Teaching Guide Mtb-Mle Grade2

2
Teachers Guide
Sinugbuanong Binisaya
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Department of Education
Republic of the Philippines
MTB-MLE Grade 2
Sinugbuanong Binisaya Teachers Guide
First Edition, 2013
ISBN: ___________
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represent nor claim ownership over them.
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Yolanda S. Quijano, Ph.D.
Development Team of the Teachers 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. Mioza, 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
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TABLE OF CONTENTS
Unit 1
Week 1
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Week 2
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Week 3
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17
Week 4
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26
Week 5
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31
Week 6
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36
Week 7
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42
Week 8
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51
Week 9
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60
Week 10
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69
Week 11
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75
Week 12
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83
Week 13
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97
Week 14
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112
Week 15
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123
Week 16
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133
Week 17
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143
Week 18
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151
Week 19
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161
Week 20
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167
Unit 2
iii
Unit 3
Week 21
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176
Week 22
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181
Week 23
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185
Week 24
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191
Week 25
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197
Week 26
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203
Week 27
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209
Week 28
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214
Week 29
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220
Week 30
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225
Week 31
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233
Week 32
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240
Week 33
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245
Week 34
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251
Week 35
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256
Week 36
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263
Week 37
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270
Week 38
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275
Week 39
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283
Week 40
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289
Unit 4
iv
Teachers Guide for

Mother Tongue-Based Multilingual Education
Grade II
UNIT I
Week 1
Objectives
1. Oral Language
a. Listen to and interact with others in a group or class.
b. Recite/sing with ease and confidence 3 to 5 stanza rhymes in culturally
appropriate manner.
c. Supply rhyming words to complete a poem.
2. Phonological Awareness
a. Identify rhyming words in poems consisting of two to three stanza poems.
3. Book and Print Knowledge
a. Tell the distinguishing features of a poem.
4. Word Recognition
a. Read phrases and sentences consisting of words being studied and answer
higher level questions about them.
5. Fluency
a. Read 2 to 3 stanzas of a poem with proper expressions.
b. Use independently culturally appropriate common social greetings in
different situations.
6. Spelling
a. Spell correctly the list of content words in the vocabulary.
7. Handwriting
a. Observe mechanics when copying/writing sentences, paragraph and
stories: with proper spacing between words.
8. Reading Comprehension: Comprehension of Literary Texts
a. Read short poems and identifies the basic elements (rhythm and rhyme).
b. Describe the elements of poetry (e.g. rhythm and rhyme).
c. Read a simple poem and use simple sentences in answering factual and/or
implied comprehension questions.
Subject Matter
A. Rhyming Words
B. Features of a Poem
C. Culturally appropriate common Social Greetings
Materials
name tag, stickers, songs, family pictures,
pictures of word chart rhymes
poem Ang Akong Pamilya,
Theme
Me and My family (including likes and dislikes, health habits, daily
tasks/activities
Value Focus
Respect for family members
Procedure:
Day 1
Objectives
b. Sing with ease and confidence 3 to 5 stanza rhymes in culturally
appropriate manner.
c. Use independently culturally appropriate common social greetings in
different situations.
Preliminary Activity
1. Acknowledge all the pupils with a smile.
2. Let the pupils open their Learners Material, Unit 1, Week 1, Manganta
Kita and singthe song Kon Kita Magakatigomto the tune of The More
We Get Together.
Ask:
What did you feel while singing?
(Unsa ang imong gibati samtang nagkanta?)
Are you happy seeing your classmates last year?
(Nalipay ba mo nga nakakita sa inyong mga classmates sa niaging
tuig?)
Is it possible to make friends with those people that you know now?
(Mahimo ba nimo nga mahigala ang imong naila-ila karon?)
What are we going to do now?
(Unsa man ang atong buhaton karon?)
How are you going to introduce yourself?
(Unsaon man nimo pagpaila-ila ang imong kaugalingon?)
Presentation/Modelling:
Teacher introduces himself/herself using appropriate expressions.
Good morning/noon/afternoon children.
(Maayong(buntag/udto/hapon) mga bata.)
How are you?
(Kumusta na kamo?)
I am ____________. I am your teacher.
(Ako si ___________.Ako ang inyong magtutudlo.)
I am glad to see and know each one of you.

(Nalipay ako nga nakakita ug nakaila kaninyo.)
I put a flower in my name tag.
(Gibutangan nako og bulak ang akong name tag.)
It means that I love the beautiful things around us.
(Nagpasabot kini nga gusto nako ang mga maanindot nga butang
saatong palibot.)
(Note: The teacher puts on her name tag as she introduces herself.)
Developmental Activity
Give each pupil a name tag. (pre-made)
1. Pupils put designs on their name tags. They should be encouraged to
choose materials that tell about themselves.
(5 different materials are prepared by the teacher beforehand)
2. Group the pupils according to the designs of their name tags.
(5 groups are expected to be formed)
3. Have a small group sharing about their name tag designs for 3-5
minutes.
Each pupil in a group should be encouraged to use the courteous
expressions in introducing ones self.
4. Pair the pupils.
Let the pupils open their Learners Material, Unit 1, Week 1 Unang
Buluhaton A.
Sing the song Kumusta Higala to the tune of (Sampung Mga Daliri)to
introduce oneself. Then, exchange partner.
5. Give other situations where in pupils will use the common social
greetings.
Example: You meet your school principal one afternoon in the library,
how are you going to greet him/her?
Application
Let the pupils open their Learners Material Unit 1, Week 1 and do Unang
BuluhatonB.
Day 2
Objectives
a. Identify rhyming words in poems consisting of two to three stanza poems.
b. Read with ease and confidence 3 to 5 stanza rhymes in culturally
appropriate manner.
c. Read 2 to 3 stanzas of a poem with proper expressions.
d. Supply rhyming words to complete a poem.
e. Read a simple poem and use simple sentences in answering factual and/or
implied comprehension questions.
f. Use independently culturally appropriate common social greetings in
different situations
Pre-Assessment Activity
Review the sound of letters of the alphabet by showing different pictures.
Pupils open their Learners Material Unit 1, Week 1 Ikaduhang Buluhaton.
Review
1. Let the pupils go to their respective groups.
Group 1 - Classroom Setting (Pupil introducing himself/herself)
Group 2 - Principals Office (Pupil bringing a certificate for the principal to sign)
Group 3 - In the Playground ( Meeting a new friend)
Group 4 - In the House (Pupil getting ready to go to school)
Group 5 In the Library (Pupil asking permission to borrow a book)
2. Ask: What are the Common Social Greetings that you use?
Are these words important? Why?
Pre-Reading
1. Unlock the following words by using pictures.
- kalipay (children laughing)
- nagkahiusa (family holding hands together)
- buluhaton ( children doing household chores)
- nagkauyon (through context clue)
- nagkahigugmaay ( through context clue)
2. Activating Prior Knowledge
Ask:
Have you read a poem about a family?
(Nakabasa na ba kamo og balak mahitungod sa pamilya?)
3. Developing a purpose for reading
a. Say:
We will read a poem today
(Magbasa kita og balak karon.)
Lets find out what is the poem all about.
(Tan-awon natounsay ipasabot sa balak.)
We will see if you can read with proper expression, and correct
intonation
(Tan-awon nato kon makabasa ba kamo nga adunay husto nga
expression ug husto nga intonation. )
b. Post the poem on the board.
c. Talk about the title and the author of the poem.
d. Pupils count how many stanzas there are in the poem.
During Reading
1. Reading of the poem by the teacher. (Modelling)
2. Pupils read the poem after the teacher using their Learners Material Unit 1,
Week 1, Ikatulong Buluhaton.
Post Reading
1. Ask:
a. Who are the persons mentioned in the poem?
(Kinsa ang mga tawo nga gihisgotan sa balak?)
b. Can you describe the family in the poem?
(Imo bang mahulagway ang pamilya sa balak?)
c. Why is the home of this family happy?
(Nganong malipayon man ang ilang panimalay?)
d. Do you do the same at home?
(Ingon ba usab niini ang inyong gibuhat sa inyong panimalay?)
e. What do you think makes a family happy?
(Unsa man ang naghatag og kalipay sa pamilya?)
f. Do all families look like this?
(Ingon niini ba ang tanang pamilya?)
2. Let the pupils recite the poem by group, by pair and individually with correct
expression and proper intonation.
3. Post the following words on the board.
Nanay - Tatay kalipay kanunay
buluhaton nagkauyon
Ask:
What have you observed on the ending sound of each pair of
words?
(Unsay inyong naobserbahan sakatapusang tingog sa pares
nga
pulong?)
How do we call the pair of words that rhyme?
(Unsa man ang atong tawag sa mga pares sa pulong nga
naggaray?)
What are rhyming words?
(Unsa man ang naggaray nga pulong?)
Look for the rhyming words in the poem. (can be done orally)
(Pangitaa ang mga pulong sa balak nga naggaray).
4. Pupils give other examples of rhyming words and write these on the board.
Assignment
Have the pupils paste a picture of their family in a size cartolina. Let them put
designs on it.
Day 3
Objectives
b. Supply rhyming words.
c. Identify rhyming words.
1. Ask the pupils to display on the wall their family pictures.
2. Gallery walk: Pupils go around the classroom and look at the different
family pictures mounted on the wall of the classroom.
3. Once the pupils are seated, the teacher calls volunteers to tell something
about their family.
1. Show pictures of a family doing household chores together and a family
having a picnic in the park.
Ask:
Can you describe the picture?
(Ihulagway kini.)
What are they doing?
(Unsa man ang ilang gibuhat?)
Do you do these at home?
(Inyo ba kining gibuhat sa balay?)
What are the activities that you do at home?
(Unsa man ang inyong mga buluhaton sa balay?)
2. Think-Pair and Share Activity: Let each pair share theirfamily activities at
home.
3. Big group sharing: Encourage pupils to share the activities that their family
do at home. Call some volunteers.
Engagement Activity
1. Matching Game
Have a matching game using illustrations with words that rhyme. Give
each pupil a picture. At the teachers signal, the pupils find his/her partner
by looking for the picture whose words rhymes with the name of his/her
picture. The pairs then show their pictures to the class and say the rhyming
words together.
2. Word Ladder
a. The class is divided into 5 groups. Assign an area for each group.
b. Giveeach group blank word cards and a crayon.
c. The teacher gives each group a word. For a given period, the
groupsthink as many words as possible that rhyme with the word
given to their group, write these words on the blank word cards and
arrange them in a ladder-like order.
d. The group who makes the highest ladder wins.
(NOTE: Give the winning group simple incentives)
liso
laso
baso
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Application
Let the pupils open their Learners Material, Unit 1, Week 1, Ikaupat nga
Buluhaton.
Day 4
Objectives
b. Tell the distinguishing features of a poem.
c. Read phrases and sentences consisting of words being studied and answer
d. Describe the elements of poetry (e.g. rhythm and rhyme).
1. Singing the song May Malipayong Panimalay to the tune of This is the
Way. Let the pupils open their Learners Material, Unit 1,Week 1, Manganta
Kita.
Actions:
May malipayong (clap the hands) panimalay (form palms in inverted
V position)
Nga akong nakita(place your 4 right fingers on the right eyebrow)
Si Tatay ug si Nanay (point the left pointer, then the middle finger)
Si Dodong ug si Inday(point the ring finger, then the little finger)
Silang tanan naghinigugmaay (place the two hands on the chest)
Sa usa ka panimalay (palms in inverted V formation)
2. Ask:
a. What is the song about?(Bahin sa unsa ang kanta?)
b. Why is the family happy?(Nganong malipayon man ang pamilya?)
c. Can you give rhyming words from the song? (Makahatag ba ka og
mga pulong nga naggaray (rhyming words) gikan sa kanta?)
d. What are these rhyming words? (Unsay buot ipasabot sa pulong nga
garay o rhyming words?)
1. Let the pupils read the poem Ang Akong Pamilya
Ask: What are the rhyming words found in the poem?
2. Discuss the features of a poem. (e.g. rhythm and rhyme).
3. Rhyme Tree (Have a big potted plant inside the classroom. Hang word
cards on it. Make sure that rhyming words are printed on the word cards)
a. Ask 3 pupils to go near the Rhyme Tree. Let them pick as many
rhymes as possible. The pupil who gets the most number of rhyming
words will be given a prize.
b. Post these rhyming words on the board.
4. Call other pupils to choose a pair of rhyming words on the board. Let each
pupil make a phrase out of the pair of rhyming words.
(NOTE: Give incentives to pupils who are able to form the rhyming words)
Example:
kanding saging
ang kanding sa saging
plato bato
adunay plato sa bato
ulo kulo
ang kulo sa ulo
5. Call again other pupils. Let each pupil construct sentences out of the given
phrases. (NOTE: Give incentives to pupils who can formulate sentences
out of the above phrases)
Example: Nikaon og dahon sa saging ang kanding.
Gibutang sa bato ang plato.
Naigoog kulo ang ulo ni Nilo.
6. The pupils read the sentences by group, by pair and then individually.
7. Ask:
The goat eats the banana leaves.
(Nikaon og dahon sa saging ang kanding.
Do you think the goat eats a banana? Why?
(Mokaon kaha og dahon sa saging ang kanding? Ngano man?)
The plate is placed in the stone.
(Gibutang sa bato ang plato.)
Where is the proper place of placing the plate?
(Asa man ang hustong butanganan sa plato?)
Why do you think the plate was placed on the stone?
(Nganong gibutang man ang plato sa bato?)
Nilos head is hit by the breadfruit.
(Naigo og kulo ang ulo ni Nilo.)
Why is it that Nilos head was hit by the breadfruit?
(Nganong naigo ang ulo ni Nilo sa kulo?)
Day 5
Objectives
a. Recite/sing with ease and confidence 3 to 5 stanza rhymes in culturally
appropriate manner.
b. Supply rhyming words to complete a poem.
c. Identify rhyming words in poems consisting of two to three stanza poems.
d. Tell the distinguishing features of a poem.
e. Read phrases and sentences consisting of words being studied and answer
f. Spell correctly the list of content words in the vocabulary.
g. Observe mechanics when copying/writing sentences, paragraph and stories:
with proper spacing between words.
h. Read short poems and identifies the basic elements (rhythm and rhyme).
i. Describe the elements of poetry (e.g. rhythm and rhyme).
Evaluation (Assessment Day)

1. Pupils recite the poem, Ang Akong Pamilya by groups.
2. Pupils will open their Learners Material, Unit 1, Week 1 and do Ikalimang
Buluhaton A.
3. Pupils will open their Learners Material, Unit, Week 1 and do Ikalimang
Buluhaton B.
4. Pupils supply the rhyming words in the poem of the Learners Material,
Unit 1, Week 1, Ikalimang Buluhaton C.
Independent Spelling
a. Group the class into 5.
b. Have a spelling contest. Use the words learned during the week.
Handwriting Activity
a. Let the pupils copy the poem Ang Akong Pamilya on their notebook,
making sure that the proper spacing of words is observed as they copy it.
b. Assessing the pupils output should be done using rubrics.
Closing Activity
Singing of the song, May Malipayong Panimalay to the tune of (This Is The
Way)
Week 2
Objectives
1. Oral Language
a. Listen to and interact with others in a group or class discussion on
texts heard.
b. Participate actively during story reading by making comments and
asking questions by using phrases and simple sentences.
c. Talk about story by recalling important details.
d. Talk about famous people using descriptive words in a culturally
appropriate manner.
2. Phonological Awareness
a. Tell the distinguishing features of a paragraph.
b. Tell the distinguishing features of a story.
3. Word Recognition
a. Give the meaning of words being read through matching them with
pictures doing the actions or giving its synonyms.
4. Fluency
a. Read aloud Grade II level texts with an accuracy of 95-100%.
5. Spelling
a. Use spelling knowledge to correctly spell high frequency words
appropriate to the grade level.
6. Handwriting
a. Observe mechanics when copying/writing sentences: capitalization,
proper spacing between words and correct punctuation marks.
7. Composing
a. Correctly fill up a personal and family information using simple data
sheet and form.
8. Grammar
a. Introduce significant people using naming words in culturally
appropriate manner.
9. Vocabulary
a. Read aloud words (noun).
10. Reading Comprehension
a. Activating Schema and Prior Knowledge
1) Predict what the story is based on what one knows about.
2) Modify prior knowledge based on new knowledge from the story.
3) Sequence 3 events in the story by telling which happened first,
second, or last.
b. Comprehension of Informational Text
1) Identify orally the factual components of simple informational
materials by using key words or phrases.
c. Attitude towards Language, Literacy and Literature
1) Show love for reading by listening attentively during story reading
and answering higher order thinking questions.
Subject Matter
A. Features of a Story
B. Naming Words/Nouns
C. Community Helpers
References
Two-Track Approach to Teaching Children to Read and Write their First
Language (L1):A Guidebook for Trainers (Susan and Dennis Malone, 2010)
Materials
Biography A School Nurse by: Natividad P. Carag and Florinda B.Dimansana,
Graphic organizers, real objects, pictures, Activity Sheets
Theme
My Family and I
Value Focus
Developing Health Habits
Procedure:
Day 1
Objectives
textsheard.
b. Participate actively during story reading by making comments and
askingquestions using phrases and simple sentences.
c. Talk about story by recalling important details.
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d. Give the meaning of words being read through matching them with
pictures doing the actions or giving its synonyms
e. Modify prior knowledge based on new knowledge from the story.
f. Read aloud Grade II level texts with an accuracy of 95-100 %.
g. Show love for reading by listening attentively during story reading and
making comments and answering higher order thinking questions
Pre-reading
1. Unlocking of Difficulties
a. kinamagulangan (eldest) (use synonyms)
b. limpyo (neat-looking) (use picture)
c. pasyente (patient) (through context clues)
d. maalamon (intelligent) (use synonyms)
e. damgo (dream ) (through context clues)
f. nars (nurse) (through picture, context clues)
2. Activating Prior Knowledge/Developing Motivation for the story
a. Teacher shows a picture of a nurse. The teacher asks:
1) Who is this person? What is her/his work in the community?
(Kinsa man kini siya? Unsa man ang iyang trabaho sa
komunidad?)
2) Do you know a person in your community who looks like the
person in the picture? Tell something about this person in your
community.
(Aduna ba kamoy nailhan sa inyong komunidad nga pareha sa
tawonga anaa sa hulagway? Unsa ang imong ikasulti kaniya?)
Say: Today, we will be reading a story about the life of a school nurse. Lets
find out who the person is, her parents, where she lives and her work.
(Karon, magbasa kita og istorya mahitungod sa kinabuhi sa usa ka nars
sa eskuylahan. Atong susihon kon kinsa siya, kinsa iyang mga ginikanan,
hain siya nagpuyo ug nagtrabaho.)
During Reading (shared reading)
1. First Reading: Read the story without interruption while the pupilslisten.
2. Second Reading: Read the story again. Use a pointer as you read the
sentences in each page. Ask questions as you finish a page. Before
proceeding to the next page, let pupils make inferences about what will
happen.
The School Nurse
Roda Perez was born on November 11, 1983 in Lapulapu City. She is the
eldest daughter of Mr. Pedro Perez and Mrs. Lucy Perez.
She started schooling at the age of six at Lapulapu City Central Elementary
School. During her early years in school, she was known to be beautiful, neat-
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looking, patient, understanding and most of all intelligent.

These qualities made her famous in school as well as in the community.
She graduated in the elementary and high school with honors.
She wanted to fulfil her dream of becoming a registered nurse. She enrolled
at Cebu Normal University and graduated as Cum Laude.
At present, Roda is the school nurse of Lapulapu City Central Elementary
School, where she graduated. She is very happy serving the people in the
community.
3. Pupils will open their Learners Material Unit 1, Week 2Magbasa Kita.
Post Reading
1. Answering comprehension questions:
a. Who is the school nurse in the story? (Kinsa man ang nars sa
istorya?)
b. When is her birthday? (Kanus-a man ang iyang adlaw nga
natawhan?)
c. Where did she study during her elementary grades? (Diin man siya
nag-eskwela sa elementarya?)
d. What are the qualities of Roda Perez? (Unsa man ang mga kalidad
niRoda Perez?)
e. How about you? How do you keep yourself clean? (Ikaw, giunsa man
nimo paglimpyo ang imong kaugalingon?)
f. What should you do?(Unsa man ang imong buhaton?)
g. Is it good to be clean always? Why? (Maayo ba nga limpyo
kanunay?Ngano man?)
h. What was her dream? (Unsa man ang iyang pangandoy?)
i. Did she fulfil her dream? Why do you say so?(Nakab-ot ba niya ang
iyang pangandoy? Nganong nakasulti man ka niana?)
j. Being a nurse, what is her work? (Isip usa ka nars, unsa man ang
iyang buluhaton?)
k. How about you, what would you like to be when you grow up? Why?
(Unsa man ang imong pangandoy inig kadako nimo? Ngano man?)
l. Where would you like to work? Why? (Asa man ka gusto
motrabaho?Ngano man?)
m. If you were Roda, will you also work in your own community?
Why?(Kon ikaw si Roda, gusto ba usab ka motrabaho saimong
komunidad? Ngano man?
Day 2
Objectives
a. Talk about story by recalling important details.
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b. Sequence 3 events in the story by telling which happened first, second, or

last.
c. Correctly fill up personal and family information using simple data sheet
and form.
d. Predict the succeeding events and ending of the story based on personal
experiences.
Engagement Activities
Teacher discusses the events/timeline that happened in the story.
a. Lets Complete the Web!
Let the pupils open their Learners Material,Unit 1, Week 2 and do Unang
Buluhaton A.
b. Lets Go Upstairs!
Let the pupils answer their Learners Material Unit 1, Week 2 Unang
Buluhaton B.
What is the first

thing that
happened in
the life of
Roda?
What happened
next after her
birth?
What is the last

event in the life
of Roda as
stated in her life
story?
c. Lets Fill inthe Form

Let the pupils open their Learners Material Unit 1, Week 2 and answer
Unang Buluhaton C.
(NOTE: Teacher processes the pupils outputs.)
Day 3
Objectives
b. Talk about famous people using descriptive words in a culturally appropriate
manner.
c. Introduce significant peopleusing naming words in culturally appropriate
manner.
d. Read aloud words (noun).
e. Modify prior knowledge based on new knowledge from the story.
Developing Language Competencies
1. Action Song Ako AlagadSa Komunidad. Let the pupils open their
Leaners Material, Unit 1, Week 2, Manganta Kita.
(Teacher can make her/his own action.)
2. Review
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a. Give a review on the biography of Roda Perez.

b. Ask:
1) Who was the school nurse? (Kinsa man ang nars?)
2) Who are her parents? (Kinsa man ang iyang mga ginikanan?)
3) Where does she live? (Hain man siya nagpuyo?)
4) Where did she study? (Hain man siya nagtungha?)
c. Write the answers on the board.
Presentation
a. Teacher shows picture of community helpers, different places,
famouspersons, objects and animals.
b. Let the pupils place each picture under the proper column.
Learners Material Unit 1, Week 2, Ikaduhang Buluhaton.
Discussion
a. Let the pupils name each picture.
b. Let them also give other names of persons, places, things and animals
Generalizations
a. What are nouns/naming words? (Unsa man ang pulongan (nouns)?)
b. Can you give an example of a noun? (Makahatag ba ka og example sa
nouns?)
Guided Practice
a. Teacher shows some pictures or real objects. Let the pupils name each
and identity whether it is a name of a person, place, thing or animal.
Independent Practice
a. Color the nouns/naming words. (Kolori ang nouns.)
Let the pupils open their Learners Material, Unit 1, Week 2, Ikatulong
Buluhaton A.
Application
a. Pick the fruits that are nouns/naming words.(Pupoa ang prutas nga
adunay nouns/naming words.)
Let the pupils open their Learners Material, Unit 1, Week 2 and do
Ikatulong Buluhaton B.
Evaluation:
a. Check (/) the nouns. Cross out (x) those that are not.
Let the pupils answer Learners Material Unit 1, Week 2, Ikatulong
Buluhaton C.
Day 4
Objectives
a. Use spelling knowledge to correctly spell high frequency words appropriate to
the grade level.
b. Observe proper mechanics when copying/writing sentences: capitalization,
c. Tell the distinguishing features of a story.
d. Read aloud Grade II level texts with an accuracy of 95-100 %.
14
Spelling and Handwriting

1. Spelling of the following
Lapulapu
nars
anak
tawo
komunidad
2. Pupils are made to play Name Game

Pupils are given cards wherein they have to complete the name of their
classmates by writing the missing letter of each name.
Example:
__orena
Ask:
1) How did you complete the name of your classmate?(Giunsa nimo
pagkompleto amg ngalan sa imong classmate?)
2) How did you write the missing letter? (Giunsa nimo pagsulat ang
nawala nga letra?)
1. Let the pupils read the story Nars
Ask: Where did the story happen? (Asa nahitabo ang istorya?)
Who are the characters in the story? (Kinsa ang mga tawo sa istorya?)
What are the events in the story? (Unsa man ang mga panghitabo sa
istorya?)
What part of the story that you like most? Why? (Unsa nga bahin sa
istorya ang imong ganahan? Ngano man)
What composes a story? (Unsa man ang naglangkob sa usa ka istorya?)
2. Presentation
a. Writing words starting with capital letter.
b. Sentence making
Pupils will copy the following on their notebook.
Roda
si Roda
si Roda usa
Si Roda usa ka nars.
c. Sentence breaking
si Roda usa ka
si Roda
Roda
d. Writing a sentence
3. Discussion
a. Teacher discusses the use of capital letter in writing and copying
sentences.
b. Ask:
1) How did we write the first letter in the sentence?
(Giunsa nimo pagsulat ang una nga letra sa pahayag o sentence?
2) What did we do to separate the words in a sentence?
15
(Unsa man ang atong gibuhat para buwagon ang mga pulong sa
pahayag o sentences?)
3) What do we see at the end of a sentence?
(Unsa man ang atong makita sa katapusan sa pahayag o
sentence?)
4) What composes a sentence?
(Unsa man ang naglangkob sa pahayag o sentence?)
5) What will you form when you combine three or more related
sentences?
(Unsa man ang maporma kon tiponon ang tulo o mas daghan pa
nga mga pahayag o sentences?)
(Teacher discusses the features of a paragraph and story.)
4. Writing Activity
a. Teacher presents sentences
b. Modelling by the teacher
c. Have the pupils practice writing the sentences on the chalkboard.
5. Guided Practice
a. Pupils practice copying sentences using their slates or chalkboard.
6. Independent Practice
a. Pupils copy sentences on their Learners Material, Unit 1, Week 2,
Ikaupat nga Buluhaton A.
7. Application
a. Pupils will answer their Learners Material, Unit 1, Week 2 Ikaupat nga
Buluhaton B.
b. Write the following sentences on the board and let the pupils read and
copy them on their notebook.
1) Nagsulat si Lisa sa blackboard.
2) Nagdula ang akong igsoon og basketball.
3) Maayo moistorya ang akong amigo.
4)
Day 5
Objectives
b. Talk about famous people using descriptive words in a culturally appropriate
manner.
c. Use spelling knowledge to correctly spell high frequency words appropriate to
the grade level.
d. Observe proper mechanics when copying/writing sentences: capitalization,
e. Read aloud words (noun).
A. Teacher divides the class into 3 groups. Each group is given a task to do.
1. Group 1: Role Playing
What part of her life do you like most? Why?(Sa kinabuhi ni Roda,
unsa ang inyong ganahan? Ngano man?)
Present your answer through a role play.
16
2. Group 2: Name Game

