‭ E LA SALLE LIPA‬

D
‭College of Education, Arts and Sciences‬
‭ ffice of the National Service Training Program‬
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‭ esson Guide‬
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‭Section: L1A Group: 3 CSL #:_______‬
‭Jose K. Obando Memorial Elementary Schools Elementary School/ Antipolo Del Sur‬

‭I. Title:‬

‭PINOY TAYO‬‭: Learning Reading and the Heritage of‬‭Our Motherland‬

‭II.Introduction‬

‭“PINOY TAYO”‬‭is an educational program designed to‬‭foster Filipino literacy and instill a deep‬
c‭ uriosity about the Philippine heritage among Grade 1 students. Grade 1 is the foundation of the‬
‭education system, this installment aims to foster pride as a Filipino even with all the Western Influences‬
‭among us.‬

‭III. Objectives:‬

‭‬ T
● ‭ o teach Filipino Literacy to Grade 1 students‬
‭●‬ T ‭ o instill the significance of Philippine heritage and history to Grade 1 students.‬
‭●‬ ‭To foster the children’s pride as a Filipino.‬

‭IV. Materials:‬

‭The following are the materials that are gonna be utilized within the period of teaching:‬

‭M aterials‬ ‭Quantity‬ ‭Price‬

‭Long Bond Paper‬ ‭1 bundle, 500 sheets‬ ‭175 pesos‬

‭Filipino Food Variety:‬ ‭Filipino Food Variety:‬

‭Pancit‬ ‭2 Pancit Bilao‬
‭Puto‬ ‭1 pack Puto‬ ‭2,400 Pesos‬
‭Lumpia‬ ‭1 tray of Lumpia‬

‭School Supplies Prizes:‬

‭Pencil‬
‭A5 Notebooks‬ ‭30 pcs each‬ ‭1,100 Pesos‬
‭Stickers‬
‭Key chains‬

‭Total‬ ‭4,000 Pesos‬

 ‭ ther materials that are not mentioned shall be solely provided by the group and its members.‬
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‭ uch as the candies, the teaching materials (index cards, manila paper), etc.‬
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‭V. Procedure:‬
‭The following are the activities that shall be implemented during the plan. Every step of‬
‭t he discussion is an integration between learning Filipino literacy and bearing the basic yet‬
‭crucial aspect of the Philippine Heritage.‬

‭A.‬ ‭M otivational Activity‬

‭Week‬ ‭Title‬ ‭Description‬

‭1‬ ‭ ulaan‬ ‭mo‬ ‭kung‬ ‭saan‬ T

H ‭ he‬‭students‬‭will‬‭be‬‭given‬‭a‬‭set‬‭of‬‭letters‬‭to‬‭choose‬‭from‬‭that‬
‭ito!‬ ‭depicts‬ ‭the‬ ‭28‬ ‭letters‬ ‭of‬ ‭the‬ ‭Filipino‬ ‭Alphabet.‬ ‭Each‬ ‭set‬ ‭of‬
‭letters‬ ‭shall‬ ‭correspond‬ ‭to‬ ‭a‬ ‭word,‬ ‭be‬ ‭it‬ ‭a‬ ‭place,‬ ‭person,‬
‭event,‬ ‭or‬ ‭any‬ ‭street‬ ‭game.‬ ‭This‬ ‭activity‬ ‭aims‬ ‭to‬ ‭help‬ ‭them‬
‭familiarize‬‭themselves‬‭with‬‭the‬‭alphabet‬‭using‬‭different‬‭Filipino‬
‭things so that they may correlate it even in their everyday life.‬

‭2‬ ‭ atinig‬ ‭ka‬ ‭ba?‬ ‭o‬ A

P ‭ kin‬‭to‬‭the‬‭game‬‭The‬‭Boat‬‭is‬‭Sinking,‬‭we‬‭will‬‭be‬‭grouping‬‭the‬
‭Katinig?‬ ‭children‬ ‭into‬ ‭2‬ ‭sets‬ ‭of‬ ‭vowels(patinig)‬ ‭and‬ ‭another‬ ‭2‬ ‭sets‬ ‭of‬
‭consonants‬‭(Katinig).‬‭The‬‭game‬‭shall‬‭be‬‭simple,‬‭with‬‭the‬‭same‬
‭mechanics‬‭as‬‭the‬‭Boat‬‭is‬‭sinking‬‭yet‬‭the‬‭group‬‭will‬‭be‬‭either‬‭in‬
‭vowels‬ ‭or‬ ‭consonants.‬ ‭This‬ ‭activity‬ ‭aims‬ ‭to‬ ‭aid‬ ‭them‬ ‭in‬
‭identifying‬‭the‬‭difference‬‭between‬‭the‬‭patinig‬‭and‬‭katinig‬‭while‬
‭having fun and coordination.‬

