unsang mga silaba gasugod ang mga punglihok? (What syllables are in the
beginning of the action word?) Aduna bay mga pulong nga nagpakita nga
human na ang punglihok? (Are there words that demonstrate that the
actions were already done or completed?)
• Teacher shows pupils the matrix used in the previous week.

Do not fill out the third column yet (“Nabuhat na”).
Teacher asks: Aduna ba moy nabantayan sa mga unang silaba nga

gigamit sa mga punglihok nga ginabuhat ug nabuhat na? Parehas lang ba
sila? Unsaon man ninyo pagkahibalo nga ginabuhat o nabuhat na ang lihok?
(Do you note anything about the first syllables used in action
words in the present and past tense? Are they the same?
How do you know that the action is being done or already done?)
• Ask pupils to fill out the column for “Nabuhat Na” (Past) and
guide them in giving the correct answers. Draw their attention to
the similarities in the first syllables used and the time signal that
helps them determine when an action is done.
Ginabuhat Nabuhat na
(Present) (Past)
Mga Unanggikit mi-, nag- mi-, nag-
Examples milakaw mikaon, nagtrabaho
nagkaon
Mga Senyas sa gahapon, gabii, gani-
Panahon ha, niadtong/miaging
(Time Signals) adlaw/ semana/
buwan, sa una
Examples Nagkaon ko ganiha. Mikaon ko og hum-
ba gabii.
• Teacher shows base form of the verbs (examples: ambak, langoy).

Have pupils create sentences using past tense of the verbs and
time signals.
NAGKALAINLAING BULUHATON SA PAGSULAT:

UNSAON PAGDUWA 3
(DIFFERENTIATED WRITING ACTIVITIES:
HOW TO PLAY A GAME)
• Teacher picks one game from those mentioned by the pupils.

For instance, “hide-and-seek”. Ask pupils how this is played.
As they answer, ask for volunteer pupils to draw using stick figures
how the game is played.
• Teacher asks questions to clarify steps, such as:

–– Unsaon pagpili og “It”? (How do you choose the “It”?)
79
NOTES –– Pila ka bata ang kinahanglan para magduwa?

(How many children are needed to play the game?)
–– Unsay buhaton sa “It”? (What will the “It” do?)
–– Hangtod pila ang ihap sa “It”?
(Up to what number shall the “It” count?)
Example:
1...2...3...
NOTE
For the Writing Activity, Pagpili og “It”. Ang “It” mag-ihap

divide pupils into two groups (Choose an “It”.) hangtod napulo.
based on abilities. (The “It” counts
Level 1 activity can be to ten.)
given to pupils struggling
with composition. Level 2 • Teacher tells pupils that they will be doing a similar writing
activities are for those with activity. Depending on which group the pupil belongs, he or
average to advanced skills. 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

NOTE
which group they belong.
For Group 1, teacher may
Unang Pundok (Group 1) Ikaduhang Pundok
modify the games. Choose
1. Pagpili sa mosunod nga mga (Group 2)
games that have simple steps
duwa (Choose from the 1. Pagpili og gusto ninyong
in playing.
following games): duwa. (Choose any game
The writing activities are you like.)
a. tubig-tubig (variety of catch)
continued the following day.
2. Ipaambit ang duwa og
For this day, go around, and b. dakop-dakop (catch)
unsaon pagduwa sa inyong
ensure that pupils are doing
c. tago-tago (hide-and-seek) tapad. (Talk about how
the right activities assigned
it is played with your
to them. 2. Idibuho ang pamaagi sa seatmate.)
pagduwa niini. Kolori inyong
dibuho. (Draw the steps in 3. Idibuho ang pamaagi sa
playing the game. Color your pagduwa. Sa ilalom, isulat
drawing.) kon bahin sa unsa ang
dibuho. (Draw the steps
3. Mahimong magsulat og mga in playing the game.
pulong sa ilalom sa dibuho. Under the drawing, write
(You may write words under something about it.)
the drawing.)
• Teacher informs pupils that they will continue the activity

tomorrow.
80
QUARTER 3 WEEK 24
NOTES
Following Instructions Formative Assessment Tip

respond to questions related to the story
1 2 3
Following Does not Follows Is able to
Written follow written follow multi-
SS written directions/ step written
Directions/
instructions directions/ instructions directions/
instructions instructions
• Teacher gives homework. Let pupils bring a picture of any family

member the next day.
OBJECTIVES ADLAW
2
Talk about family 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 Aa B
b
Ee F
f
Cc D
d
Gg H
h
• Teacher asks pupils to share the pictures they brought with their
Materials
seatmates. Let them talk about the person in the picture and
encourage them to use adjectives to describe the person in the 1. Sinugbuanong Binisaya
picture. Ask some volunteers to share to the class. Learner’s Material
BALIK-TUON: PUNGWAY (REVIEW: ADJECTIVES)

2
Teacher asks: Nakahinumdom pa mo kon unsa ang mga pungway? BRIDGING
Unsang klasehang pulong ang pungway o unsay gibuhat niini?
(Do you still remember what adjectives are? What kind of word is When discussing
an adjective or what does it do?) adjectives in Filipino
• Teacher reviews adjectives. Use one of the pictures that the pupil and English, teacher can
brought and let pupils give some adjectives about the picture. refer to discussion on
• Teacher asks pupils to give some of the adjectives mentioned by “pungway” in Mother
their classmates during sharing. Teacher writes this on the board. Tongue.
81
NOTES Buluhaton (Activity)

a. For activities using adjectives, refer to Sinugbuanong Binisaya
Learner’s Material pp. 103 – 105.
b. For an activity on describing family members using adjectives,

refer to Sinugbuanong Binisaya Learner’s Material pp. 120-121.
3 PAGPADAYON - NAGKALAINLAING BULUHATON SA

PAGSULAT: UNSAON PAGDUWA
NOTE (CONTINUATION - DIFFERENTIATED WRITING

ACTIVITIES: HOW TO PLAY A GAME)
Teacher can take time to
assist struggling pupils. • Teacher lets pupils continue writing activities.
Encourage pupils to write • Teacher asks pupils to form groups of four. In each group, there
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 made.
4
PAGTAPOS SA SESYON
• Teacher brings the pupils to the field or playground and in small

groups, let them play a game that one of the group members wrote
about.
ADLAW OBJECTIVES
3
(5) MT1RC-IIId-3.1
Infer the feelings and traits of character in a story read
(6) 6MT1PWR-IIIa-i-6.2
d
1
Cc D
b
Aa B
h
Ee F
f
Gg H
Materials
• Teacher shows a picture of a kite or brings a real kite to the class.
1. copies of Leveled Reader:
“Ang Tabanog” Teacher says: Unsa ni? Unsay ngalan ani? Nakasulay na ba mog duwa
2. phrases written on ani? Unsaon ni pagduwa? Asa mo puydeng magduwa niini? Kinsay gusto
flashcards magpaambit sa atubangan bahin ani? (What is this? Do you know its
3. Flash cards of high name? Have you tried playing with it? How do you play with it?
frequency words Where can you play with it? Who wants to share in front about
4. Letter flash cards (used in this?
Quarter 2)
82
QUARTER 3 WEEK 24
• Teacher asks volunteer pupils to share their experiences in flying a NOTES

kite to the class.
PAGBASA SA LEVELED READER: ANG TABANOG 2

(READING OF THE LEVELED READER: THE KITE)
a. Buluhaton sa Di pa Magbasa (Pre-Reading Activities)

• Teacher shows the high frequency words in flash cards. Ask pupils
to read the words.
tabanog lupad
• Teacher asks questions so pupils can talk about the words.
Example: Unsay pasabot ani nga pulong? Gamita sa usa ka kapahayag.

(What does this word mean? Use it in a sentence.)

• Teacher shows phrases from the leveled reader in flash cards. Ask
read. Here are some suggested phrases.
usa ka adlaw Nilo sa sa dihang taas na

plasa
tabanog nga linya sa sa iyang kaugalingon
gikuptan kuryente
basin puyde ako kining para mangita og taas
makab-ot

Example:
–– Unsay inyong makita sa hulagway? (What do you see in the picture?)
–– Hain na ang tabanog? (Where is the kite?)

• Teacher asks pupils to look at the cover of the book.
Ask the pupils to give the title, author and illustrator of the book.
Teacher asks: Bahin sa unsa kaha ang estorya?

(What do you think is the story about?)
83
NOTES b. Buluhaton Atol sa Pagbasa

• Teacher lets pupils read the story in pairs.

• Teacher asks pupils questions about the reader read.
Examples:
–– Mahitungod sa unsa ang estorya? (What is the story about?)
–– Unsay ngalan sa bata sa estorya?

(What is the name of the child in the story?)
–– Diin siya nagpalupad og tabanog? (Where did he fly a kite?)
–– Maayo ba siyang mopalupad og tabanog?

(Was he good in flying kites?)
–– Unsay nahitabo sa tabanog ni Nilo? (What happened to Nilo’s kite?)
–– Unsay gibati ni Nilo sa dihang nabubod iyang tabanog? Nganong

nakaingon man mo niani? (How do you think Nilo felt when his
kite got caught in the electric wire? Why do you say this?)
–– Unsay gibuhat ni Nilo para makuha ang tabanog?

(What did Nilo do to get the kite?)
–– Nakuha ba niya ang tabanog? (Was he able to get the kite back?)
–– Sa kataposan, unsay gisulti sa nanay ni Nilo?

(In the end, what did Nilo’s mother say?)
3 BULUHATONG PANGGRUPO: AKTONG PAGDUWA

(GROUP WORK: ROLE PLAY)
• 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:
–– Sa inyong tan-aw, unsay bation ni Nilo kon magpalupad siya og tabanog?

Nganong nakaingon man mo niini? (How does Nilo feel when he
flies a kite? Why do you say so?)
–– Sa inyong tan-aw, unsang klasehang bata si Nilo? Ihulagway siya.

Nganong nakaingon man mo niini? (What kind of a child is Nilo?
Describe him.)
84
QUARTER 3 WEEK 24
NOTES
PANITIKONG MGA PULONG (SPELLING WORDS)

4
• Teacher highlights spelling words from the leveled reader.
Give the spelling words and ask pupils to look for them in the
leveled reader.
tabanog plasa nagpalupad

hangin kaugalingon sungkod
hagdan kuryente nabubod
naputol
• Teacher gives some words from the spelling list. Have pupils spell
them using their letter flashcards from Quarter 2.
PAGTAPOS SA SESYON
• Teacher instructs homework to pupils.
Homework: Pagpili og usa ka pulong sa panitikong mga pulong o spelling

words. Pagsulat og usa ka kapahayag gamit ang pulong. (Choose one word
from the spelling list. Write one sentence using the spelling word.)
OBJECTIVES ADLAW
4
Identify and use antonyms
(3) MT1C-IIIa-e-1.3
invented, and conventional spelling

1
• Teacher asks pupils to talk about their homework. In pairs, they
show their drawings and read their sentences.
• Teacher asks for volunteer pupils to share to the class.
85
NOTES
Cc D
d
2 MGA SUHINGPULONG (ANTONYMS)
b
Aa B
Ee Ff
Gg H
h
• Teacher shows pictures which are opposites traits as springboard
for discussing antonyms. Ask questions about them.
Materials

Ang Tabanog
2. Pictures showing
antonyms
written on chart paper
4. Bond papers, scissors,
glue, and coloring
materials
5. Words (antonyms)
Unsay inyong masulti sa unang tabanog?
written on flash cards
(What can you say about the first kite?)
6. Instructions for
differentiated activities Unsay inyong masulti sa ikaduhang tabanog?
(What can you say about the second kite?)
• Lead pupils to answer big (dako) and small (gamay).

Write the words on the board.
Unsay inyong masulti sa unang sungkod?

(What can you say about the first cane?)
Unsay inyong masulti sa ikaduhang sungkod?

(What can you say about the second cane?)
• Lead pupils to answer tall (taas) and short (mubo).

Write the words on the board.
86
QUARTER 3 WEEK 24
• Teacher gives more illustrations that can help pupils give NOTES
antonyms. Let pupils read the pairs of words.
Teacher asks: Naa ba moy nabantayan sa mga pares nga mga

pulong? Unsa man? (Do you notice anything about the pairs of
words? What is it?)
Ang pulong nga baliktad sa usa ka pulong mao ang gitawag og suhingpulong
o antonym. (A word that is the opposite of another word is called
antonym.)
• Teacher posts words with opposite meanings on the classroom

walls. Have pupils match antonyms.
Examples:
hayag ngitngit kalipay kaguol
Buluhaton (Activity)
• For an activity on antonyms, refer to Sinugbuanong Binisaya

Learner’s Material p. 83.
PAGBALIK SA SUGILANON: ANG TABANOG

3
(RE-READING OF THE LEVELED READER:
THE KITE)
• Teacher asks 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:
–– Naputol ang hikot sa tabanog nga gikuptan ni Nilo!
–– “Hala, unsaon kaha nako pagkuha sa akong tabanog?” pangutana ni

Nilo sa iyang kaugalingon.
–– “Anak, pasagdi na lang. Maghimo na lang ta og bag-o,” ingon ni Nanay.
PAGHIMO PAGDISENYO OG TABANOG

(KITE-MAKING AND DESIGNING) 4
• Teacher demonstrates to pupils how to make a simple paper kite.
Ask for volunteer pupils to help in cutting and putting together
the kite.
87
NOTES a. Pupils will need 2 sheets of bond papers and some colored
papers.
b. Fold and cut 2 bond papers to form 4 triangles.
c. (Paste together the four triangles to make a diamond.
d. Using colored paper, cut a straight line to make a tail for the
kite, and paste it on one end of the diamond.
• Teacher asks pupils to imagine if they were a kite.
Teacher says: Pananglitan, usa mo ka tabanog. Unsang mga lugara

inyong makita? Asa man mo molupad sa inyong komunidad?
(What places would you see? Where would you fly in your
community?
• Teacher calls pupils to answer the questions. As pupils give

answers, write their answers on the kite – one answer for each of
the four parts of the kite.
• Teacher tells pupils that they will make a short class story about
the kite. Let them think about the places the kite will go and
what it will see. Facilitate answers so a short story of three to five
sentences can be made.
Example: Ako ang tabanog nga taas molupad. Sa akong paglupad makita
ko ang taas nga bungtod ug lalom nga dagat. Adunay karaan nga simbahan.
Daghan ang nanimba. Ganahan kong pirme maglupad.
88
QUARTER 3 WEEK 24
NOTES
NAGKALAINLAING BULUHATON: PAGBASA UG
PAGSULAT 5
(DIFFERENTIATED ACTIVITIES: READING AND
WRITING)
• Teacher divides the class into two groups. Pupils in Group 1 will
read the Leveled Reader again in pairs. Pupils in Group 2 will
make a kite (individual activity).
• 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.
Group 1. Reading in Pairs
All pupils in Group 1 will be paired. They will read the Leveled
Reader again in pairs.
1. First Reading
• Pupils read the story in pairs. Pupil A reads first while Pupil B
listens.
• Pupil B listens, he or she takes note of mispronounced words

and wrong expressions or intonation. Let Pupil B help Pupil A
by pointing out mistakes.
• They exchange roles and Pupil B reads to Pupil A while Pupil

A observes and point out corrections.
2. Second Reading
• Pupils A read again to Pupil B with appropriate speed. Pupils
then exchange roles.
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. He or she can sit with struggling
pupils to support them during the activities.