The group will draw at least 10 examples of a noun. Present it to the
class and let the other group name the picture.
3. Group 3:Pinoy Henyo
The group is given a picture of the different community helpers. They
act out the work of each community helper in front of the class and
theother group identifies the community helper.
B. Individual writing of words and sentences correctly.
1. Show a picture of a community to the class. Let them describe the picture
and write 3-5 sentences about it.
Objectives
Week 3
1. Oral Language
a. Listen and retell a story heard in their own words, citing the
characters, setting, and important events.
2. Book and Print knowledge
a. Observe
some
mechanics
when
copying/writing
sentences:capitalization, proper spacing between words and correct
punctuation marks.
3. Word Recognition
a. Give meaning of the words being read through matching them with
pictures, doing the action or giving its synonyms.
b. Read phrases and sentences consisting with words being studied
and answer higher order questions about them.
4. Fluency
a. Read aloud Grade 2 level text with an accuracy of 95% 100%.
5. Spelling
a. Spell correctly words with consonant clusters (appropriate to the
MT).
6. Handwriting
stories; capitalization, proper spacing between words and correct
punctuation marks.
7. Composing
a. Write through dictation simple phrases, sentences, and paragraphs
observing correct punctuation marks, capitalizations, indentions and
format.
8. Grammar
a. Use nouns in culturally appropriate manner in sentences and
paragraph in;
1) Singular form (ang)
2) Plural form (ang mga)
3) These are/those are with plural nouns
9. Vocabulary
a. Recognize common abbreviation (e.g. Jan., Sun., St., Mr., Mrs).
17
a. Activating Schema and Prior Knowledge

1) Predict a folktalebased on personal experiences and based on
what one knows about.
2) Confirm predictions after listening to a story.
3) Modify prior knowledge based on new knowledge from the
folktale.
4) Sequence 3 events in the folktale by telling which happened
first, second, or last.
11. Comprehension of Literary Texts
a. Describe orally in simple sentences a character in a literary selection
according to his/her actions.
b. Give the correct sequence of events in literary selections
c. Sequence the events of a literary selection read using cohesive
devices, (create picture).
12. Attitude Towards Language, Literacy and Literature
a. Show love for reading by listening attentively during story reading
and answering higher order thinking questions.
Subject Matter
A. Nouns (Singular & Plural Form)
B. Recognize Common Abbreviations
C. Synonyms
References
1. Two-Track Approach to Teaching Pupilsto Read and Write Their First
Language (L1): A Guidebook for Trainers Susan and Dennis Malone, 2010
2. Developing Comprehension in Young Readers (Lesson Plans from RAP
Conventions -Vol. 1)
Materials
Article: Why Chickens Scratch the Ground;
Source: Cebuano and Visayan Folktales
Pictures of a hen with chicks and a crow; story Why Chicken scratch the
Ground, pictures of community helpers, name card of community helpers, chart
of a song The community helpers
Theme
Things I Enjoy and People I Like e.g. food - fruits, vegetables, local delicacies
Value Focus
Never envy others.
Procedure:
18
Day 1
Ojectives
a.
b.
c.
d.
e.
Listen and retell a story heard in their own words, citing the characters,
setting, and important events.
Give the meaning of the words being read through matching them with
Predict a folktalebased on personal experiences and based on what
one know about.
Confirm predictions after listening to a story.
Show love for reading by listening attentively during story reading and
answering higher order thinking questions.
Pre-Reading
Alahas (through picture clue)
Parada(through picture clue)
Kakha (through demonstration)
Himungaan (through picture)
Uwak (through picture)
2. Activating Prior Knowledge (Developing Motivation for the story)
Ask:
Have you seen a hen scratching the ground? (Nakakita ba kamo og
himungaan nga nangakha sa yuta?)
What is it looking for? (Unsa man ang iyang gipangita?)
When a crow sees the hen with the chicks, what does it do to the
chicks? (Kon makakita ang uwak og himungaan nga adunay mga
pis, unsa man ang buhaton sa uwak?)
What does mother hen do, too? (Unsa man ang buhaton sa
himungaan?)
Do you have any idea why the crow would get the chicks, and why do
chickens scratch the ground? (Aduna ba kamoy ideya nganong
kuhaon sa uwak ang mga pis, ug ngano man nga mangakha ang
manok sa yuta?)
How about you? What are the things that you love to do? (Kamo?
Unsa man ang inyong ganahan buhaton?)
19
Unsa man ang relasyon

sa manok ug sa uwak
niadtong una?
Nganong nag-away man

sila? Isulti ang panghitabo
base sa istorya.
Nganong mangakha
man ang manok?
Unsaon man pagkuha og

balik sa uwak sa iyang
kulintas? Unsa man ang
ilang gikasabutan?
Ihulagway ang ilang mga
kinaiya.
Asa man nagsige og

pangita ang manok sa
nawala nga kulintas?
Nganong mangakha man
ang manok sa yuta?
Say: In the story that we will be reading today, lets find out why the
chickens scratch the ground, and why the crow would seize the chick/s
from the hen.(Sa istorya nga atong basahon karon, atong susihon nganong
mangakha man ang manok sa yuta ug nganong kuhaon man sa uwak ang
pis sa himungaan.)
During Reading
LISTENING STORY
1. Read a short one-page story to the pupils.
a. Tell the pupils to listen as you read the story about the theme for the
week.
b. Read the story to the pupils in a lively and interesting way.
c. As you read, stop 2 or 3 times to ask the pupils, What do you think will
happen next? (Unsa kaha ang sunod?) Let the pupils answer. Then say:
We will continue reading so we will know what happen next. (Mopadayon
kita og basa aron mahibaloan nato unsay sunod.)
d. Read the whole story. When you are finished reading, ask the pupils to
summarize the story then ask them higher level thinking questions about
the story.
e. Let the pupils open their Learners Material Unit 1, Week 3 (Magbasa
Kita)
Post Reading
1. Comprehension questions (Literal and Motive)
a. What was the relationship of the chicken and the crow at first?
(Unsa man ang relasyon sa manok ug sa uwak?)
20
b. Why did they become enemies? Relate the events as they happen in
the story.
(Nganong nag-away man sila? Isulti ang panghitabo base sa istorya.)
c. How would the crow be able to get its necklace back? What was their
agreement? Describe the attitude of the crow.
(Unsaon man sa uwak pagkuha og balik ang iyang kulintas? Unsa man
ang ilang kasabutan? Isulti ang kinaiya sa uwak.)
d. Where did the chicken seek for the lost necklace?
(Asa man nagsige og pangita ang manok sa nawala nga kulintas?)
e. What is the reason for the chicken to keep scratching the ground?
(Unsa ang rason sa manok nga nagsige man siya og kakha sa yuta?)
Day 2
Objectives
a. Give the meaning of the words being read through matching them with
b. Listen and retell a story heard in their own words, citing the characters,
c. Observe some mechanics when copying/writing sentences: capitalization,
d. Sequence 3 events in the folktale by telling which happened first, second, or
last.
e. Give the correct sequence of events in literary selections.
f. Describe orally in simple sentences a character in a literary selection
Review the Story Nganong Mangakha Ang Manok?
a. Game (Message Relay)
1) Divide the pupils into two groups and give an envelope containing word
cards to the first group.
Alahas
Parada
Kakha
Himungaan
Uwak
2) He/She then gives Group 2 an envelope with pictures that match the
word cards in Group 1.
3) At the count of three, instruct the first pupil from Group 1 to get one
word card, read it silently and whisper it to the pupil next to him/her in
the line.
4) Let the pupils pass the words to the group mate next to them till they
reach the last member.
5) Instruct the last pupil to run in front and say the word.
21
6) Let Group 2 form a circle and look for the picture that matches the word
announced by the last pupil in Group 1.
7) The group that earns the most points wins the game. Give incentives
to the winning game.
8) Post the matched word cards and pictures on the board and ask the
pupils to read the words aloud.
b. Match My Skit Game
1) Have pupils re-tell yesterdays story.
2) Divide the pupils into teams and give each team a few minutes to plan a
3-4 minute skit about the story.
3) Teams take turns in doing their skits.
4) When everyone is finished, instruct the pupils to look into the mystery
corner to find the phrase or sentence which has similar thought or
meaning as the one they uttered in their skit.
c. Writing from Dictation (Observing mechanics of writing.)
(Use the Mother Tongue)
1) Nangakha nga manok
(chicken scratching)
2) Naglupad nga uwak
(crow flying )
3) Nanagan nga piso
(chicks running)
4) Nindot nga kulintas
(beautiful necklace)
5) Ilalom sa pako
(under the wings)
d. Re-name the underlined words
Think of other names that you can give that match to the words listed below.
(Paghunahuna og lain nga ngalan nga imong ikahatag nga pareha og
kahulugan sa mga pulong nga anaa sa ubos.)
(Synonyms)
scratch
crow
chicks
necklace
wings
(kakha
uwak
pis
kulintas
pako)
1. Discussion (based on the story presented) by group. Let pupils fill up
chart below.
STORY CHARACTERS
Nagdala sa Istorya
1. Uwak
2. Himungaan
ATTITUDE
Kinaiya
the
VALUE/S
Bili
2. Processing the Activity

Teacher processes the responses given by the group as written in the chart
to arrive at the valuing level.
a. Is it proper for a hen to envy the crow? Why?(Husto ba nga mangige
ang himungaan sa uwak? Ngano man?)
b. If you were the crow what will you do with the hen? Will you do the
same as the crow did? (Kon ikaw ang uwak unsa man ang imong
buhaton sa himungaan? Buhaton ba usab nimo ang gibuhat sa
uwak?)
22
Enrichment Activity
Sequencing Events
1. Prepare pictures and arrange them in the center. Tell the first event of the
story and ask the pupils to start singing.
2. Pupilsform a circle with the teacher and the pictures at the center.
3. Instruct them to sequence the events in the story heard yesterday and
hold green flaglet in the one hand and red flaglet in the other hand while
pupils pass around the ball while singing a song.
4. When the teacher holds up the red flag, pupils stop singing and whoever
holds the ball gives the next event in the story.
Day 3
Objectives
a. Use nouns in culturally appropriate manner in sentences and paragraph in:
a.) singular form (ang);
b.) plural form (ang mga).
b. Describe orally in simple sentences a character in a literary selection
c. Read phrases and sentences consisting with words being studied and
answer higher order questions about them
GRAMMAR LESSON
1. Singing a song
Pupils will open their Learners Material, Unit 1, Week 3, Manganta Kita.
2. Who are the people mentioned in the song? What are their works or
occupation? How are we going to call them?
(Kinsa man ang mga tawo nga gihisgotan sa atong kanta? Unsa man ang
ilang trabaho?Unsa man atong tawag nila?)
1. Gallery walk
Work we do in the community
Tell the pupils that you want them to see the work that people do in the
community through pictures being displayed. After singing, let the
pupilsstand beside the picture of the person they want to become in the
future.
2. Post the chart on the board. Let the pupils observe the pictures. Let them
say something about it. (Teacher will provide pictures of the community
helpers)
Ang
Ang mga
policeman
policemen
teacher
teachers talking
doctor
doctors
23
fireman
firemen
3. Ask the following questions leading to the lesson on Ang, Angmga

a. Look at the pictures in the first column. (Tan-awa ang mga hulagway sa
unang ling-on o column.)
b. When are we going to use the word ang?(Kanus-a man nato gamiton
ang pulong ang?)
c. In the second column, how many persons are being mentioned? What
are we going to use when we mean two or more persons? (Sa ikaduha
nga column, pila man ka tawo ang atong gihisgotan? Unsa ang atong
gamiton kon duha o daghan nga mga tawo ang atong hisgotan?)
4. Generalization
When are we going to use ang? ang mga?
Ang ang atong gamiton kon usa ka tawo o butang ang atong gihisgotan.
Ang ang mga atong gamiton kon duha o daghan nga mga tawo o butang
ang gihisgotan.
5. Application
Let the pupils open their Learners Material, Unit 1, Week 3 Unang Buluhaton.
Day 4
Objectives
a. Use nouns in culturally appropriate manner in sentences and paragraph in:
b. Correctly spell words with consonant clusters (appropriate to the MT).
c. Recognize common abbreviation (e.g. G.,Gng., Bb., Dr., Engr.,etc.).
1. Review
Let the pupils give sentences using ang, ang mga.
2. Spelling
Write dictated words from the story Nganong Mangakha Ang Manok
a. manok
b. uwak
c. mangakha
d. Kulintas
1. Puppet Show: (Select pupils to act as a doctor, a teacher and an engineer.
Encourage the others to observe and listen to the conversation.
Pupil 1:
I am Dr. Delos Reyes. I am a doctor.

I will cure sick person.
(Ako si Dr. Delos Reyes.Usa ako ka doctor.)
(Akong tambalan ang masakiton.)
Pupil 2:
I am Mr. Santos. I am a teacher.
I will teach the children how to read and write.
24
Pupil 3.
I will design houses.
(Ako si Mr. Santos.Usa ako ka matutudlo.)

(Tudloan nako ang mga bata sa pagbasa ug pagsulat.)
I am Engr, Lopez. I am an engineer.
(Ako si Engr. Lopez.Usa ako ka engineer.)

(Modisenyo ako og mga balay.)
2. Give pupils few minutes to study the conversation and ask the following
questions .
a. How do we call the underlined words?
(Unsa man ang mga pulong nga gibadlisan?)
b. What have you observed in the words?
(Unsa man ang inyong nabantayan sa mga pulong?)
c. Can you give examples of abbreviated words?
(Makahatag ba kamo og mga pulong nga minubo o abbreviated?)
3. Let the pupils read the common abbreviations on their LearnersMaterial
Unit 1, Week 3, Magbasa Kita.
4. Generalization
Ask:
What does abbreviation mean?
(Minubo sa mga pulong)
Why do we need to abbreviate words?
Application
Let the pupils open their Learners Material, Unit 1, Week 3, Ikaduhang
Buluhaton.
Day 5
Objectives
a. Observe some mechanics when copying/writing sentences:
capitalization, proper spacing between words and correct punctuation
marks.
b. Use nouns in culturally appropriate manner in sentences and paragraph
in:
c. Write simple phrases, sentences, and paragraphs observing correct
punctuation marks, capitalizations, indentions and format.
d. Modify prior knowledge based on new knowledge from the story.
Pupils answer their Learners Material, Unit 1, Week 3, Ikatulong Buluhaton
A, B, C.
A. Look at the pictures. Write sentences using ang and ang mga.
B. Based on the story Why Do the Chickens Scratch?,write short sentences or
aparagraph on this.
25
C. Rewrite
the
paragraph
using
correct
capitalization,indentions and format on your paper.
punctuation
marks,
there was once a crow that bought a fine necklace from a merchant. he
was very proud of his necklace which he immediately put around his neck
for everybody to see it. then he flew away and came to a beautiful little
garden where he met his old friend, the hen, strutting about with her
chicks following her. the hen said to him, "Oh, what a fine necklace you
have. may i borrow it? i will return it to you tomorrow.
Week 4
Objectives
1. Oral Language
a. Talk about ones basic needs in culturally appropriate manner.
2. Word Recognition
a. Read phrases, sentences consisting of words being studied and answer
higher order questions about them.
b. Give meaning of words being read through context clue.
3. Fluency
a. Read short stories with ease and fluency.
4. Handwriting
a. Write simple sentences about an experience generated from a group
story.
5. Composing
a. Compose a story using appropriate words and coherent text.
6. Grammar Awareness
a. Use plural form of demonstrative pronouns in sentences.
7. Vocabulary
a. Identify and sorting common words and basic categories.
a. Infer the characters feelings based on their actions or on what they say
b. Listen to a story and responding orally in one or two words to factual
comprehension questions.
Subject Matter
A.
Our Body Needs (e.g. food, clothing, shelter)
B.
Demonstrative Pronouns (These are /Those are with plural nouns (Ito,
Iyan, Iyon)
Materials
1. story My Body Needs
2. pictures of different clothes (home, school, party)
3. big box containing pictures of clothes.
Theme
Our Body Needs (e.g. food, clothing, shelter)
Value Focus
Taking Care of Oneself
26
Procedure:
Day 1
Objectives
a. Communicate orally on ones basic needs.
b. Use expression appropriate to the grade level in classifying things, animals,
objects, people, places etc.
c. Produce simple vocabulary to communicate basic needs in social and
academic setting.
a. Motivation/Activating Prior Knowledge
The teacher shows pictures of clothes and asks the pupils to tell something
about the pictures to develop oral fluency using the following questions:
a. What do you see in the pictures?
(Unsa man imong nakita sa hulagway?)
b. When and where do you use them?
(Kanus-a ug asa nimo kini gamiton?)
b. Guessing and Sorting Game (Experience Story)
a. Have the pupils close their eyes for 2 minutes. To arouse curiosity,
show them the box and let them guess what is inside.
Ask: What do you think is inside the box? (Para kanimo unsa kaha
ang anaa sa sulod sa karton?)
b. Let the pupils pick from the box and describe what they picked/saw.
Ask: What have you picked? What can you say about ____? (Unsay imong nakuha?
Unsay imong ikasulti mahitungod sa ______?
c. Ask the pupils to sort the clothes into 3 sets and share orally what had
happened in the activity. Deepen pupils understanding of the concept
through the following questions:
1) What did you do with the clothes?
(Unsay imong gibuhat sa mga sinina?)
2) What did you do to be able to form them?
(Unsay imong gibuhat para imong maporma kini?)
3) How many groups did you make?
(Pila man ka grupo ang inyong nahimo?)
4) What is your basis in grouping the clothes into three?
(Unsay imong gibasihan sa pagpundok sa tulo ka grupo?)
5) What can you say about the activity?
(Unsay imong ikasulti sa inyong gihimo?)
Day 2
Objectives
a.
Write sentences and paragraphs about an experience generated from
group story.
b.
Read short stories with ease and fluency.
27
c.
d.
e.
f.
g.
Correctly spell words in the list of content words in the vocabulary.

Recognize correct spelling of words.
Produce simple vocabulary to communicate basic needs in social and
academic setting.
Listen to story and respond orally in one or two words to factual
Infer a characters feelings based on their actions or on what they say.
During Reading (Experience Story)

1. Review of yesterdays Activity
Ask: How did you sort the clothes? Did you help one another? Where did
you enjoy better doing the activity, by yourself or with your classmates?
What do you feel while doing the activities you like? Why?(Giunsa man ninyo
pagpundok ang mga sinina?Nagtinabangay ba kamo?Asa ka man nalingaw
nagtrabaho, nga nag-inusara o kauban ang inyong mga classmates?Unsa
man ang inyong bation kon inyong buhaton ang mga buluhaton nga inyong
ganahan?Ngano man?)
2. Guide pupils in making a story about their experience. Allow them to talk
about what they did in the previous day.
Say: Now, lets write our own story about what we did yesterday. (Karon,
atong isulat ang atong kaugalingong istorya mahitungod sa atong gibuhat
kagahapon.)
3. Start writing the story as the pupils start to talk.
4. Ask one of the pupils to say a sentence and repeat the sentence.
Is this what you want to say? If they agree say: Okay let us write it.
(Mao ba kini ang inyong gusto isulti? Kon mouyon sila: Okay, atong isulat.)
5. Write the sentence just as they said it and read it to the pupils.
Ask: Is this what you want to say?(Mao ba kini ang imong gusto isulti?)If
pupils want to change the sentence, let them do it until they are satisfied.
Ask the pupils again.
What would you like to say next?(Unsa man ang imong gusto isulti sunod?)
6. Write again just what the pupils tell.Encourage the pupils to keep their story
short, at least 6-7 sentences.
7. Read the story to the pupils and allow them to make changes if they want to.
Then,read the story again).
8. Pupils give their story a title and write it above the story.
Ask: What title do you want to give your story? (Unsa man ang ulohan nga
imong gustong ihatag sa istorya?)
9. Allow the pupils to discuss this and write the title just as the pupils say it.
10. Read the story again, using the Reading Plan.
(Note: Teacher will ask questions about inferring a charaters feelings based
on the story created by the pupils.)
Day 3
Objectives
a. Use pronouns in culturally manner in sentences and paragraph:
a.) These are /Those are with plural nouns (Ito, Iyan, Iyon).
b. Read aloud words (pronoun).
28
c. Communicate orally on ones basic needs.

Grammar Lesson
1. Show and Tell
a. Say: I want you to come in front and select the clothes you like.(Gusto ko
manganhi mo sa atubangan ug pilia ang ganahan ninyo nga sinina.)
b. Show to the class and tell something about it.After each pupil has shown
and talked about the clothes she/he liked.
Ask: What did you do to present your favorite clothes?
(Unsay imong gihimo sa pagpakita sa imong paboritong sinina?
Presentation
1. Write sentences on the chalkboard based on their responses using
demonstrative pronoun in plural form.
Say Lets read the sentences (Atong basahon ang mga pahayag
sentences)
a) These are my favorite dresses.
(Kini ang mga paborito nakong sinina.) .
b) These are blouses.
(Kini ang mga blusa.)
c) Those are shorts.
(Kato ang mga purol.)
d) Those are t-shirts.
(Kato ang mga t-shirts)
e) Those are skirts.
(Kato ang mga sayal.)
2. Present demonstrative pronouns and describe how these areused in
sentences.
Generalization
Ask: When do we use these are? When do we use those are? (Kanus-a man
nato gamiton ang Kini ang mga? Kanus-a man nato gamiton ang Kato ang
mga?
Situation
Singular
Plural
Person holding the object Kini ang (This is)
Kini ang mga (These are)
Person pointing the object Kato ang (That is)
Kato ang mga (Those are)
Day 4
Objectives
a.) These are /Those are with plural nouns (Ito, Iyan, Iyon).
b. Listen to story and respond orally in one or two words to factual
c. Write sentences and paragraphs about an experience generated from a
group story.
d. Correctly spell words in the list of content words in the vocabulary.
29
e. Recognize correct spelling of words.

f. Read short stories with ease and fluency.
Guided Practice
a. Partner/Dialogue: Teacher reads a dialogue using the demonstrative
pronouns learned.
Example:
Partner 1: These are my toys. My mother bought these for me.
Partner 1:Kini ang akong mga dulaan.Gipalit kini sa akong mama para
nako.
And you, what did your mother gave you?
(Ikaw, unsa may gihatag sa imong mama nimo?)
Partner 2: Oh! my mother bought those balloons for me.
Partner 2: O! Gipalit ni mama katong mga balon para nako.
Partner 1: My mother loves me so much. These are the toys that she
gave me.
Partner 1: Gihigugma ko sa akong mama. Kining mga dulaan ang iyang
gihatag nako.
Partner 2: Me too. I like all those she gave me.
Partner 2: Ako usab. Ganahan ko sa tanan nga iyang gihatag nako.
b. Role Play
Tiangge Fair
Divide the pupils into 4 groups and ask them to role play a market
scene where there is selling and buying of different foods. Encourage the
pupils to use demonstrative pronoun in plural form in the play.
Group Activity
1. Ask each group to tell something about the picture using appropriate
demonstrative pronoun in plural form. Partners write a simple dialogue
out of the picture.
2.
Group 1: Picture of a Canteen setting
Group 2: Picture of a Classroom setting
Group 3: Picture of a Playground setting
Application
Lets Create:
Let the pupils create a short story about their experiences and instruct them to
write it on a clean sheet of paper. Let them underline all the demonstrative pronouns
in plural form which are found in the story. (Teacher asks a volunteer to read his/her
work to the whole class, checks the work of the pupils and gives appropriate praises
or comments. All pupils outputs should be published)
30
Day 5
Objectives
a.) These are /Those are with plural nouns (Ito, Iyan, Iyon)
b. Recognize correct spelling of words.
c. Correctly spell words in the list of content words in the vocabulary.
A. Let the pupils answer their Learners Material, Unit 1, Week 4, Unang
Buluhaton.
B. Let the pupils answer their Learners Material Unit 1, Week 4, Ikaduhang
Buluhaton.
C. Let the pupils answer their Learners Material, Unit 1, Week 4, Ikatulong
Buluhaton.
Week 5
Objectives
1. Oral Language
texts heard.
b. Recite with ease and confidence 3 to 5-stanza rhymes in culturally
appropriate manner.
c. Supply rhyming words to complete a rhyme.
2. Phonological Skills
a. Recognize sound and symbol relationships in ones own writing.
3. Book and print knowledge
a. Observe some mechanics when copying and/ or writing sentences:
capitalization, proper spacing between words and correct punctuation
marks.
4. Word Recognition
a. Read with understanding a story consisting of words being studied.
5. Spelling
a. Spell correctly content words in the list of vocabulary words.
6. Handwriting
a. Observe mechanics when copying and/ or writing sentence,
paragraph and story: capitalization, space between words, correct
punctuation mark, indention and format.
7. Composing
a. Write a story observing correct punctuation marks.
8. Grammar
9. Use possessive pronouns (my, you, his, her, your).
10. Vocabulary
a. recognizing common morphemes in phrases and sentences (e.g.
basic syllabication rules and phonics)
11. Reading Comprehension: Activating Schema and Prior Knowledge
31
a. Predict what story is about based on personal experiences and

context.
Subject Matter
A. Rhyming Words
B. Using Possessive Pronouns (my, you, his, her, your)
C. Environmental Signs/Prints
Reference
Two- Track Approach to Teaching Children to Read and WriteTheir First
Language):A Guidebook for Trainers, Susan and Dennis Malone, 2010
Materials
Picture of a nature with animals
Theme
My Favourite Animals and Plants
Value Focus
Care for animals and nature
Procedure:
Day 1
Objectives
a. Listen and retell a story heard in their own words citing the characters,
b. Read phrases and sentences consisting of words being studied and answer
c. Predict what the song is about based on personal experiences andbased on
what one know about.
Pre- Reading
1. Show a picture of a zoo or nature with animals and ask questions activating
the prior knowledge/ experiences of the pupils.
a. What do you see in the picture?
(Unsay imong nakita sa hulagway?)
2. Write down what the pupils say and read it back to them to develop their
print awareness.
3. Ask each pupil to contribute words, one sentence at a time, to compose a
story.
4. Print words on chart (so class has permanent copy), reading each word as
she writes. Usually, pupils repeat the words after each sentence is
written.(Guide the pupils through questions to come up with
conversational statements)
5. Let the pupils open their Learners Material, Unit 1, Week 5, Magbasa Kita.
During Reading
32
1. Read first the entire story using a hand or pointer, and asks the entire group
or individual pupil to read it. Pupils enjoy repeated reading. Remember,
pupil may not be actually readingbutsimply repeating words memorized with
the assistance of visual cues.
2. Read the story using the reading plan.
Post Reading
a. Talk about the story and ask comprehension questions about the story
infusing values.
Who went to the park?
(Kinsa man ang nangadto sa parke?)
What did they do in the park?
(Unsa man ang ilang gibuhat didto)
Did Gino continue to picked flowers in the park? Why
(Nipadayon ba og kutlo og bulak si Gino? Ngano man?
What happened to Karens pet dog?
(Naunsa man ang itoy ni Karen?)
Who have pets at home?
(Kinsa man ang adunay binuhing hayop sa balay?)
How do you take good care of your pet?
(Giunsa man nimo pag-atiman ang imong binuhing hayop?
b. Ask the pupils to predict the ending of the story based on their personal
experiences.
Day 2
Objectives
a. Use possessive pronouns.
b. Read aloud words (possessive pronouns).
c. Compose a story using appropriate words and coherent text.
d. Correctly spell words in the list of content words in the vocabulary.
1. Review the story In the Park
a. Read again the story, calls some pupils to read it aloud in the class,
then ask questions about the story.
b. Give some examples of possessive pronouns from the story(ko, ikaw,
iya, niya, imo) (my, you, his, her, your) using META CARDS and post
them on the board.
c. Discuss the use of possessive pronoun and give other examples.
2. Engagement Activities
Divide the class into three (3) groups and give the rules for grouping.
a. Activity I
Let the pupils answer their Learners Material, Unit 1, Week 5, Unang
Buluhaton A.
b. Activity 2
Use the following possessive pronouns in the sentence.
33
(Gamita ang mosunod nga possessive pronouns sa pahayag o

sentence.)
nako
ikaw
iya
niya
imo
c. Activity 3
Create a short story using the following possessive pronoun.
(Paghimo og istorya gamit ang mosunod nga possessive pronouns.)
nako
ikaw
iya
niya
imo
Processing of the Activity:

Ask each group leader to present their outputs andprocess the activity
done by each group.
3. Enrichment Activity
a. Identify the common least mastered possessive pronouns out of the
presentations of each group.
b. Give an enrichment activity for the mastery of the lesson.
Let the pupils answer their Learners Material,Unit 1, Week 5, Unang
Buluhaton B.
Day 3
Objectives
a. Read phrases and sentences consisting of words being studied and
answer higher order questions about them.
b. Observe proper mechanics when writing sentences with punctuation.
c. Correctly spell words in the list of content words in the vocabulary.
d. Write sentences using correct punctuation marks.
e. Recognize the common morphemes in phrases and sentences
(e.gbasic syllabication rules and phonics).
a. Group Activity (Word Puzzle)
Group the pupils into 5. Each group will be given an envelope containing
words found in the story Sa Parke.
Ex. ni
adto
ako ng = akong
= niadto
mo kutlo
gi
duol
= mokutlo
= giduol
b. Discuss on the basic syllabication rules and phonics.