‭3‬ ‭ ILI‬ ‭NA‬

B ‭MGA‬ T
‭ he‬ ‭start‬ ‭of‬ ‭the‬ ‭class‬ ‭will‬ ‭be‬ ‭a‬ ‭buying‬ ‭to‬ ‭the‬ ‭points‬ ‭that‬ ‭the‬
‭KIDDOS‬ ‭children‬ ‭earned.‬ ‭The‬ ‭prices‬ ‭may‬‭be‬‭candies,‬‭food,‬‭or‬‭drinks.‬
‭The‬ ‭activity‬ ‭aims‬ ‭to‬ ‭foster‬ ‭cooperation‬ ‭and‬‭kindness‬‭by‬‭only‬
‭allowing‬ ‭children‬ ‭to‬ ‭buy‬ ‭things‬ ‭by‬ ‭pooling‬ ‭their‬ ‭resources‬
‭together.‬

‭4‬ ‭ ayani‬ ‭ba‬ ‭ito?‬ ‭o‬ T

B ‭ he‬ ‭game‬ ‭shall‬ ‭be‬ ‭a‬ ‭guessing‬ ‭game‬ ‭where‬ ‭we‬ ‭will‬ ‭be‬
‭Kapitbahay ko?‬ ‭presenting‬ ‭different‬ ‭pictures‬ ‭of‬ ‭Philippine‬ ‭Heroes‬ ‭and‬ ‭just‬
‭random‬‭people,‬‭the‬‭children’s‬‭job‬‭is‬‭to‬‭guess‬‭whether‬‭they’re‬
‭Filipino‬‭Heroes‬‭or‬‭just‬‭random‬‭people.‬‭This‬‭can‬‭help‬‭them‬‭to‬
‭recognize‬‭the‬‭different‬‭heroes‬‭at‬‭the‬‭same‬‭time‬‭the‬‭opening‬‭to‬
‭the heroes' contributions and stories.‬

‭5‬ ‭Ano ang nilalaman?‬ ‭ he activity will be a guessing game where students will be‬
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‭formed into teams of groups and will be shown with images‬
‭inside a box depicting Filipino heritage. Within each team, one‬
‭member will act as the guesser while the others describe the‬
‭image step by step, aiding the guesser in identifying the‬
‭depicted subject. The description passes from one team‬
 ‭ ember to another until the guesser selects the correct answer‬
m
‭from the provided choices.‬

‭6‬
J‭ ourney‬ ‭Through‬ ‭ e‬ ‭will‬ ‭first‬ ‭begin‬ ‭the‬ ‭session‬‭with‬‭a‬‭quick‬‭storytelling‬‭of‬‭the‬
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‭History:‬ ‭Role-Playing‬ ‭story‬ ‭of‬ ‭Lapu-Lapu‬ ‭and‬‭Magellan.‬‭We‬‭will‬‭show‬‭images‬‭and‬
‭Magellan's‬ ‭Encounter‬ ‭illustrations‬ ‭to‬ ‭help‬ ‭the‬ ‭students‬ ‭visualize‬ ‭and‬ ‭imagine‬ ‭what‬
‭with Lapu-Lapu‬ ‭transpired‬ ‭during‬ ‭this‬ ‭historical‬ ‭event.‬ ‭Following‬ ‭the‬
‭storytelling,‬ ‭we‬ ‭will‬ ‭be‬ ‭asking‬ ‭for‬ ‭some‬ ‭volunteers‬ ‭or‬ ‭divide‬
‭the‬ ‭students‬ ‭into‬ ‭two‬ ‭groups:‬ ‭one‬ ‭representing‬ ‭Magellan‬‭and‬
‭his‬ ‭crew,‬ ‭and‬ ‭the‬ ‭other‬ ‭portraying‬ ‭Lapu-Lapu‬ ‭and‬ ‭his‬
‭warriors.‬ ‭The‬ ‭chosen‬ ‭students‬ ‭will‬ ‭then‬ ‭be‬ ‭following‬ ‭a‬ ‭short‬
‭and‬ ‭simple‬ ‭script‬ ‭and‬ ‭they‬ ‭will‬ ‭act‬ ‭out‬ ‭key‬ ‭scenes,‬ ‭allowing‬
‭them‬ ‭to‬ ‭experience‬ ‭the‬ ‭event‬ ‭firsthand.‬ ‭Following‬ ‭the‬
‭role-playing,‬ ‭the‬ ‭students‬ ‭will‬ ‭then‬ ‭be‬‭asked‬‭to‬‭reflect‬‭on‬‭the‬
‭bravery‬ ‭and‬ ‭empathy‬‭exhibited‬‭by‬‭the‬‭characters‬‭and‬‭discuss‬
‭the significance of the historical event.‬