89
NOTES
• Teacher asks pupils to close their eyes and imagine they were a kite
that can go anywhere they want to go. Where will they go? Ask
volunteers to share.
ADLAW OBJECTIVES
5
Read sight words
(4) MT1C-IIIa-e-1.3
Aa B
b
Ee F
f
Cc D
d
Gg H
h
Materials
• Teacher shows sight words from Word Wall and asks pupils to
1. Sight words written on read them. Ask pupils to use sight words in sentences.
flash cards
2. Copies of Leveled Reader: • Teacher may add more sight words when applicable.
Ang Tabanog
3. Bond papers, scissors,
glue, and coloring 2 PAGSUSI SA PANITIK (SPELLING ASSESSMENT)
materials
• Teacher gives spelling test through dictation, jumbled letters, etc.
4. Word Wall
Have pupils write two sentences - of three to four words - using
5. Instructions for
spelling words and sight words learned.
differentiated activities
3
PAGBASA UG PAGSULAT

Group 2 will do paired reading while Group 1 will do “Kite
Making” activity
90
QUARTER 3 WEEK 24
• While these activities are going on, teacher takes the opportunity NOTES
to support struggling pupils and do an informal formative
assessment.
KINAUGALINGONG PAGBASA
(INDEPENDENT READING) 4
• Teacher asks pupils to exchange work 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:
–– Unsay inyong ganahan sa gihimo sa inyong classmate?

(What do you like about what your classmate made?)
–– Unsay inyong ganahan sa estoryang gihimo sa inyong classmate?

(What do you like about the story your classmate made?)
PAGTAPOS SA SESYON
Homework: Pupils bring their kites home and show them to their
family members.
91
QUARTER 3 WEEK 25
WEEK
25
TEACHER’S GUIDE
GRADE 1
MOTHER TONGUE
SINUGBUANONG
BINISAYA
Theme: Mga Lokal nga Arts ug Crafts
(Local Arts and Crafts)
Read Aloud Story: Nahimong Magkukulit si Wigan
(Wigan Becomes a Sculptor)
93

Theme: Mga Lokal nga Arts ug Crafts (Local Arts and Crafts)
Read Aloud Story: Nahimong Magkukulit si 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
Daily Listen and respond to others in oral
conversation
Read sight words
V • MT1VCD-IIIa-i-2.1.1 • Read Aloud story:

Give meanings of words through: Nahimong Magkukulit si 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
1

94
QUARTER 3 WEEK 25

a. Storytelling a. Storytelling
• Teacher lets pupils tell or retell legends and • Pupils tell or retell legends and fables
fables
b. Sight Words
b. Sight Words
• Teacher introduces sight words 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 • Retelling fables

2. Read Aloud Story – Part 1: 2. Read Aloud Story – Part 1:
Nahimong Magkukulit si Wigan Nahimong Magkukulit si Wigan
and set a purpose for reading
• Teacher reads the first part of the story to
the pupils • Pupils listen attentively to the story read
• 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 to
narrate to them a fable
95

RC • MT1RC-IIIe-4.1 • Read Aloud story: Nahimong
Identify the speaker in the story or Magkukulit si 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
Identify and use synonyms,
• Antonyms
with multiple meanings correctly • Homonyms
C • MT1PWR-IIIe-i-3.3
3 punctuation, and capitalization when
applicable
OL • MT1OL-IIIa-i-1.3 • Describing a Picture

Talk about an object using
• Verbs Tenses
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
96
QUARTER 3 WEEK 25

• Retelling fables • Retelling fables

2. Reading of the Read Aloud Story – Part 2: 2. Shared Reading of the Read Aloud Story –
Nahimong Magkukulit si Wigan Part 2: Nahimong Magkukulit si Wigan
• Teacher reads the second part of the story • Pupils actively participate in reading of the
second part 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 introduces spelling words from the • Pupils correctly spell grade level words. They
story use words in sentences and write sentences
properly.
• Homework: Pupils write sentences using
spelling words
• Retelling legends • 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
3. Homonyms
3. Homonyms
• Teacher introduces and discusses homonyms
• Pupils identify words that are homonyms and
use them in sentences
• Homework: Pupils use two pairs of

homonyms in sentences
• Retelling legends • Retelling legends
2. Future Tense of the Verb 2. Future Tense of the Verb
• Teacher introduces future tense of the verb • Pupils participate actively during discussion.
and corresponding time signals

97
ATR • MT1ATR-IIIa-i-4.1 • Read Aloud story:

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

98
QUARTER 3 WEEK 25

3. Group Work: Following Directions 3. Group Work: Following Directions
• Teacher gives tasks to groups. Each task • Pupils accomplish activities/tasks assigned to
consists of three written directions. their respective groups
4. Concluding the Session • Pupils present their tasks to the whole class
• Teacher lets pupils do the movements 4. Concluding the Session
introduced by one group
• Pupils follow movements
2. Retelling of the Read Aloud Story: 2. 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 4. Composing Activity: Writing a Letter or
Prayer Prayer
• Teacher instructs composing activity. He or • Pupils participate actively in composing
she models the activity activity. They share their outputs with each
other.
and read it to their family members
99
NOTES
ADLAW OBJECTIVES
1
Tell/retell fables
Use words to describe experience of harvest
(4) MT1LC-IIIe-3.2
Note important details from an informational text
Participate actively in class discussions on familiar topics
Aa B
b
Ee F
f
Cc D
d
Gg H
h
1 RUTINA: PAGSUGILON OG PABULA
(ROUTINE: TELLING A FABLE)
Materials • Teacher asks pupils if they know of any story where the characters
are animals or plants.
story: Nahimong Teacher says: Mga bata, aduna ba moy nadunggan o nabasahan nga
Magkukulit si estorya o sugilanon diin ang mga magdudula o characters kay mga mananap
Wigan o tanom? Kinsa ang adunay nahibaw-an nga ingon aning klasehang estorya?
2. Pictures of vocabulary Ipaambit atubangan sa klase. (Children, have you heard or read of any
words story where the characters are animals or plants? Who knows a
story of this kind? Share it to the class.)
• Teacher calls on volunteer pupils to share their stories. Teacher

shares a fable to the class.
Teacher says: Unsay kalahian sa estorya nga atong gisugilon karon ug

sa ubang mga estorya? Kinsa o unsa ang mga magdudula? Mosulti ba o
moestorya ang mga mananap o tanom? Aduna ba moy nakat-onan?
(What’s the difference between the story you just narrated and
other stories we talked about? Do the animals and plants talk? Did
you learn anything?)
• Explain to the class that stories which have animals or plants as

characters, and have moral lessons are called fables.
2 Pagbasa sa Unang Parte sa Sugilanon:

Nahimong Magkukulit si Wigan
(Reading of the first part of the Read

Aloud story: Wigan Becomes a Sculptor)
(1) Pagtangtang sa Kalisdanan (Unlocking of Difficulties)
100
QUARTER 3 WEEK 25
Here are some suggested words: NOTES
–– payyo (rice terraces)
• Teacher shows a picture of rice terraces. Ask questions about it so

pupils can talk about the picture.
Teacher asks: Unsay inyong makita sa hulagway? Unsay ngalan

niini? Unsay motubo dinhi? (What do you see in the picture?
What do you call this? What usually grows here?)
Teacher says: Ang payyo o rice terraces kay usa ka bungtod nga
giporma og hagdanan. Gibuhat kini para mas epektibo ang pag-uma.
(Rice terrace is the slope of the mountain cut and formed into
flat surfaces, similar to steps. This is done for effective farming.)
–– bul-ol (Ifugao rice god)
• 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: Unsay inyong makita sa hulagway? Unsa kahay

gigamit paghimo niini? Para unsa kaha kining estatuwa? (What do
you see in the picture? What is this made of? What do you
think is this statue for?)
Teacher says: Ang bul-ol kay estatuwa sa diyos sa humay sa mga

Ifugao. Sa unang panahon, ginabutang kini sa sulod sa balay o sa
humayan. (A bul-ol is a wooden statue of the Ifugao rice god. In
olden times, this was placed inside the house or granary.)

• Teacher shows a picture of harvest or the word “ani” (harvest).

Ask questions so pupils can talk about things related to harvest.
Teacher says: Unsay mahitabo kon panahon sa ting-ani? Unsay

buhaton sa mga tawo? Unsang buwana ang panahon sa ting-ani?
(What happens during harvest time? What do people do?
Which month is harvest season?)
• Teacher gives the questions and allows pupils to talk in pairs or

groups of three. Ask for volunteer pupils to share to the class.
(3) Pagtag-an o Paghatag og Tumong sa Pagbasa

(Making Predictions and Setting a Purpose for Reading)
the title, author, and illustrator of the book.
Teacher says: Unsa ang ulohan sa libro? Kinsa ang nagsulat?

Kinsa ang nagdibuho? (What is the title of the book?
Who is the author? Who is the illustrator?)
101
NOTES Teacher says: Tan-awa ninyo ang hapin sa libro. … Mahitungod sa

unsa kaha ang estorya? … Unsay gusto ninyong mahibaloan bahin sa
estorya? (Look at the cover. What do you think is the story about?
… What do you want to know about the story?)
• Teacher reads the story to the pupils. Ask some questions and
pause at certain parts of the story where there are unfamiliar terms
to briefly explain what these means.
NOTE
After reading page 4: Unsay nahitabo? Nganong nabalaka si Wigan ug
The story will be read in two Bugan? (What happened? Why was Wigan and Bugan concerned?)
parts. The first part is read
on Day 1 and the second After reading page 6: Highlight and ask pupils to guess what is
part will be read on Day 2. “payyo” and “dongla”.
After reading page 11: Unsay nadunggan ni Wigan? Kinsay tingog iyang
nadungog? Unsay ngalan sa diyos nga nanaog sa yuta? (What did Wigan
hear? Whose voice did he hear? What is the name of the god that
came down to earth?)
After reading page 14: Highlight on the concepts of amugawon tree

and the mumbaki.
After reading page 18: Highlight on the concept of bul-ol.
• Teacher stops reading after page 19.
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
ATR attentively
attentively attentively and interacts
when being
when being when being
read to
read to read to

• Teacher asks pupils to predict what they think would happen next.
Encourage pupils to ask questions about the story.
• Teacher asks questions about details in the story. Here are some
suggested questions:
(1) Kinsa ang mga karakter sa sugilanon?

(Who are the characters in the story?)
(2) Diin mahitabo ang estorya? (Where did the story happen?)
102
QUARTER 3 WEEK 25
(3) Unsay problema ni Wigan ug Bugan? NOTES

(What is Wigan and Bugan’s problem?)
(4) Unsay gibuhat ni Wigan pagkahibalo niya sa problema?

(What does Wigan do when he found out about the problem?)
(5) Kinsay mitubag kang Wigan ug miabot para makig-estorya kaniya?

(Who answers Wigan and arrives to talk to him?)
(6) Unsay gitudlo sa diyos nga Wigan ngadto sa tawo nga Wigan?
(What does the god, Wigan, teach to the mortal, Wigan?)
(7) Unsay gamiton para makahimo og bul-ol?

(What do you use to make a bul-ol?)
Listening Comprehension Formative Assessment Tip
• Teacher can use the rubric below to assess pupil’s skills in

asking and answering questions.
1 2 3
Does not ask Asks
Asking/ questions Asks and pertinent
LC Answering and does answers questions
questions not answer questions and gives
questions correctly thoughtful
correctly answers
PAGTAPOS SA SESYON
Homework: Pangutana sa inyong mga papa o mama o kauban sa balay kon

aduna ba silay nahibaw-ang pabula o fable. Ipaasoy nila sa inyo. Ipaambit ni
ninyo ugma. (Ask your parents or any relatives at home if they know of
any fable. Ask them to narrate to you. You will share this tomorrow.)
OBJECTIVES ADLAW
2
Tell/retell fables
(2) MT1RC-IIIe-4.1
Identify the speaker in the story or poem read.
RUTINA: RETELLING A FABLE

(ROUTINE: SHARING) 1
• Teacher asks pupils to narrate or re-tell the fables they learned
from family members to their seatmates. Ask for volunteer pupils
to share to the class.
103
NOTES
Aa B
b
Cc D
d
h
2 Pagbasa sa Ikaduhang Parte sa Sugilanon:
Nahimong Magkukulit si Wigan
Gg H
Ee F
f
(Reading of the Second Part of the Read
Materials Aloud story: Wigan Becomes a Sculptor)
1. Copy of Read Aloud story: • Teacher reads the second part of the story. Before reading though,
Nahimong Magkukulit si ask pupils what they remember from the first reading the previous
Wigan day. Pick up from where the story ended and continue reading the
2. Spelling words on flash story.
cards • As teacher reads the dialogue, ask pupils to identify the speakers.
• Teacher pauses and asks some questions as the story is read.
After reading page 20: Pila ka bul-ol ang nahimo sa diyos nga Wigan?
Kinsa sila? (How many bul-ol statues did the god Wigan make?
Who are they?)
After reading page 24: Unsay gitugon sa diyos nga Wigan usa siya
mibalik sa kalangitan? (What did the god Wigan do before he went
back to the sky?)
3 BULUHATONG PANGGRUPO: PAGTUBAG SA MGA

PANGUTANA BAHIN SA SUGILANON
(GROUP WORK: ANSWERING QUESTIONS ABOUT

THE STORY)
• Teacher divides the class into groups. Assign 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:
a. Sa pagsaka ni Wigan sa bukid, unsay iyang nakita? Unsay iyang gibuhat

para maseguro kon unsay problema sa mga pananom?
(As Wigan went up, what did he see? What did he do to check
what is wrong with the plants?)
b. Walay makitang ekspleynasyon si Wigan sa nahitabo sa mga tanom.

Unsay gibuhat ni Wigan pag-uli sa ilang balay? Unsay nahitabo?
(Wigan finds no explanation for what happened to the plants.
What does he do back home? What happened?)
c. Giunsa pagtudlo sa diyos nga Wigan ang paghimo og bul-ol sa tawo nga
Wigan? Diin sila mangadto? Unsay ilang gigamit? Unsay gitugon sa diyos
nga Wigan nga angay buhaton kon moputol og kahoy nga amugawon?
(How did the god, Wigan, teach the man, Wigan, how to make
a bul-ol? Where did they go? What did they use? What is the
reminder of the god, Wigan, when they have to cut branches of
the amugawan tree?)
104
QUARTER 3 WEEK 25
d. Pila ka bul-ol ang himoon ni Wigan? Sama sa unsa ang hitsura sa mga NOTES
bul-ol? (How many bul-ol did Wigan have to make? How did the
bul-ols look like?)
e. Unsay angay buhaton ni Wigan sa bul-ol? Unsay gibuhat ni Wigan ug

Bugan? (What did Wigan need to do to the bul-ol? What did
Wigan and Bugan do?)
f. Sa iya nang pagkatigulang, unsay gitudlo ni Wigan sa mga tawo?

Nahimong unsa si Wigan? Unsay iyang primeng gitugon sa mga tawo?
(In his old days, what did Wigan teach the people? What did
Wigan become? What would he always remind the people
about?
PANITIKONG MGA PULONG (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 and then copy the words.
nagtanom sulugoon diyos panganod kilat
nagkulit hitsura yuta ampo halad
PAGTAPOS SA SESYON
• Teacher gives homework. Let the pupils write sentences from
three spelling words of their choice. Remind them about proper
letter formation, spacing, capitalization and punctuation in writing
sentences.
OBJECTIVES ADLAW
3
Tell/retell myth
Identify and use synonyms, antonyms, and homonyms
punctuation and capitalization
RUTINA: PAGSUGILON OG MITO

(ROUTINE: MYTH) 1
• Teacher asks pupils questions helping them define what a myth is.
Teacher says: Mga bata, sa sugilanong “Nahimong Magkukulit

si Wigan”, aduna bay mga panghitabo nga katingalahan? Unsa kini?
(Children, in the story Wigan Becomes a Sculptor, are there
events that you think are mysterious? What are these?)
105
NOTES Sa unsang panahon kaha nahitabo ang estorya? Tinuod kaha ang nahitabo
o dili? (In which time did the story happen? Do you think this
Aa B
b
Cc D
d
happened or not?)
h
Gg H
f
Ee F
• Teacher explains that stories like this are called myths.