- Every syllable has only one vowel sound. The number of vowel sounds in a
word usually equals the number of syllables in that word.
34
c. Ask the pupils to read the whole text and instruct them to observe how the
sentences of the story are written such as capitalization, proper between
words, correct punctuation mark and proper indention between paragraphs.
d. Highlight the mechanics in writing sentences and paragraphs of the story
and the importance of proper capitalization, indention between paragraphs,
spacing between words, and correct punctuation marks through examples.
Guided Writing Practice
Let the pupils copy the story In the Park with proper mechanics in writing.
Generalization
Ask:
a. What are the proper mechanics in writing sentences in a paragraph form?
(Unsa man ang husto nga pamaagisa pagsulat og pahayag o sentence sa
paragraph nga porma?)
b. Why do we need to write correct sentences using proper capitalization,
proper spacing between words, correct punctuation markand
indention
between paragraphs?
(Nganong nagkinahanglan man ta mosulat og husto nga sentences gamit
ang husto nga capitalization, husto nga spacing between words, husto nga
punctuation mark ug husto nga indention between paragraphs?)
Engagement Activity
Let the pupils write their own story based on their own experiences using
proper capitalization, proper spacing between words, correct punctuation mark
and proper indention between paragraphs.
Day 4
Objectives
a. Identify rhyming words in a poem consisting of two to three stanzas.
b. Supply rhyming words to complete a poem.
.
Pre-Reading
1. Show a picture of a boy holding his pet dog and ask the pupils to describe
the picture.
Ask: Do you have pets at home?
(Aduna ba kamoy binuhing hayop sa inyong balay?)
2. Ask the pupils to recitea 3-5-stanza local rhymes about the theme andthen
introduce the rhyme to the pupils. Let them open their Learners Material,
Unit 1, Week 5, Ikaduhang Buluhaton.
During Reading
Group the pupils into 5. Each group will read the poem creatively.
35
Post Reading
1. Ask:
a. Who has a pet dog?
(Kinsa man ang adunay itoy?)
b) What is the name of your pet?
(Unsay ngalan sa iyang itoy?)
c) What did Bitoy like to do?
(Unsa man ang kanunay buhaton ni Bitoy?)
d) Does she love her pet dog?
(Pinangga ba niya ang iyang itoy?)
Engagement Activity
1. Divide the class into five (5) groups and asks them to recite the rhyme
together in front of the class with action if possible. Process the activity and
declare the best group as the winner.
2. Let the pupils answer their Learners Material,Unit 1, Week 5, Ikaduhang
Buluhaton.
Day 5
Objectives
a. Write sentences using correct punctuation marks.
b. Observe proper mechanics when writing sentences with punctuation.
c. Compose a story using appropriate words and coherent text.
d. Use possessive pronouns (akin, iyo, kanila).
Application
Show a picture of a child holding his/her pet and let the pupils write at least 5
sentences about the picture observing correct punctuation marks, capitalization,
indentions, and format with appropriate words and coherent texts.
Evaluation
A. Let the pupils answer their Learners Material, Unit 1,Week 5, Ikatulong
Buluhaton A.
B. Let the pupils answer their Learners Material, Unit 1, Week 5, Ikatulong
Buluhaton B.
Week 6
Objectives
1. Oral Language
a. Listen to and interact with others in a group or class discussion on texts
heard.
b. Tell their own stories related to picture using a variety of words withproper
phrasing and pausing.
c. Talk about the fables by recalling important details.
a. Tell the distinguishing features of a fable.
36
3. Word Recognition
4. Fluency
a. Read short stories with ease and fluency.
5. Spelling
a. Spell correctly the list of content words in the vocabulary
6. Handwriting
a. Write short narrative stories that include elements of setting and
characters
7. Composing
a. Compose a story using appropriate words and coherent text
a. Use personal pronouns (ako, ikaw, siya, kami,kamo ug sila) in a
culturally appropriate manner in sentences and paragraphs
9. Vocabulary and Concept Development
a. Read aloud personal pronouns
10. Reading Comprehension: Activating Schema / Prior Knowledge
a. Modify prior knowledge based on new knowledge from the fable
b. Sequence 3 events in the story by telling which happened first, second
and last
c. Predictoutcomes in fable based on context
11. Reading Comprehension: Comprehension of Informational Texts
a. Compare and contrasting different literary elements
b. Read a variety of childrens literature and respond to it both orally and in
writing
12. Reading Comprehension: Attitudes towards Language, Literacy and
Literature
a. Show love for reading by listening attentively during story reading and
Subject Matter
A. Fable The Bee and the Fly
Author:Gea Catalan Alonso
B. Personal Pronouns
Materials
Fables(The Honey Bee and the Fly), pictures and songs
Theme
Things I Love to Do, (favorites, activities, hobbies, sports)
Value Focus
Do not spend all your time having fun. Work and save for the future.
One should be proud of his/her own family.
Procedure
37
Day 1
Objectives
heard.
b. Tell their own stories related to picture using a variety of words withproper
c. Tell the distinguishing features of a fable.
d. Talk about the fable recalling important details.
e. Read phrases and sentences consisting of words being studied and answer
g. Modify prior knowledge based on new knowledge from the fable.
h. Predict outcomes in fables based on context.
i. Show love for reading by listening attentively during story reading and
j. Make comments and answers higher order thinking questions.
Pre-reading Activities
1. Guessing Game: (Show a picture of different animals)
a) Maglupad-lupad kada adlaw
Ilalom sa init sa adlaw.Unsa kini?
b. hulmigas
b. putyokan
c. ipos
2. Learning New Words through pictures and gesture. (TPR pictures and TPR
body). Use it in a sentence. Ask a pupil volunteer to read the sentence.
lingaw
tinigom
nagkarga
gigutom
3. Motivation:
a) Ask the pupils the following questions:
1. Nakasulay naba ka og tigom gikan sa imong balon?
2. Diin nimo gihipos?
3. Maayo ba ang magtigom?Ngano man?
b) Show a picture of Honey Bee and the Fly. Ask the pupils to say
something about the character of the Honey Bee and the Fly.
During Reading
1. Read a short story to the pupils:
a) Tell the pupils you want them to listen as you read to them the theme for
the week.
b) Read the story in a lively and interesting way
c) As you read, stop 2-3 times to ask the pupils questions about the story.
d) Read the whole story. When youre finished, ask the pupils to summarize
the story then ask them higher order thinking questions about the story.
2. Let the pupils open their Learners Material Unit 1, Week 6 for the selection.
Post Reading
Ask:
a) Kinsa ang managhigalasa atong istorya?
38
b)
c)
d)
e)
f)
Unsay hilig sa putyokan? Unsay hilig sa langaw?

Unsay nahitabo sa langaw sa dihang nibaha?
Unsay iyang gibati? Diin siya nangayo og tabang?
Nganong nagtigom og pagkaon ang putyokan?
Unsay nahitabo sa katapusan sa istorya? Malipayon ba silang duha?
Ngano man?
Day 2
Objectives
heard.
b. Talk about the fables recalling important details.
c. Read short stories with ease and fluency.
d. Write short narratives that include elements of setting and characters.
e. Modify prior knowledge based on new knowledge from the fable.
f. Sequence 3 events in the story by telling which happened first, second
and last.
Review the story read yesterday
Retell the story The Honey Bee and the Fly (TPR Story) while the pupils listen.
a. You model and demonstrate the action.
b. Asks volunteer to do the action while narrating the story.
c. Pupil tells the story and acted by another pupil.
Let them open their LM Unit 1, Week 6 and do Unang Buluhaton
1. Picture Story (Give a picture and let the pupils arrange it according tothe
sequence of the story.)
2. Let the pupils retell the story in their own words and understanding.
Application
1. Guided Exercise
Present another fable The Moth (follow TPR story picture)
2. Independent Exercises
Let the pupils retell the story and other pupils do the action.
Day 3
Objectives
a. Talk about the fables recalling important details.
b. Use personal pronouns (ako, ikaw, siya, kamo, sila og kami) in a
culturally appropriate manner in sentences and paragraphs.
c. Read aloud personal pronouns.
d. Realize that one should be proud of his / her own family.
Grammar
39
Preliminary Activities
1. Review
a. Show pictures of yesterdays lesson.
b. Ask what the picture is all about.
2. Motivation
Ask:
a. Do you have pets at home? (Duna ba kamoy binuhi nga hayop sa
balay?)
b. How do you show your love for them? (Giunsa ninyo pagpakita nga
inyo silang gihigugma?)
Analysis and Discussion
1. Present the fable again The Honey Bee and the Fly
2. Ask the following questions leading to the lesson on pronouns:
a. Kinsa ang duha ka managhigalasa atong istorya?
b. Diin nahitabo ang istorya?
c. Unsay hilig saputyokan? Giunsa kini niya pag-istorya? .
d. Unsa nga pulong ang gigamit puli sa ngalan nga Langaw sa Nagsige
ra siya og dula.?
e. Unsay gigamit puli sa ngalan nga Putyokan sa Ako kang amiga
langaw busa paminaw.?
f. Makaluluoy ka! Moabot ang adlaw ngaikawmagpangita og pagkaon.
Pagtigom na karon! Kinsa man ang giingnan ni putyokan ani?
g. Gigutom ang lukton. Wala na siyay makaon. Nganong wala naman
siyay makaon?
h. Unsay gigamit nga pulong puli sa pulong nga Putyokan sa Ikaw ra
gayod ang nakatabang nako sulti sa langaw.
i. Gihatagan ni putyokan ang langaw og makaon. Unsa nga pulingalan
ang atong ipuli sa ilang ngalan?
j. Giunsa pagtawag sa dihang nagsulti siya kang langaw kabahin sa
ilang kinaiya?
k. Kon hatagan ka og higayon nga makig-istorya sa langawug putyokan
unsaon nimo sila pagtawag?
Post Activities
Let themopen their LM Unit 1, Week 6 and do Ikaduhang Buluhaton.
1. Tan-awa ang mga hulagway. Isulat ang hustong pulong nga ipuli sa
ngalan sa blangko.(Look at the pictures. Write the correct pronoun on
the space provided.)
1. Illus. girl dancing
Nagsayaw _______ .
2. ilus. boy playing
Nagdula ________.
3. Ilus. Girl planting seedlings
40
_______maoy
nagtanom ana
nga bulak.
Kinsa ang
nagtanom niini nga
bulak?
4. Illus. mother nursing the child

Gipangga ko
____anak ko
2. Gamita sa pahayag sentence ang ako, ikaw, siya, kami, kamo ug sila.
3. Kanus-a gamiton ang mga pulong nga ako, ikaw, siya, kami, kamo ug
sila?
Generalization
Ako, Ikaw, Siya ang gamiton puli sa ngalan sa tawo.
(I, You, He/She, We and they) are Personal Pronouns that take the place of
nouns.
Day 4
Objectives
heard.
b. Spell correctly the list of content words in the vocabulary.
c. Use personal pronouns (ako, ikaw, siya, kamo, sila og kami) in a
culturally appropriate manner in sentences and paragraphs.
d. Read aloud personal pronouns.
1. Let the pupils sing the Song to the tune of Lubi-lubi
Lunes, Martes, Miyerkoles, Huwebes, Biyernes, Sabado, Dominggo mga
adlaw sa Semana lubi-lubi.
Ask:
Unsang adlawa karon? Adlaw nga ____________ karon.
Unsang adlawa kagahapon? Adlaw nga ____________ kahapon.
Unsang adlawa ugma? Adlaw nga ___________ ugma.
Spelling
Write dictated words from the story
a. nagtigom
b. langaw
41
c. pinangga
d. putyokan
Enrichment Activities
Let them open LM Unit 1, Week 6 and do Ikatulong Buluhaton.
1. Guided Practice
Partner/Dialogue: Presents a dialogue pattern. Let the pupils find the noun,
then replace it with the correct personal pronoun. Pupils take turn reading,
acting the dialogue.
Partner 1: Naminaw og awit si John .
Partner 2: Naminaw siya og awit.
Partner 1: Gitabangan sa bata ang Lola sa paglabang sa dalan.
Partner 2: Ako ang nitabang sa Lola.
2. Let the pupils form their own sentences using the correct pronoun.
(Guided by the teacher)
Day 5
Objectives
a. Tell their own stories related to picture using a variety of words withproper
b. Read short stories with ease and fluency.
c. Write short narratives that include elements of setting and characters.
d. Compose a story using appropriate words and coherent text.
e. Use personal pronouns (ako, ikaw, siya, kamo, sila og kami) in a culturally
appropriate manner in sentences and paragraphs.
f. Compare and contrast different literary elements.
g. Read a variety of children's literature and respond to it both orally and in
writing.
Assessment
A. Let the pupils write a simple, short fable that includes elements of setting
and characters(teacher guided activity) Ask a volunteer to read his/her work
to the whole class. Check the works of the pupils, give comments and post
them at strategic corner.
B. Let the pupils open their LMs on week 6 day 5 Ika-upat nga Buluhaton
Assignment
Write 2 sentences each using ako, ikaw, siya, kita, kamo, sila ug kami.
Week 7
Objectives
1. Oral Language
a. Use expressions appropriate to the grade level in predicting
possible ending of events.
42
b. Talk about the community issues through advertisement by

recalling important details
c. Respond to the issue (advertisement) through illustrations and
dramatization
2. Phonological Skill
a. Recognize sound/symbol relationships in ones own writing.
a. Tell distinguishing features of an advertisement
4. Word Recognition
a. Read a large number of regularly spelled multi-syllabic words
b. Give the meaning of words being read through matching them
with pictures,doing the action or giving synonyms.
5. Fluency
a. Read aloud grade two level texts with an accuracy of 95-100%
6. Spelling
a. Use spelling knowledge and skills to correctly spell high frequency
words appropriate to the grade level.
7. Handwriting
a. Write advertisements, slogans, etc. observing correct punctuation
marks, capitalization, and formats.
8. Composing
a. Write short, clear announcement (e.g. clean and green drive)
9. Grammar
a. Use simple present verbs in a culturally appropriate manner in
sentences and paragraphs
a. Read aloud words (verbs)
b. Use decoding skills to read more complex words independently
11. Comprehension
a. Activates Schema and Prior Knowledge
b. Make inferences on what is likely to happen next based on the
community event, issues
c. Predict what the community events/situations/issues base on
personal experiences.
12. Comprehension of Informational Texts
a. Use the text (such as the ideas, illustrations, titles) to draw
inferences andconclusions and make generalization
Subject Matter
A.Advertisement: Come and Join Tree Planting
B.Verb (present form)
Materials:
Advertisement: Come and Join Tree Planting
pictures of the beautiful places in region VII, etc Magic Box containing pictures
of persons doing something and action words)
Theme
Our community our neighborhood, caring for our environment
43
Value Focus
Caring for our Environment
Procedure
Day 1
Objectives
a. Use expressions appropriate to the grade level in predicting possible
ending of events.
b. Talk about the community issues through advertisement by recalling
important details.
c. Tell distinguishing features of an advertisement.
d. Read aloud grade two level texts with an accuracy of 95-100% .
e. Read a large number of regularly spelled multi-syllabic words.
f. Use decoding skills to read more complex words independently.
g. Make inferences on what is likely to happen next based on the community
issues.
h. Predict what the community events base on personal Experiences.
Pre-reading
Cebuanos (through pictures)
disaster and catastrophe (through context clues and pictures)
put off (through context clue/synonyms)
get back (through context clue)
concern (through context clue)
Note: Guide the pupils in reading the words orally, by group then individually.
2. Activating Prior Knowledge Developing Motivation for the story
Ask: Unsay mga lugar nga duol sa inyong panimalay? Duol ba kini sa suba o
sa bungtod? Mahulagway ba nimo kini?Namiligro ba kini?
Say: Sa pahinumdom nga atong madungog karon, atong sutaon unsa kini
kabahin ug kinsa ang nagpahinumdom niini.
During Reading
Place the advertisement on the chart. Read first, then let the pupils follow in
reading with appropriate intonation, expression and punctuation cues.
Note: Found in the Learners Material, Unit 1, Week 7
Dali ug Uban Kamo Magtanom Kita og Kahoy
Ang gobernador sa Negros Oriental nga si Gob. Roel Degamo nanawagan
sa mga Negrense nga moapil sa Tree Planting karong Junyo 12, 2012 sa
44
alas 7:00 sa buntag sa tiilan sa Mt. Canlaon alang sa pagbalik sa kaanindot

sa kabukiran.
Gibuhat kini aron mapreserba ang kabukiran nga hapit na maupaw ug
aron mapugngan ang mga kalamidad nga dala sa kinaiyahan.
Busa, tanang mga katawhan sa Negros Oriental dali na kamo ug uban
kita sa pagtanom og mga kahoy. Para kini sa atong kaayohan.
Post Reading
Discussion questions (Literal and Motive)
Unsa kabahin ang pahinumdom?
Kinsa ang naghimo sa pahinumdom?
Nganong naghimo ang gobernador niini nga pahinumdom?
Day 2
Objectives
a. Talk about the community issues through advertisement by recalling
important details.
b. Respond to the issue (advertisement) through illustrations and dramatization.
c. Tell distinguishing features of an advertisement.
d. Write
an
advertisement
about
community
issues
observing
correctpunctuation marks, capitalization, and formats.
e. Write short, clear announcement (e.g. clean and green)
g. Use the text (such as the ideas, illustrations, titles) to draw inferences
andconclusions and make generalization.
1. Lets See
Unsay imong damgo, imong gusto o ambisyon sa kabukiran? Madibuho ba
kini nimo?
2. Lets Find Out
Ipakita unsaon ang pagpreserba sa kabukiran ug sa mga tawo sa Negros
Oriental
3. Lets Show
Daghan na og kahoy ug nindot na karon ang tiilan sa Mt. Canlaon. Maghimo
kita og Certificate of Appreciation para sa gobernador sa iyang
pagpanguna sa pagtanom og kahoy sa kabukiran aron mapakita ang atong
dakong pasalamat.
4. Lets Do More
Karon kay puno na sa kahoy ang tiilan sa Mt. Canlaon unsay angayan
buhaton sa mga tawo sugod karon aron mapreserba ang kanindot sa Mother
Earth?
Magmugna kamo og inyong pahinumdom aron mapabilin ang kaanindot
niini.
45
Discussion
I believe that all of us wanted to see a beautiful and green mountain. Although,
many mountains now are barren and polluted, still young people like you dream to
have a perfect one isnt it? Lets see the work of Group 1 who did a beautiful
masterpiece of their dream mountain.
Now that youre dreaming that mountain, how are we going to make Mt. Canlaon
like this? What are the things that we can do to save the mountain from becoming
barren and polluted? Lets listen and find out from the report of Group 2.
Because of a leader in the person of the provincial Governor, Mt. Canlaon was
saved from becoming barren. If given the chance to show your gratitude to the
governor, how will you do it? Lets find out how Group 3 gives recognition to this
person.
I believe that Mt. Canlaonbefore is clean and full of trees. But when people
started cutting trees and throwing garbage onto it, it became barren and polluted too.
Now, that the people join the tree planting activity, how can you help preserve this?
What strategies can you suggest? Why? Lets listen to Group 4s report.
Processing of the Activity
Process the activity done by 4 groups. Responses are written on the chart.
GROUP
ACTIVITY
FOCUS SKILL
Application
Let the pupils open their Learners Material Unit 1,Week 7 and do Unang
Buluhaton.
Now, that we know whats happening with our natural resources, what would
you do if you were one of the people of Mt. Canlaon?
I will plant trees.
I will preserve our mountain.
I will take care of our natural resources in the community like the river, sea,
mountains, forest, etc.
I will not kill animals like birds in the forest.
Day 3
Objectives
a. Talk about the community issues through advertisement by recalling
important details.
b. Use simple present form of the verbs in a culturally appropriate manner in
sentences and Paragraphs.
c. Read aloud words (verbs).
GRAMMAR LESSON
Preparatory Activity
Review
Let them open their Learners Material Unit 1, Week 7 for the selection.
Say: Nakahinumdom ba kamo sa pahinumdon sa atong gobernador nga atong
nadungog kagahapon?
1. Gov. Roel Degamo calls the constituents to join them.
46
2. The Negrense shows support to the Tree Planting.

3. The youth and concerned citizens of Negros Oriental join the Tree
Planting Activity.
What are the underlined words?
Say: Now children, Im going to act out and you say these words. After you
model each pupil will shows the actions. Process the lesson on the present form of
the verb.
Analysis Discussion
Say: I have here another set of sentences. Lets read them and focus your
attention to the underlined words.
a. The children help their teacher in arranging their desks.
b. Marlon erases the board everyday.
c. Lito brings food in the farm every morning.
d. The girls sweep the floor and the boys water the plants.
e. The teacher praises her pupils in cleaning their room.
Present the different verbs and show how they are used in sentences.
Say: Ang pulong lihok, berbo o verb nagpakita og lihok pinaagi sa lawas,
baba, kamot ug uban pa. Adunay kapanahonan tenses nga angay bantayan kon
kanus-a kini mahitabo. Mahimong karon, ugma og kagahapon nga gitawag og
kaanahonan.
Karon nga Panghitabo o Present Tense
1. Porma nga ni/mi+berbo (Regular Verb in English)
Pananglitan: mihikap
milakaw
mikatawa
2. Porma nga na+berbo o gi+berbo (Irregular Verb in English)
Pananglitan nabuak
nahulog
gibasa
3. Porma nga nag/nang+berbo (Reflexive Verb)
Nanglaba
nagkanta
nagsulat
Guide the class to form the rules on using simple present tense of verbs
Note: Rules formed would depend on the context of MT.
Generalization
Ask: Unsa man ang pulong hihok, berbo o verbs?
Teacher/Modelling Exercises
Find out all the action words and show it in front of your classmates.
Note: Say: Ang pulong nagkanta ang akong napunit .Pulong lihok ba kini? Kanus-a
nahitabo ang maong lihok?Ingon niini ko mokanta. Kinsa ang makakanta diri sa
atubangan? Karon kamo na sad. Pagkuha diri og usa ka pulong lihok unya buhata
kana diri sa atubangan sa klase.
47
Post Activity
Let them open their Learners Material Unit 1, Week 7 and Do Ikaduhang
Buluhaton 1.a, Ikaduhang Buluhaton.1.b, and Ikaduhang Buluhaton 2.2
1. Guided Practice
a. Show and Tell: (Encourage pupils to talk about their favorite hobby or
what they love to do at home. Then list down all the activities/hobbies
that the pupils will mention.)
Example:
Pupil 1: Mangluto ko panahon sa Sabado ug Dominggo.
Pupil 2: Si Carlo mokaon og prutas ug utan kada adlaw.
Pupil 3: Nangolekta si Leo ug Mark og dulaang truck.
Pupil 4: Akong pakan-on akong itoy kada buntag.
Pupil 5: Akong pamilya moadto sa mall kada Sabado.
b. Ready-Camera-Action:
Introduce a game. Scatter list of action words in the classroom.
(Make it a point that each pupil will gets his/her share.) Let the pupils
stand form a big circle and sing a song. As the song is played, pupils
start moving clockwise and whenever the song stops they one from the
scatted action words. When they hear the keyword freeze, they all
freeze. Upon saying Ready-Camera-Action each pupil does the action
according to the word taken and freeze. You will go around and see if
each pupil do the proper action.
After the game, ask pupils what dowe call on those words that
theyve shown or act out.
Ask the pupils to post the word they got on the board. And then
read the action words for the first time. The pupils will repeat after the
you read. Finally, the pupils will read alone the words with fluency and
prosody.
2. Independent Practice
Say: Draw or pick a picture from the box. Tell something about the picture
using appropriate verb. Write your answers on a clean sheet of paper and
box all verbs used.
Day 4
Objectives
b. Read aloud grade two level texts with an accuracy of 95-100%.
c. Use spelling knowledge and skills to correctly spell high frequency
wordsappropriate to the grade level.
d. Write
an
advertisement
about
community
issues
observing
e. Write short, clear announcement (e.g. clean and green)
g. Make inferences on what is likely to happen next based on the community
Issues.
48
h. Use the text (such as the ideas, illustrations, titles) to draw inferences
andconclusions and make generalization.
Spelling
1. preserve (preserba)
2. build(tukod)
3. throw (labay)
4. cutting (putlon)
5. calling(tawag
6. Plant (tanom)
7. get back (balik)
8. put off ( palong)
9.Prevent (likay)
10. Follow (sunod)
Note: Ask the pupils to write the spelling words on the board then models the
reading first. Then let the pupils follow after you, finally read individually.
Handwriting
Let the pupils go back to the advertisement made by group 4, try to refine it and
copy in a clean sheet of paper observing correct punctuation marks,
capitalization, indentions and formats.
Example:
Namiligro ang Okoy nga suba. Magtinabangay kita sa pagpreserba niini
pinaagi sa pagbuhat sa mosunod:
1. Hunungon na ang paglabay og basura sa suba.
2. Dili sikopon ang gagmay nga isda.
3. Dili mogamit og dinamita sa pagpangisda.
4. Dili maglabay og patay nga hayop sa suba.
5. Ipabilin ang pagkamaayong katilingbanon.
Exercises in Handwriting
Copy the advertisement correctly by following the correct format of the letters
shown below.
Activity sheet no. 2
Reading
Predicting
Unsa kaha ang mahitabo satiilan sa Mt. Canlaonkon ang gobernador wala
maghimo og pahinumdom?
Complete the rebus. Match the given words in the magic box with the given
picture to complete the rebus story.
Ask: Unsa kaha kon ang gobernador wala makakumbinser sa mga
katawhan nga magtanom og kahoy sa tiilan sa Mt. Canlaon. Unsa kahay
mahitabo sa lugar ug sa mga tawong nagpuyo niini?
Duna ko diri kahoy nga dunay Rebus Story. Atong pormahon ang rebus
story kabahin sa posibleng mahitabo sa Mt. Canlaon kon wala mahitabo ang
Tree Planting sa lugar.
Rebus of Verbs
49
I have here pieces of cut pictures. What you will do is to form the pictures
together and find out what is formed. Mention at least 2 action words on the
pictures formed.(Answer for the puzzle)
Day 5
Objectives
b. Read a large number of regularly spelled multi-syllabic words.
c. Give the meaning of words being read through matching them with
pictures,doing the action or giving synonyms.
d. Read aloud grade two level texts with an accuracy of 95-100% .
e. Use spelling knowledge and skills to correctly spell high frequency
wordsappropriate to the grade level.
f. Write
an
advertisement
about
community
issues
observing
g. Use simple present form of the verb in a culturally appropriate manner in
sentences and Paragraphs.
h. Use decoding skills to read more complex words independently.
CULMINATING ACTIVITIES
A. Valuing
Review advertisement studied. Ask the pupils what they learned from the
advertisement.
Lets Create: Parade of Slogans
Ask the pupils to make a slogan on a piece of cartolina or illustration board
about caring for our environment, observing correct punctuation marks,
capitalization, and format. Paste in on a stick bamboo and have a parade
around the school ground with the permission of the principal. After the
parade, display the slogan outside the classroom or in front of the school for
the other pupils to see and be aware of. (Check/correct the works of the
pupils and gives appropriate praises or comments. All pupils outputs should
be published. Make sure that the works of the pupils observe the given
theme.)
Evaluation
Oral Test: Tell something about the picture. Then, tell what verb is used in the
formulated sentence.
Let them open their Learners Material Unit 1, Week 7 and do Ikatulong
Buluhaton.
Written Test: Using the pictures in the LM, write a sentence for each action
words illustrated.
Assignment
Paminaw sa radyo o tan-aw sa t.v. sa mga pahinumdom. Unsay pahinumdom
nga nagpakita sa pagpangga sa pamilya?
50
Week 8
Objectives
1. Oral Language
a. Use culturally appropriate expressions to show agreement and
disagreement on a certain issues
b. Use culturally appropriate expressions to explain or give reasons on
certain issues
2. Vocabulary
a. Recognize and use knowledge of spelling patterns on diphthongs
when reading
3. Word Recognition
answer higher level questions about them
4. Fluency
a. Read aloud grade two level texts with an accuracy of 95-100%.
a. Use simple present form of verbs.
6. Spelling
a. Spell correctly the list of content words in the vocabulary.
7. Handwriting
a. Write sentences, phrases, paragraphs, stories, news blogs,
advertisements, etc. observing correct punctuation marks and
capitalization.
8. Composing
a. Write short clear announcements.
a. Predict what the radio broadcast is all about based on context.
b. Listen to a radio broadcast and respond orally in one or two words to
factual comprehension questions.
Subject Matter
A. Using Approriate Expressions to Show Agreement and Disagreement
B. Simple Present Form of Verbs
References
Recorded radio broadcast
Value Focus
Unity among family members
Theme
My Family & Our Roles( Helping the Family, Family Rules)
Procedure
51
Day 1
Objectives
disagreement on a certain issues.
certain issues.
c. Read phrases and sentences consisting of words being studied and
answer higher level questions about them.
d. Read aloud grade two level texts with an accuracy of 95-100%.
e. Predict what the radio broadcast is all about based on context.
f. Listen to a radio broadcast and respond orally in one or two words to
factual comprehension questions.
A. Preliminary Activity:
1. Follow up of the assignment given
Ask:
Unsa nga programa sa t.v o sa radio ang imong napaminaw kabahin sa
pamilya?
B. Pre-Listening Activity
1. Explain to the class the listening activity they are about to do.
Say: Ang programa nga inyong madungog karon usa ka programa nga
naghisgot kabahin sa pamilya.
2. Agreement on some rules the class has to follow while listening to the radio
broadcast.
Tell the class to take note of the following questions (Should be written on
the board)
a. Kinsa ang gihinabi?
b. Unsa nga isyu ang ilang gihisgutan?
c. Unsay nahitabo?
d. Diin kini nahitabo?
e. Unsa nga pagtulon-an ang makuha niini sa mga bata?
Note: Motive question will differ depending on the recorded radio or t.v.
broadcasting you made
Say: Andam na? Sa dili pa kita mopadayon, aduna akoy pangutana.
1. Motive question
Unsay buhaton aron magmalamposon ang mga anak nga suportado
sa pamilya?
C. During Listening Activity:
Pupils listen to a recorded radio broadcast (pre-recorded)
Nagsibya gikan sa.
NEWSBED (up...under...out)
ANCHOR/HOST:
52
Maayong hapon mga tigpaminaw.Kini ang inyong ubos nga higala,

