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Mother Tongue-Based Multilingual Education

(MTB-MLE)

Teacher’s Guide

(Unit 2- Week 15)

Sinugbuanong Binisaya

Department of Education

Republic of the Philippines

Mother Tongue Based Multilingual Education – Grade 2

Teacher’s Guide: Sinugbuanong Binisaya

First Edition, 2013

ISBN: ___________

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC

Undersecretary: Yolanda S. Quijano, Ph.D.

Printed in the Philippines by ____________

Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)

Office Address:2nd Floor Dorm G, Philsports Complex

Meralco Avenue, Pasig City

Philippines 1600

Telefax:

(02) 634-1054, 634-1072

E-mail Address:

imcsetd@yahoo.com

Objectives

1. Oral Language

a. talk about the essay by recalling important details

b. expressing opinion on the essay using culturally appropriate expressions

2. Word Recognition

a. read at least 200-300 words

b. read phrases and sentences consisting of words being studied and answer higher order questions about them

3. Fluency

a. read aloud grade two level texts with an accuracy of 95-100%

b. read essays with ease and fluency

4. Spelling

a. spell words correctly in the list of content words in the vocabulary

5. Composing

a. write essay and story observing correct punctuation marks, capitalization, indention and format

6. Grammar Awareness

a. use adjectives in culturally appropriate manner in sentences and paragraphs(paghahambing)

7. Vocabulary Concept Development

a. read aloud words (adjectives)

b. use decoding skills to read more complex words independently

8. Activating Schema Prior Knowledge

a. predict what the essay base on context

9. Comprehension on Informational Texts

a. read essay from content areas and respond orally to them by restating facts and details to clarify ideas

b. listen to an essay and respond orally to them by restating facts and details to clarify ideas

c. apply the knowledge of the language to analyze and derive meaning from informational text and comprehend them

d. usethe text (such as the ideas, illustrations, titles) to draw inferences and conclusions and make generalizations.

e. prepare an oral summary by using various comprehension strategies (e.g generate and respond to questions, draw inferences, compare information from several sources) with content area text

Subject Matter

A. Recall Important Details

B. Essay and Short Story

C. Capitalization, Space Between Words, Correct Punctuation Marks, Indention and Format in Cursive Form

D. Adjectives (Comparison)

E. Inferences

F. Drawing Conclusions

Materials

flash cards/meta cards/sentence strips, pictures, tag boards, objects, cartolina, pictures, manila paper, big book

Song: “Komunidad”

Story/Essay: “Ang Atong Komunidad: Sa Una ug Karon ”

Story: “Ang Kaluha”

Theme: My Community Today (before and now)

Value Focus: Keeping the community clean, One should be proud of his/her own community

Procedure

Objectives

a. Correctly spell words in the list of content words in the vocabulary

b. Write essay and short story observing correct punctuation marks, capitalization, indention and format

c. Use adjectives in culturally appropriate manner in sentences and paragraphs (paghahambing)

d. Predict what the essay base on context

e. Prepare an oral summary by using various comprehension strategies (generate and respond to questions, draw inferences, compare information from several sources) with content area text

Grammar Lesson

Preliminary Activities

Sing a song Komunidad to the tune of "It's I Who Builds Community".

Spelling Exercises – Horn Method (test)

Let the pupils spell the words in their writing notebook.

1. ako

Ako si Mary Rose. Ako usa ka batang babaye. Kabahin ako sa komunidad.

2. ikaw

Ikaw si Roniel. Ikaw usa ka batang lalaki. Kabahin ikaw sa komunidad.

3. siya

Siya si Daisy. Siya usa ka batang babaye. Kabahin siya sa komunidad.

4. sila

Si Mary Rose, Roniel ug Daisy mga batang babaye ug lalaki. Kabahin sila sa komunidad.

5. kita

Ako, siya ug sila mga batang babaye ug lalaki. Kabahin kita sa komunidad.

Unlock the following terms:

komunidad (through pictures)

edipisyo (through pictures)

lumulopyo (through pictures)

panginabuhi (through pictures or video)

aspaltado ( through pictures)

Motivation:

Say:

Raise your hands for those who have gone to the city.

Describe what you have seen.