Materials
Teacher says: Ang mito kay usa ka estorya mahitungod sa karaang
1. Cards with words that are mga tawo ug panghitabo nga naglakip og labaw sa kasarangan nga mga
synonyms and antonyms panghitabo o elemento. (A myth is a story about events or people in
2. Pictures showing ancient times, that contains supernatural events or elements.)
homonyms
Teacher shares a short myth. He or she can also ask pupils to
share myths if they know of any.
2 BALIK-TUON: MGA KAPULONG UG SUHINGPULONG

(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.
• For activities on synonyms and antonyms, refer to Sinugbuanong

Binisaya Learner’s Material pp. 70 and 84.
Vocabulary Development Formative Assessment Tip
• Teacher can use the rubric below to assess pupil’s vocabulary

development particularly in use of antonyms and synonyms.
Building 1 2 3
V and using Does not Is able to Is able to
categories demonstrate demonstrate generate lists
of words his/her his/her of words
understanding understanding belonging to
of categories of categories a category
of words, of words, and is able
is not able and is able to supply
to supply to supply an antonyms,
antonyms, antonym, synonyms,
synonyms, synonym, etc. etc.
etc.
106
QUARTER 3 WEEK 25
4
NOTES
MGA KASAMPULONG (HOMONYMS)
• Teacher shows a picture and sentence and asks pupils to listen

carefully.
Nangita si
Nita sa iyang
iro. Milingi
siya sa wala
pero wala kini
didto.
• Teacher asks pupils if they hear two words that sound the same.
Read the sentence again and let pupils listen carefully.
Teacher says: Aduna bay mga pulong sa kapahayag nga nadunggan

ninyo nga katunog? Unsang mga pulonga? Unsay pasabot sa unang
“wala”? Unsay pasabot sa ikaduhang “wala”? (Are there words that
sound the same? What are these words? What does the first “wala”
mean? What does the second “wala” mean?)
• Teacher explains to pupils that the first “wala” means left while
the second “wala” means nothing. Let pupils give sentences using
“wala” and have classmates guess if it means left or nothing. BRIDGING
• Teacher gives more sentences with pictures and let pupils identify When discussing
the homonyms. Ask pupils define the meaning of each word.
homonyms in Filipino and
Examples: English, the teacher can
Miliko ko sa tuo kay nag-tuo ko nga mao kadto ang saktong dalan.
make connections and
Mata na. Ablihi na imong mata. refer to the concept of
• Teacher asks pupils if they can give examples of homonyms. kasampulong discussed in
Write their answers on the board. Mother Tongue.
Teacher says: Kining mga pulonga mao ang kasampulong o homonyms.
Ang kasampulong kay mga pulong nga parehas ug tingog pero lahi og
pasabot o kahulogan. Mahibaloan ninyo ang kahulogan sa pulong depende
sa paggamit niini sa usa ka kapahayag. (These words are homonyms.
Homonyms are words that have the same sound but different
meanings. You will know the meaning of the word based on how
it is used in a phrase or sentence.)
PAGTAPOS SA SESYON
Homework: Pagpili og duha ka kasampulong o homonyms ug gamita sa mga

kapahayag. (Choose 2 pairs of homonyms and use them in sentences.)
107
NOTES
ADLAW OBJECTIVES
4
Talk about an object using descriptive words
Identify the tense of the action word in the sentence
Follow two to three steps written directions
1 RUTINA: PAG-ESTORYA BAHIN SA USA KA LETRATO

(ROUTINE: TALKING ABOUT A PICTURE)
d
Cc D
Aa B
b
Gg H
h • Teacher shows pupils a blown-up picture depicting local arts and
f
crafts. Ask pupils questions about it.

Ee F
Materials
Example:
1. 1. Picture of any local
–– Unsay inyong makita sa hulagway?
products
(What do you see in the picture?)
2. Written instructions on
activity cards –– Asa o kanus-a ni ninyo makita?
3. Sinugbuanong Binisaya (Where or when do you see this?)
–– Ihulagway ang gitara. (Describe the guitar.)
• Teacher asks pupils to describe the picture by using adjectives. Let

them talk about the size and color of the object. Ask pupils to talk
in pairs. Then, ask for volunteers to share in class.
Reference: http://en.wikipedia.org/wiki/Guitar
2 MGA PUNGLIHOK NGA BUHATON PA

(FUTURE TENSE OF VERBS)
• Teacher asks pupils what they will do later when they go home.
Let them talk in pairs.
• Teacher asks pupils to act out to the class what they will do when
they go home. Let pupils make sentences from the action words.
Provide sentence frames:
Unya, inig-abot sa balay, ___________________________.
(Later, upon arriving home, ______________________.)
• Teacher asks pupils if they notice anything with the verbs used.
Teacher asks: Nahuman na ba o buhaton pa ang mga lihok? Giunsa

ninyo pagkahibawo nga buhaton pa? (Are the actions completed
already or still to be done? How do you know that it is still to be
done?)
Tan-awa ang mga unang silaba? Unsa kini? Parehas ba kini sa atong
nakat-onan sa una? Unsay mga timailhan nga puyde ninyo tan-awon nga
mga senyales para mahibaloan kon kanus-a gibuhat ang lihok?
108
QUARTER 3 WEEK 25
(Look at the first syllables. What are these? Are these the same NOTES
as what we studied before? What signals can you look at to know
when an action is done?)
• Teacher shows the matrix in the last two weeks showing past and
present tenses. Ask pupils if they can fill out the last column by
giving examples of prefixes and time signals.
Nabuhat na Gibuhat Buhaton Pa

(Past) (Present) (Future)
Mga mi-, nag- mi-, nag- mo-, mag-
Unanggikit
(Prefix)
Examples mikaon, nagtra- milakaw, mokaon,
baho nagkaon magtrabaho
Mga gahapon, gabii, ugma, sunod ad-
Senyas sa ganiha, niad- law/ semana/ tuig
Panahon tong adlaw/ se-
(Time Sig- mana/ buwan,
nals) sa una
Examples Mikaon ko og Nagkaon ko. Sa sunod semana
humba gabii. pa ko magtrabaho.
Teacher asks: Unsay mga timailhan nga puyde ninyo tan-awon nga
mga senyales para mahibaloan kon kanus-a gibuhat ang lihok? (What
signals can you look at to know when an action is done?)
Buluhaton (Activity):
• For an activity on verbs, refer to Sinugbuanong Binisaya Learner’s

Material p. 99.
BULUHATONG PANGGRUPO: PAGSUNOD OG MGA

SINULAT NGA INSTRUKSIYON 3
(GROUP ACTIVITY: FOLLOWING WRITTEN
DIRECTIONS)
• Teacher divides the class into groups. Have pupils read the
instruction on each activity card and make sure that each group
understands their task. As pupils break into groups, go around and
facilitate group work.
109
NOTES
Unang Buluhaton Ikaduhang Buluhaton
(Task 1) (Task 2)
1. Adto sa gawas og 1. Buhata og dungan: Barog sa usa
obserbahan ang mga tawo ka tiil. Pikpika ang tiyan ug ulo.
nga moagi. (Go out and (Stand with one leg. Tap your
quietly observe the people belly and head.)
NOTE passing by.)
2. Inigkadungog ninyo sa akong
Prepare three simple steps 2. Inigkadungog ninyo sa akong pakpak, balik sa inyong
or parts of a story on a piece pakpak, balik sa atong klase. lingkoranan. (When you hear
of paper that pupils will (When you hear me clap, me clap, go back to your
arrange in proper order go back to our classroom.) seats.)
3. Iaktong duwa ang nahitabo 3. Ipakita sa inyong mga
sa gawas. (Role play what is classmate. (Show it to the
happening outside.) class.)
Ikatulong Buluhaton Ikaupat nga Buluhaton
(Task 3) (Task 4)
1. Basaha ang nahasulat sa tulo 1. Paghunahuna og inyong
ka papel. Ihan-ay sa saktong paboritong sayaw ug pag-ensayo
pagkasunod-sunod. og pipila ka step. (Think of a one
dance movement and practice
2. Inigkadungog ninyo sa akong
it.)
pakpak, balik sa inyong
lingkoranan. (When you 2. Inigkadungog ninyo sa akong
hear me clap, go back to pakpak, balik sa atong klase.
your seats.) (When you hear me clap, go
back to our classroom.)
3. Ipaambit kini sa inyong mga
classmate. (Share it with 3. Ipakita kini sa inyong
your classmates.) classmates. (Show it to your
classmates.)
• Teacher can modify tasks above and add more tasks to increase
the number of groups.
• Teacher asks pupils to follow the dance movement introduced by

one group in the previous activity.
110
QUARTER 3 WEEK 25
NOTES
OBJECTIVES ADLAW
5
Spell and write grade one level words consisting of letters already learned.
(2) MT1C-IIIa-e-1.3
1
d
Cc D
b
Aa B
h
RUTINA: PAGPAAMBIT (ROUTINE: SHARING) Ee F

f
Gg H
Materials
• Teacher shows different objects from the Read Aloud story. Ask
volunteer pupils to talk about the pictures based on what they 1. Copy of Read Aloud
remember from the story. story: Nahimong
Magkukulit si
Examples of pictures:
Wigan
–– payyo (terraces), bul-ol (statue), humay (stalk of grain) 2. Colored papers, scissors,
strings, etc.
• Teacher gives spelling test through dictation. Ask pupils to

2
write three sentences from the spelling words and sight words
already learned.
3
SUBLING PAG-ASOY SA ESTORYA: NAHIMONG
MAGKUKULIT SI WIGAN
(RETELLING OF THE READ ALOUD STORY:

WIGAN BECOMES A SCULPTOR)
• Teacher have pupils sit in a circle. Tell the pupils 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.
111
NOTES
4 BULUHATON SA PAGSULAT:
PAGHIMO OG SULAT O PAG-AMPO
(COMPOSING ACTIVITY:
WRITING A LETTER OR PRAYER)
Teacher says: Mga bata, nakahinumdom pa mo unsa ang gibuhat ni

Wigan ug Bugan sa mga bul-ol nga naa sa ilang balay? Nganong nag-ampo
man sila? Unsay ilang gipangayo? Kon kamo naay gikinahanglan, kinsay
inyong sultihan? Mag-ampo ba sab mo? (Children, do you remember
what Wigan and Bugan did to the bul-ol that were in their home?
Why did they pray? What did they ask for? If you need something,
who do you talk to? Do you also pray?)
NOTE
• Teacher asks pupils what they ask for and/or pray for. Write their
Give pupils the option to ideas on the board.
write a prayer or a letter as • Teacher tells pupils that they are going to write something about
not all pupils may follow the what they want or ask for. It can be through a prayer or a letter of
same religion. two to three sentences.
Teacher asks: Karong umaabot nga Pasko, unsay inyong pangayoon?

Unsay inyong gustong mahitabo? (This coming Christmas, what do you
ask for? What would you like to happen?
• Teach pupils how to make a star using colored paper and strings
that they can hang on a Christmas tree. Teacher can also provide
a sample. Let them write their letters at the back of the colored
paper.
NOTE
If there are some local arts

and crafts that pupils can Hinaot unta nga iningka-Pasko,
easily make instead of a star, moabot akong ate.
let them do that. Then, let
them attach their letters or Dugay na mi nga wala magkita.
prayers on that. Hinaot kompleto among
pamilya sa Pasko.
Translation: I hope this Christmas, my sister will arrive.

We haven’t seen each other for so long. I hope our family will
be complete this Christmas.
112
QUARTER 3 WEEK 25
• Teacher goes around while pupils are doing their writing activities. NOTES
After, let pupils read their letters or prayers in small groups.
PAGTAPOS SA SESYON
Homework: Pupils bring their output home and show it to their

family members.
113
QUARTER 3 WEEK 26
WEEK
26
TEACHER’S GUIDE
GRADE 1
MOTHER TONGUE
SINUGBUANONG
BINISAYA
Theme: Mga Lokal nga Arts ug Crafts
(Local Arts and Crafts)
Read Aloud BOOK: Nahimong Magkukulit si Wigan
(Wigan Becomes a Sculptor)
LEVELLED READER: Malong (MALONG)
115

QUARTER 3 WEEK 26 (50 MINUTES PER DAY)
Theme: Mga Lokal nga Arts ug Crafts (Local Arts and Crafts)
Read Aloud Book: Nahimong Magkukulit si Wigan (Wigan Becomes a Sculptor)
Levelled Reader: Malong (Malong)

OL • MT1OL-IIIe-i-5.1 • Tell/Retelling Legends, Fables, and
Listen and respond to others in oral Jokes
conversation
• Song or Poem
OL • MT1OL-IIIa-i-6.2
Participate actively in class • Sight Words
Daily PWR • MT1PWR-IIIa-i-7.1
Read sight words
LC • MT1LC-IIIf-9.1 • Read Aloud story:

Give one’s reaction to an event or Nahimong Magkukulit si Wigan
issues listened to (Wigan Becomes a Sculptor)
F • MT1F-III-IVa-i-1.3 Retold by: Felice Prudente Sta.
Read grade 1 level words, phrases, Maria; Illustrator: Robbie Bautista
• Synonyms, Antonyms, and
Homonyms
C • MT1C-IIIf-i-2.1
Write sentences or longer texts • Song
with proper punctuation, spacing,
1 • Composing Activities
and capitalization
• MT1C-IIIf-i-2.1
Write sentences or longer texts
and capitalization
with multiple meanings correctly.