nagdala sapreskong pagkighinabi sa Pamilya, Una Ka
Tinuod gayod! Unahon gayod ang pamilya Karong buntaga lain na
usab nga istorya sa usa ka malamposong pamilya taliwala sa kawad-on
ang atong pamilya. Malipayon nakong ipailaila kaninyo si Mrs. Nena Reyes
inahan sa walo ka mga anak nga kalooy sa Ginoo puro na karon mga
professionals.
HOST: Maayong buntag, Mrs. Reyes.
MRS. REYES: Maayong buntag usab, Noel.
HOST:KumustaMrs. Reyes, pwede ba nimong isaysay sa atong mga
tigpaminaw unsay imong panginabuhi.
MRS. REYES: Ang akong bana usa ka mag-uuma, ako ug ang akong
mga anak nitimbang kaniya sa umahan ug nitabang usab kami sa
pagbaligya sa among mga produkto.
HOST: Pasaylo-a ko Mrs. Reyes apan gusto ko nga makahibalo
giunsa ninyo pagbuhi og pagpadako ang inyong mga anak nga karon
professionals na tanan.
MRS. REYES: Lisod kaayo ang mga kasinatian nga among naagian.
Una sa tanan, gamay ra kaayo among kita, apan determinado kaayo kami
nga patiwason sila sa ilang pag-eskuyla. Gawas sa pag-uma nangita usab
kami og laing trabaho aron makadugang sa among pangita. Labaw sa
tanan amo gayod silang gidasig sa pag-eskuyla, gitudloan namo sila sa bili
sa pagpaningkamot, kakugi ug pag-antos.
Ang among mga anak nidako sa simple apan malipayon nga pamilya. Wala
silay luho sa ilang kabataan. Apan nakita nila ang among pagtinabangay
aron makasugakod kami sa among pagpuyo kada adlaw.
HOST: Makapadasig kaayo ang imong kasinatian Mrs. Reyes.
Nadunggan nako nga ang imong mga anak nitapos nga adunay mga
pasidungog.
MRS. REYES: Oo, mao nga mapasalamaton kaayo ko kanila. Ang
duha ka magulang nitapos nga nag-eskuyla ug sa samang panahon
nagtrabaho. Pagkahuman nila, sila na usab ang nitabang sa ilang mga
manghod.
HOST: Salamat kaayo sa imong pagpaambit sa imong kasinatian
Mrs. Reyes!Sa dili pa kita motapos, aduna ba kay mensahe sa mga bata
ug ginikanan nga nawad-an og paglaom nga makaeskuyla tungod sa
kawad-on?
MRS. REYES: Salig lang sa Ginoo tungod ihatag niya basta mokugi
lang kita, moantos ug magtinabangay.
HOST: Daghang salamat Mrs. Reyes. Inyong gipakita nga bisan
unsang pagsulay, ang tinuod nga pamilya ra gihapon ang magtinabangay.
53
Inyo na usab nadungog ang atong programa, kini ang inyong ubos
nga higala nagpasalamat sa inyong pagpaminaw ug maayong buntag
kaninyong tanan.
NEWSBED (up......out)
D. Post-Listening Activity
Let the pupils open their Learners Material Unit 1, Week 8 and answer
Unang Buluhaton
1. Ask the pupils, the following questions given before they listened to the radio
broadcast.
a. Unsa kabahin ang programa sa radyo?
b. Kinsa ang gihinabi?
c. Pila kabuok ang iyang mga anak?
d. Unsay pangita sa pamilya?
e. Unsay nahitabo sa pag-eskuyla sa mga bata?
f. Unsang mga hiyas ang gitudlo sa ginikanan ngadto sa mga anak?
2. More discussion questions:
a. Maayong ginikanan ba si Mrs. Reyes? Mouyon ba ka nga himuon
siyang modelo sa mga pamilya? Ngano man?
b. Husto ba nga motrabaho ang mga anak aron makatabang sa ilang
ginikanan? Ngano man?
c. Daghang mga ginikanan nga dili makapaeskuyla sa ilang mga anak
tungod sa kawad-on. Sa imong hunahuna, unsay sulbad niining
problemaha?
3. Engagement Activity
Let the pupils open their Learners Material Unit1, Week 8 and do Ikaduhang
Buluhaton.
Build-A-Happy-Home Game
Group the class into four. Give each group materials (old newspapers,
cut-outs of persons from magazines, broom sticks, coloring materials, etc.)
to build their Happy Home. Let them create it according to their concept
and display their work.
Day 2
Objectives
a. Use culturally appropriate expressions to show agreement and disagreement
on a certain issues.
b. Use culturally appropriate expressions to explain or give reasons on certain
issues.
d. Read aloud grade two level texts with an accuracy of 95-100%.
e. Use simple present form of verbs.
f. Correctly spell words in the list of content words in the vocabulary.
g. Write short clear announcements.
A. Preliminary Activity
54
Ask each group to explain their concept of a happy home as they present their
output on the previous day.
Ask the class: Para kanimo, ang kawad-on ba maoy rason nga dili
magmalipayon ang pamilya? Ngano man?
B. Developmental Activity
Reading of an excerpt from the radio broadcast previously listened to:
(Note: Let the pupils open their LM)
HOST: Pasaylo-a ko Mrs. Reyes apan gusto ko nga makahibalo
giunsa ninyo pagbuhi ug pagpadako ang inyong mga anak nga karon
professionals na tanan.
MRS. REYES: Lisod kaayo ang mga kasinatian nga among naagian.
Una sa tanan gamay ra kaayo ang among kita. Apan determinado kaayo
kami nga patiwason sila sailang pag-eskuyla. Gawas sa pagpanguma
nangita usab kami og laing trabaho aron makadugang sa among pangita.
Labaw sa tanan amo gayod silang gidasig sa pag-eskuyla, gitudloan namo
sila sa bili sa pagpaningkamot, kakugi ug pag-antos.
Ang among mga anak nidako sa simple apan malipayon nga pamilya.
Wala silay luho sa ilang kabataan. Apan nakita nila ang among
pagtinabangay aron makasugakod kami sa among pagpuyo kada adlaw.
Lead the class to take notice of the underlined words.
Say: What do these words tell? Do they denote action? What do you call these
words?
Give examples of verbs.
Read these sentences:
a. Nananom og utanon si Papa ug Mama.
b. Namaligya og prutas si Mama.
c. Gitudluon nako og maayong pamatasan ang akong mga anak.
d. Giatiman kami ni Nanay.
e. Gihatagan kami sa among ginikanan sa among mga kinahanglan.
Ask the class to identify the verbs in the sentences, and then write them on the
board.
nagbaligya(sells)
nagtanom ( plants)
nitabang(help)
giatiman (takes care)
gihatagan (gives)
Are the actions of these verbs being done at the moment of speaking?
Introduce these words as simple present form of verbs. (Nananom og saging)
Let the pupils open their Learners Material Unit 1, Week 8. Let us learn how to
use simple present tense of the verb.
Study more these examples and find out how we form the simple present form
of verbs.
Say: Ang pulong lihok, berbo o verb nagpakita og lihok pinaagi sa lawas,
baba, kamot ug uban pa. Adunay kapanahonan tenses nga angay bantayan kon
kanus-a kini mahitabo. Mahimong karon, ugma og kagahapon.
Karon nga Panghitabo o Present Tense
1. Porma nga ni/mi+berbo
55
Pananglitan: mihikap
milakaw
mikatawa
2. Porma nga na+berbo o gi+berbo
Pananglita: nabuak
nahulog
gibasa
3. Porma nga nag/nang+berbo
Nanglaba
nagkanta
nagsulat
Guide the class to form the rules on using simple present tense of verbs
Note: Rules formed would depend on the context of MT.
Let the pupils study also these examples:
Nagtindog ilalom sa punoan sa kahoy si Gina.
Nilingkod si Ben luyo ni Mona.
Nagdalagan ang bata padulong sa iyang mama.
Naligo si Mona sa suba.
C. Engagement Activity
Let the pupils open their Learners Material Unit 1, Week 8 and do Ikaupat nga
Buluhaton.
Facilitate the games:
1. Basket-Verb
Materials: basket or box, sentence strips, pentel pen, timer.
Divide the class into 3 4 equal groups. Give each group 20 blank
sentence strips. At a signal, pupils write sentences using verbs in the present
tense. Then shoot this sentence strip in the groups basket or box manned
by the teacher. After 2 minutes, the teacher stops the game. She then counts
the number of shoot in each basket, verifying if the verb is correctly used in
the simple present form and giving a point for each correct sentence. The
group who has the most number of correct shoots wins.
2. Do-It-Your-Way
Materials: none
Divide the class into two. Have the two groups fall in line and let them
stand distantly from each others back. Each group thinks of and agrees on
any action that the other group guesses. At the teachers signal, the two
groups face each other and do their action at the same time. Whoever can
give the first guess on what the other group is doing and says the action in
the present tense of verb gets a point.
Day 3
Objectives
a. Recognize and use knowledge of spelling patterns on diphthongs when
reading.
b. Read phrases and sentences consisting of words being studied and
c. Read aloud grade two level texts with an accuracy of 95-100%.
Let the pupils open their Learners Material and sing the song on Unit 1, Week 8.
56
1. Review:Ask the class what actions were done in the song.
Ask: Unsay tawag niini nga pulong lihok?
Gibuhat ba kini nga lihok panahon sa pagsulti?
Display verb cards on the board and asks the pupils to give each the
simple present form.
2. Motivation: Givethe following pictures to the selected pupils
father
rice stalks
pig
a person dancing
Ask them to look for its corresponding word on the song taught earlier.
The pupils then tack the picture on its name.
3. Presentation:
Unsa ang gihulagway?
Write the following words on the board:
tatay
sayaw
baboy
humay
Ask: What is common to these words?
Explain: The words contain the /ay/, /oy/ and /aw/ sounds.
They are called diphthongs
Ask the class to give other examples of diphthongs.
Let them write these words on the board.
The class reads the words, then by groups, and individually.
C. Engagement Activity
Let the pupils open their Learners Material, Unitn 1, Week 8. Let them do
Ikalimang Buluhaton 1 and Ikalimang Buluhaton 2
Facilitate this game:
1. Fish- a- diphthong game
Materials:
A large basin or a wide, shallow box, 1-meter rod, two- to
three- feet string with a magnet at the end, several word cards with metal
paper clips( printed with diphthongs and non-diphthong words.)
Direction: Call volunteer pupils to catch diphthongs on the sea. A pupil
who is able to catch words with diphthong is given a prize.
2. Hunt-A-Diphthong
Give each pupil a copy of the list of words hunting board. Then pupils
look for words with diphthongs by putting a marker in each word with stone
or pea. Guide them that these words may be found diagonally, from top to
bottom or bottom to top, across from the left or across from the right.
l
a
n
g
o
y
b
k
u
a
i
w
m
o
p
a
g
i
n
a
n
a
y
w
a
u
a
g
a
w
a
I
w
g
y
u
a
a
t
l
a
n
a
h
a
w
o
t
b
u
r
a
w
o
t
a
57
h
n
a
y
u
d
g
g
Words to find:
lugaw
itoy
sudlay
anahaw
kahoy
yawyaw
sabaw
nanay
baboy
Day 4
Objectives
reading.
d. Use simple present form of verbs.
e. Correctly spell words in the list of content words in the vocabulary.
f. Write sentences observing correct punctuation marks and capitalization.
g. Write short clear announcements.
1. Let the pupils sing the song Sa Umahan
2. Review:
What words in the song are examples of verbs?
What words in the song are examples of diphthongs?
B. Developmental activity.
1. Form dyads Let each pair do the following activity.
Choose a verb in box A and a diphthong in box B, Use the simple present
tense of verb. Make two or more sentences. Be ready to share this to the
class.
2. Write on the board the sentences formed by the pupils.
Example:
Gidagpas ni mama ang mga langaw.

Ask: Nganong iyang gidagpas ang langaw?
Unsay mahitabo kon mobatog ang langaw sa pagkaon?
Nagbuhi ko og baboy.
Nakurat si Manoy kay nakakita og halas sa kahoy.
Nihigop og init nga sabaw si tatay.
Nagtanom og humay si Caloy.
Nagsul-ob og dako nga pantalon si Nonoy.
3. The pupils will read the sentences by group, by pairs, then individually.
Gidagpas ni nanay ang mga langaw.
nanay ang mga langaw
ang mga langaw
mga langaw
langaw
58
langaw
mga langaw
ang mga langaw
nanay ang mga langaw
Gidagpas ni nanay ang mga langaw.
Note: Use the format in sentence breaking and sentence rebuilding.
Day 5
Objectives
reading.
d. Use simple present form of verbs.
e. Correctly spell words in the list of content words in the vocabulary.
f. Write sentences, phrases, paragraphs, stories, news blogs,
advertisements, etc. observing correct punctuation marks and
capitalization.
1. Singing the song: Sa Umahan
2. Review: Let the pupils read the sentences they constructed the day before.
1. Spelling of words learned in the previous days through a guessing game:
Example:
a. I am thinking of a word. It is a diphthong. One does it when he is angry
with someone. Whats the word? (away)
b. I am thinking of a word. It has a diphthong. It has branches and color
green in the forest. What is the word?( kahoy)
c. I am thinking of words. These are verbs. Birds fly, snakes crawl, fish swim
but boys and girls ____ and _____. ( walk and run)
2. Read the following paragraph
Nakakita si Nonoy og halas. Ang halas nilikos sa sanga. Sa iyang kahadlok,
nidagan siya.
Halas, halas! Dako nga halas! singgit ni Nonoy. Giadto ug gitan-aw sa
iyang papa ang sanga kon diin siya nakakita og halas.
Wala man Nonoy, sultini tatay. Ang imong giingon nga halas dako ra nga
balagon
Nagkatawa si Nonoy.Dili diay kadto halas.
Ask: Unsay nakit-an ni Nonoy sa istorya?
Tinuod ba gayud nga halas ang nakita? Unsa man diay kadto?
Kon ikaw si Nonoy modagan ba usab ka dayon?Ngano man?
Mahadlok ba usab kamo og halas? Ngano man?
3. Have the whole class read the story again, then by group, by pair, and
individually.
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4. Handwriting activity:
Have the class copy the story. Make sure correct punctuation marks and
capitalization is followed.
Assignment
Read the story again. Then illustrate it on a bond paper.
Week 9
Objectives
1. Oral Language:
a. Recite with ease and confidence 3 to 5 stanza chants in culturally
appropriate manner
b. Retell familiar stories and short conversations by using appropriate
gestures, expressions and illustrative objects
a. Recognize correct spelling words
3. Word Recognition
a. Read words with consonant blends, and consonant clusters (appropriate
to MT)
b. Give the meaning of words being read through matching them with
pictures doing the action or giving its synonyms
4. Fluency
a. Read aloud grade two level texts with an accuracy of 95 100%
5. Spelling
a. Spell correctly words with consonant blends and consonant clusters
(appropriate to the MT)
6. Handwriting
a. Write sentences and paragraphs about an experience generated from a
group story
7. Composing
a. Compose a chant using appropriate words and coherent text
a. Use simple past form of verbs in a culturally appropriate manner in
a. Read aloud words (past form of verbs)
10. Reading Comprehension: Activating Schema / Prior Knowledge
a. Predict what the rap / chant based on personal experiences and based
on what one know about
b. Infer the characters feelings based on their actions or on what they say
11. Comprehension: Comprehension of Informational Texts
a. Use expanded vocabulary in oral and written responses to simple texts
12. Attitudes towards Language, Literacy and Literature
a. Show love for reading by listening attentively during story reading and
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Subject Matter
A. Family
B. Past Tense of Verbs
Materials:
Pamilya Ko, Sinulat ni: Gea C. Alonso
Small Envelope with: Pictures of grandfather, grandmother, father, mother,
brother, sister, baby, auntie, and uncle, marking pens and a chart that looks like this:
Ang
Pamilya
Small Envelope with: Manila paper, crayons, marking pens

Small Envelope with: chart that looks like this
Family
Small Envelope with: 10 pcs. of Smileys

Picture of a family doing household chores.
Flashcards with:
trabaho
problema
pwede
ehemplo
Four pieces manila paper, four markers

Theme:My Family members and characteristics, pride in my family
Value: Being proud of your family.
Procedure
Day 1
Objectives
appropriate manner
b. Give the meaning of words being read
c. Predict what the chant is about based on personal experiences and
context
d. Realize that one should be proud of his / her own family
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.
A. Pre- Reading Activities
Unlock difficult words found in the chant through pictures and context clues.
a. Kinamanghuran
Show a picture of a family and point to the youngest member of the
family.
Say: Kini siya si Ninie. Siya ang kinamanghuransa pamilya. Kinsa ninyo
diri ang kinamanghuran sa pamilya? Unsay buot ipasabot sa
pulongkinamanghuran?
b. Ipaambit
Say: Unsay imong buhaton panahon sa recess? Imo bangipaambit ang
imong balon sa imong classmates? Ang imong classmate mopaambit ba
usab nimo?Kanindot paminawon nga kamo mopaambit sa inyong mga
pagkaon sa uban? Unsay buot ipasabot sa pulongipaambit?
c. ipasigarbo
Say: Sa panahon nga makakuha ka og dako nga grado, ipasigarbo ba
kini nimo? Unsaon nimo pagpasigarbo kini? Unsa pay laing nga higayon
nga kita mapasigarbohon? Unsay buot ipasabot sa pulongipasigarbo?
d. tibuok lungsod
Show a picture of a town. Say: Kini usa ka lungsod. Unsay imong
masulti niini nga lungsod? Kini ang tibuok lungsod (while pointing to the
entire town).Unsay buot ipasabot sa pulongtibuok lungsod?
e. ehemplo
Say: Kinsa sa inyong mga classmates ang gusto ninyo nga mapareha
kaniya? Ngano man?(name of their classmate / tungod buotan siya ug
maayo sa klase. Oo, mahimo si (name of their classmate) nga maayong
ehemplo aron mahimo kang susama kaniya. Kinsa pa ang maayong
mahimong maayong ehemplo dinhi sa atong eskuylahan. Unsay buot
ipasabot sa pulongehemplo?
2. Motivation
Let the pupils open their LM, Unit 1, Week 9 and sing the song with action.
Hain Na?
(Tune: Where is Thumbman)
Hain na si Papa? (2x) Dia ra (2X)

Kumusta, kumusta. (2x)
Maayo man. (2x)
Ilisdi ang pulong ng gilinyahan sa mosunod:
Mama
Manong
Manang
Beybi
Kinsa ang mga miyembro sa pamilya nga gihisgutan sa kanta?
Ask three pupils to introduce the members of their family to the big group
and tell something about them.
3. Motive Question
Read the title of the chant. Then ask them what they think the chant is all
about based on the title. Write the answers of the pupils on the board.
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(Note to the Teacher: Do not show the entire text to the pupils. Just show
the title of the chant.)
In the chant, find out who the family members are?
Sa Chant sutaa kinsa ang mga miyembro sa pamilya?
B. During Reading
1. Read the Chant Pamilya Ko twice with proper beat / tempo to the pupils.
(Introduce the writers of the Chant). Let them open their Learners
Material,Unit 1, Week 9 for the selection.
2. Read one part of the text with one or two pupils. One or two pupils read that
part of the text by themselves. Do this until all the parts of the chant are read.
3. Read the entire chant again with all the pupils.
C. Post Reading Activities
Ask:
Kinsa ang mga miyembro sa pamilya ang gihisgutan sa chant?
Unsay ilang nahimo sa kinabuhi ni Beybi?
Divide the class into three (3) groups. Choose five pupils to act as judges.
Instruct them on what to do during the evaluation of the groups performance.
Give them 2 minutes to practice the chant.After two minutes, let each group
present to the big group.
Select the judges who will rate each performance with
You will count all the
. The group with the most number of
wins.
Day 2
Objectives
appropriate manner
b. Recognize correct spelling words
c. Read aloud grade two level texts with an accuracy of 95 100%
d. Write sentences and paragraphs about an experience generated from a
group story
Let the pupils recite the chant.
A. Review
B. Post Reading Activities
Small Group Activities
Divide the class into four groups. Give each group the following activities:
Group 1 Paste the pictures of the members of the family in the
circles. Then, writetheir names in the rectangle.
Group 2 Act out a father who is ever ready to help.
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Group 3 Role play on how the mother understands and disciplines

her children.
Group 4 Fill in the semantic web. Write the characteristics of the
family mentioned in the chant
Discussion of the Chant
Answer the following questions:
Kinsa ang mga miyembro sa pamilya ang gihisgutan sa chant?
Group 1 presents their work.
Kinsa ang kanunay motabang?
Group 2 presents a role play.
Kinsa ang kanunay andam mosabot?
Group 3 role plays of a mother who understands and disciplines
her children.
Unsang klaseng pamilya sila?
Group 4 shows their work.
Unsay masulti nimo sa pamilya nga gihisgutan sa chant?
Unsa kahay gibatisa magsusulat kabahin sa iyang pamilya?
Mapasigarbohon ba ka sa imong pamilya karon? Ngano man?
C. Experience Story
Let pupils open their Learners Material, Unit 1, Week 9 and do Ikaduhang
Buluhaton.
Ask them to describe or talk about the pictures.
Say: Let us make a story about this family. (Maghimo kita og istorya kabahin
sa pamilya.)
Procedure:
A pupil dictates a sentence which serves as the beginning of the story.
Another pupil dictates which serves as the second sentence. The succeeding
pupil follows until the story is finished.
As the child dictates, writes each word, repeating aloud as you write.
Following each sentence, read the whole sentence to the group while she
tracks the word being read. Ask the child who have dictated the sentence
whether the sentence is correct.
Read the story back to the pupils immediately. Trace each word with
your hand and allows the pupils to verify that it is exactly what they said. She
allows the pupils to read the story with her and by them.
Discussion about the generated text follows after reading it with you and
by the pupils.
64
Day 3
Objectives
a. Retell familiar stories by using appropriate gestures, expressions and
illustrative objects
b. Write sentences and paragraphs about an experience generated from a
group story
c. Use simple past form of verbs in a culturally appropriate manner in
d. Read aloud words (past form of verbs)
e. Infer the characters feelings based on their actions or on what they say
A. Preparatory Activities
1. Review
Present the Experience Story made by the pupilsin Day 2.
Pupils read their Experience Story.
Let the pupils identify the action words mentioned in the story as you write the
responses of the pupils in the first column.
Berbo
Gihakot
Nagluto
Gisilhig
Nanghugas
Giplantsa
Nanghipos
Ask:
When did you make the story? (Yesterday)
Kanus-a gibuhat nimo ang istorya? (kagahapon)
What did father do yesterday?
Unsay gibuhat ni papa kagahapon?
What did mother do yesterday?
Unsay gibuhat ni mama kagahapon?
What did brother do yesterday?
Unsay gibuhat ni manong kagahapon?
What did sister do yesterday?
Unsay gibuhat ni manang kagahapon?
What did Nene do yesterday?
Unsay gibuhat ni Nene kagahapon?
What did Aunt do yesterday?
Unsay gibuhat ni tiya kagahapon?
Write the responses of the pupils on the second column.
Note: The columns may look like this:
65
Berbo
Gihakot
Nagluto
Gisilhig
nanghugas
Giplantsa
nanghipos
Pahayag
Gihakot ni Papa ang mga sagbot kagahapon.
B. Presentation
Present the words written on the board. Let the pupils read the words.
Berbo
Pahayag
Gihakot
Gihakot ni Papa ang mga sagbot kagahapon.
Nagluto
Gisilhig
nanghugas
Giplantsa
nanghipos
Ask:
What kind of words are these?

Unsa kini nga mga pulonga?
C. Checking the Difference

Ask:
When did the action happen in the first column?
Kanus-a nahitabo ang lihok sa unang column?
Label the words in the first column. (Present)
Ask:
When did the action happen in the second column? (Yesterday)
Kanus-a nahitabo ang lihok sa ikaduhang column?
Label the words in the second column. (Yesterday)
Say:
When we say yesterday we mean that it happened in the past. The
action was done in the past.
Kon moingon ka nga kagahapon buot ipasabot nahitabo na ang lihok.
Say:
Let us look at the first word in the first column. This action happens in
the present time. Look at the word at the second column. What happens to
the word? (The second syllable is removed.)
Tan-awa ang lihok sa unang column, karon kini nahitabo. Ang sa
ikaduhang column kagahapon kini nahitabo.
D. I Can Tell More (Daghan Pako og Masulti)
Ask more of pupils activities that happened in the past.
Examples: What did you do before coming to school?
Unsay imong buhaton sa dili paka moanhi sa eskuylahan?
What did you do last night?
Unsay imong gibuhat kagabii?
(Note to the teacher: As pupil answers the question, take note of the action word
used. Give emphasis on the word.)
E. What Can You Say? (Unsay imong masulti?)
Ask: What happens to the word when it is done in the past?
Unsay mahitabo sa pulong kon kini nahitabo o nahuman na ang lihok?
66
F. Come, Let Me Tell You (Dali, Mag-istorya Kita)

Let the pupils open their Learners Material, Unit 1, Week 9 and do Ikaupat
nga Buluhaton.
Ask three pupils volunteers to share their stories to the big group.
Let the pupils write 3 5 sentences paragraph about their familys activities
that happened in the past.
Day 4
Objectives
a. Read words with consonant blends, and consonant clusters (appropriate
to MT)
b. Spell correctly words with consonant blends and consonant clusters
(appropriate to the MT)
c. Use expanded vocabulary in oral and written responses to simple texts
d. Write sentences and paragraphs about an experience generated from a
group story
A. Lets Go Back (Balikan Ta)
Present these words from the chant.
trabaho
ehemplo
pwede
problema
Say : Let us read these words taken from the chant.