‭7‬ ‭AHHHH ASWANG!!‬ ‭ he‬ ‭game‬ ‭will‬ ‭be‬ ‭like‬ ‭charades,‬ ‭the‬‭NSTP‬‭students‬‭shall‬‭act‬
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‭as‬‭different‬‭folklore‬‭creatures‬‭that‬‭are‬‭from‬‭the‬‭Philippines‬‭and‬
‭the‬ ‭children‬ ‭shall‬ ‭guess.‬ ‭This‬ ‭will‬ ‭be‬ ‭after‬ ‭the‬ ‭storytelling‬
‭regarding‬ ‭each‬ ‭of‬ ‭these‬ ‭stories.‬ ‭This‬ ‭gives‬ ‭life‬‭to‬‭the‬‭folklore‬
‭story that originated in the Philippines.‬

‭8‬ ‭ cavenger‬ ‭Hunt‬ ‭Grade‬ W

S ‭ e‬ ‭need‬ ‭to‬ ‭form‬ ‭groups.‬ ‭There‬‭is‬‭a‬‭list‬‭of‬‭questions‬‭that‬‭the‬
‭1 Edition‬ ‭students‬‭are‬‭tasked‬‭with‬‭answering.‬‭These‬‭questions‬‭are‬‭about‬
‭all‬‭of‬‭the‬‭lessons‬‭that‬‭have‬‭been‬‭taught‬‭throughout‬‭the‬‭weeks.‬
‭There‬ ‭is‬ ‭a‬ ‭list‬ ‭of‬ ‭answers‬ ‭that‬ ‭they‬ ‭need‬ ‭to‬ ‭find‬ ‭and‬ ‭choose‬
‭from;‬ ‭their‬ ‭answer‬ ‭must‬ ‭be‬ ‭in‬ ‭accordance‬ ‭with‬ ‭the‬ ‭question.‬
‭The‬ ‭first‬ ‭group‬ ‭to‬ ‭accomplish‬‭the‬‭task‬‭will‬‭be‬‭considered‬‭the‬
‭winner.‬

‭B.‬ ‭Discussion‬
‭Week‬ ‭Title‬ ‭Discussion‬

‭1‬ ‭ valuation of‬

E ‭ hrough this session, we shall delve into the unique features of‬
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‭Filipinoness‬ ‭the Filipino Alphabet emphasizing its importance in preserving‬
‭our linguistic identity. The opening activity shall give the‬
‭students an idea of the letters within the Alphabet. The‬
‭proceeding discussion shall aid them in establishing the‬
‭foundation of reading in Filipino.‬
‭2‬ ‭ hilippine Street‬
P ‭ ollowing the previous lesson, the session aims to help the‬
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‭Games‬ ‭children by identifying the difference between Patinig and‬
‭Katinig, through introducing the various street games and‬
‭Filipino classics. This aims to reintroduce the games that were‬
‭once our childhood.‬

‭3‬ ‭ hilippine National‬

P ‭ e progress to comprehending pagpapantig (syllables) to‬
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‭Day‬ ‭formulate words. Once letters, vowels and consonants are‬
‭recognized children can segment words based on‬
‭pronunciation. Integrating Filipino and English languages into‬
‭the lessons facilitates children blending sounds to create‬
‭words.‬

‭4‬ ‭ hilippine Heroes‬

P I‭ n this session, we will be introducing the brave men and‬
‭and Their Stories‬ ‭women who have contributed to the establishment of‬
‭Philippine History. Through storytelling and guided reading,‬
‭students shall learn the heroic deeds and sacrifices that these‬
‭Filipino Heroes have made. Through immersion within these‬
‭stories, the students will develop better literacy skills and shall‬
‭be instilled with the values of courage, integrity, and patriotism‬
‭that our heroes had.‬

‭5‬ ‭ ational Heritage of‬

N ‭ uilding upon their knowledge of the Philippine culture.‬
B
‭the PH‬ ‭Students shall expand their vocabulary by learning terms and‬
‭phrases related to the national heritage of the Philippines.‬
‭Through pictures and imagery, students shall familiarize‬
‭themselves with Filipino words associated with the culture and‬
‭pride of the Philippines. This session aims to enrich the‬
‭student’s vocabulary while deepening their feelings toward the‬
‭Philippine National Heritage.‬