116
QUARTER 3 WEEK 26

a. Song or Poem a. Song or Poem
• Teacher introduces a song or poem • Pupils sing a song or recite a poem. They talk
about it.
b. Sharing
b. Sharing
• Teacher asks questions so pupils can talk
about experiences related to the theme or • Pupils talk about experiences
lesson
c. Sight Words
c. Sight Words
• Teacher introduces sight words them in sentences
• Traditional Song • Traditional Song
2. Review: Synonyms and Antonyms 2. Review: Synonyms and Antonyms
• Teacher reviews synonyms and antonyms • Teacher reviews synonyms and antonyms
3. Re-reading of the Read Aloud story: 3. Re-reading of the Read Aloud story:
• Teacher re-reads the Read Aloud Story • Pupils actively participate and listen attentively
to the re-reading of the Read Aloud
4. Differentiated Writing Activities: Writing
about a Fable or Myth 4. Differentiated Writing Activities: Writing
about a Fable or a Myth
• Teacher gives differentiated writing activities.
• Pupils start working on respective writing
activities.
• Homework: Pupils create movements or

actions for the song learned
117

G • MT1GA-IIIf-h-1.4 • Verb Tenses and Time Signals
Use the correct tense and time
• Composing Activities
signal of an action word in a
sentence
and capitalization
• MT1PWR-IIIe-i-3.3
2
applicable
PWR • MT1PWR-IIIf-i-7.2 • Leveled Reader: Malong

Read words, phrases, sentences, Author: Ani Rosa Almario;
and/or short stories Illustrator: Ryan Bordadora
3 accuracy rate of 95 – 100%
RC • MT1RC-IIIf-5.1
Relate story events to one’s
experience
learned

118
QUARTER 3 WEEK 26

2. Review: Verb Tenses and Time Signals 2. Review: Verb Tenses and Time Signals
• Teacher reviews verb tenses and time signals • Pupils use verb tenses and time signals
correctly
3. Continuation of Day 1 - Differentiated
Writing Activities: Writing about a Fable or a 3. Continuation of Day 1 - Differentiated
Myth) Writing Activities: Writing about a Fable or a
Myth
• Teacher helps pupils during writing activities
• Teacher lets pupils exchange their outputs
• Pupils read each other’s outputs and talk
• Teacher gives homework about it

and show it to their family members. If they
have malong at home, they bring it to school.
Malong Malong
the book.
c. Post-Reading Activities c. Post-Reading Activities

119

Read words, phrases, sentences, Author: Ani Rosa Almario
• Composing Activity
4 and capitalization.
applicable
• MT1PWR-IIIf-i-8.1
Observe proper mechanics
(punctuation marks, capitalization,
proper spacing between words,
indentions, and format) when
copying/writing words, phrases,
sentences, and short paragraphs
120
QUARTER 3 WEEK 26

3. Group Activity 3. Group Activity
• Teacher lets pupils recall and act out the uses • Pupils show the uses of malong as narrated in
of malong from the story the story
story
• Homework: Pupils think of other uses of
• Teacher gives homework malong. They can ask family members back
home.
2. Re-reading of the Leveled Reader: Malong 2. Re-reading of the Leveled Reader: Malong
• Teacher lets pupils read the text together as • Teacher reads the leveled reader, Malong
a whole class. Teacher focuses on sentences
3. Composing Activity: Making a Poster
Advertisement
and intonation.
• Pupils make an poster advertising a malong.
3. Composing Activity: Making a Poster
As a class, pupils create the advertisement.
Advertisement
• Teacher demonstrates composing activity:
making a poster advertisement about a • Pupils in Group 1 read the leveled reader in
malong pairs
4. Differentiated Activities: Reading and Writing • Pupils in Group 2 make own compositions.
• Teacher divides the class into 2 groups: 5. Concluding the Session
Group 1 reads the leveled reader again in
pairs • Pupils sing and dance the song they learned in
Day 1
• Group 2 does a composing activity.
• Teacher lets pupils sing and dance the song

they learned in Day 1

121

Read words, phrases, sentences, Author: Ani Rosa Almario;
sentences, and short paragraph/ • Spelling Test
and capitalization.
5 sentences with proper spacing,
applicable
• MT1PWR-IIIf-i-8.1
learned
122
QUARTER 3 WEEK 26

3. Group Activities: Reading and Writing 3. Group Activities: Reading and Writing
• Based on division of class from previous day: • Pupils in Group 2 read the leveled reader in
groups of four
• Group 2 reads the leveled reader again in
groups of four • Pupils in Group 1 make own compositions
• Group 1 does the composing activity 4. Independent Reading
4. Independent Reading • Pupils read each other’s compositions and
talk about it
compositions 5. Concluding the Session
5. Concluding the Session • Homework: Pupils bring their outputs home
and show it to their family members

123
NOTES
ADLAW OBJECTIVES
1
(2) MT1LC-IIIf-9.1
Give one’s reaction to an event or issues listened to
(4) MT1C-IIIf-i-2.1
Write sentences or longer texts with proper punctuation, spacing, and
capitalization
Identify and use synonyms and antonyms correctly

d
Cc D
b
Aa B
h
Gg H
Ee F
f
Materials
1. Copy of Read Aloud story: • Teacher introduces a folk song, “Pasayawa Ko Day.” Introduce only
Nahimong Magkukulit si two stanzas from the song.
Wigan
Pasayawa Ko Day
2. Copy of song on chart
By: Max Surban
paper
3. Instructions of writing
Boy: Pasayawa ko, Inday
tasks on chart paper
Girl: Sayaw lang sa uban
Boy: Ikaw may gusto ko
Girl: Nganong ako nga anaa may uban
5. Flash cards of words with
Boy: Pagaksa na lang ko, Day
synonyms and antonyms
Girl: Di ko lagi kay wa koy gusto
Chorus:
Boy: Irog-irog
Girl: Unsay irog?
Boy: Sibog-sibog
Girl: Unsay sibog?
Both: Unsay sibog-sibog ngarig diyotay
• Teacher teaches the song and let pupils sing. Assign parts of the
song for females and males to sing. Let them sing their respective
parts.
• Teacher asks questions about the song so pupils can talk about it.
Examples:
–– Bahin sa unsa ang kanta? (What is the song about?)
–– Nganong adunay tinubagay sa babaye ug lalaki?

(Why are there parts for male and female singer?)
–– Unsay tawag ani nga kanta? (What kind of a song is this?)
124
QUARTER 3 WEEK 26
NOTES
BALIK-TUON: KAPULONG UG SUHINGPULONG
(REVIEW: SYNONYMS AND ANTONYMS) 2
• Teacher reviews synonyms and antonyms. Introduce new pairs of NOTE
synonyms and antonyms to build vocabulary of pupils.
Teacher can also use
• Using flash cards, let pupils pair words that are synonyms and pictures to review synonyms
words that are antonyms. and antonyms. Have pupils
talk about the pictures.
PAGBALIK SA SUGILANON: NAHIMONG
MAGKUKULIT SI WIGAN 3
(RE-READING OF THE READ AOUD STORY: WIGAN
BECOMES A SCULPTOR)
• Teacher reads the story again. Ask volunteer pupils to read some
parts of the story.
• Teacher asks questions so pupils can give their reactions to the

story.
Examples:
–– Nganong nabalaka si Wigan ug Bugan nga walay ani ang payyo?

(Why was Wigan and Bugan worried that there was no harvest
in the terraces?)
–– Sa inyong tan-aw unsay kinaiya ni Wigan? Unsang klaseha nga tawo

si Wigan? Nganong nakaingong man mo? (What traits does Wigan
have? What kind of a person is he? Why do you say so?)
–– Unsay inyong pamati bahin sa sugilanon? Ganahan ba mo sa sugilanon?

Unsang bahina inyong kinagustohan? (How do you feel about the
story? Do you like the story? What part of the story do you like
best?)

PAGSULAT BAHIN SA USA KA PABULA O MITO 4
(DIFFERENTIATED WRITING ACTIVITIES: WRITING NOTE
ABOUT A FABLE OR MYTH)
For the Writing Activity,
• Teacher asks pupils what kind of a story Nahimong Magkukulit divide pupils into two groups
si Wigan is. Recall the myths and fables shared by pupils the based on abilities. Level 1
previous week. Ask them if they remember what the stories were activity will be given to pupils
about. Ask for volunteer pupils to retell the stories they remember struggling with composition.
last week. Level 2 activity is for those
• Tell pupils that they are going to write about a myth or fable they with average to advanced
remembered from last week. They can also write about the Read skills.
Aloud story. Divide the class into two groups and tell pupils that
depending on their groups, they will do different activities. Show
and read the instructions written on chart paper for each group.
(Group 1 refers to Level 1, Group 2 refers to Level 2.)
125
NOTES
Unang Pundok Ikaduhang Pundok
(Group 1) (Group 2)
Kon magdibuho mo og hapin sa libro Paghimo og Libro bahin sa
para sa estorya, unsay hitsura niini? Sugilanon
Unsay puydeng ulohan sa estorya? 1. Paghimo og hapin sa libro
(If you were to draw a cover page ug ulohan sa estorya.
of the story, what would it look (Make a cover of the
like? What would the title be?) book and a title for the
1. Paghunahuna og nahinumdoman story.)
ninyo nga pabula o mito.
2. Idibuho ang nahitabo sa
(Think of a fable or myth you
estorya. (Draw what
remember.)
happened in the story.)
2. Pagdibuho og puyde himoong
3. Isulat ang mga panghitabo
hapin sa libro. (Draw a cover of
sa tulo ka pahina. Isulat
the book for that story.)
ang una, ang tunga ug
3. Isulat ang ulohan sa estorya. kataposan. (Write the
(Write the title of the story.) events in three pages.
Write the beginning,
4. Idibuho ang nahitabo sa estorya.
middle and ending of the
(Draw what happened in the
story.)
story.)
• Teacher goes around the groups. Ensure that pupils are doing the
right activities assigned to them.
• Teacher informs pupils that they will continue working tomorrow.
Homework: Pag-ensayo sa kanta nga atong nakat-onan karon. Buhati kini

og mga lihok. (Practice a song that you have learned tomorrow. Create
some actions for the song.)
ADLAW OBJECTIVES
(1) MT1GA-IIIf-h-1.4
2
Use the correct tense and time signal of an action word in a sentence
(2) MT1C-IIIf-i-2.1
capitalization
punctuation, and capitalization
126
QUARTER 3 WEEK 26
NOTES
RUTINA: BALAK O KANTA
(ROUTINE: POEM OR SONG) 1
• Teacher asks pupils if they remember the song they learned the Aa B
b
Cc D
d
h
Gg H
previous day. Let them form groups of 6 to 8 and let pupils come Ee F
f
up with actions or a dance for the song. Materials

• Teacher lets pupils practice in groups. Then, have them present to 1. Instructions of writing
the class. tasks on chart paper
2. Sinugbuanong
BALIK-TUON: PANAHON SA PUNGLIHOK UG
SENYAS SA PANAHON 2 Binisaya Learner’s
Material
(REVIEW: VERB TENSES AND TIME SIGNALS)
• Teacher reviews verb tenses and time signals.
• Teacher shows a picture to the pupils. Let them talk about the
picture using sentences with verbs and time signals. Write the
sentences on the board.
Nanayaw sila
niadtong Sabado.
Reference: http://www.thecolor.com/category/coloring/Cinco%20De%20Mayo.aspx
• Let the pupils read the sentences written on the board. Let them
identify the verbs and time signals. Then, let them classify them
according to past, present and future.
Nahuman na Mabuhat Buhaton pa

(Past) (Present) (Future)
Punglihok
(Verbs)
Senyas sa
Panahon
(Time Signals)
PAGPADAYON - NAGKALAINLAING BULUHATON SA

PAGSULAT: 2
PAGSULAT BAHIN SA USA KA PABULA O MITO
(CONTINUATION - DIFFERENTIATED WRITING

ACTIVITIES: WRITING ABOUT A FABLE OR MYTH)
127
NOTES • Teacher lets pupils continue writing activities.

NOTE
• Teacher lets pupils form groups of four. In each group, there
Teacher can take time to
must be two pupils from each activity groups. Let them show their
assist struggling pupils.
outputs to each other and talk about it.
When pupils can, encourage
them to write action words
or short phrases for the
drawings they made.
Homework: Ipakita ang inyong mga gisulat ngadto sa inyong mama o papa
o mga kauban sa balay. (Show your compositions to your parents or
those you live at home.)
• As additional homework, teacher lets pupils bring a malong only if

they have one at home.
ADLAW OBJECTIVES
(1) MT1PWR-IIIf-i-7.2
3
Read words, phrases, sentences, and/or short stories
(4) MT1RC-IIIf-5.1
Relate story events to one’s experience
d
Cc D
1
b
Aa B
h
Gg H
Ee F
f
Materials
• Teacher asks volunteer pupils to show and read their compositions
from the previous day to the whole class.
Ang Malong
flashcards
3. Letter flashcards
2 PAGBASA SA LEVELED READER: “MALONG”

frequency words (READING OF THE LEVELED READER: “MALONG”)
5. Malong a. Buluhaton sa Di pa Magbasa (Pre-Reading Activities)
• Teacher shows the high frequency words in flash cards. Ask pupils
to read the words.
puyde ning malong
128
QUARTER 3 WEEK 26
(2) Pagbasa og mga Pulongan (Phrase Reading) NOTES
• Teacher shows phrases from the leveled reader in flash cards. Ask
read. Here are some suggested phrases.
Kahibalo puyde ning sudlanan

ba mo gamiton sa lainlaing
butang
niining gipanganak himoong

panaptona nga bata tagoanan
Example:
–– Unsay inyong makita sa hulagway?

(What do you see in the picture?)
–– Hain ang malong? Nakita ba ninyo?

(Where is the malong? Do you see it?)
• Teacher shows a malong. Ask pupils if they have used one before
and how.
• Teacher asks pupils to look at the cover of the book. Ask the
pupils to give the title, author, and illustrator of the book.
• Teacher asks pupils to read the story in pairs.

Examples:
–– Bahin sa unsa ang estorya? (What is the story about?)
–– Unsay mga gamit sa malong? Aduna pa moy laing nahunahunaan nga

puydeng gamitan sa malong? (What are the uses of Malong in our
story? Can you think of other uses of malong?)
–– Kahibalo ba mo diing lugara sa Pilipinas gikan o ginahimo ang malong?

(Do you know which place in the Philippines malong comes
from or are made?)
129
NOTES
3 BULUHATONG PANGGRUPO: MGA GAMIT SA

MALONG (GROUP WORK: USES OF MALONG)
• Teacher lets pupils act out the different uses of malong as narrated
in the story. Let them use the malong they brought and work in
groups. Assign one task for each group. Then, let groups present
to the whole class.
• Teacher asks pupils if they can think of other uses of a malong and
to demonstrate this to the class.
words and ask pupils to look for them in the leveled reader.
malong puyde sinina gamiton himoong
habol tugnaw sudlanan lainlaing unsaon
• Teacher asks pupils to spelling the words using their letter flash
cards, by demonstrating using their body parts or by writing on air
or at the back of their classmate.


recognize words from the story.
1 2 3
Is able to
Identifying Cannot
identify Is able to identify
common identify
common and produce
PWR words, common
words as common words
matching words or
well as as well as
sounds matching
matching matching sounds
sounds
sounds
Homework: Paghunahuna og mga gamit sa malong gawas sa mga nahatag na

sa estoryang atong gibasa. Mahimong mangutana sa inyong mama o papa o mga
kauban sa balay. (Think about uses of malong except for those from
the story we read. You can ask your parents or family members at
home.)
130
QUARTER 3 WEEK 26
NOTES
OBJECTIVES ADLAW
4
(4) MT1C-IIIf-i-2.1
capitalization.
Observe proper mechanics (punctuation marks, capitalization, proper
spacing between words, indentions, and format) when copying/writing
words, phrases, sentences, and short paragraphs
1
d
Cc D
b
Ee F
f
Gg H
h
• Teacher asks pupils to share with their seatmates the uses of a Materials
malong they have identified. Ask for volunteer pupils to share to the
class. Let them demonstrate using a real malong. 1. Copies of Leveled Reader:
Malong
Oral Language Formative Assessment Tip 2. Group instructions
3. Instructions for activities
use new vocabulary and grammar structure in expressing
oneself.
1 2 3
Does not
Using new Uses newly
use new
vocabulary, Uses newly introduced
vocabulary
grammar introduced vocabulary and
OL or
structures vocabulary structures and
structures,
to express and asks for/attempts
speaks in
him/herself structures to use high level
incomplete
language
sentences
PAGBASA SA LEVELED READER: MALONG 2

(READING OF THE LEVELED READER: MALONG)
• Teacher lets pupils 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. Let them repeat reading the highlighted lines. Let
pupils read the story again with proper expression and intonation.
131
NOTES
MGA GAMIT SA MALONG
(COMPOSING ACTIVITY: USES OF A MALONG)
• Teacher asks pupils if they remember the uses of a malong based

on the sharing of their classmates. Ask them, if they were to sell a
malong, how they will advertise it. Get ideas from pupils.
Teacher says: Kon mamaligya mo og malong unsaon ninyo pagmantala o

pag-advertise niini? Unsaon ninyo pagpakita sa advertisement? (If you are
selling a malong, how will you advertise? How will you show your
advertisement?)
• Teacher can show a sample advertisement from a newspaper or

magazine.
• Teacher tells pupils that they are going to make a class poster or
advertisement. Ask them to create sentences about malong.
Example:
Pagpalit mo og malong! (Buy a malong!)

Nindot ug nagkalainlaing ang kolor! (It’s nice and colorful.)
Puyde ning himoong unlan. (You can make it into a pillow.)