Ato nga basahon kining mga pulonga sa chant.
Ask: What have you noticed with those words?
Unsay imong nabantayan niining pulonga?
What letters were underlined? (tr, pw, pr, pl)

Unsa ang mga pulong nga adunay linya?
What kind of letters are these? (consonants)
Unsa man kining mga letraha?
How do we produce the sound of the consonants? (We blend them)
Unsaon paglitok sa mga consonants nga letra?
Say: Let us try to produce the sound of the underlined consonants. What
have younoticed?
Ato kuno nga litokon ang pulong nga dunay linya.
Ask: What do we call these underlined consonants? (consonant blends)
Unsay tawag nato aning mga pulong nga adunay linya?
B. Lets Try (Sulayan Nato)
67
Let the pupils give words with consonant blends. Write their responses on
the board.
Let the pupils read the words. Take note of how the pupils produce the
consonant blends.
Correct if the pupils did not produce the blends correctly. (Teacher models it.)
C. Oopps...Writing Time (Oopps...Magsulat Kita!)
Let the pupils open their Learners Material, Unit 1, Week 9 and do Ikalimang
Buluhaton.
Divide the class into four groups.
Each group writes five sentences using words with consonant blends.
Provide them with manila papers and marking pens.
Group 1 ts
Group 2 br
Group 3 kr
Group 4 gr
Presentation of outputs.
Day 5
Objectives
appropriate manner
b. Read aloud grade two level texts with an accuracy of 95 100%
c. Infer the characters feelings based on their actions or on what they say
d. Compose a chant using appropriate words and coherent text
JAZZ CHANT TIME
Let the pupils recite the chant Pamilya Ko.
Ask the pupils about Jazz Chanting.
Ask: How do you find Jazz Chanting? Is it enjoyable? Why? What else?
Unsay masulti ninyo sa Jazz Chant? Nalingaw ba kamo?Ngano
man?Unsa pay masulti ninyo?
Let the pupils Open their Learners Material, Unit 1, Week 9 and do Ika-unom
nga Buluhaton.
Let the pupils try to compose a new jazz chant with six lines about things in
their bag.
A pupil dictates a sentence which serves as the beginning of the chant.
Another pupil dictates which serves as the second sentence. The succeeding
pupil follows until the chant is finished.
As the child dictates, the teacher writes each word, repeating aloud as she
writes. Following each sentence, read the whole sentence to the group while she
tracks the word being read. Ask the child who have dictated the sentence
whether the sentence is correct or not.
68
Read the chant back to the pupils immediately. Trace each word with your
hand and allows the pupils to verify exactly what they said. She allows the pupils
to read the chant with you and by them.
Divide the class into four groups. Let them practice for five minutes.
Assign five pupils to serve as judges based on the following criteria.
Proper tempo- 5 points
Clear pronunciation and delivery 5 points
Stage Presence 10 points
Total 20 points
(Note to the Teacher: Explain to the judges each criterion and how they will judge
using the smileys. If the group meets the standard, they will raise Happy Smiley. If
not, they raise the sad Smiley.)
After five minutes, let them present to the class.
The group with the most number of happy Smileys wins.
Week 10
Objectives
1. Oral Language
Listen to and interact with others in a group or class discussion on texts
heard
Recognize sound/symbol relationships in ones own writing
Tell the distinguishing features of the selection.
4. Word Recognition
Read phrases and sentences consisting of words being studied and answer
higher order questions about them
5. Fluency
Read aloud grade two level texts with an accuracy of 95%-100%
6. Spelling
Correcting spell words in the list of content words in the vocabulary
7. Handwriting
Write sentences and paragraph observing correct punctuation marks,
capitalization, indentions and format.
8. Composing
Write letters observing the correct format:
*Thank you *Letter of Invitation
9. Grammar
Use verbs in a culturally appropriate manner in sentences and paragraphs in
simple future
10. Vocabulary
Read aloud words (nouns, pronoun, adjectives, verbs, etc.)
11. Comprehension
Compare and contrast different authors use of literary elements
Subject Matter
69
A. Writing a letter (Thank You Letter and Letter of Invitation)

B. Simple Future tense of the Verb
Materials:
Invitation Letter, Metastrips
Theme:
My Family
Value Focus: Care for ones family

Procedure
Day 1
Objectives
heard.
b. Tell the distinguishing features of the selection.
A. Pre-reading
Nakasulay ba kamo nga giimbitar og birthday party sa inyong higala? Unsay
panghitabo sa inyong natambongan?
Unsa kahay sulod sa sulat alang sa higala? Ngano kaha nga nangimbitar
ang nagsulat?
B. During Reading
Give a Listening Story of an Invitation Letter
May 3, 2012
Dear Hope,
How are you today? How are you doing this summer? Our family
spend the summer vacation at grandmas place in Siquijor. We had a
great time there, went swimming in the river and climbing trees with so
many different fruits like big guavas, sweet mangoes and ripe bananas.
We spent our afternoons under the trees with boiled bananas and camote
as our snacks. I have so much to tell you thats why I am inviting you to
my 8th birthday celebration this coming May 13, 2013 at 4:00 P.M. in our
residence. Well have a party and we will prepare many games like statue
dance, trip to Jerusalem, egg catching and many more. Ill be happy to
see all of you. Thank you.
Your Friend,
Marivic
70
C. Post Reading
Ask:
1. Who is the writer of the letter?
Kinsa ang nagsulat?
2. What kind of letter did she write?
Unsa nga klase sa sulat ang iyang gihimo?
3. Why did she like her grandmas place?
Nganong nagustohanniya ang lugar sa iyang Lola?
4. What are events mentioned in the letter?
Unsay mga panghitabo nga gihisgotan sa istorya?
5. Can you share your story same to the experienced of Marivic?
Mahimo ba nimong ipaambit ang imong kasinatian nga susama kang
Marivic?
6. How do you feel when you are in the farm? in swimming in the river? in
climbing trees?
Unsay imong bation kon anaa ka sa umahan? kon maligo sa suba?
Kon ni katkat sa kahoy?
7. Why do you think she sent a letter to her friend Hope?
Nganong nagpadala og sulat si Marivic kang Hope?
8. Do you think Hope and her friends will come to the party? Why?
Moadto kaha si Hope ug ang iyang mga higala sa salo-salo? Ngano
man?
Day 2
Objectives
heard.
b. Tell the distinguishing features of the selection.
d. Read aloud words (nouns, pronoun, adjectives, verbs, etc.)
D. Engagement Activities
a. Review the Listening Story given by the teacher
Ask:
1. Nganong gitawag man kini nga invitation letter?
2. Unsay mga bahin sa invitation letter?
b. Sequence events in the letter
1. Let the pupils sequence the letter being read.
2. Where the story happened, the events done by the writer, the mood of
thesetting.
c. Picture Frame
Let the pupils open their Learners Material, Unit 1, Week 10 and do Unang
Buluhaton.
71
Day 3
Objectives
a. Use verbs in a culturally appropriate manner in sentences and
paragraphs in simple future.
b. Read aloud words (verbs).
A. Review the Listening Story
1. Show the letter in a chart with highlighted verbs. Let the students read it
aloud.
2. Get the words in a simple future tense to introduce the topic to the pupils.
Discussion on simple future tense.
Ang Pulong Lihok o Berbo nga Buhaton Pa o Future Tense
Say: Ingon niini ang paggamit og pulong lihok nga buhaton pa o future tense.
Ang mi + berbo mahimong mo + berbo
Pananglitan: migawas mogawas
Ang na + berbo mahimong ma + berbo
Pananglitan: natulog matulog
Ang nag + berbo mahimong mag + berbo
Pananglitan: nagkatawa magkatawa
Ang gi + berbo mahimong berbo + on/hon, an
Pananglitan: gibuhat buhaton
giani anihon
B. Hang the simple future words in a tree. Let the pupils get the words to read and
use in sentences.
Ex.
They will paint the fence blue.
Ilang pintalan og asul ang ilang koral.
I will return in two hours.
Mobalik ko human sa duha ka oras.
He will finish his homework in twenty minutes.
Iyang humanon iyang buluhaton sulod sa 20 minutos.
Jane will turn 18 this year.
Modesiotso na si Janekarong tuiga.
Let the pupils open their Learners Material, Unit 1, Week 10 and do Ikaduhang
Buluhaton.
72
C. Play the game Message Relay using simple future tense.

Materials: sentence using simple future tense written in a piece of paper
1. Group the class into 4.
2. Instruct every group to form a line.
3. The first pupil in the line gets a piece of paper and s the message.
4. He/she pass the message to the next person until the message reaches
the last person in the line.
5. The last person acts out and uses the simple future tense (message) of
the verb in sentence.
Generalization
Unsaon paggamit ang pulong lihok nga buhaton pa?
Ingon niini ang paggamit og pulong lihok nga buhaton pa o future tense.
Ang mi + berbomahimong mo + berbo
Ang na + berbo mahimong ma + berbo
Ang nag + berbo mahimong mag + berbo
Ang gi + berbo mahimong berbo + on/hon, an
Day 4
Objectives
b. Read aloud grade two level texts with an accuracy of 95%-100%.
c. Write sentences and paragraph, stories, news, blogs, advertisements, etc.
d. Observe correct punctuation marks, capitalization, indentions and format.
e. Compare and contrast different authors use of literary elements.
A. Spelling and Writing Activity
Let the pupils open their Learner Material, Unit 1, Week 10 and do Ikatulong
Buluhaton.
Discuss the mechanics in writing invitation and a thank you Letters.
Afterwhich, let the pupils write a two paragraph invitation letter inviting someone,
observing the correct spelling with a correct punctuation marks, capitalization,
indentions and format.
B. Reading Activity
Let the pupils read their work in front of the class.
Read aloud grade two level texts with an accuracy of 95% - 100%.
Recognize sound/symbol relationships in ones own writing.
C. Compare and contrast different authors use of literary elements.
After everyone reads their work, let them find a partner and compare.
73
Day 5
Objectives
a. Write letters observing the correct format:
Thank you
Letter of Invitation
b. Use verbs in a culturally appropriate manner in sentences and paragraphs in
simple future.
c. Write sentences and paragraph observing correct punctuation marks,
capitalization, indentions and format.
Evaluation
Let the pupils open their Learners Material and do Ikaupat nga Buluhaton A and
Ikaupat nga Buluhaton B.
A. Writing Activity
Let the pupils write their own invitation letter to a Childrens Party or Thank
You letter observing the correct format.
Maghimo og invitation letter o thank you letter gamit ang hustong porma sa
paghimo og sulat.
B. Let the pupils open their LMs on week 10 Ikalima nga Buluhaton
Assignment
Magtuon alang sa inyong Unang Periodic Test.
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Teachers Guide for

Grade II
UNIT II
Week 11
Objectives
1. Oral Language
a. Recite with ease and confidence 2 to 5 stanza chants in culturally appropriate
manner.
b. Distinguish between poetry, drama and short stories
a. Use the degrees of adjectives in sentences in culturally appropriate manner
3. Word Recognition
a. Read a large number of regularly spelled multi-syllabic words;
4. Spelling
a. Correctly spell words in the list of content words in the vocabulary;
b. Decode two or more nonsence and multi-syllabis words;
5. Composing
a. Compose a chant using appropriate words and coherent texts;
a. Read aloud words(adjectives)
b. Identify and sort common words in basic categories; (colors, shapes)
7. Oral Language
heard;
8. Handwriting
c. Write sentences and paragraphs about an experience from a group story/
situation
d. Decode two or more nonsence and multi-syllabic words
Subject Matter
A. Adjectives / Degrees of Adjectives
B. Nonsense and Multi-Syllabic Words
C. Differences among Poetry, Drama and Short Stories
Materials:
tag boards, objects, cartolina, pictures, manila paper, big book,
Song: Asa
Story: Ang Maanindot nga Panimalay
Balak: Ang Bandera
Theme: Community (Care of each home, surroundings and family safety)
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Value Focus: Caring each home, surrounding and family safety
Procedure:
Day 1
1
Objectives
a. Correctly spell words in the list of content words in the vocabulary
b. Read aloud words(adjectives)
c. Identify and sort common words in basic categories (colors and shapes)
d. Listen to and interact with others in a group or class discussion on texts
heard
Pre-Assessment Activity:
Conduct an oral examination.
Ask:
1.
2.
3.
4.
5.
What are nouns? Cite examples. (Unsa ang nouns? Maghatag og mga
pananglitan.)
Give simple sentences using singular or plural nouns. (Paghimo og pahayag
gamit ang singular/tinagsa o plural/dinaghan nga nouns.)
When do we use capital letters?(Kanus-a gamiton ang dagko nga letra?)
What are the things you want to do in school?(Unsa ang mga butang nga
gusto nimong buhaton sa eskuylahan?)
Give a sample slogan on how to care our environment. (Paghatag og slogan
bahin sa pag-atiman sa atong kalikopan.)
Preliminary activities:
a. Attendance checking through a song/Acknowledge all the pupils.
Asa?
(Tune: Where is Thumbkin)
Asa ang mga lalaki? (babaye?)
Asa ang mga lalaki? (babaye?)
Ani-a ra, ani-a ra? (tubag)
Pila mo kabu-ok?
Pila mo kabu-ok?
Kompleto mi. (tubag)
Kompleto mi.
Kulang og_____. (tubag)
b. Spelling Exercise Horn Method (first day, test)
Let the pupils spell the given words for the pre-test.
1. pula (red)
Pula ang bag ni Vilma.
2. bughaw (blue)
Bughaw ang payong ni Lorna.
3. dalag (yellow)
Dalagang panyo ni Edward.
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4. lunhaw (green)
5. puti (white)
Lunhaw ang dahon sa mangga.

Puti ang panganod.
c. Gallery Walk
Group the pupils (5 members per group). Direct the groups to go around the
classroom and list down the things they see on a tag board and classify them
according to their color.
Ask:
What are the different colors found inside our classroom? (Unsa ang mga
nagkalain-laing kolor nga makita sulod sa classroom?)
d. Activity (Show and tell)
Instruct the pupils to get an object from their bag and let them describe
the object. (Specifically its color)
Call volunteers to show and tell in front of the class.
Unlock the following terms usingconfiguration clues/pictures clues/word clues to
unlock the given words.
1.
2.
3.
4.
5.
6.
7.
8.
9.
pagtinabangay (cooperation)
pag-amping sa butang (caring things)
kolor
panghulagway (adjective)
balak (poem)
sugilanon (story)
home (panimalay)
house (balay)
tagilhaw (unripe)
Motivation
Ask:
What is the difference between a house and a home? Which one do
you prefer to have? Why?
(Unsay kalainan sa panimalay ug sa balay?Kon ikaw ang papilion, unsa
man ang imong pilion, panimalay o ang balay?Ngano man?)
Do you consider your house a home? Why? Why not?
(Alang kanimo, ang inyong balay matawag ba nga usa ka panimalay?
Ngano man?Nganong dili man?)
Presentation
Ask:
What do you usually have in your homes? (refer to the things found inside
and outside their homes)
(Unsa nga mga kagamitan ang makita ninyo sa sulod ug gawas sa inyong
panimalay?)
Are you happy to have them? Do you want them to last long?
(Malipayon ba kamo nga nakaangkon ug mga kagamitan?Gusto ba
kamongamolungtadog dugay ang paggamit ninyo niini?)
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What will you do to make them last long?

(Unsa man ang mga angayang buhaton aron molungtad kini og dugay?)
Developing Purpose for Reading
Ask the pupils to open their LM, Unit II,Week 11 Unang Buluhaton
Show the big book and ask what they want to know about the story.
(Teacher models the reading of the story. Pupils read the story by whole group,
small group, triads, dyads& by individual)
After reading, have the pupils answer the following questions:
1. What can you tell about the family in the story?
Unsa ang imong ikasulti bahin sa pamilya sa sugilanon/istorya?
2. Who are the members of the family?
Kinsa ang mga sakop/miyembro sa pamilya?
3. How did the familykeep their house attractive, colorful and nice to the
people in the community?
Gi-unsa sa pamilya nga nahimong maanindot ug madasigon ang ilang
balay?
4. What are the fruit trees planted in the backyard?
Unsa nga mga prutas ang ilang gipangtanom?
5. How were the fruits described by the author?
Giunsa paghulagway sa nagsulat ang mga prutas?
6. Do you have fruit trees at home? What are they? What are their colors?
Aduna ba kamoy mga tanom nga mga prutas sa inyong tugkaran? Unsa
man kini?Unsa ang ilang mga kolor?
7. What are the shapes found inside the house?
Unsay mga porma sa mga butang nga anaa sa sulod sa ilang balay?
8. Can you also find different shapes of objects inside your house? Name
them?
Sa sulod sa inyong balay, may makit-an ba kamo nga nagkalain-laing
porma sa mga butang? Hinganli kini.
9. How do you take care of your things at home?
Giunsa ninyo pag-amping ang inyong mga butang nga anaa sa inyong
panimalay?
10. What will you do to make your home attractive, colorful and nice?
Unsay inyong buhaton aron mahimong maanindot ug madasigon ang
inyong panimalay?
11. Is it important to plant trees? Why? Why not?
Importante ba nga mananom kita ug mga kahoy?Ngano man?Nganong
dili man?
Evaluation (Making of a small book by groups)
Let the pupils make a summary of the short story read, Ang Maanindot nga
Panimalay.
After the pupils have made their summary, guide the pupils in making a small
book from the summary that they have made.
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Assignment
Have the pupils mount a picture of their family on a short size bond paperand
write two sentences that describe theirfamily.
Day 2
1
Objective
b. Compose a chant using appropriate words and coherent texts
c. Recite with ease and confidence 2 to 5 stanza chants in culturally
appropriate manner
d. Use the degrees of adjectives in sentences in culturally appropriate
manner
Grammar Lesson/Spelling
1. Checking of assignment
2. Spelling Exercise (Show Me Board)
Provide an activity that will allow the pupils to spell words using their tag
boards. (The same list of words from Day 1)
3. Review the different colors which were used to describe things.
4. Ask the pupils to use the different colors in describing. (Pupils will make their
own sentences.)
Discuss on how colors are used to describe and compare using
pictures/realia.
- What words can we use to describeobjects?
- Give examples.
5. Skeleton Outline. Let the pupils write the correct adjective to describe the
pictures found on LM, Unit II, Week 11- Ikaduhang Buluhaton.
Generalization:
What words are used to describe the fruits? What do we call them?
When do we use them? What happens to the adjective when it is used to
compare two or more objects?
(Unsay mga pulong ang gigamit sa paghulagwaysa mga prutas? Unsay
tawag nato aning mga pulonga? Kanus-a kininato gamiton?
Aduna bay kausaban sa mga pulong panghulagway kon kini gamiton sa
pagkomparar ug duha o labaw sa duha ka mga butang?)
Guided Practice:
Present pictures and let pupils compose sentences that will form a chant.
Example:
Kaon adlaw-adlaw, sa dalag nga saging, aron mohamis ang imong aping.
Ang pula-pula nga mansanas makaayo sa lawas.
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Evaluation (Group Activity-10 members per group)

Instruct the groups to create a one-minute chant that uses the degrees of
comparison (color).
Assignment
Let pupils cut out three pictures of fruits/objects and mount on a short-size bond
paper and make sentences using adjectives of color in comparing the fruits/objects.
Day 3
1
Objectives
b. Decode two or more nonsence and multi-syllabic words;
c. Distinguish between poetry, drama and short story
d. Write sentences and paragraphs about an experience from a group story/
situation
Concept Development/ Handwriting
Preparatory Activities
Checking of assignment.
Spelling (Pencil and paper examination the same spelling words
with that of Day 1 and 2.)
Dictate the word, use it in a sentence and say the word again before the pupils
spell the word on their writing notebook.
Present the real Philippine flag/flaglet and read the poem Ang Bandera,
found on LM page 64.
Then ask them to identify the colors and shapes found on LM, Unit II,
Week 11 Ikaduha ug Ikatulong Buluhaton A& B.
Developmental Activities
Ask:
What is a poem? short story? (Unsaang usa ka balak? hamubong
sugilanon/istorya?)
What is the difference between a poem and a short story?(Unsa ang
kalainan sa balak ug sa hamobong sugilanon?)
Drama can be acted out or role played.
From the poem and short story presented, have them choose some lines to
create a chant that can be memorized.
Fixing Skills
Ask:
- What makes up a poem? Short story?(Unsa ang gikinahanglan sa paghimo
ug balak? hamubong sugilanon?)
- What stanzas in the poem and paragraphs in the short story contain two or
more nonsense words and multi-syllabic words?(Unsa nga mga stanza sa
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balak ug hamubong sugilanon adunay duha o sobra pa nga mga nonsense

ug multi-syllabic nga mga pulong?)
-
What are these words? Why do you consider these words nonsense words or
multi-syllabic words?(Unsa kining mga pulonga?Ngano nga gitawag kininga
nonsense o multi-syllabic?)
What is a poem, a drama and a short story about? (Bahin sa unsa ang balak?
Ang drama? Anghamubong sugilanon?)
Can you give the differences among them? (Unsa ang kalainan sa tulo?)
Provide samples where pupils will identify whether what is given isa poem, a
drama or a short story.
Generalization
Give the difference of the following:
a. poem
b. short story
c. drama
Guided Practice (Group Work)
Teacher shows the following pictures:
(Children playing, Family eating together, Family in the garden)
Instruction:
Choose one from the set of pictures and write a 2-stanza poem/5-sentence
short story from the selected picture on your writing notebook using the cursive
style. (Teacher models the correct handwriting positions before the pupils write
on their writing notebook)
- What are the people in every illustration doing?
- How do they feel?
- What does each illustration tell us?
Evaluation (Individual output)
Write a 2-stanza poem/5-sentence short story on your writing notebook using
the cursive style.
Assignment
Mount a family picture that you like best and make a poem or short story about
the family.
Day 4
1
Objectives
b. Decode two or more nonsence and multi-syllabis word
c. Compose a chant using appropriate words and coherent texts;
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Preliminary activities
Spelling through a game (Pupils will be grouped into two where they will
compete on forming correctly the appropriate spelling of jumbled words on
colors)
itpu
hawbug
galad
huwlna
lupa
(puti)
(bughaw)
(dalag)
(lunhaw)
(pula)
Pupils will present the chants they have composed the previous day.
Presentation
Present a chant about a family, Ang Akong Pamilya, found on LM, Unit II,
Week 11- Ikaupat nga Buluhaton.
Have the pupils think of a situation that reflects respecting one another in the
family.Let them compose a chant that reflects respect in the family by group.
Example:
Sa pamilya importante nga magtinahuray ang usag-usa.
Si manoy mogiya sa mga manghud niya.
Si manay motabang aron ang tanan magkahiusa.
Sige sige na, magtinabangay kita aron makab-ot ang katuyoan ta.
Discussion
Discuss the lines in their chants that show respect to all the members in the
family.
Let the pupils write their answers on the tag boards.
Generalization:
Have the pupils identify multi-syllabic words and write on their notebooks.
Allow pupils to share the chants they have composed.
Valuing:
Ask: Why is respect, caring and love important?
Evaluation: Group Activity
Group the pupils with ten members.
Let each group create a chant that shows respect in the family.
Presentation by group. (Teacher provides rubrics)
Assignment:
Review the lessons for an examinationtomorrow.
Day 5
1
Objectives
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b. Use the degrees of adjectives in sentences in culturally appropriate

manner
Spelling Test
Let the pupils spell correctly the given words from the list of words from day 1 to 4.
This will be recorded and graded.
pula (red)
Pula ang bag ni Vilma.
bughaw (blue)
Bughaw ang payong ni Lorna.
dalag (yellow)
Dalag ang panyo ni Edward.
lunhaw (green)
Lunhaw ang dahon sa mangga.
puti (white)
Putiang panganod.
Evaluation
Let the pupils open LM, Unit II, Week 11-Ikalimang Buluhaton A, B& C and do
the following:
A. Identify the color of the following objects.
B. Compare the following objects.
C. Make a small book of the summary of the short story. (individual work)
Assignment
Say: Cut-out 5 different pictures of different shapes and mount it on a shortsize bond paper.
(Maggunting ug lima(5) ka retrato sa nagkalain-laing porma ug ipapilit sa
bondpaper)
Week 12
Objectives
1. Oral Language
a. listen to and interact with others in a group or class discussion on
texts heard
b. sing with ease and confidence 3 to 5 stanza song in culturally
appropriate manner
c. use expressions appropriate to the grade level to classify things,
objects
a. recognize symbol relationships in ones own writing (hygiene
materials with name words: male and female comfort rooms)
3. Word Recognition
a. read phrases and sentences consisting of words being studied
and answer higher order questions about them
4. Fluency
a. read aloud grade two level texts with an accuracy of 95-100%
5. Spelling
a. spell content words correctly in the vocabulary words
6. Composing Primer Lesson
a. compose a song using appropriate words and coherent texts
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b.
write short, clear announcement, notices etc. (cleanliness drive,

health program)
7. Handwriting
a. write the letters of the alphabet in cursive form
a. use adjectives in culturally appropriate manner in sentences and
paragraphs
a. read aloud words (adjectives)
b. identify and sort common words in basic categories (shapes)
10. Comprehension of Literary Text
a. give the summary of a literary selection read
Subject Matter
A. Spell Words
B. Compose a Song
C. Announcement
D. Letters of the Alphabet in Cursive Form
E. Adjectives
F. Basic Categories (Shapes)
Materials
real objects/pictures used for personal hygiene, pictures of proper personal
hygiene, manila paper, meta strips, jumbled letters, word cards, envelope,
chart/poster
Song: Mao Kini Ang Husto...
Story: Ang Bandera, Si Juan, Si Lorna
Theme: Personal Hygiene
Value Focus: Cleanliness
Procedure
Day 1
Objectives
heard
b. Sing with ease and confidence 3 to 5 stanza song in culturally appropriate
manner
c. Recognize symbol relationships in ones own writing (hygiene materials with
name words: male and female comfort rooms)
d. Correctly spell words in the list of content words and coherent texts
e. Compose a song using appropriate words and coherent texts
f. Write the letters of the alphabet in cursive form
g. Use adjectives in culturally appropriate manner in sentences and paragraphs
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Spelling (Horn Method)
Pencil and paper test
1. clean
(limpyo)
Jessies clothes are clean.
(Limpyo ang sinina ni Jessie.)
2.smooth
(hamis)
Roxannes cheeks are

smooth.
(Hamis ang aping ni Roxanne.)
3.fragrant
(humot)
Clean clothes have a

fragrant smell.
(Humot ang limpyo nga sinina.)
Her hair is braided neatly.