‭6‬ ‭ ng Kwento ng‬

A I‭ n this session, we shall empower students to express their‬
‭Pinas‬ ‭pride as Filipinos through the role-playing of the war that our‬
‭ancestors fought. Utilizing their newly developed language‬
‭skills, students will complete sentences that will drag them on‬
‭the journey of Lapu-Lapu through space and time. Through‬
‭these activities, students will appreciate the very land that they‬
‭stand on.‬

‭7‬ ‭PH Folklores‬ ‭ he journey through the rich scenery of Philippine Folklore will‬
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‭let the students explore captivating mythical creatures,‬
‭legendary heroes, and timeless lessons that came from our‬
‭ancestors. Through the guided reading exercises and‬
‭comprehension activities, students will analyze the themes,‬
‭characters, and settings of Philippine Folklore, enhancing their‬
 r‭ eading comprehension skills. This session aims to foster a‬
‭love and fascination for reading, not just the books but also the‬
‭world around them.‬

‭8‬ ‭Ang Huling Halakhak‬ F

‭ or this last session, we will be culminating all of the‬
‭activities/discussions we have done. We’ll have a short‬
‭discussion about all of the concepts, both literacy and‬
‭Filipino-related to be recalled by the students. Then, we’ll‬
‭have a voluntary recitation wherein, students who will be able‬
‭to answer the questions will receive a prize.‬

‭C.‬ ‭Evaluation Activity‬

‭Week‬ ‭Title‬ ‭Description‬

‭2‬ ‭Paglalarawan ng Larawan‬ ‭ e will show students a picture related to a‬

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‭familiar topic, like their classroom or home. We will‬
‭then ask them to describe the picture in Filipino,‬
‭focusing on using complete sentences and‬
‭incorporating vocabulary words related to the‬
‭image.‬

‭4‬ ‭Tapusin ang Pangungusap‬ ‭ rovide students with a sentence with a blank in‬
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‭the middle. Give them a set of word choices to‬
‭choose from to complete the sentence correctly.‬
‭This activity will help assess their vocabulary‬
‭comprehension and sentence structure.‬

‭6‬ ‭Pagsasalaysay‬
‭ e would gather students in a circle and start a‬
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‭story using a simple sentence in Filipino. Each‬
‭student adds a sentence to continue the story,‬
‭building upon the previous contributions. This‬
‭activity promotes creative thinking and oral‬
‭communication skills.‬

‭8‬ ‭Salampuwit o Awiting Pagsasalaysay‬

‭ e will teach each student a short, repetitive chant‬
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‭or song in Filipino. This can be related to the‬
‭alphabet, numbers, colors, or greetings. Chanting‬
‭or singing together reinforces pronunciation and‬
‭memorization of vocabulary. It could be a short‬
‭farewell song.‬
‭VI.Conclusion:‬

‭“PINOY TAYO” represents a play-learning approach to education, integrating teaching literacy‬

‭ ith cultural appreciation. Through the immersion of Grade 1 in activities that celebrate Filipino‬
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‭Heritage, we aim to nurture a sense of pride in their identity while building upon the foundation of their‬
‭literacy skill. Through play and engagement, we aspire to create a learning environment that is filled with‬
‭color and rainbows for children to learn in.‬

‭ repared by:‬
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‭Group Leader:‬‭De Vera, Josef Nathaniel‬

‭M embers:‬
‭1.)‬ ‭Barit, Maureen Joy‬
‭2.)‬ ‭Cuevas, Benedick‬
‭3.)‬ ‭Fameronag, Jefferson‬
‭4.)‬ ‭Hernandez, Janna Elline‬
‭5.)‬ ‭Laya, Julius Von Cedrick‬
‭6.)‬ ‭Malnegro, Ken Jiewen‬
‭7.)‬ ‭Martinez, Jokshan‬
‭8.)‬ ‭Solis, Benedict Suizo‬
‭9.)‬ ‭Vergara, Romina Ashley Loreen‬

‭Project Title:‬‭PINOY TAYO‬‭: Learning Reading and the Heritage of Our Motherland‬

‭Date:‬

I‭ , ____________________________, acknowledge that I have reviewed the project proposal titled‬

‭"‬‭PINOY TAYO‬‭: Learning Reading and the Heritage of Our Motherland" presented by Group 3 and its‬
‭team members. I understand the objectives, scope, and requirements outlined in the proposal.‬

‭By signing below, I hereby approve the proposed project and authorize its implementation as described.‬

‭Signature: ____________________________‬

‭Date: ____________________________‬

‭Printed Name: ____________________________‬

‭Position/Title: ____________________________‬

‭Organization/School: ____________________________‬