Puyde ning himoong tualya. (You can make it into a towel.)
• Teacher asks for three more sentences to model writing activity.
PAGBASA UG PAGSULAT
(DIFFERENTIATED ACTIVITIES: READING AND

WRITING)
• Teacher divides the class into two groups. Pupils in Group 1 will
read the Leveled Reader again in pairs. Pupils in Group 2 will
make a kite (individual activity).
• 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.
132
QUARTER 3 WEEK 26
NOTES
All pupils in Group 1 will be paired. They will read the Leveled
Reader again in pairs.
(1) First Reading
• Pupils read the story in pairs. Pupil A reads first while Pupil B
listens.
• Pupil B listens, he or she takes note of mispronounced words

and wrong expressions or intonation. Let Pupil B help Pupil A
by pointing out mistakes.
• 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 with appropriate speed. Pupils

then exchange roles.
NOTE
Group 2. Making an Poster Advertisement For the writing activity,

teacher emphasizes the need
• Pupils make a poster advertising a malong. Each poster must
to write sentences with
have at least five sentences.
proper spacing, capitalization
• Draw a malong and color it creatively. Make your poster and punctuation. It is
creative. essential that as teacher
goes around, he or she also
• While these activities are going on, teacher goes around checks accuracy in writing
and checks on progress of pupils. He or she can sit with sentences.
struggling pupils to support them during the activities.
PAGTAPOS SA SESYON
• Teacher lets pupils sing the song learned in Days 1 and 2 with
actions.
133
NOTES
ADLAW OBJECTIVES
5
Read Grade 1 level words, phrases, sentences, and short paragraph/story
(4) MT1C-IIIf-i-2.1
capitalization.
punctuation, and capitalization when applicable.
1
RUTINA: PAGBASA OG MGA PULONG
Aa B
b
Cc D
d
h
read them. Ask pupils to use sight words in sentences.
Gg H
f
Ee F
• Teacher may add more sight words when applicable.

Materials

flash cards
2. Copies of Leveled
2 PAGSUSI SA PANITIK (SPELLING ASSESSMENT)
Reader: Malong • Teacher gives spelling test by dictating words.

3. Word Wall
4. Flashcards of sight words • Teacher asks pupils to make three sentences from three words in
the spelling list. Remind pupils of capitalization and punctuation.
PAGBASA UG PAGSULAT

Group 2 will do paired reading while Group 1 will make their
posters or advertisements.
134
QUARTER 3 WEEK 26
• While these activities are going on, teacher takes the opportunity NOTES
to support struggling pupils and do an informal formative
assessment.
• Teacher asks pupils to exchange outputs with classmates. Let
them look, and read each other’s outputs.
outputs. Give questions to prompt their sharing.
Example: Unsay inyong ganahan sa gihimo sa inyong classmate?

• Unsay inyong ganahan sa poster o advertisement nga gihimo

sa inyong classmate? (What do you like about the poster or
advertisement your classmate made?)
PAGTAPOS SA SESYON
Homework: Ipakita sa inyong mama o papa ug ubang miyembro sa

pamilya ang inyong gipanghimo. (Show to your parents and other family
members what you made.)
135
QUARTER 3 WEEK 27
WEEK
27
TEACHER’S GUIDE
GRADE 1
MOTHER TONGUE
SINUGBUANONG
BINISAYA
Theme: Mga Butang nga Akong Mahimo Para Makatabang
sa Komunidad – Maayong Lungsoranon
(Things I Can Do to Help my Community –
Good Citizenship)
Read Aloud BOOK: Si Hugo Ang Makalagot nga Ibid
(Si Hugo Ang Pahamak na Hunyango)
137

Theme: Mga Butang nga Akong Mahimo Para Makatabang sa Komunidad –

Maayong Pagkalungsoranon (Things I Can Do to Help my Community – Good Citizenship)
Read Aloud Book: Si Hugo Ang Makalagot nga Ibid (Si Hugo Ang Pahamak na Hunyago)

• Poem or Song
school using descriptive words
Daily Tell/retell legends, fables, and jokes
• MT1OL-IIIe-i-5.1
Listen and respond to others in oral
conversation
F • MT1F-IIIa-IVi-1.3
Give meanings of words through: Si Hugo Ang Makalagot nga Ibid;
a. picture clues; b. context clues Author and Illustrator: Charles Funk
LC • MT1LC-IIIg4.3
• Problem and Solution in the Story
Identify the problem and solution in
the story listened
1 Use describing words

138
QUARTER 3 WEEK 27

• Teacher asks questions allowing pupils to talk • Pupils talk about familiar things
about being familiar things
b. Poem or Song
b. Poem or Song
c. Sight Words
pupils will learn
c. Sight Words
in phrases, and attempt to spell the words
• Teacher introduces sight words for pupils to
practice reading
Si Hugo Ang Makalagot nga Ibid Si Hugo Ang Makalagot nga Ibid
interest about the story story
b. During Reading Activities • Pupils express what they think they know and
want to know from the story
139
OL • MT1OL-IIIa-i-1.3 • Read Aloud Story:

Talk about family, friends, and Si Hugo Ang Makalagot nga Ibid
school using descriptive words Author and Illustrator: Charles
Funk
Tell/retell legends, fables, and jokes • Review: Synonyms and Antonyms
LC • MT1LC-IIIg4.3
Identify the problem and solution in
the story listened
2 words consisting of letters already
learned
antonyms, homonyms (when
applicable), and words with multiple
meanings correctly
LC • MT1OL-IIIe-i-5.1 • Review: Homonyms

• Community Helpers
conversation
3
antonyms, homonyms (when
applicable), and words with multiple
meanings correctly
140
QUARTER 3 WEEK 27

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 problem and solution in
the story.
• Pupils talk about what they learned from the

story
• Homework: Pupils ask family members about

fables
• Telling fables • Telling fables
• Teacher shows pictures of events in the story • Pupils arrange given pictures as they happen
in the story
3. Review: Synonyms and Antonyms
• Pupils retell the story in pairs
• Teacher gives a review on synonyms and
antonyms • Pupils answer an enrichment activity about
identifying the problem and solution in a
story
• Teacher lets pupils sing the song they learned
3. Review: Synonyms and Antonyms
in Day 1
• Pupils identify synonyms and antonyms in
sentences
• 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

141

SS • MT1SS-IIIg-i-7.1
Read labels in an illustration
OL • MT1OL-IIIa-i-6.2 • Review: Tenses of Verbs and Time

Participate actively in class Signal of Action Words
discussions
RC • MT1RC-IIIg-h-6.1
Predict possible ending in a story
4 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
5
reading available print material

142
QUARTER 3 WEEK 27

2. Review: Homonyms 2. Review: Homonyms
• Teacher reviews homonyms • Pupils get the meaning of a word and its
homonym through illustrations
3. Spelling Words
3. Spelling Words
• Teacher presents spelling words using the
Read Aloud story as context • Pupils identify spelling words
• Teacher gives homework • Homework: Pupils think of a community

helper
2. Predicting Possible Ending 2. Predicting Possible Ending
• Teacher lets pupils read a story without an • Pupils predict possible ending of a short story
ending written on a chart paper read
3. Review: Tenses of Verbs and Time Signal 3. Review: Tenses of Verbs and Time Signal
• Teacher reviews verb tenses and time signals • Pupils use verbs and time signals in sentences
4. Concluding the Session • Pupils use 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
143
NOTES
ADLAW OBJECTIVES
1
(3) MT1LC-IIIg4.3
Identify the problem and solution in the story read
d
Cc D
1
b
Aa B
h
Gg H
f
Ee F

Materials
1. Copy of Read Aloud • Teacher introduces a song. Teach pupils how to sing it and let
story: Si Hugo Ang them sing the song.
Makalagot nga Ibid
2. Pictures of vocabulary Alagad sa Komunidad*
words (Hinulaman nga Tono: Gamay nga Lawalawa)
Ako alagad sa komunidad (2X)

Polis.. prêt…prêt…prêt…
Magtutudlo…mga bata, andam na ba kamo
Magbasa, magsulat og mag-ihap kita
Tindera…puto, bingka palit na kamo
Janitor...manglimpiyo, manglimpiyo, nindot kaayo
* Taken from DepED Sinugbuanong Binisaya Teacher’s Guide,

p. 192
• Teacher asks questions about the song to let pupils talk about it.
Teacher says: Kinsa ang mga nahisgotan sa kanta? ... Kaila ba mo nila?
…. Unsa ang ginabuhat sa polis? … Sa magtutudlo? … Sa tindera? …
Sa janitor? … Unsay tawag kanila? (Who are mentioned in the song?
Do you know them? What does a policeman do? A teacher? A
vendor? A janitor? What do we call them?)
SI HUGO ANG MAKALAGOT NGA IBID

SI HUGO ANG PAHAMAK NA HUNYANGO)
(1) Pagtangtang sa Kalisdanan (Unlocking of Difficulties)
144
QUARTER 3 WEEK 27
Here are some suggested words: NOTES
(a) tawo-tawo (scarecrow)
• Teacher uses a word web to develop the word.
Teacher asks: Nakakita na ba mo ani? Unsay ngalan niini? Asa

siya makita? Unsay iyang mabuhat? (Have you seen this? What is its
name? Where can you see this? What does it do?)
Asa makita? Ngalan?
sa humayan
Unsay mabuhat?
Reference: http://www.midisegni.it/Eng/entertainment.shtml
(b) dagami (hay)
• Teacher shows a picture of hay and asks pupils about it.

A word web may also be used.
Teacher asks: Nakakita na mo ani? Diin mo nakakita niini? Diin ni

siya gikan? Para unsa ni? (Have you seen this? Where did you see
this? Where does it come from? What is this for?)

• 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:
–– Unsay tawag niini? (What do you call this?)
–– Nakakita na ba mo niini? (Have you ever seen this before?)
–– Unsay iyang hitsura? (How does it look like?)
–– Hain sila nagpuyo? (Where does it live?)
145
NOTES • Teacher uses the chart below to show what pupils know about the
chameleon, what they what to know and later after the story, what
they have learned.
Teacher asks: Unsay inyong nahibaloan bahin sa ibid? Unsay gusto

ninyong mahibaloan bahin sa ibid? (What do you know about a
chameleon? What do you want to know about the chameleon?)
Nahibaloan Gusto Mahibaloan Nakat-onan

(Know) (Want to Know) (What You Learned)
the title, writer and illustrator of the book.
(3) Pagtag-an (Making Predictions)
Teacher says: Tan-awa ang hapin sa libro. Bahin sa unsa kaha ang
estorya? Unsay inyong nahibaw-an bahin sa ibid? … Unsay gusto ninyong
mahibal-an bahin sa estorya? (Look at the cover. What do you think is
the story about? … What do you want to know about the story?)
(4) Paghatag og Tumong sa Pagbasa

(Setting a Purpose for Reading)
• Makalagot ba gyod kaha si Hugo? (Is Hugo really annoying?)

story. Here are some suggested parts to pause for comprehension
check.
Page 6: Unsay ngalan sa ibid? (What is the chameleon’s name?)
Page 20: Unsay nahitabo kang Hugo kada tago sa iyang grupo?
(What happens to Hugo every time his group hides from the
enemies?)
• Teacher highlights the colors in the story. Ask pupils if they know
what it means and to look for clues in the picture to understand
the word.
Predicting Possible Ending of the Story
• Before showing the last page, teacher asks pupils what they think
happened to Hugo after he saved the chameleons from the fire.
Teacher goes back to the chart earlier introduced. Ask pupils what
they learned from the story and write the answers on the third
column (“Nakat-onan”).
146
QUARTER 3 WEEK 27
NOTES
Nahibaloan Gusto Mahibaloan Nakat-onan
(Know) (Want to Know) (What You Learned)
• Teacher asks questions about details in the story. Here are some
suggested questions:
–– Diin nahitabo ang estorya? (Where is the setting of the story?)
–– Kinsa ang mga karakter sa estorya? Mga tawo ba sila?

(Who are the characters? Are they people?)
–– Ihulagway si Hugo. Nganong lahi man si Hugo sa uban?

(Describe Hugo. Why is he different from the rest?)
–– Unsa kaha ang gibati ni Hugo sa gisulti sa iyang mga higala?

(How do you think does Hugo feel about what his friends say?)
–– Ikaw, unsa imong pamati bahin kang Hugo?

(How do you feel about Hugo?)
–– Unsa ang problema sa lasang? Unsa ang nahitabo? Unsay nahitabo sa

mga ibid? (What is the problem in the forest? What happened?
What happened to the chameleons?)
–– Nasulbad ba ang problema? Unsay solusyon?

(Was the problem solved? What was the solution?)
–– Unsa kahay pamati ni Hugo sa nahitabo?

(How do you think does Hugo feel after what happened?)
–– Makalagot ba gyod si Hugo? Kon imo siyang higala, maglagot ka ba

kaniya? Ngano o nganong dili? (Is Hugo really annoying? If you are
his friend, will you be mad at him? Why or why not?)
PAGTAPOS SA SESYON
Homework: Pangutan-a inyong mga kauban sa balay kon aduna pa silay

nahibal-ang estorya nga pabula. (As those who live with you if they know
of fables.)
147
NOTES
ADLAW OBJECTIVES
2
Tell/retell fables
(3) MT1LC-IIIg4.3
Identify the problem and solution in the story read
Identify and use synonyms and antonyms correctly
1 RUTINA: PAGPAAMBIT
d
Cc D
b
Aa B
(ROUTINE: SHARING)
h
Gg H
f
Ee F
Materials
• Teacher asks pupils to tell a fable narrated by their family member
1. Copy of Read Aloud to their seatmates. Ask for five pupils to share to the class.
story: Si Hugo Ang
Makalagot nga Ibid
2. Pictures for sequencing
of events
2 SUBLING PAGSUGILON SA ESTORYA:
Learner’s Material (RETELLING OF THE READ ALOUD STORY:
a. Pagsunod-sunod sa mga Panghitabo (Sequencing Events)
• Teacher asks pupils to arrange the pictures as they happen in the

story.
Picture 1: Picture 2: Picture 3: Picture 4:

Red Hugo Friends Orange Hugo Violet Hugo
hiding among rescuing around blue around a
leaves Hugo scarecrow yellow hay
and crow and crow
finding Hugo finding him
and friends
Picture 5: Picture 6: Picture 7:

White Hugo Chameleons Popular Hugo
in smoke- following
filled forest white Hugo
out of forest
148
QUARTER 3 WEEK 27
NOTES
Sequencing Events Formative Assessment Tip

sequence events in the story.
1 2 3
Is able to
Is able to
Sequencing Is not able to sequence
LC sequence
events put events in events
events
sequence correctly and
correctly
adds details
b. Subling Pagsugilon sa Estorya (Retelling of the Story)

• With the help of the pictures, ask pupils to retell the story in pairs
using pictures. Then, have volunteer pupils retell the story in class.
Retelling a Story Formative Assessment Tip

retell a story.
1 2 3
Is not able to Is able to Is able to
Retelling retell a story retell the retell the main
LC
a story main events events in a
in a story story and adds
details
Teacher says:
–– Unsa gani ang problema ni Hugo? Nasulbad ba ang problema

ni Hugo? (What was Hugo’s problem? Was his problem
solved?)
–– Unsay problema sa mga ibid usa ka gabii? Giunsa pagsulbad ang

problema? (What was the chameleon’s problem one night? How
was the problem solved?)
–– Sa tan-aw ninyo, unsay buhaton sa ubang mga ibid kang Hugo?