4.neatly
(hapsay)
(Hapsay ang pagsapid sa iyang

buhok.)
A clean house is nice.
5. nice
(nindot)
(Nindot ang limpyo nga balay.)
Introduce the song, Mao Kini ang Husto, onLM Unit II, Week 12 Unang
Buluhaton, as a springboard of the lesson.
Motivation
Ask:
What line or lines in the song that you liked most and why?
What is the message of the song?
Why is being cleaned important?
Are there words in the song that denotes objects? What are these?
Why are soap, comb, toothbrush and wearing clean clothes important?
Presentation/Modelling (Picture Puzzle)
Organize the class into triads and present to the group picture puzzle of the
following actions. (combing the hair, wearing clean clothes, etc)
Let the group form the picture puzzle and identify the different hygiene materials
shown in the puzzle on LM Unit II, Week 12 Ikaduhang Buluhaton.
85
Gallery Walk
Pupils will mill around the classroom where the pictures and realia of the different
objects used for personal hygiene are placed.
Let them do the following:
a. identify and write the names of the objects on the meta strips provided to
each group.
b. classify the objects according to their uses.
c. post their answers on the board and let the reporter present the group
answers.
d. make sentences on a sheet of manila paper using adjectives.
e.g. Limpyo ang ngipon kon nagsepilyo.
Activity: Lets name names and make a song using adjectives
(LM Unit II, Week 12 Ikatulong Buluhaton)
sabon
tualya
sepilyo
sinina
sudlay
panyo
P
Present the different names of personal hygiene materials.
Let the pupils do the following:
a. read the words orally. ( group, triad, dyad, individual)
b. produce the beginning, middle and final sounds of the words presented.
c. write the symbol of the beginning, middle and final sounds produced in the
air, on their table, at the back of their seatmate (etc.) with proper hand
position without the use of the pencil.
d. write the words on their writing notebook.
e. make a song based on the words that they have written on their writing
notebook. (Note: the teacher will guide)
Enrichment Activity
Have the pupils describe the pictures found on LM Unit II Week 12 Ika-upat nga
Buluhaton, and ask them to write their answers on the meta strips.
Have choral reading of their answers by the class, then by rows and individually.
Generalization
What are adjectives? Describe your classroom.
(Unsa ang panghulagway?Ihulagway ang inyong classroom.)
Evaluation (Guessing Game-Magic Box)
1. Present to the class a box with the real objects/pictures of personal hygiene
materials and let the pupils name the materials taken from the box. (e.g.
soap, toothpaste, towel, shampoo, nail cutter, toothbrush, hair brush, comb, tshirt, chemise)
2. Ask them to write the name of the personal hygiene materials on a sheet of
paper and encircle with the sound symbol Ss.
86
3. Make a sentence using the materials (soap, toothpaste, towel, shampoo, nail
cutter, toothbrush, hair brush, comb, t-shirt, chemise) using adjectives.
4. Make a song using the personal hygiene materials with the sound symbol Ss.
Let the pupils use descriptive words in their song.
Assignment
Let the pupils do the following:
Cut-out five pictures of objects used for personal hygiene.
Mount, label and write a descriptive word for each picture on a clean sheet
of short size bond paper.
Put designs on the bond paper.
Be ready to present the assignment to the whole group.
Day 2
1
Objectives
a. Correctly spell words in the list of content words and coherent texts
manner
c. Use adjectives in culturally appropriate manner in sentences and paragraphs
(shape)
d. Identify and sort common words in basic categories (shapes)
Spelling Game (same words as of day 1)
Do the following:
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.
Let the pupils sing the song This Is The Way I... (in mother tongue)
Show and Tell (Presentation of Assignment)
Pupils show and describe their mounted pictures.
Activities: (group the pupils into three)
Find Me a Partner (Group 1)
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Picture of personal hygiene object is mounted on the shape. The teacher

cuts the shape into halves.
Pupils go around finding their partner. (the other half of the shape and
personal hygiene object)
Once they find their partner, they say the shape and the object.
Pupils say: Nakit-an nako ang akong pares. Naa ni ________.
Let the pupils produce the beginning, middle and final sounds of the
words presented.
Let the pupils write the symbol of the beginning, middle and final sounds
produced in the air, on their table, at the back of their seatmate (etc.) with
proper hand position without the use of the pencil.
Let the pupils write the words and make sentences using adjectives on
their writing notebook.
e.g. Dako ang lingin nga naa sa among grupo.
Let the pupils compose a song using the adjectives. Guide the pupils in
making the song.
We Belong (Group 2)
Pupils with the same shapes (circle/sirkulo/alidong, square/lado,
triangle/triyangolo/gitlo,
rectangle/rektangolo/gipat,
oblong/pihing,
diamond/diyamante, star) group together.
Let the pupils use the shapes in sentences with descriptive words.
e.g. Ang gamay nga sirkulo anaa sa grupo ni Marcela.
words presented.
Let the pupils write the words and make sentences/compose a song
using descriptive words on their writing notebook.
Match and Sound Off (Group 3)
Use the shape of the objects of the group in We Belong activity
circle
oblong
rectangle square
diamond
star
Let the pupils identify the names of the objects presented.

Flash the names of the objects presented.
Let the pupils match the word and the object.
Let the pupils read the words orally. ( group, triad, dyad, individual)
words presented.
88
Let the pupils write the words and make sentences/compose a song
using descriptive words on their writing notebook.
e.g. Lingin ang porma nga anaa sa pundok ni Marlon. Gamay ang lingin
nga naa sa ilang pundok.
Discussion:(Refer to LM Unit II Week 12, Ika-upat nga Buluhaton Tubaga)

Talk about the games. Encourage pupils to share ideas.
Identify the shapes formed during the game.
Have the pupils tell the other shapes that they know.
Introduction of the poem
Ask:
Where can we see the Philippine flag?
Do you have an idea why it is being raised every morning?
Reading of the poem with proper diction and pausing by the teacher, whole
group, small group, triad, dyad, individually.(Refer to LM Unit II Week 12 Ikalimang
Buluhaton)
Ask:(Refer to LM Unit II Week 12 Ikalima nga Buluhaton Tubaga)
Ask the pupils to read the poem and ask volunteers to identify the word that tells
about shape and illustrate the shape.
Let them write symbol of the beginning sound of the following shapes: sinugang, lingin, kwadrado, rektanggulo, bituon
Engagement Activity
Show the following objects and let the pupils identify the shapes, color and
size:
1. toothbrush.
3. comb
2. soap
4. handtowel
Discuss what are descriptive words. Ask pupils to use the words in sentences.
Enrichment Activity
1. Semantic Web
a. Give each pupil a picture. (pictures of personal hygiene materials, picture
of objects)
b. Let them mount the picture and write its name below it.
c. Present the semantic web diagram.
d. At the teachers signal GO, the pupils write descriptive words about the
picture.
e. The pupil who can give the most correct descriptive words at the teachers
signal STOP wins a prize.
2. Market Time
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a. Place different word and picture cards in strategic places in the classroom.
(pictures of personal hygiene)
b. Pupils pick out the word cards and picture cards.
c. Pupils match the word card and picture card.
d. They will classify the pictures according to their shapes.
Generalization:
Can shapes be used as descriptive words? In what way? Give examples.
(Mahimo ba nga ang porma gamiton sa paghulagway? Sa unsa nga pamaagi?
Paghatag og mga ehemplo.)
Fixing Skills
Encircle the descriptive words (adjectives, shapes) in the sentence.
1. Gidala ni Susan ang humot nga pihing nga sabon.
2. Nipalit og rektangulo nga tualya si Gardo sa syudad sa Sugbo.
Evaluation
A. Group the pupils into five members per group. Let them compose a song
about cleanliness using the mounted pictures in their group and use the
descriptive words that the group has described for each picture.
B. Encircle the descriptive words (adjectives, shapes) in the sentence. (Lingini
ang panghulagway (porma) sa pahayag kon sentence.)
1. Naa sa sulod sa lado nga karton ang mga sepilyo.
2. Diyamante nga sabon ang gihatag ni Jane.
3. Rektangulo nga tualya ang regalo ni Jaime kang Jason.
Assignment
On a sheet of paper, let the pupils write three (3) sentences that answer the
question: Is being clean important? Why? Why not?
(Importante ba nga limpyo ang usa ka tawo? Ngano man?Nganong dili man?)
Day 3
Objectives
heard
manner
c. Correctly spell words in the list of content words in the vocabulary
d. Use adjectives in culturally appropriate manner in sentences and paragraphs
(shape)
e. Give the summary of a literary selection read
90
Use the spelling words in sentences. (Arrangement of the words will vary.)
1. limpyo
2. hamis
3. humot
4. hapsay
5. nindot
Let the pupils sing the song This Is the Way I... (in mother tongue)
Pre-reading Activity
1. Unlocking of difficulty
nakuratan (show picture of a surprised/shocked child)
Say: Siya si Juan. Nakuratan si Juan sa iyang nakita.
Which word is similar to nakuratan?
nakuyawan
nalipay
nahibulong
2. Activating Prior Knowledge/Motive Question

Present a picture of a dirty boy.
Think Pair Share
Ask questions about the dirty boy.
Why is the boy dirty? What makes him dirty? Will he ever be clean? What
will the boy feel if he is dirty? Do you like being dirty? Why? Why not?
(Nganong hugaw ang batang lalaki? Unsay nakahimo niyang hugaw? Naa
ba kahay kahigayonan nga malimpyo pa siya? Unsa man ang gibati sa
batang lalaki kon siya hugaw? Gusto ka ba nga hugaw ang imong
lawas?Ngano man?Nganong dili man?
Big Group Sharing
Encourage the pupils to share their reactions about the picture
presented. Call volunteers.
Developing a Purpose for Reading
Say:
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Let us find out if our questions will be answered as I read to you the story
about Juan.
(Atong sutaon kon ang atong mga pangutana matubag sa atong
pagbasa sa sugilanon o istorya bahin ni Juan.)
Let us find out the message of the author of the story that I am about to
read.
(Atong sutaon kon unsa ang mensahe nga gipasupot sa nagsulat sa
sugilanon o istorya nga akong basahon.)
During Reading(Refer to LM Unit II Week 12 Ikaunom nga Buluhaton)
Do the following:
Read the story with expression. (modeling by the teacher)
Talk about the title of the story, the characters and the setting.
Ask questions as the story goes along.
What is the title of the story? (Unsa ang uluhansaistorya?)
Who is the author of the story? (Kinsa ang nagsulat sa istorya?)
Where did the story happen? (Asa nahitabo ang istorya?)
Where did Juan study? What grade was he in? (Asa nagtungha si
Juan?Unsa nga ang-ang siya nagtuon?)
Who are Juans parents? (Kinsa ang mga ginikanan ni Juan?)
What happened to Juan one day? (Unsa ang nahitabo ni Juan usa ka adlaw
niana?)
What was Juans dreams? (Unsa ang mga damgo ni Juan?)
What lesson was learned by Juan from his dream? (Unsa nga leksyon ang
nakuha ni Juan gikan sa iyang damgo?)
How is Juan described in the story? (Giunsa paghulagway si Juan sa
istorya?)
Do you want to be like Juan? Why? Why not? (Gusto ba ninyo nga
mapareha ni Juan? Ngano man?Ngano nga dili man?)
Is it important to be clean always? Why? Why not? (Importante ba nga
limpyo kanunay? Ngano man?Ngano nga dili man?)
Post the story on the board.
Let the pupils read the story. (whole group, triads, dyads, etc.)
Post Reading Activity(Refer to LM Unit II Week 12 Ikaunom nga Buluhaton
Tubaga)
Ask:
Identify the characters in the story.(Kinsa ang mga tawo sa istorya?)
Describe Juan and his mother.(Ihulagway si Juan ug ang iyang inahan.)
What will you do to keep yourself clean and neat? (Unsa ang imong buhaton
aron pirmi kang limpyo ug hapsay?)
If you were Juan, will you be as dirty as he is? Why? Why not? (Kon ikaw si
Juan, gusto ba ka nga hugaw pod parehas niya? Ngano man? Nganong
dili?)
92
What are the words used to describe Juan before his dream? (Giunsa
paghulagway sa nagsulat ang Juan sa wala pa siya magdamgo? Unsang
mga pulong ang gigamit?)
How was Juan described after? (Giunsa paghulagway si Juan human siya
nagdamgo?)
What words in the story tell action? What are they? (Aduna bay mga pulong
nga nagpakita og lihok? Unsa man kini sila?)
When did the action occur? Is it in the present, past, or future? (Kanus-a
nahitabo ang lihok? Karon, kagahapon, o sa umaabot?)
What words are used to describe Juan after his dream? Compare it to the
words used in describibg Juan before his dream (Unsa nga mga pulong ang
gigamit sa paghulagway ni Juan pagkahuman niya og damgo? Itandi kini sa
mga pulong nga gigamit sa wala pa siya nagdamgo.)
What words are used to describe his hair, his fingernails, bed and pillow?
(Unsa ang mga pulong nga gigamit sa paghulagway sa buhok, kuko, kama
ug unlan ni Juan?)
What do we call the words that describe? (Unsa ang tawag sa mga pulong
nga naghulagway?)
What is an adjective? When do we use adjectives? Give examples of
adjectives. (Unsa ang panghulagway? Kanus-a gamiton ang
panghulagway? Paghatag og mga ehemplo sa panghulagway.)
Reading of the story by group, by pair, and individually with correct expression
and proper intonation.
Generalization
What are descriptive words? Can shapes be considered descriptive words?
How?(Unsa ang panghulagway? Mahimo ba nga matawag nga panghulagway
ang mga porma?Sa unsa nga pamaagi?)
Evaluation
Group Activity (Making of a small book)
In your group, write a short summary of the story, Si Juan and make a small
book of the summary made.
Assignment
Answer the following questions in a sheet of paper.
What is an announcement or notice? (Unsa ang usa ka anunsyo o pahibalo?)
What are the parts of an announcement or notice? (Unsa ang mga parte sa
anunsyo o pahibalo?)
Make an announcement or notice with the theme cleanliness (Paghimo og
usa ka anunsyo o pahibalo nga ang tema kalimpyo o kahinlo.)
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Day 4
Objectives
heard
manner
d. Read aloud grade two level texts with an accuracy of 95-100%
e. Correctly spell words in the list of content words in the vocabulary
f. Write short, clear announcement, notices, etc. (cleanliness drive, health
program)
Spelling Game (Magic Tree)
Present the synonym of the five spelling words and use it 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. limpyo
2. hamis
3. humot
4. hapsay
5. nindot
Presentation
Activating Prior Knowledge(Refer to LM Unit II Week 12 Ikapitong Buluhaton
Pahibalo)
Present an announcement. (chart/poster)
Think Pair Share (Refer to LM Unit II Week 12 Ikapitong Buluhaton Tubaga)
Discuss the following:
94
o
o
o
o
o
o
What grade levels are enjoined to participate in the contest?

(Unsang mga grado ang giawhag nga mosalmot sa indigay/kontes?)
When is the contest? What time is the contest?
(Kanus-a ang indigay/kontes? Unsang orasa himuon ang indigay o
kontes?)
Who is the person in charge of the contest?
(Kinsa ang pangitaon kon gustong mosalmot/moapil sa indigay o
kontes?)
What is it all about? (Bahin sa unsa ang indigay o kontes?)
What is presented on the chart or poster?
(Unsa ang tawag sa nakapaskin sa chart o poster?)
What makes a good announcement?
(Unsay gikinahanglan sa usa ka maayong pahibalo?)
What are the pieces of information found in an announcement?
(Unsa ang mga kasayoran nga nakalatid/gikinahanglan sa usa ka
pahibalo?)
Big Group Sharing(Refer to LM Unit II Week 12 Ikasiyam nga Buluhaton)

_ Group the pupils into 5 and do the following:
Share their reactions about the announcement presented.

Present picture of people planting trees. Ask the pupils to make possible
notice/announcement for the picture presented.
Each group is given a picture and out of it theywill prepare an
announcement. (focus on cleanliness, health and nutrition)(Refer to LM Unit
II Week 12 Ikanapulo nga Buluhaton)
Evaluation(Refer to LM Unit II Week 12 Ika-onseng Buluhaton)

Assignment
Let the pupils prepare for a summative examination.
Day 5
Objectives
a. Correctly spell words in the list of content words and coherent texts
b. Compose a song using appropriate words and coherent texts
c. Write short, clear announcement, notices, etc. ( cleanliness drive, health
program)
d. Write the letters of the alphabet in cursive form
e. Use adjectives in culturally appropriate manner in sentences and paragraphs
(shape)
f. Read aloud words (adjectives)
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g. Identify and sort common words in basic categories (shapes)

h. Give the summary of a literary selection read
Spelling (Pencil and paper test)
1. clean
(limpyo)
Jessies clothes are clean. (Limpyo ang sinina ni Jessie.)
2.smooth
(hamis)
Roxannes cheeks are

smooth.
3.fragrant
(humot)
Clean clothes have a

fragrant smell.
(Hamis ang aping ni Roxanne.)
(Humot ang limpyo nga sinina.)
Her hair is braided neatly.

4.neatly
(hapsay)
(Hapsay ang pagsapid sa iyang

buhok.)
A clean house is nice .
5.nice
(nindot)
(Nindot ang limpyo nga balay.)
Valuing
Have the pupils recite in chorus, Cleanliness is next to Godliness.
Ask : Why is it important to be clean and healthy?
Evaluation (Refer to LM Unit II Week 12 Ika-doseng Buluhaton)
Let the pupils:
1. Identify the shapes of the objects and encircle the letter with the sound
/A/.Make a sentence using the illustrations. Use adjectives in making a
sentence.
2. Write an announcement for the cleanest classroom.
3. Make a small book of the summary of the short story.
4. Write the letter Bb in cursive form.
Assignment
Cut-out 5 pictures and describe each picture using the pattern below. (semantic
web)
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Week 13
Objectives
1. Oral Language
a. listen to and interact with others in a group or class discussion on
text read
b. talk about the community events, situations, issues by recalling
important details
a. tell the distinguishing features of a text (how to)
b. recognizing correct spelling of words
3. Word Recognition
a. give meaning of words being read (through matching them with
pictures, doing the action or giving its synonym questions)
b. read phrases and sentences consisting of words being studied and
4. Fluency
a. read procedures with ease and fluency
5. Spelling
a. spell words correctly with consonant cluster (appropriate to the MT)
6. Handwriting
a. write sentences and paragraphs about an experience generated
from a group story
7. Composing (Primer Lessons)
a. write through dictations simple phrases, sentences, and paragraph
observing correct punctuation marks, capitalizations, indentions and
format in cursive form
paragraphs (size)
b. identify and sort common words in basic categories (size)
10. Reading Comprehension (Activating Schema and Prior Knowledge)
a. predict what the procedure is about based on personal experiences
and based on what one knows
b. confirm predictions after listening to a story
11. Reading Comprehension (Comprehension of Informational Texts)
a. orally identify examples of fact and opinion and cause and effect in
simple and familiar texts
b. orally identify the factual component of simple informational
materials by using key words or phrases
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Subject Matter
A.
B.
C.
D.
E.
F.
G.
Distinguishing Features of a Text (How to)

Consonant Cluster
Adjectives (Size)
Predict Procedures
Fact and Opinion
Cause and Effect
Correct Punctuation Marks, Capitalizations, Indentions and Format in Cursive
Form
Materials
pictures, picture puzzle,word strips, realia, magic tree, meta cards, chart, manila
paper
Story: Si Eking ug Enting
Theme: Our Community, Our Neighborhood, Care of the Environment
Value Focus:Care of the Environment, Waste Segregation, Conservation of Water,
Light, etc.
Procedure
Day 1
Objectives
heard
b. Talk about the community events, situations, issues by recalling important
details
c. Give the meaning of words being read (through matching them with pictures,
doing the action or giving its synonym questions)
d. Read phrases and sentences consisting of words being studied and answer
e. Spell words correctly with consonant cluster (appropriate to the MT)
f. Use adjectives in culturally appropriate manner in sentences and in
paragraphs (size)
g. Identify and sort common words in basic categories (size)
h. Predict what the procedure is about based on personal experiences and
based on what one knows
98
1. fruit
(prutas)
2. jackfruit
(nangka)
3. malunggay/
leaves of
the horse
radish tree
(kamunggay)
4. eggplant
(talong)
5. banana
(saging)
There are plenty of

fruits in the garden.
Naay daghang prutas sa

hardin.
The jackfruit tree has

big fruits.
Dagko ang mga bunga sa

nangka.
Malunggay
leaves/Leaves of
the horse radish
tree contain lots of
vitamins.
Daghang bitamina ang

makuha sa dahon sa
kamunggay.
Noli plants eggplants in

the garden.
Nagtanom og talong si Noli

sa hardin.
April buys bananas.
Nagpalit og saging si April.
Let the pupils sing the song.(Refer to LM Unit II Week 13 Unang

BuluhatonManganta Kita)
Motivation (Refer to LM Unit II Week 13 Unang Buluhaton Tubaga)

Ask :
What will we do with our garbage?(Unsa ang angayang buhaton sa atong

mga basura?)
Where will we place our garbage?(Asa ibutang ang atong mga basura?)
Presentation
What is waste segregation?(Unsay buot ipasabot sa pagpalain o paglain lain

sa mga basura?)
How do we segregate our garbage? (Giunsa nato pagpalain o paglain lain sa
atong mga basura?)
Ask:
Why do we have 3 trash cans?(Nganong 3 ang atong trash cans?)

Why is segregation of garbage important?(Nganong importante ang
pagpalain o paglain lain sa mga basura?)
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What are the steps of segregating garbage?(Unsa ang mga pamaagi sa

pagpalain o paglain lain sa mga basura?)
What will happen to our community if we do not segregate our garbage?
(Unsay mahitabo sa atong dakbalangay o komunidad kon dili kita magpalain
o maglain lain sa atong mga basura?)
Show pictures of clean community and a dirty community.
Describe the pictures and see the difference.

Answers will be placed in a Venn Diagram.
Group Activities (group the pupils into four)

a. Puzzled Up
Give the 1st group an envelope containing picture puzzle of waste materials.
(e.g. left-over food, broken glass, waste paper, vegetable peelings, etc.) Let
the group form the picture puzzle and write the name of the picture on a
meta cards. Let the pupils classify the materials: biodegradable, nonbiodegradable, hazardous. (provide chart for the answers)
left-over food
broken glass
waste paper
used battery
vegetable
peelings
Ask:
Why did you group the materials that way? (Ngano nga ingon ana ang
inyong pagpundok?)
b. Im Drawn by You
Give word cards to the 2nd group. Let the group draw pictures on meta cards
based on the word cards. (e.g. fruit peelings, plastics, used paper, tetra
pack, cooking oil bottle, etc.) Let the pupils classify the materials:
biodegradable, non-biodegradable, hazardous. (provide chart for the
answers)
fruit peelings
plastics
used paper
tetra pack
cooking oil
bottle
Ask:
Why did you group the materials that way? (Ngano nga ingon ana ang
inyong pagpundok?)
100
c. Flipping my Pair
Give two envelopes to the 3rd group. One envelope contains word cards,
another envelope contains picture cards. Let the pupils place the picture
cards and word cards on the table right face down (ikulob) on the sides of
the table or desk. Let the pupils take turns in flipping the picture card and the
word card to find the pair and if a pair is found the pupil who has found the
pair wins the cards. If the flipped cards are not pairs, the pupils are to put
the cards back to the bunch and try to flip again until the pair is found. (see
to it that pupils take turns in flipping the cards) Let the pupils classify the
materials: biodegradable, non-biodegradable, hazardous. (provide chart for
the answers)
d. Configured Names
Give flashcards to the group. On the flashcard are the configured (blocks or
lines) names and pictures of the objects (waste materials). Let the group fill
in the name of the object and let them color the object depicted on the flash
cards. Let the pupils classify the materials: biodegradable, nonbiodegradable, hazardous. (provide chart for the answers)
Reporting(Refer to LM Unit II Week 13 Ikaduhang Buluhaton)
1. Presentation of group output.
2. Teacher and pupils process the answers of the different groups.
Brainstorming(Refer to LM Unit II Week 13 Ikaduhang Buluhaton)
Valuing(Refer to LM Unit II Week 13 Ikatulong Buluhaton)

Say:
Now that you know the importance of proper wastes segration, what is your idea
of the garbage in school, community and at home?
How do you share this knowledge to others?
Evaluation (Guessing Game Magic Box)
Present to the class a box with the pictures of waste materials. (Refer to LM Unit II
Week 13 Ika-upat nga Buluhaton)
Pupils will pick up a picture, name it and classify as biodegradable, non
biodegradable and hazardous.
Assignment(Refer to LM Unit II Week 13 Ikalima nga Buluhaton)
Copy the commitment letter in your notebook.Complete the blanks.
101
Day 2
Objectives
heard
b. Spell words correctly with consonant cluster (appropriate to the MT)
c. Use adjectives in culturally appropriate manner in sentences and in
paragraphs (size)
d. Identify and sort common words in basic categories (size)
e. Predict what the procedure is about based on personal experiences and
Spelling
ginsag
saturp
kangan
ngalot
gaymungka

let the group write their answer on a tagboard.
Preparatory Activities (Action Song)
Model in the singing of the song Ang Basura(Refer toLM Unit II Week 13
Ikalimang Buluhaton)
ReviewRecall on the proper garbage disposal. (Refer to LM Unit II Week 13
Ikalimang Buluhaton Tubaga)
Presentation (Refer to LM Unit II Week 13 Ikaunom nga Buluhaton)

Show pictures of garbage to the pupils.
Let them segregate the garbage by putting the pictures to proper column.
(Examples: paper, fruit peelings, pencil shavings, diaper, sticks, candy
wrappers, broken glass, sharp blade, paint cans)
102
Biodegradable
Non Biodegradable
Hazardous
(Malata)
(Dili Malata)
(Delikado/Peligro)
Discussion
Name each picture and give adjectives that refer to size.
Use the adjectives in simple sentences.
Generalization
What is an adjective?(Unsa ang pangmatang/ panghulagway adjective?)

Give an example of adjectives referring to size.(Paghatag og mga
pananglitan sa pangmatang/paghulagway nga nagtumbok sa gidak-on.)
Guided Practice(Refer to LM Unit II Week 13 Ikapitong Buluhaton)
Application: Magic Tree(Refer to LM Unit II Week 13 Ikawalong Buluhaton)

Pick the fruits with adjectives (Illustration of a tree with different fruits)
Evaluation (Refer to LM Unit II Week 13 Ikasiyam nga Buluhaton)
Assignment
Write a poem on a short size bond paper. Make a design if you want to.
Pattern:
Line 1 First Name
(Ngalan)
Line 2 Grade Level
(Grado/Ang-ang)
Line 3 Four words that describe the person
(Upat ka mga pulong nga naghulagway/nagsaysay sa imong
kaugalingon)
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Line 4 Lover of (3 things or ideas)

(mahigugmaon sa tulo ka butang o ideya)
Line 5 Last Name
(Apelyido)
Sample:
_______________________
Ngalan
_______________________
Grado/Ang-ang
___________
____________
____________
___________
Upat ka pulong nga naghulagway/nagsaysay sa imong kaugalingon
Mahigugmaon sa __________
___________
___________
Tulo ka mga butang o ideya

______________________
Apelyido
Day 3
Objectives
a. Recognize the correct spelling of words
b. Give the meaning of words being read (through matching them with pictures,
c. Predict what the procedure is about based on personal experiences and
d. Confirm predictions after listening to a story
e. Orally identify examples of cause and effect in simple and familiar texts
104
f.
Orally identify the factual component of simple informational materials by

using keywords or phrases
Use the spelling words in sentences. Arrangement of the words will vary.
Let the pupils sing the song, Ang Atong mga Basura
Pre-reading Activities
Unlock the word hamugaway byshowing a picture depicting the word.
Say: Mao ni ang baryo Ermita. Hamugawayna ang dagan sa tubig sa sapa.
Give a word that means the same as hamugaway.
Activating Prior Knowledge
Present a picture of a dumpsite and call a pupil to describe.
Think Pair Share (Group the pupils into 4)
Ask questions about the dumpsite and its effects if not properly disposed.
o What will happen if there is too much garbage in the area?
(Unsa ang mahitabo kon adunay daghang basura sa usa ka lugar?)
o What will happen to thewaterway if garbage blocks it?
(Unsa ang mahitabo saagianan sa tubig kon adunay mga basura nga
nagbabag o nagabara?)
o What is the effect of the clogging of the waterways?
(Unsa ang epekto sa pagbara sa agianan sa tubig?)
o What makes the area flooded?
(Unsa ang hinungdan sa pagbaha sa usa ka lugar?)
o Are the people living in the area safe? Why? Why not?
(Luwas ba ang kinabuhi sa mga tawo nga nagpuyo sa lugar nga pirmi
nga gibaha? Ngano?Nganong dili?)
o As a pupil what will you do to keep the area safe from flood?
(Isip usa ka tinun-an, unsa man ang imong mahimo sa pagtabang nga
dili mabahaan ang inyong lugar?)