Tell something about the place where you are living. Is it the same with the

city you have seen, why?

Discussion:(Refer to LM Unit II Week 15 Unang Buluhaton)

Have a travelogue with the use of a diorama (pictures of different communities)

Ask :

· What have you seen?(Unsa ang imong nakita?)

· Recall the song, Komunidad.What is a community?(Hinumdomi ang kanta, Komunidad. Unsa ang komunidad?)

· Who are the members of the community? What makes up a community?

(Unsa ang naglangkob sa usa ka komunidad? Kinsa ang naglangkob sa komunidad? )

Say:

· As a grade two pupil, what can you do to make your community beautiful and peaceful?(Unsa ang imong ikatampo aron mahimong nindot/limpyo ug malinawon ang imong komunidad?)

Present flash cards, meta cards, sentence strips. (Refer to LM Unit II Week 15 Ikaduhang Buluhaton)

· Let us analyze the sentences and find out what are substituted by the words: ako, ikaw, siya, sila, kita. (Atong tukion ang mga pahayag ug atong sutaon kon unsa nga mga ngalan ang gihulipan o gipulihan niini.)

Ask:

When do we use the following words “ako”? “ikaw”? “siya”? “sila” and “kita”?(Kanus-a nato gamiton ang mga pulong nga ako? siya? sila? kita?)

Activity: 4 Squares

1. Group the pupils into 4.

2. Let the pupils face each other.

3. Let the pupils use the pronouns: ako, ikaw, siya, kita, sila into sentences using the pattern.

Ako (pointing to self) tinun-an sa ________. Ako kabahin sa komunidad.

Ikaw (pointing to one of the members of the group) tinun-an sa____. Ikaw kabahin sa komunidad.

Siya (pointing to one of the members of the group) tinun-an sa ____. Siya kabahin sa komunidad.

Kita (pointing to all the members of the group) mga tinun-an sa ____. Kita kabahin sa komunidad.

Sila (pointing to other groups) mga tinun-an sa ______. Sila kabahin sa komunidad.

During Reading

Read an essay to the pupils.(Refer to LM Unit II Week 15 Ikatulong Buluhaton Ang Atong Komunidad: Sa Una ug Karon)

Tell the pupils you want them to listen as you read to them the theme for the week.

Ask motive question:

· What do you want to know about the essay?(Unsa ang gusto ninyo nga mahibaloan bahin sa “essay”?)

Read the essay to the pupils in an interesting way.

Ask the pupils questions about the essay.

Read the whole essay. Ask each group to summarize the essay and ask higher order thinking questions about the essay.

Post Reading(Refer to LM Unit II Week 15 Ikaduhang Buluhaton Tubaga Kini)

Activity: Making a Summary (use of correct format, indention, use of punctuation marks and capitalization)

1. Guide the pupils in coming up with the summary of the essay.

2. Write the answers on the board.

3. Lead the pupils in choosing the best summary from the list of summaries presented.

4. Discuss the correct format, indention, use of punctuation marks, and capitalization in writing an essay.

Objectives

a. Correctly spell words in the list of content words in the vocabulary

b. Write essay and short story observing correct punctuation marks, capitalization, indention and format

c. Use adjectives in culturally appropriate manner in sentences and paragraphs (paghahambing)

d. Read aloud words (adjectives)

e. Prepare an oral summary by using various comprehension strategies (e.g generate and respond to questions, draw inferences, compare information from several sources) with content area text

Preliminary Activities

Checkattendance through a song.

Spelling: Horn Method

Spelling Game (same words as of day 1)

· Create groups of five among the pupils in the class

· Present jumbled letters of the five spelling words placed inside individual envelopes for each spelling word.

· Let the pupils arrange the letters to form the spelling words.

· Let the group write their answer on a tag board.

· Discuss the answers with the group.

akiw

yisa

koa

alis

akit

Review

Ask the pupils to describe the community before and today.