(What do you think will the other chameleon do to Hugo?)
Buluhaton (Activity):
• Teacher has pupils read the story below taken from their Learner’s
Material. Discuss the story and ask pupils to identify the problem
and solution.
“Ang Halas”*
Ni: Nice Padesio
Usa ka adlaw natulog ang halas sa lantay sa balay duol sa
hagdanan. Miagi si Wati ug miingon siya, “Halas, bangon dinha kay
mangita ta og pagkaon kay hapit na moabot ang adlaw nga ting-
ulan.” Pero wala maminaw si Halas. Nagpadayon siya og katulog.
Unya si Wati nagpadayon sa iyang panaw. Sa iyang pagpangita og
pagkaon nakakita siya og wakwak nga nagdala og wasay.
149
NOTES
Pero wala niya kini panumbalinga. Nagpadayon siya paglakaw sa
pagpangita og pagkaon. Panahon na sa ting-ulan og walay makaon
si Halas. Nagkurog siya sa kagutom. Nakahunahuna siya kang Wati,
busa iyang giadto si Wati aron mangayo siya og pagkaon.
Sukad niadto nag-andam na si Halas og pagkaon aron kon moabot
na ang panahon sa ting-ulan, anaa na siyay makaon.
* Taken from DepEd Sinugbuanong Binisaya Learner’s Material, p.

117.
3
BALIK-TUON: MGA KAPULONG UG SUHINGPULONG
(REVIEW: SYNONYMS AND ANTONYMS)
• Teacher gives a short review of synonyms and antonyms.

He or she can give sentences and asks pupils if the words are
synonyms or antonyms.
Examples:
–– Si Hugo kay puti sa itom nga gabii. [antonyms]
–– Malipayon gyod ang mga ibid. Sadya ilang tingog. [synonyms]
• Teacher prepares a worksheet for evaluation. Have pupils identify

the synonyms or antonyms in a sentence.
Sample:
Ngalan: ___________________ Seksiyon: __________________
Buluhaton sa mga Kapulong ug Suhingpulong
Sirkoli ang mga kapulong sa kapahayag.

1. Tambok ang bata. Himsog daw siya matod sa doktor.
2. Gamay lang akong gikaon kay diyotay lang ang naluto ni Nanay.
3. Adunahan ang ilang pamilya kay dato man iyang lolo ug lola.
Sirkoli ang mga suhingpulong sa kapahayag.

1. Taas ang hagdan para sa mubo nga lalaki.
2. Hinay molakaw si Hacinta pero paspas si Aldo.
3. Naa kay bugnaw nga tubig? Init ang panahon karon.
• Teacher lets pupils exchange activity sheets to check each other’s

seatwork.
(Concluding the Session)
• Teacher lets pupils sing the song they learned in Day 1.
150
QUARTER 3 WEEK 27
NOTES
OBJECTIVES ADLAW
(1) MT1OL-IIIe-i-5.1
3
Listen and respond to others in oral conversation
Identify and use homonyms correctly
(3) MT1SS-IIIg-i-7.1
RUTINA: KANTA O BALAK

(ROUTINE: SONG OR POEM) 1 Aa B
b
Cc D
d
Gg H
h
• Teacher asks pupils to sing the song about community helpers. Ee Ff
Materials
• Teacher asks questions about the song so pupils can talk about
community helpers. 1. Song written on chart
paper
Teacher says: Unsay gibuhat sa polis, tindera, magtutudlo ug janitor
2. Spelling words written on
nganhi kanato? Importante ba sila sa atong komunidad? Ngano man?
flash cards
(What does a police, vendor, teacher and janitor do to us? Are they
3. Poster of community
important in our community?)
helpers (with labels)
• Teacher shows a poster of community helpers with labels. Ask 4. Worksheets
pupils to read the labels. Ask them questions to talk about the
community helpers.
• For an activity on community helpers, refer to Sinugbuanong

Binisaya Learner’s Material pp. 80 – 81.
2
BALIK-TUON: KASAMPULONG
(Review: Homonyms)
• Teacher reviews homonyms. Give sentences and let pupils listen

and identify the homonyms in the sentence.
• Teacher prepares a worksheet for evaluation. Have pupils identify

the homonyms in a sentence.
Ngalan: _______________Seksiyon: _________________
Buluhaton sa mga Kasampulong
Basaha ang kapahayag. Idibuho inyong nasabtan.
Nagsuwat ang bata. Adunay suwat gikan kang Mama.
151
NOTES
• Teacher discusses spelling words in the context of the Read Aloud

story. Ask question that will yield the spelling words as answers.
Examples:
–– Unsang mananapa si Hugo? ibid
–– Unsang mananapa ang gustong modakop kang Hugo? uwak
Additional spelling words:
naglagot gitabangan masakpan kabaw
kapoy aso nasunog grupo
Homework: Paghunahuna og mga katabang sa komunidad. Unsay ilang

ginabuhat? Nganong importante sila sa komunidad?
(Think of a community helper. What do they do? Why are they
important to the community?)
ADLAW OBJECTIVES
4
(2) MT1RC-IIIg-h-6.1
Predict possible ending of a story read
(4) MT1C-IIIf-i-2.1
capitalization
d
Cc D
b
Aa B
h
Gg H
1
f
Ee F
ROUTINE: PAGPAAMBIT (ROUTINE: SHARING)

Materials
1. Short story written on • Teacher lets pupils talk about a community helper they know of.
chart paper They share it in groups of three to four. Then, ask volunteer pupils
2. Sinugbuanong Binisaya to share to the class.
3. Worksheets
152
QUARTER 3 WEEK 27
NOTES
PAGTAG-AN SA KATAPOSAN SA ESTORYA
(PREDICTING THE ENDING OF THE STORY) 2
• Teacher posts a short story on chart paper. Do not give the
ending. Instead, let the pupils predict the ending of the story.
• Teacher asks pupils for possible ending and why they thought of
such an ending.
Example:
“Si Banbanon”*
NOTE
Adunay iring. Banbanon ang iyang ngalan. Nakakita si
Banbanon og ilaga. Gigukod ni Banbanon ang ilaga sa The ending of the story is at
sala pero mitago ang ilaga ilawom sa aparador. teacher’s discretion. He or
she can also revise the story
Gitutokan ni Banbanon ang buho nga gilutsan sa ilaga ug
as deemed fit.
wala siya mobiya. Gihulat ni Banbanon ang ilaga.
*Story revised from original text in DepED Sinugbuanong Binisaya

Learner’s Material, p. 115.
Teacher says: Unsa kaha ang kataposan sa estorya? Nganong

nakaingon man mo niini? (What do you think is the ending of the
story? How were you able to say this?)
• Let pupils draw the ending of the story they are thinking of.
After 10 minutes, show them the ending of the story.
Compare their predicted ending with the story’s ending.
Teacher says: Unsay nakatabang kaninyo para matag-anan ang

kataposan sa estorya? (What helped you predict the ending of the
story?)
BALIK-TUON: PANAHON UG SENYAS SA PANAHON

SA MGA PUNGLIHOK 3
(REVIEW: VERB TENSES AND TIME SIGNAL OF
ACTION WORDS)
• Teacher reviews verb tenses and time signals of action words. Use
the story “Si Banbanon” as springboard. Have pupils identify the
verbs from the story and their tenses.
• Teacher lets pupils create sentences with verbs and time signals.
Let them write their answers on the board.
• As pupils write, remind them of capitalization, and proper

punctuation.
153
• Teacher prepares worksheets for evaluation.
Samples:
Ngalan: __________________________________
Seksiyon: __________________
Buluhaton sa mga Punglihok

Pagsulat og mga kapahayag base sa gihatag nga mga pulong.
unya gabii ugma kagahapon sunod tuig
moadto nagduwa nanglaba mokaon magtuo
1.________________________________________
2.________________________________________
3.________________________________________
4.________________________________________
5.________________________________________
Ngalan: __________________________________
Seksiyon: __________________
Buluhaton sa mga Kapahayag
Ihusto ang mga kapahayag.
1. Ulan kaayo sa amo.

2. Sakit akong pangos
3. Nindot ang salida gahapon
4. Unsay inyong gusto?
5. Ako si Ana
4
PAGTAPOS SA SESYON
Homework: Pagsulat mo og sugilanon gamit ang lima hangtod sa napulo

ka kapahayag. Mahimong mangayo og tabang sa inyong mama ug papa o mga
miyembro sa pamilya. Paghunahuna og kataw-anan o misteryosong sugilanon
nga puydeng tag-anon ang kataposan. (Write a short story of 5 to 10
sentences. You can ask help from your parents or family members.
Think of a funny or mysterious story for which the ending can be
predicted or guessed.)
154
QUARTER 3 WEEK 27
NOTES
OBJECTIVES ADLAW
5
Show interest in texts by browsing/reading available print material
d
Cc D
1
b
Aa B
h
Gg H
RUTINA: PAGPAAMBIT (ROUTINE: SHARING) Ee Ff
Materials
• Teacher asks pupils to read their stories with a partner, but they
1. Bond paper, colored
do not give the ending first. They ask their partners to guess or
paper, scissors
predict the ending before revealing the ending.
• Teacher asks volunteer pupils to read their stories to the class.

Instruct them to let their classmates predict the ending of the story
they read before revealing it.

2
• Teacher gives spelling test through word discrimination.
Let pupils choose the correct spelling.
Example: ebid ibid ibed
• Teacher dictates three sentences and let pupils write the sentences.
Remind them of the proper way of writing sentences.
PAGSULAT: PASIDUNGOG PARA KANG HUGO

(COMPOSING ACTIVITY: AWARD FOR HUGO 3
• Teacher recalls the story.
Teacher says: Nganong nagpasalamat man ang mga ibid kang Hugo
sa kataposan sa estorya? Unsay nabuhat ni Hugo?
(Why were the chameleons thankful to Hugo at the end of the
story? What did Hugo do?)
Kon maghimo mo og pasidungog o sertipiko para kang Hugo, unsay inyong

isulat niini? (If you are going to make an award or certificate to
Hugo, what will you write?)
• Teacher writes the ideas that pupils say on the board.
• Teacher shows a template of an award.
155
NOTES
Pasidungog Para Pagpasalamat
Kini nga pasidungog gihatag kang Hugo tungod kay ___________

_______________________________________________
Petsa ______________ Lugar ________________________
• Teacher tells pupils that they will make their own certificate or
award for Hugo. They may also write their appreciation on a cut-
out piece of trophy using the template similar as below.
text here
• Teacher lets pupils exchange each other’s works and talk about
what they made in groups of four.
• Teacher can display their works on the classroom wall.
Homework: Pangita og katabang sa kalungsoran o community helper.

Pakig-estorya niya kon unsay iyang trabaho. Unsa iyang ginabuhat kada
adlaw? Ganahan ba siya sa iyang trabaho? Ngano o nganong dili?
(Look for a community helper. Talk to him or her about his or her
job. What does he or she do everyday? Does he or she like his or her
job? Why or why not?)
156
QUARTER 3 WEEK 28
WEEK
28
TEACHER’S GUIDE
GRADE 1
MOTHER TONGUE
SINUGBUANONG
BINISAYA
Theme: Mga Butang nga Akong Mahimo Para Makatabang
sa Komunidad – Maayong Lungsoranon (Things I can Do
to Help my Community – Good Citizenship)
Read Aloud BOOK: Si Hugo Ang Makalagot nga Ibid
(Si Hugo Ang Pahamak na Hunyango)
LEVELLED READER: Aldo, ang Superhero
(Aldo, the Superhero)
157

Theme: Mga Butang nga Akong Mahimo Para Makatabang sa

Komunidad – Maayong Pagkalungsoranon
(Things I Can Do to Help my Community – Good Citizenship)
Read Aloud Book: Si Hugo Ang Makalagot nga Ibid (Si Hugo Ang Pahamak na Hunyango)
Levelled Reader: Aldo, ang 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:

Read Grade 1 level words, phrases, Si Hugo Ang Makalagot nga Ibid
sentences, and short paragraph/ Author and Illustrator: Charles Funk
• Informational Text
LC • MT1LC-IIIh-i-10.1
Respond to an informational text
through discussions, illustrations,
songs, dramatization, and art
1 listened to
G • MT1GA-IIIf-h-1.4 • Composing Activities

2 sentence

158
QUARTER 3 WEEK 28

• Teacher asks questions so pupils can talk • Pupils talk about experiences
about experiences related to the theme or
b. Sight Words
lesson
b. Sight Words
them in sentences
2. Re-reading of the Read Aloud Story: 2. Re-reading of the Read Aloud story:
• Teacher reads the Read Aloud Story • Pupils actively participate and listen attentively
to the reading of the Read Aloud Story
3. Informational Text
3. Informational Text
• Teacher presents an informational text
• Pupils answer questions about the text they
read
• Homework: Pupils think about something

good they can do for the community
2. Differentiated Writing Activities: 2. Differentiated Writing Activities:
Writing About How to Help the Community Writing About How to Help the Community
• Teacher helps pupils during writing activities
159

indentions and format) when
sentences and short paragraphs
applicable
PWR • MT1PWR-IIIf-i-7.2 • Leveled Reader:
Read words, phrases, sentences, Aldo, ang Superhero;
and/or short stories Author: Ani Rosa Almario and
F • MT1F-III-IVa-i-1.3 Yvette Tan; Illustrator: Hannah
Read grade 1 level words, phrases, Manaligod

160
QUARTER 3 WEEK 28

• Teacher lets pupils exchange their outputs. • Pupils read each other’s outputs and talk
about it
• Teacher instructs homework
• Homework: Pupils give their “Thank You”
notes to respective community helpers
Aldo, ang Superhero Aldo, ang Superhero
the book.
together. Then, have Pupil A read to Pupil B • Pupils read the leveled text in pairs and to
story
• Homework: Pupils draw themselves as a
• Teacher gives homework superhero and write about it
161

Read words, phrases, sentences, Aldo, ang Superhero
F • MT1F-III-IVa-i-1.3 Yvette Tan; Illustrator: Hannah
Read grade 1 level words, phrases, Manaligod
4 C • MT1PWR-IIIf-i-8.1

Read words, phrases, sentences, Aldo, ang Superhero
G • MT1GA-IIIf-h-1.4 Yvette Tan; Illustrator: Hannah
Use the correct tense and time Manaligod
sentence
V • MT1VCD-IIIa-i-3.1 • Spelling Test
with multiple meanings correctly
5

162
QUARTER 3 WEEK 28

2. Re-reading of the Leveled Reader: 2. Re-reading of the Leveled Reader:
Aldo, ang Superhero Aldo, ang Superhero
• Teacher lets pupils read the text together as • Pupils read the text as a class
a whole class. Teacher focuses on sentences
3. Composing Activity: Making a Superhero
and intonation. • Pupils make a superhero as a class
3. Composing Activity: Making a Superhero 4. Differentiated Activities: Reading and Writing
• Teacher demonstrates composing activity • Pupils in Group 1 read the leveled text in
pairs
• Pupils in Group 2 make own compositions
Group 1 reads the leveled text again in pairs 5. Concluding the Session
• Group 2 does a composing activity • Pupils sing the song, “Balay ni Superman.”
• Teacher teaches the song, “Balay ni

Superman.”
3. Differentiated Activities: Reading and Writing 3. Differentiated Activities: Reading and Writing
• Based on division of class from previous day: • Pupils in Group 2 read the leveled text in
groups of four
Group 2 reads the leveled text again in
groups of four • Pupils in Group 1 make own compositions.
Group 1 does the composing activity 4. Independent Reading
4. Independent Reading • Pupils read each other’s compositions and
talk about it
compositions 5. Concluding the Session
5. Concluding the Session • Homework: Answer worksheets given
by teacher on verb tenses and synonyms,
antonyms, and homonyms as preparation for
exam week
163

Spell and write Grade 1 level words
164
QUARTER 3 WEEK 28

165
NOTES
ADLAW OBJECTIVES
1
(4) MT1LC-IIIh-i-10.1
Respond to an informational text through discussions, illustrations, songs,
dramatization, or art
Aa B
b
Ee F
f
Cc D
d
Gg H
h 1 RUTINA: PAGPAAMBIT (ROUTINE: SHARING)
Materials • Teacher asks pupils to recall the community helper that they talked
to over the weekend. Let pupils who interviewed similar type of
community helper to group together.
Story: Si Hugo Ang
Makalagot nga Ibid • Teacher instructs pupils to talk to each other about their chosen
2. Text about chameleon community helper. They are to come up with the kind of work
written on chart paper that the community helper does. Also let them ask among
themselves how many of the community helpers they talked to like
their job and how many didn’t.
• After 10 minutes, teacher asks representatives from each group to

share. Ask questions during sharing to probe on the experiences of
the pupils when they talked to a community helper.
2
PAGBALIK SA SUGILANON:
(RE-READING OF THE READ ALOUD STORY:

• Teacher divides the class into groups. Assign a page or part of the
story which they will dramatize.
• Each group must have a narrator who will read the part assigned
to the group. Then let pupils present in class.
• Teacher gives a worksheet to monitor pupils’ comprehension of

the story. This can also serve as mock test in preparation for the
examination week.
166
QUARTER 3 WEEK 28
Sample: NOTES
Ngalan: ________________ Seksiyon: __________________
Buluhaton bahin sa Sugilanon
Ulohan sa Libro: ______________________________
Unang Parte
1. Kinsa ang mahinungdanong karakter sa estorya?