Say:
Let us find out the message of the story that I am about to read.
(Atong sutaon kon unsa ang mensahe sa sugilanon nga akong basahon.)
105
During Reading (Refer to LM Unit II Week 13 Ikanapulo nga Buluhaton Si Eking ug

Enting)
Read the story with expression. (modeling by the teacher)

Talk about the title of the story, the characters, the setting. Let the pupils
make predictions about the actions of the characters. Let them give
steps/ways on how to prevent flooding.
Let the pupils read the storySi Eking ug Enting
a. Reading of the story by group, by pair, and by individual with correct
expression and proper intonation.
Post Reading Activity(Refer to LM Unit II Week 13 Ikanapulo nga Buluhaton
Tubaga Kini)
Enrichment Activities
1. Role Playing
Call volunteers to dramatize the short story.
2. Think Ink Pair Share (Individual Work)(Refer to LM Unit II Week 13 Ika-onse
nga Buluhaton)
Present the questions and let the pupils think of answers. After
brainstorming, let the pupils write their answers on a sheet of paper.
- What are the steps/procedures in collecting garbage?
- Where will you place the collected garbage?What will you do with the
biodegradable, non-biodegradable and hazardous materials
Call a pupil to present her answers to the whole group.
3. Let Me Do It (Making Procedures by group)
Let the pupils make a procedure on how to dispose their garbage:
biodegradable, non-biodegradable and hazardous materials.
Assignment
Let the pupils form a sentence out of the jumbled words using correct
punctuation. Let them write their answer on their notebook.
na
basurahan
ginamit
sa
106
papel
ang
isulod
Day 4
Objectives
a. Tell the distinguishing features of a text (how to)
b. Give the meaning of words being read (through matching them with pictures,
c. Spell words correctly with consonant cluster (appropriate to the MT)
d. Write through dictation simple phrases, sentences and paragraphs observing
correct punctuation marks, capitalizations, indentions and format in cursive
form
e. Use adjectives in culturally appropriate manner in sentences and in
paragraphs (size)
f. Predict what the procedure is about based on personal experiences and
g. Orally identify examples of cause and effect in simple and familiar texts
h. Orally identify the factual component of simple informational materials by
Present the meaning of the five spelling words and uses it in sentence. Call
pupils to pick a fruit from the magic tree 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.
2.
3.
4.
5.
prutas
nangka
kamunggay
talong
saging
Let the pupils sing the song, Ang Atong mga Basura
Mix n Match
Give two envelopes to the 3rd group. One envelope contains word cards, another
envelope contains picture cards. Let the pupils place the picture cards and
word cards on the table right face down (ikulob) on the sides of the table or
desk. Let the pupils take turns in flipping the picture card and the word card to
find the pair and if a pair is found the pupil who has found the pair wins the
cards. If the flipped cards are not pairs, the pupils are to put the cards back
107
to the bunch and try to flip again until the pair is found. (see to it that pupils
take turns in flipping the cards) Let the pupils classify the materials:
biodegradable, non-biodegradable, hazardous. (provide chart for the
answers)
Present the sentences to the pupils. Be the model in reading of the sentence.
Gisulod ni Thelma ang ginamit nga papel sa basurahan.
Gipalong ni Lowell ang suga kay wala na gamita.
Let the pupils use descriptive words for Lowell, Thelma, suga,papel and basurahan.
(use adjectives telling sizes)
Presentation
Think Pair Share
o Pupils will be given minutes to think on the sentences presented.
o They will look for a partner and talk/share their ideas on what Thelma and
Lowell did.
o Call a volunteer from selected pairs to report what they discussed.
o Talk on the use of a capital letter.
Big Group Sharing(Refer to LM Unit II Week 13 Ika-doseng Buluhaton)
Present jumbled words. Let the pupils rearrange the words to make a
sentence with capital letters, punctuation etc.
Call pupils to present their answer.
Sentence Matching (Jumbled Words)
Let the pupils form a sentence out of the jumbled words
og
basura
itarong
mga
Answer:
Itarong
Itarong og
Itarong og hipos
Itarong og hipos ang
108
ang
hipos
Itarong og hipos ang mga

Itarong og hipos ang mga basura.
Present other samples.
Sentence Breaking
Let the pupils break down the sentence formed by the groups.
Isulod sa basurahan ang mga dili na magamit nga basura.
Answer:
Isulod sa basurahan ang mga dili na magamit nga basura.
Isulod sa basurahan ang mga dili na magamit nga
Isulod sa basurahan ang mga dili na magamit
Isulod sa basurahan ang mga dili na
Isulod sa basurahan ang mga dili
Isulod sa basurahan ang mga
Isulod sa basurahan ang
Isulod sa basurahan
Isulod sa
Isulod
Sentence Writing
Let the pupils write the sentence with correct format.
1. Itarong og hipos ang mga basura.
2. Isulod sa basurahan ang mga dili na magamit nga basura.
Discuss when to use capital letters and punctuation marks.
Explain what is a sentence and write examples on the board.
Writing Activity (Cursive Form)

Present sentences and models on the correct letter formation, punctuation, use
of capital letters, etc.
Let the pupils practice writing the sentence in the air, on their desk/table, on the
chalkboard and on their writing notebook.
Guided Practice
Pupils practice copying sentences using their writing notebook.
Mill around to monitor the pupils activity.
109
Dictate the sentence to the pupils.
Let the pupils write the sentence from dictation using correct punctuation,
capitalization, etc.
Gilubong ni Mikay ang panit sa mangga.
Asa gilubong ni Mikay ang panit sa mangga?
Ilubong sa yuta ang panit sa mangga, Mikay.
Hala, gilubong ni Mikay ang panit sa mangga.
Evaluation
Dictate the sentences and the pupils write the sentences on their writing
notebook.
1.
2.
3.
4.
5.
Ang paghipos sa basura makatabang sa komunidad.

Tarungon og hipos ang mga basura.
Isira ang gripo kon wala gamita.
Ibton ang wayre sa plantsa kon wala ni gamita.
Ngano nga imo nga gilabay ang panit sa gawas sa bentana?
Assignment
Let the pupils prepare for a summative examination.
Day 5
Objectives
a. Spell words correctly with consonant cluster (appropriate to the MT)
b. Write through dictation simple phrases, sentences and paragraphs observing
correct punctuation marks, capitalizations, indentions and format in cursive
form
c. Identify and sort common words in basic categories (size)
d. Predict what the procedure is about based on personal experiences and
e. Orally identify examples of cause and effect in simple and familiar texts
f. Orally identify the factual component of simple informational materials by
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Spelling (Pencil and paper test)
1. fruit
(prutas)
2. jackfruit
(nangka)
3.
malunggay/l
eaves of the
horse radish
tree
(kamunggay)
There are plenty of fruits

in the garden.
Naay daghang prutas sa

hardin.
The jackfruit tree has big

fruits.
Dagko ang mga bunga

sa nangka.
Malunggay
leaves/Leaves of the
horse radish tree
contain lots of
vitamins.
Daghang bitamina ang

makuha sa dahon sa
kamunggay.
Noli plants eggplants in

the garden.
April buys bananas.
4. eggplant
Nagtanom og talong si
Noli sa hardin.
Nagpalit og saging si
April.
(talong)
5. banana
(saging)
Valuing
Ask the following:
a. things that they learned from the story, song and activities discussed.
b. importance of cleanliness and the different ways disposing garbage.
c. explain the importance of using Mother Tongue.
Evaluation
1. Dictation (individual work)
Let the pupils write the sentence with correct format.
Gikuha sa mga basurero ang mga basura sa basurahan.
2. Role Playing (group work)

Proper garbage disposal
3. Find Me a Partner (Pairing Game)
Match the word with its picture. (Pictures of fruits and vegetables with
consonant cluster)
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Picking Fruits (Descriptive Words)

Match the word with its picture. (Pictures of fruits and vegetables, descriptive
words-size)
Lets Make Procedures (Group Activity)

Write a 3-step procedure on the proper disposal of fruit peelings.
Assignment
Ask the pupils to cut-out 5 pictures of the members of the community and
paste the picturesin the drawing book. Let them write a sentence about each
community member.
Week 14
Objectives
1. Oral Language
a. use expressions appropriate to the grade level to recall important details
in a legend
b. retell familiar stories/legends by using appropriate gestures, expressions
and illustrative objects
a. tell the distinguishing features of a legend
3. Word Recognition
a. read large number of regularly spelled multi-syllabic words
b. read at least 200-300 words appropriate to the grade level
c. read with understanding paragraphs, stories, legends consisting of words
being studied
4. Fluency
a. read with automaticity 200 grade two level high frequency sight words
b. read aloud grade two level texts with an accuracy of 95-100%
c. read stories and legends with ease and fluency
5. Spelling
a. use spelling knowledge and skills to correctly spell high frequency words
appropriate to the grade level
b. spell words correctly in the list of content words in the vocabulary
6. Handwriting
a. observe mechanics when coping and/or writing sentences, paragraphs
and stories: capitalization, space between words, correct punctuation
marks, indention and format in cursive form
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b. write sentences and paragraphs about an experience generated from a

group story in cursive form
c. write a short legend (narrative story) that include the elements of settings,
characters in cursive form
7. Composing
a. write sentences and paragraphs about an experience generated from a
group story
b. write a legend observing correct punctuation marks, capitalization,
indention and format
c. compose a legend using appropriate words and coherent texts
a. use adjectives in culturally appropriate manner in sentences and in
paragraphs (words that describes persons, animals and things)
10. Reading Comprehension: Activating Schema and Prior Knowledge
a. sequence three events in the legend by telling which happened first,
second, and third or last
11. Reading Comprehension: Comprehension of Informational Text
a. locate specific information in the text to find answers to simple and higher
level questions
Subject Matter
A. Recall Important Details
B. Legend
C. Capitalization, Space Between Words, Correct Punctuation Marks, Indention
and Format in Cursive Form
D. Adjectives
E. Sequence Events
F. Literary Elements: Plot, Setting, Characters
Materials
Ilustrations, pictures
Story: Legend of Lapu-Lapu
Theme: History of Our Community
Value Focus: Love of Community
Procedure
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Day 1
Objectives
a. Read stories and legends with ease and fluency
b. Correctly spell words in the list of the content words in the vocabulary
( words that describes person, animal and thing)
d. Read and identifying the literary elements of a plot, setting, and characters of
a literary piece
1. ligdong
(honest)
2. maalamon
Maalamon si Jessica. Wala siyay sayop sa eksamin sa

(intelligent) MTB.
3. maisog
(brave)
Usa ka ligdong nga tawo si Luis. Mahadlok siya

mangopya sa iyang katupad.
Maisog si Manolo. Wala siyay kahadlok nga miatubang

sa bangis nga bitin.
Pre- reading(Refer to LM Unit II Week 14 Unang Buluhaton Kantaha)

Have a warm up activity by singing a song Komunidad (to the tune of Who
Builds Community,
Unlockdifficulties through picture clues: Present illustrations/pictures of
Filipino warriors with kampilan (sword), kalansag/taming (shield), bangkaw
(spear) pangulo, nakigbisog
Use them in a sentence and let the pupils identify/point out from the picture
the object that fits the description. Post the picture on the board.
1. Ang kalansag/taming gigamit sa mga manggugubat sa pagsagang sa mga
hinagiban sa kaaway.
2. Ang kampilan usa ka mahait nga hinagiban nga susama sa usa ka dako nga
sundang.
3. Ang bangkaw usa ka taas nga kahoy o puthaw nga adunay mahait nga
tumoy.
4. Ang atong pangulo sa klase mao si ____________.
5. Nakigbisog ang bata nga masakiton aron siya mabuhi.
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Motivation
Show the picture of Lapu-Lapu. Let the pupils tell something about it to develop oral
fluency.
During Reading(Refer to LM Unit II Week 14 Ikaduhang Buluhaton Si Lapu-Lapu)
Say: As we read, let us all think about what happens in the story: the beginning,
middle and the last part.
a. Let the pupils listen attentively to the legend read.
b. Read the legend in an interesting and lively manner.
c. Ask questions to check pupils comprehension regarding the story read.
d. Let the pupils read the story in a lively and interesting manner. (whole group,
triad, dyad, etc.)
Post Reading
Refer to LM, Unit II, week 14, Tubaga Kini
Agreement:
Let the pupils cut-out apicture of Lapu-Lapu. Let them paste the picture on a
short size bond paper. Write three sentences that describe Lapu-Lapu.
Day 2
Objectives
a. Correctly spell words in the list of the content words in the vocabulary
b. Write short narrative (legend) that include elements of setting, characters in
cursive form
d. Sequence events in the legend by telling which happened first, second, and
third or last
e. Read and identify the literary elements of a plot, setting, and characters of a
literary piece
1. create groups of five among the pupils in the class
2. present jumbled letters of the five spelling words placed inside individual
3. let the pupils arrange the letters to form the spelling words.
4. let the group write their answers on a tag board.
5. discuss the answers with the group.
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Picture Puzzle (Lapu-Lapu)
a.
b.
c.
d.
e.
Group the pupils into small groups (6 members in a group or more).

Each member must have a piece of the puzzle.
The teacher asks the pupils what is formed in the puzzle.
Ask them what they know about Lapu-Lapu.
Let them write descriptive words for Lapu-Lapu and use them in
sentences
Carousel Brainstorming
a. Provide a sheet of manila paper for each group with the following
heading (Group I Lapu-Lapu, Group II Magellan, Group III sundalo,
Group IV kampilan, Group V bangkaw, Group VI kalasag)
b. Let the pupils select a leader, timer, reporter, secretary, runner, poster.
The teacher gives the role of each member.
c. Instruct each group that in just two minutes they have to write as many
descriptive words they can think of about the heading e.g. Lapu-Lapumaisog, maligdong, etc.; Magellan-maalam, etc). The teacher will stay
GO to start the brainstorming.
d. At the end of two minutes, the teacher will say STOP, the runner of the
group will give the manila paper to the next group (Group I to Group II,
Group II to Group III, Group III to Group IV, Group IV to Group V, Group
V to Group VI, Group VI to Group I)
e. When all the groups have written on all the sheets of manila paper the
group reporter will publish their activity on the board.
f. The leaders will present their group output to the class.
g. Discussion of the group answers.
Reading Aloud
Group the pupils by twos.
a.
b.
c.
d.
e.
Present the legend. (same as day 1)

Read the legend orally to the pupils.
Let all pupils read the legend orally.
Call pairs to read the legend by lines.
Ask higher order thinking skills questions about the legend.
Sequencing Events (Whole Group-Graphic Organizer)

a. Present the legend and discuss the process of sequencing events by
identifying what happened first, next, last. Write significant words or key
words on the graphic organizer.
116
b.
Event 1
*
*
*
*
Event 2
Event 3
Title
What is the title of the legend? (Unsa ang title sa kasugiran o

legend?)
- How many paragraphs or events are there in the legend? (Pila ka
parapo o paragraph o panghitabo ang kasugiran o legend?)
- What is the first event in the legend? Who was talked about in the first
event? What did he do? (Unsa ang unang panghitabo sa kasugiran o
legend? Kinsa ang gihisgutan kasugiran o legend? Unsa ang iya
nga gibuhat sa una nga panghitabo?)
- What is the second or next event in the legend? Who was talked
about in the next event? What did he do? (Unsa ang ikaduha o sunod
nga panghitabo sa kasugiran o legend? Kinsa ang gihisgutan
kasugiran o legend? Unsa ang iya nga gibuhat sa ikaduha o sunod
nga panghitabo?)
- What is the third or last event in the legend? Who was talked about in
the third or last event? What did he do? (Unsa ang ikatulo o
katapusan nga panghitabo sa kasugiran o legend? Kinsa ang
gihisgutan kasugiran o legend? Unsa ang iya nga gibuhat sa ikatulo
o katapusan nga panghitabo?)
c. Let the pupils make sentences out of the keywords or significant words
written in the graphic organizer. Guide pupils in making sentences.
d. Let the pupils find an event that you describe. Ask the pupils what happened
before or what will happen after.
- Before Lapu-Lapu fought Magellan, he ______.
- After Lapu-Lapu and his men fought Magellan, there was____.
e. Let the pupils sequence the events in the legend. Let them write in their
writing notebook in cursive form.
-
117
f.
Explain to the pupils that they can make the story longer using the guide
questions: What do you think will happen next? or What will happen
after____?
Sequencing Events (Groups of 6 members per group)

Each group will receive the following strips.
Si Lapu-Lapu ang Datu sa Mactan sa wala pa maabot ang mga Espanyol o
Katsila.
Giila si Lapu-Lapu isip ang kinaunahang bayaning Pilipinhon.
Siya ang kinaunahang lumad sa Pilipinas nga nakigsangka sa mga

Espanyol.
Si Lapu-Lapu usa ka ligdong, maisog ug maalamon nga tigdumala sa usa ka

islang gamay sa Mactan.
Sa buntag sa Abril 27, 1521 nakigbatok si Lapu-Lapu ug mga manggugubat

sa sangka sa baybayon sa Mactan.
Napildi ni Lapu-Lapu ug mga kaubanan si Magallanes o Magellan ug iyang

mga ginsakopan.
Groups will post the strips of flashcards on the board in a using the format.
Beginning
Middle
Last
1. Process the activity of the pupils then let them read the whole legend based
on the result of the activity.
2. Discuss on the process of sequencing events by identifyingwhat happened
first, next, last.
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Day 3
Agreement:
Assign the pupils to make a list of the things that they do at home before going
to school. Have pupils arrange the events according to when it happens.
Objectives
a. Observe mechanics when copying, writing sentences, capitalization, write
space between words and punctuation marks
b. Correctly spell words in the list of the content words in the vocabulary
third or last
e. Read and identifying the literary elements of a plot, setting, and characters of
a literary piece
Let the pupils submit their assignments for checking.
Spelling (Pencil and paper examination-the same spelling words as of day 1-2)
The teacher dictates the word, use it in a sentence and say the word again
before the pupils write the spelling word on their writing notebook.
a. Present a short paragraph and ask questions.
b. The pupils will identify the adjectives in the paragraph and write them on the
flashcards.
c. Post the flashcards on the board.
d. Let the pupils read the written words on the flashcards.
e. The teacher will discuss about adjectives and let the pupils give more
examples.
Activity 1 (Lets Find Out)(Refer to LM Unit II Week 14 Ikatulong Buluhaton)
Identify the adjectives in the paragraph. (Pangitaa ang mga panghulagway sa
paragraph.)
Activity 2 (Writing an adjective for each picture)(Refer to LM Unit II Week 14

Ikaupat nga Buluhaton)
119
The teacher divides the class into four groups.

1. Each group will write as many adjectives as they can based on the pictures
presented on a manila paper.
2. Presentation of their outputs.
3. Analysis of the presentation will follow.
Activity 3 (Lets Write!)
1. Each group will write sentences based on the adjectives they have given as
outputs in activity 2 on a manila paper.
2. Each group will present their outputs.
3. Analysis of the outputs.
Evaluation
(Refer to LM Unit II Week 14 ikalimang Buluhaton)
(Refer to LM Unit II Week 14 Ikaunom nga Buluhaton)
Assignment
Write a short legend about Lapu-Lapu on a short size bond paper. (Pagsulat ug
usa ka legend o kasugiran sa usa ka short size bond paper.)
Day 4
Objectives
a. Tell the distinguishing features of a legend
b. Observe mechanics when copying,writing sentences, capitalization, write
space between words and punctuation marks
c. Read stories and legends with ease and fluency
d. Use spelling knowledge and skills to correctly spell high frequency words
e. Correctly spell words in the list of the content words in the vocabulary
f. Observe mechanics when coping and/or writing sentences, paragraphs and
stories: capitalization, space between words, correct punctuation marks,
indention and format (legend) in cursive form
g. Write sentences and paragraphs about an experience generated from a
group; story in cursive form
h. Write short narrative (legend) that include elements of setting, characters in
cursive form
i. Use adjectives in culturally appropriate manner in sentences and paragraphs
120
j.Sequence events in the legend by telling which happened first, second, and
third or last
k.Read and identifying the literary elements of a plot, setting, and characters of a
literary piece
l. Locate specific information in the texts to find answers to simple and higher
level questions
Writing Engagement
Present the synonym of the five spelling words and uses it in a sentence. Call
volunteer 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. ligdong
2. maalamon
3. maisog
Present again the legend of Lapu-Lapu.

a. Review the legend by reading the whole text to be done by the pupils.
b. Let them observe some mechanics how the sentences of the legend written
such as capitalization, proper spacing between words correct punctuation
mark and proper indention between paragraphs.
c. The teacher will highlight some important parts which tells capitalization,
proper spacing between words, correct punctuation mark and proper
indention between paragraphs.
d. Discuss further these important mechanics in writing sentences and
paragraphs.
Guided Writing Practice(Refer to LM Unit II Week 14 Ikapitong Buluhaton)
Let the pupils copy the legend of Lapu-Lapu with proper mechanics in writing.
Generalization(Refer to LM Unit II Week 14 Ikapitong Buluhaton Tubaga Kini)

Pupils will share insights on the following:
a. mechanics in writing
121
b. correct spacing between words and sentences

c. use of punctuation marks
d. proper indention and format
Evaluation (Group Activity)
Write a 5-sentence legend about Lapu-Lapu in your own words with
capitalization, space between words, correct punctuation marks, indention
and format.
Agreement
Study and prepare for a summative test on the next day.
Day 5
Objectives
a. Correctly spell words in the list of the content words in the vocabulary
b. Write short narrative (legend) that include elements of setting, characters in
cursive form
third or last
e. Read and identifying the literary elements of a plot, setting, and characters of
a literary piece
f. Locate specific information in the texts to find answers to simple and higher
level questions
Spelling:Pencil and paper test
1.
honest
2.
intelligent
3.
ligdong
Usa ka ligdong nga tawo si Luis. Mahadlok siyang

mangopya sa iyang katupad.
maalamon
Maalamon si Jessica. Wala siyay sayop sa pasulit

sa MTB.
maisog
Maisog si Manolo. Wala siyay kahadlok nga

miatubang sa bangis na bitin.
brave
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Individual Work (using the pupils writing notebook)

1. (Refer to LM Unit II Week 14 Ikasiyam nga Buluhaton)
2. (Refer to LM Unit II Week 14 Ikanapulo nga Buluhaton)
Week 15
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
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
paragraphs(paghahambing)
7. Vocabulary Concept Development
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
123
Subject Matter
A. Recall Important Details
B. Essay and Short Story
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
Day 1
Objectives
b. Write essay and short story observing correct punctuation marks,
(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
Sing a song Komunidad to the tune of "It's I Who Builds Community".
124
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?
125
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.
126
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.
Day 2
Objectives
(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
127
Checkattendance through a song.
Spelling: Horn Method
Create groups of five among the pupils in the class

Present jumbled letters of the five spelling words placed inside individual
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.
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
Read the essay Ang Atong Komunidad: Sa Una ug Karon

Model in the reading of the essay with proper phrasing.
Let the pupils read the essay: whole group, triad, dyad, and individual.
Discuss the correct punctuation marks, capitalization, indention and format in
writing an essay.
Divide the class into five groups.
Set up norms and standards for group work.
Let the group select leader, reporter, time keeper, secretary etc. in the group.
Make a chart of the two communities then and now. (Refer to LM Unit II
Week 15 Ikaupat nga Buluhaton)
Let the group use comparative adjectives in making an essay.
The reporter of the group shares the answers to the class.
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.
128
Day 3
Objectives
b. Write short story observing correct punctuation marks, capitalization,
indention and format
(paghahambing)
d. Prepare an oral summary by using various comprehension strategies (e.g
generate and respond to questions, draw inferences, compare information
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?)
129
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: Lets 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
indention, punctuation marks and capitalization.
the
correct
format,
Day 4
Objectives
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
130
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
Ako si Jane. Motabang ako sa pagpunit sa mga laya nga dahon

aron malimyo ang komunidad.
2. ikaw
Motabang ba ikaw aron mahimo nga limpyo ug hapsay ang palibot?
3. siya
Siya si Joseph. Siya ang pangulo sa pundok sa mga batan-on nga
nagtambayayong og paglimpyo sa barangay.
4. sila
5. kita
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.
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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?)
Day 5
Objectives
A. Correctly spell words in the list of content words in the vocabulary;
B. Write essay and short story observing correct punctuation marks,
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
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.
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Week 16
Objectives
1. Oral Language
a. express opinion on the news articles using culturally appropriate
expressions
b. participate in and initiate more extended social conversations with peers
and adults on unfamiliar topics by asking and restating and soliciting
information
2. Word Recognition
a. read phrases consisting of words being studied and answer higher order
questions about them
3. Fluency
a. read aloud grade two level text with an accuracy of 95-100%
4. Spelling
a. spell correctly words in the list of content in the vocabulary
5. Handwriting
a. write news observing correct punctuation marks, capitalization,
indentions and format in cursive form
6. Composing Primer Lessons
a. Compose news using appropriate words and coherent text
paragraphssynonyms
a. Read aloud words (synonyms)
b. explain common synonyms
9. Reading Comprehension (Activating Schema and Prior Knowledge)
a. predict what the news articles based on personal experiences and
based on what one knows about
10. Reading Comprehension (Comprehension on Informational Text)
a. identify orally examples of fact and opinion and cause and effect in
simple and familiar text
b. readthe text and use detailed sentences to respond orally or in writing to
factual comprehension questions about three forms of brief texts.
c. Applythe knowledge of the language to analyze and derive meaning
from informational text and comprehend them.
d. identify and analyze the differences between various categories of
informational materials (newspapers)
Subject Matter
A. Express Opinion
B. News Articles
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D. Adjectives
E. Synonyms
F. Inference
Materials
pictures of people in the community, newspapers, pocket chart, synonyms, bowl,
rolled papers, charts
Theme:People in our Community
Procedure
Day 1
Objectives
a. Correctly spell words in the list of content in the vocabulary
b. Write news observing correct punctuation marks, capitalization, indentions
and format in cursive form
c. Use adjectives in culturally appropriate manner in sentences and paragraphssynonyms
d. Predict what the news articles based on personal experiences and based on
what one knows about
e. Identify and analyze the differences between various categories of
Spelling: (Horn Method)
Pencil and paper test.
1. gifts
regalo
Karen receives gifts.
Nakadawat og mga
regalo si Karen.
2. employees
kawani
The employees donate

used clothing for the
victims of the calamity.
Nihatag og mga sinina

ang mga kawani para sa
biktima sa katalagman.
3. activity
kalihukan
Pupils prepare for the

Christmas activity.
Nangandam ang mga

kabataan para sa
kalihukan sa Pasko.
Sing a song "Mga Tawo Sa Lapu-Lapu" to the tune of "Sampung Mga Daliri."
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(Refer to LM Unit II Week 16 Kantaha Mga Tawo sa Lapu-Lapu)

Ask:
What line/lines in the song that you like most? Why?

(Unsa nga linya o mga linya sa kanta ang imong ganahan? Ngano man?)
What were the words used to describe the people in Lapu-Lapu?
(Unsa ang mga pulong nga gigamit sa paghulagway sa mga tawo sa LapuLapu?)
Unlock difficulties through contextual clues.

kawani
(Ang mga kawani ang nanghatag og regalo. Sila mga empleyado
sa departamento sa himuanan sa relo.)

kalihukan(Adunay tinuig nga kalihukan ang mga kawani. Apil sa ilang
aktibidad ang pagpanghatag og pinaskuhan sa mga kabataan.)
Motivation
Ask:
Have you received gifts? (Nakadawat ba ka og regalo?)

How do you feel when you received the gifts?(Unsa ang inyo nga gibati
pagkadawat ninyo sa regalo?)