Engagement Activities

a. Read the essay “Ang Atong Komunidad: Sa Una ug Karon

b. Model in the reading of the essay with proper phrasing.

c. Let the pupils read the essay: whole group, triad, dyad, and individual.

d. Discuss the correct punctuation marks, capitalization, indention and format in writing an essay.

e. Divide the class into five groups.

f. Set up norms and standards for group work.

g. Let the group select leader, reporter, time keeper, secretary etc. in the group.

h. Make a chart of the two communities then and now. (Refer to LM Unit II Week 15 Ikaupat nga Buluhaton)

i. Let the group use comparative adjectives in making an essay.

j. The reporter of the group shares the answers to the class.

k. Sharing of insights.

Application (Role Playing)(Refer to LM Unit II Week 15 Ikalimang Buluhaton)

1. Divide the class into 2 groups.

2. Each group is given a situation to be portrayed.

a. Group 1- community before

b. Group 2- present community

3. Give comments and suggestions after the role playing.

Objectives

a. Correctly spell words in the list of content words in the vocabulary

b. Write short story observing correct punctuation marks, capitalization, indention and format

c. Use adjectives in culturally appropriate manner in sentences and paragraphs (paghahambing)

d. Prepare an oral summary by using various comprehension strategies (e.g generate and respond to questions, draw inferences, compare information from several sources) with content area text

Spelling (Horn Method)

Use the spelling words in sentences. Arrangement of the words varies.

Review

Show pictures of yesterday's lesson. Let the pupils describe.

Presentation

Using a diorama, show picture of community helpers cleaning the environment. (As the teacher rolls the picture, ask a pupil to describe.)

Discussion (Refer to LM Unit II Week 15 Ikaunom nga Buluhaton Tubaga Kini)

Group Activity

Divide the class into 4 groups. Let them discuss in 5 minutes about clean and green program.

Reporting will be done in creative way.

Process their answers.

Present a chart and let the pupils fill in the chart. (Refer to LM Unit II Week 15 Ikapitong Buluhaton)

Ask:

· Can these adjectives be used to compare persons/people, places, animals, things/objects, and events? How?What are the different degrees of comparison of adjectives?What words will be used to compare? Give examples.(Mahimo ba natong gamiton ang mga panghulagway “adjective” sa pagtandi ug mga tawo, mga lugar, mga mananap, mga butang ug mga panghitabo? Unsaon man?Unsa ang “degrees of comparison” sa panghulagway? Unsa nga mga pulong ang gamiton aron sa pagtandi? Paghatag ug mga ehemplo?)

· Let the pupils use the degrees of comparison of the words in the box. Let them use them in sentences.

limpyo

humot

hamugaway

madasigon

ambungan

e.g. Ambungan si Justin. Pareha ka ambungan si Justin ug Dexter. Mas ambungan si Richard kay ni Justin ug Dexter. Kinaambungansi Cesar sa tanan.

Generalization (Refer to LM Unit II Week 15 Ikawalong Buluhaton)

Guide the pupils in giving the generalization:

Panghulagway o “adjective” ang tawag sa mga pulong nga gamiton sa paghulagway. Mahimo natong gamiton ang panghulagway sa pagtandi gamit ang mga pulong nga pareha ka, mas, ka ug kina. e.g. gwapa, mas gwapa, pareha ka gwapa, mas gwapa, ka gwapa, kinagwapahan.

Activity: Let’s Compare(Refer to LM Unit II Week 15 Ikasiyam nga Buluhaton Ang Kaluha)

Let the pupils study the pictures and write a sentence using adjectives (pagtandi/ comparing). Let them complete the paragraph by filling in the correct adjectives.

Activity: Making a Summary(Refer to LM Unit II Week 15 Ikanapulo nga Buluhaton)

Make a summary of the essay, “Ang Kaluha”.Use the correct format, indention, punctuation marks and capitalization.

Objectives

a. Correctly spell words in the list of content words in the vocabulary

b. Write essay and short story observing correct punctuation marks, capitalization, indention and format

c. Apply the knowledge of the language to analyze and derive meaning from the informational text and comprehend them

d. Prepare an oral summary by using various comprehension strategies (generate and respond to questions, draw inferences, compare information from several sources) with content area text

Spelling (Horn Method)

Spelling Game (Magic Tree)

Present the five spelling words and use each in a sentence. Call pupils to pick a fruit from the magic tree with the spelling word described. The spelling word is written on each fruit. Have additional fruits on the magic tree with words that are not included in the set of spelling words.