______________________
2. Idibuho siya.
Ikaduhang Parte
Isulat ang T kon “tinuod” ug DT kon “di tinuod”.
____ 1. Kon motago si Hugo, mausab iyang kolor.

Mahimong parehas sa iyang gitagoan.
____ 2. Pirmeng giluwas si Hugo sa ubang mga ibid.
____ 3. Nakaon sa uwak si Hugo.
____ 4. Pagkasunog sa lasang, nahimong puti ang kolor ni Hugo.
____ 5. Sa kataposan, nausab si Hugo.

Inigtago niya, maparehas na siya sa kolor sa iyang gitagoan.
Ikatulong Parte
Idibuho ang inyong paboritong bahin sa sugilanon. Pagsulat og tulo

ka kapahayag bahin niini.
KASAYORANONG TEKSTO (INFORMATIONAL TEXT)

3
• Teacher shows an informational text written on chart paper.
Let pupils read it aloud. Highlight on words that they may have
difficulty in decoding and let them repeat it.
167
NOTES
Mga Ibid o Chameleon
Ang ibid kay usa ka mananap nga mahimong

makausab sa iyang kolor. Ang ibid nagausab sa kolor
aron dili makit-an sa iyang kaaway.
Ang ibid mahimong dungan motan-aw sa wala og tuo.

Mahimo nilang ituyok sa nagkalainlaing direksiyon ug
ipokus sa lainlaing mga butang ang tagsa nila ka mata.
Tag-as ang mga dila sa ibid. Usahay mas taas pa sa

ilang lawas. Gigamit nila ilang dila sa pagdakop og
insekto nga maoy ilang pagkaon.
• Teacher divides the class into groups. Ask each group to answer a
question based on the text read.
Examples:
a. Nganong mag-ilis og kolor ang ibid?

(Why does a chameleon change its color?)
b. Kon magtago ang ibid sa dahon, mahimong unsa iyang kolor?

(If a chameleon hides on a leaf, what will its color become?)
c. Unsay mabuhat sa mga mata sa ibid?

(What can a chameleon’s eyes do?)
d. Mahimo bang mas taas pa sa ibid ang iyang dila?

(Can a chameleon’s tongue be longer than its body?)
e. Nganong taas ang dila sa ibid?

(Why is the chameleon’s tongue long?)
f. Unsay pagkaon sa ibid? (What does a chameleon eat?)

• After 5-10 minutes, ask groups to share their answers to the class.
Homework: Paghunahuna: Unsay puyde mabuhat nako para makatabang

sa komunidad? (Think: What can I do to help the community?)
168
QUARTER 3 WEEK 28
NOTES
OBJECTIVES ADLAW
2
punctuation and capitalization
Retell literary and informational texts appropriate to the grade level
listened to

1 Aa B
b
Ee F
f
Cc D
d
Gg H
h
• Teacher lets pupils talk about their homework: If they can do Materials
something to help the community what would it be? Let pupils
1. Bond papers
talk in pairs first. Then, ask volunteer pupils to share to the class.
2. Coloring materials

PAGSULAT BAHIN SA PAGTABANG SA KOMUNIDAD 2
(Differentiated Writing Activities: Writing
About a Helping the Community)
• Teacher asks pupils to write about what they have shared to the
class in the previous activity. Teacher can give the following
questions to prompt ideas:
–– Unsay inyong puydeng mabuhat para makatabang sa komunidad?

(What things can you do to help the community?)
–– Unsaon ninyo pagpakita nga pinangga ninyo inyong komunidad?

(How can you show love for your community?)
NOTE
• Teacher divides the pupils into two groups. Depending on which
group the pupil belongs, he or she will do the particular task. For the Writing Activity,
Have the tasks written (in Mother Tongue) on chart paper or divide pupils into two groups
activity card. based on abilities. Level 1
activity will be given to pupils
Task 1: Draw one thing that you can do struggling with composition.
to help the community Level 2 activity is for those
with average to advanced
Pupils will illustrate one thing that they can do to help the skills.
community. Let them label the things that they draw.
169
NOTES
Task 2: Writing about how to help the community
Pupils will draw about one thing that they can do to help the
community. Ask pupils to write three sentences about what
they will do. They can answer the following questions:
–– What will you do to help the community?
–– When can you do this?
–– Why do you want to do this?
• Teacher lets pupils form groups of four. In each group, there

must be two pupils from each activity groups. Let them show their
outputs to each other and talk about it.
• Teacher displays their outputs on the classroom wall.
Homework: Paghunahuna og usa ka superhero nga inyong gusto.

(Think about a superhero that you like.)
ADLAW OBJECTIVES
3
1
d
Cc D
b
Aa B
RUTINA: SHARING (ROUTINE: SHARING)

h
Gg H
f
Ee F
Materials
• Teacher asks pupils who their favorite superhero is. Let them talk
1. Copies of Leveled Reader: about it in pairs. Then, ask volunteers to share to the class.
Aldo, the Superhero Ask them follow up questions about it.
flashcards Examples:
–– Nganong imo siyang paborito nga superhero?
frequency words
(Why is he or she your favorite superhero?)
4. Letter flash cards
–– Unsay iyang mabuhat? (What can he or she do?)
170
QUARTER 3 WEEK 28
NOTES
PAGBASA SA LEVELED READER:
ALDO, ANG SUPERHERO 2
ALDo, THE SUPERHERO)
a. Buluhaton sa Di pa Magbasa (Pre-Reading Activities)

• Teacher shows the high frequency words in flash cards.
Ask pupils to read the words.
adlaw superhero kada

• Teacher shows phrases from the leveled reader in flash cards.
Ask pupils to read them. Assist them if some phrases are difficult
to read.
mahimong magsag-ob og manglimpiyo

superhero tubig sa balay
mangita siya og maningkamot kayahon ra ni

maluwas siyang makadagan Aldo

Example:
–– Unsay inyong makita sa hulagway? (What do you see in the picture?)
–– Nag-unsa ang bata? (What is the child doing?)

• 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.
Teacher says: Sa inyong tan-aw, unsa kaha ang mahitabo sa estorya?

(What do you think will happen in the story?)
• Teacher lets pupils read the story in pairs.

(POST-Reading Activities)
171
NOTES Examples:
–– Bahin kang kinsa ang estorya? (Who is the story about?)
–– Gusto ni Aldo mahimong unsa? (What does Aldo want to be?)
–– Nganong nakaingon man ang mga tawo nga superhero si Aldo?

(How come people can say that Aldo is a superhero?)
• Teacher gives a worksheet to evaluate pupils’ comprehension of
the story. This can also serve as mock test in preparation for the
examination week.
Sample:
Ngalan: _____________ Seksiyon: __________________
Buluhaton bahin sa Sugilanon
Ulohan sa Libro: ______________________________
1. Unsay ngalan sa mahinungdanong tawo sa estorya?

_____________________
2. Unsay iyang gustong himoon? _____________________
3. Unsay iyang mga gipangbuhat? (Maghatag og 3.)
a. ___________________________________________
b. ___________________________________________
c. ___________________________________________
3. Ikaw, unsay imong puydeng buhaton para makatabang sa

uban? ________________________
words and ask pupils to look for them in the leveled reader.
• Teacher can have a spelling contest. Pupils can spell the words
using their letter flashcards.
172
QUARTER 3 WEEK 28
NOTES
superhero mahimong mananap maluwas maningkamot
paspas makadayon kayahon bug-at dad-on
PAGTAPOS SA SESYON
Homework: Idibuho ang imong kaugalingon ingon nga usa ka superhero.

Pagsulat og tulo ka kapahayag bahin sa inyong hulagway. (Draw a picture of
yourself as a superhero. Write 2 sentences about your drawing.)
OBJECTIVES ADLAW
4
1
d
Cc D
b
f
Gg H
h
Ee F
Materials
• Teacher asks pupils to show their homework in groups of three.
Ask for volunteers to share to the class. Ask questions to probe 1. Copies of Leveled Reader:
more about their drawings. Aldo, Ang Superhero
2. Lyrics of Balay ni
Examples:
Superman on chart paper
–– Kon ikaw superhero, unsay imong mabuhat? 3. Manila paper, coloring
(If you were a superhero, what can you do?) materials, scissors
–– Unsay imong ngalan nga pangsuperhero?

(What will be your superhero name?)
173
NOTES
2 PAGBASA SA LEVELED READER:

ALDO, ANG SUPERHERO

ALDO, THE SUPERHERO)
• Teacher lets pupils 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. Let them repeat reading the highlighted lines.
PAGHIMO OG SUPERHERO
(COMPOSING ACTIVITY: MAKING A SUPERHERO)
• Teacher demonstrates the writing activity.
a. Ask one pupil to lie down on a human-size piece of paper

(e.g. manila papers glued together). Draw the outline of the
pupil.
b. Show it to the class and ask them if they were to make a class
superhero, what would its name be.
c. Write the name on the head of the superhero.
d. Ask the pupils what the superhero can do. Write these on the
body parts of the superhero.
e. Decorate the Superhero. What is he or she wearing?

Does he or she have a weapon?
f. Write a short story about you as a superhero.
Usa ka adlaw, aduna koy nadunggan nga iring nga gahilak. Mikatkat kini
sa punoan ug dili na makakanaog. Midagan ko og paspas ug mikatkat sa
punoan sa mangga. Sa akong pagnaog, adunay bata nga naghulat ug dako
kaayo iyang ngisi. Siya diay ang tag-iya sa iring.
174
QUARTER 3 WEEK 28
NOTES
• Teacher divides the class into two groups. Group 1 will read
the leveled text again in pairs. Pupils in Group 2 will make their
Superhero. Write the instructions (in Mother Tongue) for each
group and sample writing outputs on the board to guide the
pupils.
All pupils in Group 1 will be paired. They will read the

Leveled Reader again in pairs.
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.
• 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 with appropriate speed.
Pupils then exchange roles.
Group 2. Making a Superhero
• Pupils work in pairs. They make a superhero as

demonstrated previously. (No need to make a life-size
drawing of a person.)
• Write a short story of three to five sentences about the

Superhero.
• 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.
175
NOTES
• Teacher teaches the pupils the song “Balay ni Superman” using

Mother Tongue lyrics. Song can be viewed on this website:
http://www.youtube.com/watch?v=HHIZJZxXW0U
ADLAW OBJECTIVES
5
Read sight words
Identify and use synonyms, antonyms, homonyms (when applicable), and
words with multiple meanings correctly

d
Cc D
b
Aa B

h
Gg H
f
Ee F
Materials
1. Copies of Leveled
read them. Ask pupils to use sight words in sentences.
Reader: Aldo, Ang
Superhero • Teacher may add more sight words.
2. Word wall
2 PAGSUSI SA PANITIK (SPELLING ASSESSMENT)
• Teacher gives spelling test. Let pupils write three sentences from
the spelling words.
176
QUARTER 3 WEEK 28
NOTES

Group 2 will do paired reading while Group 1 will make their
Superhero.
• While these activities are going on, teacher takes the opportunity
to support struggling pupils, and do an informal formative
assessment.
• Teacher asks pupils to exchange works with classmates.
Let them look and read each other’s works.
works. Give questions to prompt their sharing.
Example:
–– Unsay inyong ganahan sa gihimo sa inyong classmate?

–– Unsay inyong ganahan sa superhero nga gihimo sa inyong classmate?

(What do you like about the Superhero your classmates made?)
PAGTAPOS SA SESYON
• Teacher gives homework in preparation for examination week.
Give pupils worksheets on verb tenses and time signals, and use
of antonyms, synonyms, and homonyms which they can answer at
home.
177
QUARTER 3 WEEK 29
WEEK
29
TEACHER’S GUIDE
GRADE 1
MOTHER TONGUE
SINUGBUANONG
BINISAYA
Theme: Mga Natural nga Kahinguhaan sa Akong
Komunidad (Natural Resources in My Community)
Read Aloud Story: Nganong Mobugwak og Ata ang
Nukos? (Why do Squids Squirt Ink?)
179

Theme: Natural nga Kapanguhaan sa Akong Komunidad

(Natural Resources in my Community)
Read Aloud Book: Nganong Mobugwak og Ata ang Nukos? (Why do Squids Squirt Ink?)

• Poem or Song
Daily
• Sight Words
school using descriptive words
Read sight words

Give meanings of words through: a. Nganong Mobugwak og Ata ang
picture clues; b. context clues Nukos?
OL • MT1OL-IIIh-i-6.1 Author and Illustrator: Jomike
Participate actively during story Tejido
reading by making comments and
asking questions
LC • MT1RC-IIIi-i-7.1
Give one’s reaction to an event or
1 issues listened to
V • Categorize words in the story read
or heard based on a key concept

180
QUARTER 3 WEEK 29

• Teacher asks questions related to the theme • Pupils talk about discussion points given by
or topic teacher
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
• Teacher introduces sight words for pupils to in phrases, and attempt to spell the words
practice reading
Nganong Mobugwak og Ata ang Nukos? Nganong Mobugwak og Ata ang Nukos?
and share their ideas
• Teacher asks questions about the story to

further discuss
181
LC • MT1LC-IIIh-i-8.2 • Read Aloud Story:

Retell literary texts appropriate to Nganong Mobugwak og Ata ang
the grade level listened to Nukos?
G • MT1GA-III-i-2.2.1 Author and Illustrator: Jomike
Identify action words in oral and Tejido
written exercises
• Action Words
2
C • MT1C-IIIf-i-2.1 • Read Aloud Story:

Write sentences or longer texts Nganong Mobugwak og Ata ang
with proper punctuation, spacing, Nukos?
and capitalization Author and Illustrator: Jomike
Tejido
Write words, phrases, and simple • Labels
3 sentences with proper spacing,
applicable

182
QUARTER 3 WEEK 29

2. Categorizing Words c. After Reading Activities
• Teacher set categories of words from the • Pupils answer questions about the story. They
story talk about the important details in the story.
3. Spelling Words 2. Categorizing Words
• Teacher highlights spelling words • Pupils categorize animals from the story
4. Concluding the Session 3. Spelling Words
• Teacher gives homework • Pupils correctly spell grade level words

• Homework: Pupils talk to their parents and

ask what natural resources are found in their
community
Nganong Mobugwak og Ata ang Nukos? Nganong Mobugwak og Ata ang Nukos?
• Teacher lets pupils retell the story • Pupils retell the story in pairs then in class
3. Review: Verbs 3. Review: Verbs
• Teacher reviews and discusses verbs • Pupils actively participate in review of verbs
• Teacher gives homework • Pupils draw their favorite sea animal
2. Proper Way of Writing Sentences 2. Proper Way of Writing Sentences
• Teacher gives drill on writing sentences • Pupils write sentences observing proper
spaces, capitalization, and punctuation
3. Categorizing
3. Categorizing
• Teacher asks pupils to identify practices as
protecting or destroying the environment • Pupils categorize pictures as ways to either
protect or destroy the environment
• Homework: Think of ways to protect our
natural resources
183

V • Categorize words in the story read
3
or heard based on a key concept
G • MT1GA-IIIi-i-1.4.1 • Sight words
Use action words to give simple
• Action Words
two to three-step directions
C • MT1PWR-IIIf-i-8.1 • 2-3 Step Directions
4 proper spacing between words,
OL • MT1OL-IIIe-i-5.1 • Spelling Assessment
• Role Play
conversation
5

184
QUARTER 3 WEEK 29
2. Composing Activity: Writing Steps 2. Composing Activity: Writing Steps
• Teacher models writing activity • Pupils write steps for ways to protect or take
care of plants/ animals or environment
• 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. Group Activity
3. Group Activity
• Teacher instructs pupils for a role playing
activity • Pupils role play ways to take care of the
environment
• Teacher encourages pupils about the exam
the following week • Pupils take note of reminders for the exam
week
185
NOTES
ADLAW 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) Categorize words in the story read or heard based on a key concept
1
d
Cc D
Aa B
b
f
Gg H
h RUTINA: PAGPAAMBIT (ROUTINE: SHARING)
Ee F
Materials
• Teacher can read to the class or show a poster about conserving or
1. Copy of Read Aloud story: saving natural resources. He or she can also talk about recent news
Nganong Mobugwak og on natural resources or environment with a focus on the need to
Ata ang Nukos? take care of natural resources.
2. Pictures of vocabulary
• After reading, have pupils talk about the news, story, or poster
words
shared. Teacher can give guide questions:
3. Spelling words on flash
cards Examples:
–– Bahin sa unsa ang balita/estorya/letrato? (What is the news about?)
–– Importante ba ang pag-atiman sa atong palibot? Ngano man?

(Is it important to take care of our environment? Why?)
• Teacher asks volunteers to share to the class.
NGANONG MOBUGWAK OG ATA ANG NUKOS?

WHY DO SQUIDS SQUIRT INK?)

Here is a suggested word:
–– hanoy (gracefully)
• Teacher can show a video or demonstrate dancing gracefully.

Ask questions about how the dance was executed.
Teacher says: Hanoy iyang pagsayaw. Unsa kahay pasabot sa “hanoy”.

(She dances gracefully. What is the meaning of “gracefully”?)
186
QUARTER 3 WEEK 29
(1) Paglab-as sa mga Kanhing Nahibal-an NOTES

• Teacher shows a picture of a squid to pupils and asks some
questions.
Teacher says:
–– Unsay tawag niini? (What do you call this?)
–– Nakakita na ba mo niini? (Have you ever seen this before?)
–– Diin makita ang nukos? (Where can you see a squid?)
the title, writer and illustrator of the book.
(2) Pagtag-an (Making Predictions)
Teacher says: Tan-awa ang hapin sa libro. Bahin sa unsa kaha ang
estorya … Unsay gusto ninyong mahibal-an bahin sa estorya?
(Look at the cover. What do you think is the story about?…
What do you want to know about the story?)
(3) Paghatag og Tumong sa Pagbasa
(Setting a Purpose for Reading)
Teacher says: Ngano kahang mobugwak og ata ang nukos?
(Why does the squid squirt ink?)
story. Pause when a sea creature is mentioned. Ask pupils if they
know what it is.
• Teacher asks questions about details in the story.

Here are some suggested questions:
–– Diin nahitabo ang estorya? (Where did the story happen?)
–– Kinsa ang mga karakter sa estorya?

(Who are the characters in the story?)
–– Kinsa ang hari sa dagat? (Who is the king of the sea?)
–– Nganong gipundok sa hari ang mga mananap sa dagat?

(Why did the king call for a gathering of animals?)
–– Ming-abot ba ang tanan sa sakto nga oras? Kinsay nauwahi?

(Did everyone arrive on time? Who was late?)
–– Unsay kinaiya sa nukos? Ganahan ba mo niya?

(What are the traits of the squid? Do you like it?)
187
NOTES –– Unsay nadawat nga regalo sa nukos? (What was the squid’s gift?)
–– Nganong mobugwak man og ata ang nokus?

(Why does the squid squirt ink?)
• Teacher prepares a worksheet for evaluation. Let pupils match

the picture or name of the animal with the gift that the animal
received.
Example:
picture of manta ray sturdy legs
picture of crab whiplike tail
3 PAGKATEGORIYA SA MGA PULONG

(CATEGORIZING WORDS)
• Teacher asks pupils to enumerate the sea creatures they remember

from the story. As they answer, write on the board. Then, ask
pupils to categorize the words.
Example:
isda mananap sa dagat nga adunay bayanan

pagi alimango
• Teacher presents spelling words taken from the story.

Ask questions that will yield answers using spelling words.
Example:
Unsay gibugwak sa nukos? ata
mananap mitambong takna alimango bahandi
ikog reklamo nukos kadagatan
• Teacher lets pupils spell the words using their letter flash cards.
188
QUARTER 3 WEEK 29
NOTES
5
PAGTAPOS SA SESYON
Homework: Pakig-estorya sa inyong pamilya: Unsang mga mananap ang

makita sa dagat? Nganong importante sila? Unsaon nato pag-amping sa dagat
ug sa mga mananap nga nagpuyo sa dagat? (Talk to your family: What
animals are found at sea? Why are they important? How can we take
care of the sea and the animals living in the sea?)
OBJECTIVES ADLAW
2
Retell literary texts appropriate to the grade level listened to
(3) MT1GA-III-i-2.2.1
Identify action words in oral and written exercises
d
Cc D
b
Aa B
1
h
Gg H
f
Ee F

Materials
• Teacher asks pupils to share what they have learned from their 1. Copy of Read Aloud
family members to their partners. Ask volunteers to share to the story: Nganong
class. Mobugwak og Ata ang
Nukos?
2. Pictures of actions
SUBLING PAGSUGILON SA ESTORYA:
NGANONG MOBUGWAK OG ATA ANG NUKOS? 2 3. Flashcards with action
words
(RETELLING OF THE READ Aloud story: 4. Pictures of animals from
Why do Squids Squirt Ink?) the story and their gifts
written on flash cards
• Teacher shows pictures from the story. Have pupils retell the story
using the pictures.
• Teacher can give worksheets as evaluation. Follow sample given in

Week 28.
BALIK-TUON: MGA PUNGLIHOK

(REVIEW: ACTION WORDS) 3
• Teacher asks pupils to give action words that they heard from the
story. If needed, teacher can read the story again. Let pupils do the
actions from the story.
189

• Have pupils match pictures showing actions and the words.
Homework: Idibuho ang imong paboritong mananap sa dagat.

(Draw your favorite sea animal.)
ADLAW OBJECTIVES
(1) MT1C-IIIf-i-2.1
3
capitalization
(3) MT1SS-IIIg-i-7.1
1 RUTINA: PAGPAAMBIT (ROUTINE: SHARING)

d
Cc D
b
Aa B
Ee F
f
Gg H
h
• Teacher asks pupils to show the pictures they brought with their
seatmates and talk about. Ask of volunteer pupils to share to the
Materials class.
1. Pictures illustrating
ways to take care
and destroy the
environment
2 SAKTONG PAGSULAT OG MGA KAPAHAYAG
(PROPER WAY OF WRITING SENTENCES)
2. Labels posted on the wall

(i.e. “Maayo para sa • Teacher drills pupils on proper mechanics for writing sentences.
Palibot”; “Dili Maayo Using their homework, let pupils write one sentence for the
para sa Palibot”) picture they have. Give questions so pupils can have ideas on what
to write about.
Examples:
–– Unsa ang mananap nga imong gidibuho?

(What animal did you draw?)
–– Unsay mabuhat sa mananap? (What can the animal do?)
–– Nganong ganahan ka aning mananapa?

(Why do you like this animal?)
• Teacher focuses on mechanics of writing. After pupils give

sentences, let them write sentences on the board. Check spacing,
capitalization, and punctuation marks.
190
QUARTER 3 WEEK 29
–– Buluhaton (Activity) NOTES
Ngalan: ___________________ Seksiyon: __________________

Pagsulat og mga Kapahayag
Hustoha ang mga kapahayag.

1. Puyde na lutoon ang alimango
2. asa diay ka paingon?
PAGKATEGORIYA (CATEGORIZING)
3
• Teacher shows pictures of ways to take care (e.g. planting,
cleaning) and destroy the environment (e.g. throwing garbage into
the water, cutting trees). Show the picture to the pupils and let
them talk about it. Give questions to prompt discussion.
Examples:
–– Unsay gipakita sa letrato? (What is the picture showing?)

–– Maayo ba kini sa atong palibot? Ngano o nganong dili? (Is this good
for our environment? Why or why not?)
• Put two labels on the opposite walls of the classroom: Maayo

para sa Palibot (Good for the Environment) and Dili Maayo para sa
Palibot (Not Good for the Environment). Then, ask pupils to post
the pictures under the correct label.
PAGTAPOS SA SESYON
Homework: Pagdibuho og tulo ka pamaagi para maampingan ang mananap

o tanom. Unsay inyong buhaton para maseguro nga motubo ug himsog ang
mananap o tanom? (Draw three steps that you can do to take care of
an animal or plant. What can you do to make sure that the animal or
plant grows healthy?)
191
NOTES
ADLAW OBJECTIVES
(1) MT1GA-IIIi-i-1.4.1
4
Use action words to give simple two to three-step directions
Read sight words
Aa B
b
f
Cc Dd
Gg H
h
Ee F
Materials • Teacher reviews sight words. Let pupils read the sight words.
New sight words can also be introduced.
flash cards
2. Word Wall
PAGSULAT OG MGA LAKANG
(COMPOSING ACTIVITY: WRITING STEPS)
• Teacher asks pupils about the importance of natural resources.

Ask questions so they can talk about protecting them.
Examples: Unsay puydeng buhaton para mapanalipdan ug maatiman atong

palibot? Unsay mga lakang nga puyde natong buhaton? (What can be
done to protect or take care of our environment? What steps can
we do?)
• As pupils give answers, teacher writes their ideas on the board.
• Take one suggestion from the pupils and let them give the steps
for accomplishing the suggested measure.
Example:
Paglahi-lahi sa mga Basura
1. Pag-andam og duha ka basurahan.

2. Paghimo og duha ka tatak: “Malata” ug “Di Malata”.
3. Ipapalit sa gawas sa basurahan.
• Teacher lets pupils make a similar three-step process.
192
QUARTER 3 WEEK 29
• Teacher goes around to check pupils’ works. After, let pupils NOTES
exchange their works with each other. Let pupils check their
partner’s works in terms of spelling, proper punctuation, and
capitalization.
3
PAGTAPOS SA SESYON
• Teacher asks volunteer pupils to read their outputs to the class.
OBJECTIVES ADLAW
5
Listen and respond to others in oral conversation.
1
• Teacher teaches a song or a poem to the pupils. Let them recite

or sing it.

2
• Teacher gives spelling test. Let pupils write three sentences
using words already learned.
BULUHATONG PANGGRUPO:
PAG-AMPING SA ATONG PALIBOT 3
(GROUP ACTIVITY:
TAKING CARE OF THE ENVIRONMENT)
• Teacher divides the class into groups. Each group will role play
ways to take care of the environment. Teacher gives situations on
strips of papers that pupils can talk about.
Examples:
a. Si Mario bisan asa lang maglabay sa iyang basura. Kon magkaon siya sa
playground, adto ra pod niya ilabay ang putos sa iyang gikaon. Unsay
puyde buhaton para mausab si Mario? (Mario throws garbage
anywhere. When he is eating in the playground, he just throws
his food wrap there. What can be done to help Mario change
his ways?)
193
NOTES b. Adunay iro si Tina pero pirme niya kining makalimtan. Usa ka gabii,
puwerteng ulana ug ang iyang iro nabasa sa gawas sa balay. Pagkasunod
adlaw, galuya na ang iyang iro. Unsay angay buhaton ni Tina?
(Tina has a dog, but she always forgets about it. One night,
there were heavy rains and her dog was left outside the house.
The following day, her dog was very sick. What should have
Tina done?)
• As pupils discuss and practice, teacher goes around facilitating
group work. After 10 minutes, teacher lets groups present to the
class.
• Teacher gives reminders and encouragement for exam week.
194

Basa Pilipinas Teacher'S Guide: Grade 1 Mother Tongue (Sinugbuanong Binisaya)

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Basa Pilipinas Teacher'S Guide: Grade 1 Mother Tongue (Sinugbuanong Binisaya)

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1

MTB-MLE – Grade 1 Quarter 3

Teacher’s Guide - Sinugbuanong Binisaya

First Edition, 2014

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

Technical Consultant: Dr. Nancy Clark-Chiarelli

Author: Bonita Marie Cabiles

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

Content Reviewer: Dr. Perla Cuanzon

Language Reviewer: Richel Dorotan

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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116

Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138

Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158

Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180

OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 1

Theme: Mga Makalingawng Butang sa Akong Kultura

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

• Teacher asks questions about the story

3. Concluding the Session

• Teacher gives homework

Day Domain Objectives Subject Matter

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

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

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

Teacher Activities Learner Activities

• Pupils answer questions about the story. They

3. Concluding the Session

• Homework: Pupils talk about the story they

Day Domain Objectives Subject Matter

G • Identify subject and predicate • Read Aloud Story:

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

Teacher Activities Learner Activities

(ROUTINE: SONG OR POEM)

Sa balay ni Lola Anda

–– Bahin sa unsa ang balak? (What is the poem about?)

–– Unsay mabuhat sa balay ni Lola Anda?

–– Unsay makita sa balay ni Lola Anda?

a. Buluhaton sa Dili Pa Magbasa (Pre-Reading Activities)

(1) Pagtangtang sa mga Kalisdanan (Unlocking of Difficulties)

• Teacher unlocks difficult words through gestures, pictures or

• Teacher shows picture of a museum.

Teacher asks: Tan-awa ang letrato. Unsay inyong makita?

Makita ba ni ninyo sa eskuylahan? Sa balay? Asa kaha ni

Aduna bay museyo dinhi sa atong lugar? Nakaadto na ba mo sa

Sa museum ginabutang ug ginaladlad ang mga butang nga importante

• Teacher shows a picture of a woven cloth.

Teacher asks: Unsa ni nga panapton? Giunsa kaha ni

(2) Paglab-as sa mga Kanhing Nahibal-an

• Teacher asks pupils if they have experienced going on vacation.

Teacher says: Pakig-estorya sa inyong mga tapad bahin sa inyong

(3) Pagtag-an ug Paghatag og Tumong sa Pagbasa

Teacher says: Tan-awa ninyo ang hapin sa libro... Mahitungod sa unsa

Unsa kaha ang makita ni Mousie sa Vigan?

Page 4: Asa gani padulong si Mousie ug ang pamilya?

Page 10: Ngano kahang ganahan man si Mousie sa kosina?

Ngalan:______ Petsa:

Grado: _ Seksiyon: ___