1. ako

2. ikaw

3. siya

4. sila

5. kita

Ako si Jane. Motabang ako sa pagpunit sa mga laya nga dahon aron malimyo ang komunidad.

Motabang ba ikaw aron mahimo nga limpyo ug hapsay ang palibot?

Siya si Joseph. Siya ang pangulo sa pundok sa mga batan-on nga nagtambayayong og paglimpyo sa barangay.

Si Marilou, Roniel ug Mariza miyembro sa pundok ni Joseph. Kalangkob sila sa pundok nga nagpakabana aron sa kalimpyo sa komunidad.

Ako, ikaw, sila, kita angay nga magpakabana sa pagpanglimpyo sa ato nga komunidad.

Guided Practice

Group the pupils into four. Let the pupils pick out an object from their bag.

Guide them in making a sentence/short story using the pronouns: ako, ikaw, siya, sila, kita.

Guide them to use the comparative adjectives.

Substitute the underlined words in the pattern.

e.g. Pattern:

Ako adunaylapis.Siya adunaylapis.Ikaw anaay lapis.Sila anaay lapis.Kita anaay lapis.Mastaas ang akong lapis kaysa iyaha.Kinatas-an ang lapisni _____ namong tanan.

Independent Practice(Refer to LM Unit II Week 15 Ika-onseng Buluhaton A)

Let the pupils make a short storyout of the pictures presented. Let them use the pronouns ako, ikaw, siya, sila, kita.

Guide the pupils in making sentences using “ako” and “kita”.

Guide them in making an essay using the pictures presented.

Guide them in making sentences using comarontive adjectives.

Application(Refer to LM Unit II Week 15 Ika-onseng Buluhaton B)

Let the pupils use pronouns ako, ikaw, siya, sila, kita in answering the questions.

(Unsaon nimo pagtabang ang imong komunidad aron mahimo kini nga “clean and green”?)

Objectives

A. Correctly spell words in the list of content words in the vocabulary;

B. Write essay and short story observing correct punctuation marks, capitalization, indention and format

C. Use adjectives in culturally appropriate manner in sentences and arongraphs (paghahambing)

D. Read from content areas and respond orally to them by restating facts and details to clarify ideas

E. Use the text (such as the ideas, illustrations, titles) to draw inferences and conclusions and make generalizations

F. Prepare an oral summary by using various comprehension strategies (generate and respond to questions, draw inferences, compare information from several sources) with content area text

Evaluation

Group Activity

Let the pupils write sentences about the pictures given to them. The reporters will share/report their work to the class.

Individual work(Refer to LM Unit II Week 15 Ika-onseng Buluhaton C)

Using the set of pictures on the board, let them write an essay in 3-5 sentence essay. Observe correct punctuation marks, capitalization and indention, format.

ISBN No. _________________________

Development Team of the Teacher’s Guide

Consultant and Coordinators: Gurmensinda Sasam, Carmencita C. Denampo

Authors: Caren S. Selgas, Gea C. Alonso, Irene T. Pilapil, Ma. Mariza A. Manlangit, Lucia L. Zapanta, Rochelle L. Binoya, Jovelyn C. Quindao, Lorna C. Mahilum.

Reviewers: Nena V. Miñoza, Ma. Jesusa C. Despojo, Marcelita S. Dignos

Illustrators: Rosanna S. Andales

Layout Artist: Jocelyn M. Conta, Tomas T. Pastor, Sheila Marie Laurel, Alberto M. Adlawan

2

Day 5

Day 4

Day 3

Day 2

Day 1

Week 15

Mother Tongue-Based

Multilingual Education

(MTB-MLE)

Teacher’s Guide

Sinugbuanong Binisaya

Sinugbuanong Binisaya

For inquiries or feedback, please write or call:

Instructional Materials Council Secretariat (IMCS)

Department of Education (DepEd)

2nd Floor, Dorm G, Philsports Complex, Meralco Avenue

Pasig City, Philippines 1600

Telefax: (632) 634-0901 or (632) 634-1072

e-mail: imcs@deped.gov.ph or depedimcs@gmail.com

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