Say: Let us find out if you have the same feelings with that of the pupils of Lo-ok
Elementary School. (Atong sutaon kon ang inyo nga gibati susama sa
gibati sa mga tinun-an sa Lo-ok Elementary School.)
Presentation/Modelling
Read the news article found on LM Unit II Week 16 Unang Buluhaton
Discuss: (Refer to LM Unit II Week 16 Tubaga Kini)
a. gifts giving
b. recipients of the gifts
c. advantage of gift giving
d. synonyms
e. community members
Analysis of the news article
Say: Let us look at how the news article is written. (Tan-awon nato ang
pagkasulat sa pahayag.)
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Ask and discuss the following:
the first word in the sentence presented

letter used in the first word of the sentence
how the letter is written
Use of capital letters
- punctuation marks
- sentence
- fact and opinion
Developmental Activity (Chart/Poster)

1. Present keywords to the whole group. Let the pupils make predictions what
the news article will be based on the keyword.
2. Let the pupils read the news article. (whole group, triad, dyad, etc.)
3. Point out significant phrases in the news article and let the pupils read aloud
from the part of the article that contains the word.
e.g. kawani
Ang mga kawanisa TMX Philippines pinanguluhan ni G. Pat Nial maghimo
sa ilang tinuig nga kalihukan: ang pagpanghatag og sayong pinaskuhan sa
mga kabataan.
Gidalit sa mga kawani sa TMX ang lami-an nga spaghetti ug burger human
sa pasundayag.
4. Lead/Guide the pupils to have a social conversation on topics about gift
giving, helping the needy, etc.
5. Let the pupils make their own news article base on the article presented.
Application
1. Divide the children into 5 groups.
2. Give a newspaper clipping in mother tongue. (e.g.Superbalita/Banat)
3. Let each group choose a news report from the newspaper and from it they
are going to pick up a phrase which they write in a manila paper.
4. Let the reporter of the group present the group output.
5. Discuss the answers of the groups.
Flipping My Pair (synonyms-kapulong)
1. Divide the class into groups of five.
2. Give an envelope to the group. The envelope contains word cards
(adjectives).
3. Let the pupils place the word cards on the table right face down (ikulob) on
the sides of the table or desk.
4. Let the pupils take turns in flipping the word cards to find its synonym.
5. If the flipped cards are not pairs, the pupils are to put back to the bunch and
try to flip again until the pair is found. (see to it that pupils take turns in
flipping the cards).
6. Let the pupil give his/her insight why he/she consider the pair synonyms.
136
da-ot
pobre
niwang
malipayon
gwapa
masadya-on
matahom
gusto
kabos
ganahan
husto
sakto
limpyo
potot
hinlo
mobo
daghan
abunda
habog
taas
dato
adunahan
maayo
buotan
Day 2
Objectives
a. Express opinion on the news articles using culturally appropriate expressions
b. Participate in and initiate more extended social conversations with peers and
adults on unfamiliar topics by asking and answering questions restating and
soliciting information
c. Correctly spell words in the list of content in the vocabulary
d. Write news observing correct punctuation marks, capitalization, indentions
e. Compose news using appropriate words and coherent text
f. Use adjectives in culturally appropriate manner in sentences and paragraphssynonyms
g. Predict what the news articles based on personal experiences and based on
h. Orally identify examples of fact and opinion and cause and effect in simple
and familiar text
i. Identify and analyze the differences between various categories of
Spelling
logare
inawak
hulihanka

let the group write their answer on a tagboard.
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Sing a song: Ako Kabahin sa Komunidad (to the tune of It's I Who Builds
Community'')
Pre- Reading
Unlock difficulties through contextual clues.
matutuki
paghatag og dako nga panahon
sangka
pakigbatok
Raising of the Motive Question

Show a picture of Manny Pacquiao and let the pupils say something about it.
Ask:
Do you know this person?(Kaila mo niining tawhana?)

What has he done for the Filipinos?(Unsa ang iyang nahimo para sa
mga Pilipino?)
What article can be made from the picture presented?(Unsa nga artikulo
ang mahimo gikan sa retrato?
During Reading
Group the pupils into 6. Let each group read the news article and discuss why
Manny became a well known boxer.
Si Emmanuel Manny Pacquiao usa ka inila ug sikat nga Pilipinong
boksingero. Daghan na nga higayon nga nihatag siya og dungog sa atong
nasod. Ngano nga sa sangka nila ni Manuel Marquez, napilde man si
Manny Pacquiao? Tungod ba kay wala niya matutuki og maayo ang iyang
pangandam para sa boksing? Dako ang kasubo sa mga Pilipino sa
kaparutan ug kapildihan ni Manny Pacquiao. Siguro sa sunod nga mga
sangka ni Manny Pacquiao sa ring, hatagan na niya og dako nga panahon
ang iyang pag-ensayo. Ang tanan nanghinaot nga sa sunod nga saka niya
sa ring, mahatagan niya og kalipay ang mga Pilipino nga dako kaayo og
pagsalig ngadto kang Peoples Champ Manny Pacquiao.
Have a 3 minute creative presentation after the group discussions. It can be either,
role playing; tv style news casting; radio style; jazz chant; short discussion; debate
(Note: see to it that each pupil participates)
138
Discussion
Let the pupils share ideas on the different presentations.
Let themidentify whether the sentences are facts or opinions.Call volunteers to
give the difference between a fact and opinion.
e.g. Manny Pacquiao is known as the Peoples Champ.
Oliver says that Mr. Pacquiao is called the Peoples Champ because he is
the best boxer in the world.
Manny Pacquiao lives in Sarangani, Philippines.
(Chart/Poster)
Reading of the news article. (whole group, triad, dyad, etc.)
Point out significant phrases in the news article and let the pupils read aloud from
the part of the article that contains the word.
e.g. boksingero
Si Emmanuel Manny Pacquiao usa ka inila ug sikat nga Pilipinong
boksingero.
Let the pupils give their opinion about the article presented.
Lead the pupils have a social conversation on topics about gift giving, helping the
needy, etc.
Writing a news based on the article presented using correct punctuation marks
and format.
Application
Divide the children into 5 groups.
Each group will be given a newspaper in mother tongue. (e.g.Superbalita/Banat)
Let each group choose a news report from the newspaper and from it they are
going to pick up a phrase which they will write in a manila paper.
Let the reporter of the group present the group output.
139
Day 3
Objectives
a. Participate in and initiate more extended social conversations with peers and
adults on unfamiliar topics by asking and answering questions restating and
b. Correctly spell words in the list of content in the vocabulary
d. Read aloud words (synonyms)
e. Explain common synonyms
Use the spelling words in sentences. Arrangement of the words will vary.
Lights Camera Action
1. Prepare rolled pieces of paper with names of community helpers written on
it.
2. Place the rolled paper in the bowl.
3. Let a pupil pick out from the bowl a piece of paper.
4. Let the pupil act out the word written on the sheet of paper.
5. Let the whole group guess what the action is.
6. Let the pupil who can guess the animal write its name on the board.
7. Ask the pupils to give descriptions about the community presented.
8. Let the pupils write the descriptions on their tag boards.
9. Let the pupils give other words that mean the same as the word presented.
e.g. nindot maayo, angay etc.
Flipping My Pair (synonyms-kapulong)
1. Divide the class into groups of five.
2. Give an envelope to the group that contains word cards (adjectives).
3. Let the pupils place the word cards on the table right face down (ikulob)
on the sides of the table or desk.
4. Let the pupils take turns in flipping the word cards to find its synonym.
5. If the flipped cards are not pairs, the pupils are to put back to the bunch
and try to flip again until the pair is found. (see to it that pupils take turns
in flipping the cards).
da-ot
pobre
niwang
malipayon
gwapa
masadya-on
matahom
gusto
kabos
ganahan
husto
sakto
limpyo
potot
hinlo
mobo
daghan
abunda
140
habog
taas
dato
adunahan
maayo
buotan
Generalization
What is a synonym? (Unsa ang kapulong?)
Fixing Skills
Inside-Outside Circle
1. Let the pupils form two circles: one circle inside the other. See to it that
each has similar number of pupils in the circle.
2. Distribute word cards to the pupils. (synonyms)
3. Pupils will sing the song Ako Kabahin sa Komunidad. When the song
ends, the pupils in the outside circle show their word card to the pupil in
front of him/her.
4. If the words that the pupils are holding are synonyms, they place their
word cards on the pocket chart.
Lets Write it
1.
2.
3.
4.
5.
Group the pupils into five.

Give each group word cards: (adjectives)
Let the group write the synonyms of the words written on the word cards.
Let the group compose a news article on the adjectives presented.
Call groups to present their group outputs.
Day 4
Objectives
a. Express opinion on the news articles using culturally appropriate expressions
e. Orally identify examples of fact and opinion and cause and effect in simple
and familiar text
f. Apply the knowledge of the language and derive meaning from informational
text and comprehend them
g. Identify and analyze the differences between various categories of
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The teacher presents the meaning of the five spelling words and uses it in
sentence. Call pupils to pick a fruit from the magic tree 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. regalo
2. kawani
3. kalihukan
4. lumolupyo
5. katinuoran
Developmental Activity (news clippings)

1.
2.
3.
4.
5.
6.
7.
8.
9.
Let the pupils cut out news articles from local newspapers.
Let them mount it on a bond paper.
Group the pupils into five groups.
Distribute news clippings to each group.
Let them analyze whether the news clippings contain fact or opinions.
Let them identify the adjectives in the news clippings.
Ask them give the synonyms of the adjectives found in the news clippings.
Let the group write a parallel news article based on the news clipping
presented on a manila paper.
Present their group outputs
Day 5
Objectives
a. Correctly spell words in the list of content in the vocabulary
e. Orally identify examples of fact and opinion and cause and effect in simple
and familiar text
f. Identify and analyze the differences between various categories of
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Spelling
1. gifts
(regalo)
2.
(kawani)
employees
3. activity
Karen receives gifts.
(Nakadawat og mga
regalo si Karen.)
The employees donate

used clothing for the
victims of the calamity.
(Nihatag og mga sinina

ang mga kawani para sa
biktima sa katalagman.
(kalihukan) Pupils prepare for the

Christmas activity.
Nangandam ang mga

kabataan para sa
kalihukan sa Pasko.
Valuing
Ask the pupils the things that they learned about fact and opinion, synonyms,
correct usage of punctuation marks, capitalization, indentions and format.
Ask the pupils about the people in the community and their contribution in its
development and progress
Developmental Activity (news clippings)
1.
2.
3.
4.
5.
Cut out a news article from local newspapers.

Enlarge the news clipping or copy the news clipping on a chart.
Let the pupils analyze whether the news clippings contain fact or opinions.
Let the pupils identify the adjectives in the news clippings.
Let the pupils give the synonyms of the adjectives found in the news
clippings.
6. Let the group write a parallel news article based on the news clipping
presented on their writing notebook.
7. Let the group present their group outputs and discuss.
Week 17
Objectives
a. Use verbs in culturally appropriate manner
paragraphs(simple present, past and future tense)
a. Read aloud words (nouns and verbs)
143
in sentences and
3. Spelling
a. Use spelling knowledge and skills to correctly spell high frequency words
appropriate to the grade level,
b. Spell correctly content words in the list of vocabulary words
4. Word Recognition
a. Read large number of regularly spelled multi-syllabic words
5. Oral Language
a. Listen to and interacting with others in a group or class discussion on
texts heard,
Subject Matter
A. Using verbs in culturally appropriate manner in sentences and
paragraphs(simple present, past and future tense)
B. Spelling content words in the list of vocabulary words
C. Reading large number of regularly spelled multi-syllabic words
D. Listening and interacting with others in a group or class discussion on texts
heard
Materials
Tagboards, pictures, metastrips, manila paper, cartolina, big book, songs
Theme: Community (Caring each home and surroundings)
Katilingban (Pag-amping sa Panimalay ug sa Palibot)
Value Focus: Caring each home, surrounding and family safety
Procedure
Day 1
Objectives
a. Use verbs in culturally appropriate manner in sentences and paragraphs
(simple present, past and future tense).
b. Read aloud words (nouns and verbs).
c. Use spelling knowledge and skills to correctly spell high frequency words
appropriate to the grade level,
d. Spell correctly content words in the list of vocabulary words.
e. Read large number of regularly spelled multi-syllabic words.
144
Spelling Exercise:
Let the pupils spell correctly the following words (Teacher uses each word in a
sentence)
a. higala-friend
b. tugway-pasture
Si Luz ug si Arlene managhigala.

Matag buntag si Tonyo sugoon pagtugway sa
ilang baka.
c. kumpay-hay/grass
Nabusog ang kanding sa kumpay nga iyang

gikaon.
d. nati- young cow

e. suod-close
f. punglihok-verb
Nag-alima si Manoy Tomas og nati nga baka.

Si Rosana ug Joy suod nga managhigala.
Ang punglihok mao ang binisaya sa pulong nga
verb.
Let the pupils perform some bodily exercise (with specific figures and if possible
with music) like:
marching feet
running in place
head rotation
hand clapping
body bending
Unlocking of Difficulties through pictures or context clues

higala friend
tugway pasture
kumpay hay, grass
nati young cow
suod close
panahonan tenses
gahapon yesterday
punglihok verb
karon today
ugma tomorrow
Motivation/Activating Prior Knowledge

Show an illustration/picture of friends playing or doing something.
Ask: Do you have friends? Why do you consider them your friends?(Aduna ba
kamoy mga higala?Nganong inyo man silang giila nga higala?)
Are there questions that you would like to ask before we read the story?
145
(Sa dili pa nako isaysay kining maong istorya, aduna ba kamoy gusto unya
nga mahibalo-an o ipangutana bahin niini?)

Ask: Why is it important to have friends?
( Nganong importante nga aduna kitay mga higala?
During Reading (using big book)(Refer to LM, Unit II, Week 17- Unang Buluhaton)
Read the story to the pupils in a lively and interesting way. Instruct them to
listen attentively and let them read the story by group, by triad(tagutlo) and
by dyad(tagurha).
Analysis - Post Reading (Refer to LM, Unit II, Week 17 Unang Buluhaton B
Tubaga)
Day 2
Objectives
b. Read aloud words (nouns and verbs).
c. Spell correctly content words in the list of vocabulary words.
Spelling Exercise: Know Me and Raise Me. The same list of words from day 1
Practice Exercise
Give pupils the time to spell correctly the words using their tagboard.
Let them sing an action song. Magsayaw Kita to the tune of Up and Down
(Refer to LM, Unit II, Week 17- Ikaduhang Buluhaton page, Magsayaw Kita)
Review the story read yesterday.
Engagement Activity
Ask:
146
a. What action words were mentioned in the story that we read yesterday?
From the song that we sing today?(Refer to LM, Unit II, Week 17Ikaduhang Buluhaton A)
(Unsa man ang mga punglihok nga gigamit sa istorya? Sa kanta?)
b. List them down on the board
paghakot
pagkuyog
pagbisbis
mokuyog
motabang
makakita
magtugway
sayaw
lukso
tigom
tindog
magtuyok
molukso
magkiaykiay
mopakpak
c. Let the pupils read and use the words above in the sentences.
d. Present to them the following sentences:(Refer to LM, Unit II, Week 17
Ikaduhang Buluhaton B)
Discussion of the Activity
a. What verbs are used in the sentences in group A, B, & C?
List them down on the board. (Unsa man ang mga punglihok nga gigamit sa
pahayag nga anaa sa pundok A, B, & C?)
b. What is being expressed when you say eat? (The same question may be
asked with the other actions mentioned)
(Unsa man ang gipahayag o gihimo kon moingon ka og nagkaon?)
Ask:
What time is expressed with the verbs used in group A sentences?

Group B? Group C? (Kanus-a man gibuhat ang mga punglihok sa
pundok A? B? C?)
What prefix is used in each word?(Unsa ang unanggikit o prefix ang
gigamit sa matag pahayag?)
A
B
C
nagkaon
niabot
naglakaw
nikopya
nagsag-ob
nikaon
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magsabot
mosayaw
motindog
Enrichment
Let the pupils make sentences using action words in the different tenses,
present, past & future (nahitabo karon, nahitabo na og umaabot pa)
Day 3
Objectives
c. Read aloud words (nouns and verbs).
d. Spell correctly content words in the list of vocabulary words.
Spelling Exercise (Teacher dictates the words to the pupils for them to spell
correctly)
a.
b.
c.
d.
e.
f.
higala-friend
tugway pasture
kumpay- hay, grass
nati- young cow
suod-close
punglihok-verb
Singing of the song Magsayaw Kita

Review the lesson yesterday
Let the pupils enumerate the verbs mentioned during the previous days.
List them down on the board.
Ask: What are the three verb tenses? (Unsa man ang tulo ka panahonan sa
punglihok?)
148
Activity
Present a chart with a list of verbs being studied.
A
nagsag-ob
nisag-ob
magsag-ob
nagtugway
nitugway
magtugway
nagtindog
nitindog
magtindog
nagsayaw
nisayaw
mo sayaw
nagdagan
nidagan
modagan
Ask:
What verbs are listed under column A? What is the prefix of each verb?
(Unsa nga mga punglihok ang anaa sa kahon A? Unsa ang unanggikit o
prefix nga gigamit sa matag pahayag? )
What verbs are listed under column B? What prefix is added to each verb?
(Unsa man ang mga punglihok nga anaa sa kahon B? Unsa ang unanggikit
o prefix ang gigamit sa matag pahayag?)
What verbs are listed under column C? What prefixes are used with the
verbs in this column?
(Unsa man ang mga punglihok nga anaa sa kahon C? Unsa ang unanggikit
o prefix nga gigamit sa matag pahayag?)
Generalization
Ask:
1.
2.
What are verbs? (Unsa ang punglihok?)

What are the three tenses of the verb? (Unsa ang tulo ka panahonan sa
punglihok?)
3. What prefix is used when the verb is in the present, past, and future tenses?
(Unsa nga unanggikit o prefix ang gamiton kon ang punglihok anaa sa
kapanahonan nga nahitabo karon, nahuman na ug wala pa masugdi?)
Enrichment
Let the pupils give examples of verbs in the three tenses.
149
Day 4
Objectives
a. Use verbs in culturally appropriate manner in sentences and
paragraphs (simple present, past and future tense).
b. Use spelling knowledge and skills to correctly spell high frequency
words appropriate to the grade level,
c. Spell correctly content words in the list of vocabulary words.
Spelling Exercise (Have the pupils arrange the jumbled words to form correctly
the words from the spelling list.
a. gahila
b. yawgut
c. mupyak
d. atin
e. dous
f. holikngup
Activity: (Guided Practice)

Present illustrations/pictures: family on the beach, family eating together, family
planting on the garden.
Have the pupils describe each picture and give emphasis of the actions
expressed.
Independent Practice:
Let the pupils write sentences on a piece of paper from the illustrations above
using the three tenses of the verb. ( Refer to LM, Unit II, Week 17- Ikatulong
Buluhaton)
(Refer to LM, Unit II, Week 17-Ikaupat nga Buluhaton)
a. present tense (action begun, not yet completed)
b. past tense (action begun and completed)
c. future tense (action not yet begun)
Application
Let the pupils provide the correct verb form of each word in the three tenses.
(Refer to LM, Unit II, Week 17-Ikaupat nga Buluhaton)
150
Ask:
1. What kind of verbs have you seen on the list above?(Unsa ang inyong
makita sa mga punglihok nga anaa sa ibabaw?)
2. Are there any differences in the way they are written from columns A, B & C?
(Aduna ba silay kalainan sa kahulugan? Sa pagkasulat?)
3. What are the reasons why there is a change in the way they are
written?(Ngano nga aduna may kausaban sa ilang pagkasulat?)
Day 5
Objectives
b. Spell correctly content words in the list of vocabulary words.
Review of the previous lesson
Evaluation Proper(Refer to LM, Unit II, Week 17- Ikalima nga Buluhaton)
A. Spelling Test (Dictation to be written in their activity notebook)
1. higala
4. nati
7. panahonan
2. tugway
5. suod
3. kumpay
6. punglihok
B. Badlisan ang unanggikit o prefix nga anaa sulod sa koral aron mahimong
husto ang punglihok nga gamiton.
Week 18
Objectives
1. Oral Language
a. Talk about famous places using descriptive words in a culturally
appropriate manner
b. Listen and retell a story heard in their own words in citing the
characters, setting and important events
2. Alphabet Knowledge
a. Give the meaning of words being read through matching them with
pictures, doing the action or giving its synonyms
b. Read at least 200-300 words
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3. Word Recognition
a. Read with automaticity 200 grade two level high frequency sight
words
b. Read aloud grade two level texts with an accuracy of 95-100%
c. Read short stories with ease and fluency
4. Fluency
a. Spell words correctly in the list of content words in the vocabulary
5. Spelling
a. Write sentences, paragraph, stories, blogs, advertisement, observing
correct punctuation marks, capitalization, indention and format
6. Hand Writing
a. Write through dictation simple phrases, sentence paragraph,
observing correct punctuation marks, capitalization, indention and
format
b. Compose a story, song, riddle, poems, advertisements, essay etc.
using appropriate words and coherent text
7. Composing Grammar Awareness
a. Use adjectives in culturally appropriate manner in sentences and
paragraphs. (synonyms & antonyms)
8. Vocabulary
a. Explain common antonyms and synonyms.
b. Use expanded vocabulary in oral and written response to simple
texts.
9. Reading Comprehension:
a. Make inferences on what is likely to happen next, based on the
events in the factual story
b. Predict what the factual story is all about based on context
c. Modify prior knowledge based on new knowledge from the factual
story
10. Language Literacy and Literature
a. Express love for stories by reading more literacy and informational
texts
b. Show love for reading by listening attentively during story reading
and making comments and answering higher order thinking
questions
Subject Matter
A. Correct Punctuation Marks, Capitalization, Indention and Format
B. Advertisements
C. Synonyms and Antonyms
D. Inferences
E. Love For Reading
Materials: Pictures of different famous places in the locality.
Theme:Important places in the community
Value Focus: Taking care of the environment.
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Procedure
Day 1
Objectives
a. Talk about famous people, places, events, etc. using descriptive words
in a culturally appropriate manner
b. Spell correctly words in the list of content words in the vocabulary
c. Express love for stories by reading more literacy and informational texts
d. Show love for reading by listening attentively during story reading
e. Make comments and answering higher order thinking questions
1. Spelling Exercise (Horn Method) Pencil & Paper Test- Words are used in the
sentences, given their contextual clues or picture clues.
a. langyaw (Daghan ang mga langyaw nga mobakasyon sa Pilipinas.)
b. lumolupyo (Mga tawo nga nagpuyo sa usa ka lugar)
c. makasaysayanon( Ang Kuros ni Magellan sa Sugbo makasaysayanon.)
d. estraktura (Magpakita ug retrato ang magtutudlo)
e. duaw (Kon mingawon ka sa imong amiga mahimo nimo siyang
maduaw)
2. Unlock the words through pictures, context clues or use the words in
sentence or give the synonyms.
inila
(famous)
kinaiyahan
(nature)
inilang estruktura
(shrine)
langyaw
(foreigner, alien)
tubod
(spring)
busay
(falls)
3. Motivation
Ask:
Why are foreigners visiting our country?(Ngano nga daghan ang mga
langyaw nga gustong mobisita sa atong nasod?)
Are there beautiful places that are found in our country that made them
interested to come? (Aduna bay mga maanindot nga lugar sa atong
nasod nga makapadani nila sa pag-anhi?)
Where can we see these beautiful places?
(Asa man makit-an kining mga maanindot nga lugar?)
Instruct the pupils to locate the Province of Cebu from the map. (Refer
to LM, Unit II, Week 18- Unang Buluhaton)
4. Raising of Motive Question
Say:
Today we are going to read a story about Bisitahi Kami. Are there some
questions that you want to ask before I will read the story?
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(Aduna kitay basahon karon nga istorya. Kini nag-ulohan og Bisitahi Kami.
May gusto ba kamong ipangutana sa dili pa nako kini i-istorya kaninyo?)
Possible Questions:
Why is the storyentitled Bisitahi Kami? (Ngano nga giulohan kini og
Bisitahi Kami)
What lesson can we get from the story? (Unsa ang leksyon nga makuha
nato sa istorya?)
Activity
Presentation (Reading of the Story)
Read the story to the pupils in a lively and interesting way. Second reading
of the story by the teacher together with the pupils. This time, after reading
two tothree lines, the teacher pauses to ask comprehension questions.
Give emphasis of the pictures of the beautiful places mentioned in the story.
Developmental activity
(Refer to LM, Unit II, Week 18-Unang Buluhaton B, Bisitahi Kami)
Answering of motive questions
o What are the famous places in the Province of Cebu?(Unsa ang mga inila ug
maanindot nga lugar sa Sugbu?)
o How is Magellans Cross described? Mactan Shrine? (Giunsa paghulagway
ang Kuros ni Magellan? Ang Estruktura ni Lapu-Lapu sa Mactan?)
o What is the color of the sea in Sumilon? (Unsay kolor sa dagat sa Sumilon?)
o What can you see in Badian? (Unsa man ang makita sa Badian?)
o Describe the Chocolate Hills in Bohol. (Ihulagway ang Chocolate Hills sa
Bohol)
o Why is the story entitled Bisitahi Kami? (Ngano nga ang istorya giulohan ug
Bisitahi Kami?)
o How are the flowers described in the story? (Giunsa man paghulagway ang
mga bulak sa istorya?)
o What is the color of the plants that surround the Chocolate Hills in Bohol?
(Unsa ang kolor sa mga bulak nga naglibot sa Chocolate Hills?)
o Is it good that we have beautiful places in Cebu? Why? Why not? (Maayo ba
nga aduna kitay mga maanindot nga lugar dinhi sa Sugbu? Ngano man?
Nganong dili?)
o Why is it important totake carethe beautiful places/environment? Ngano nga
importante man nga ampingan nato kining mga maanindot nga lugar o ang
atong kinaiyahan?
What lesson can we get from the story? (Unsa ang leksyon nga makuha
nato sa istorya?)
Assignment
Let the pupils bring a picture of a famous place in the Philippines and have them
describe.
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Day 2
Objectives
a. Talk about famous people, places, events, etc. using descriptive words in a
culturally appropriate manne
b. Spell correctly words in the list of content words in the vocabulary.
Preliminary activities
Spelling Exercise: Picking Game(Refer to LM, Unit II, Week 18 Ikaduhang
Buluhaton A.)
Pupils are grouped; each member competes in picking jumbled words from
the big tree and arranges the word to form the correct spelling.
nalii
- inila
(famous)
nahayianik
- kinaiyahan
(nature)
trutukrase
- estruktura
(shrine)
waylang
- langyaw
(foreigner, alien)
subay
- busay
(falls)
duwa
- duaw
(visit)
Review
1. Ask pupils of the story read yesterday through pictures of famous places in
the Province of Cebu.
2. Ask them to describe the famous places mentioned in the story.
3. Write the describing words on the board to introduce the topic.
Activity
1. Write the describing words on the board for the pupils to read and use in
sentences.
Examples:
a. the blue sea in Sumilon Island (ang asul nga dagat sa Sumilon)
b. the wide falls in Badian (ang halapad nga busay sa Badian)
c. the historic Magellans Cross and Mactan Shrine(ang makasaysayon
nga Kuros ni Magellan ug ang Estruktura ni Lapu-Lapu sa Mactan)
d. the beautiful flowers that surround the Chocolate Hills(ang maanindot
nga mga bulak nga naglibot sa Chocolate Hills)
e. the old Mactan Shrine(ang karaan nga Estruktura sa Mactan)
Discussion of the Lesson:
1. What word is used to describe Sumilon Island? Magellans
Cross?Mactan Shrine?Chocolate Hills?Badjan Falls?
List down their possible answers on the board
(blue, wide, historic, beautiful, old)
What does each word tell?
How do we call the words being described?
How do we call the words that describe?
Let the pupils enumerate/give other examples of adjectives or
describing words.
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2. Group Work:
Game Flip It (Pupils are grouped into five)
Provide pupils with pictures and metastrips of possible words that can
be used to describe each picture.
Give pupils time limit to match them and flip on the board.
Evaluate if their answers are correct and discuss further about what are
adjectives.
Generalization
What is an adjective? Give examples
(Unsa man ang panghulagway? Maghatag ug pananglitan sample sa pulong
panghulagway)
Application
Group Activity: Notice Me
Divide the class into four groups.
Require each group to use a tag board
Direct them to look around the classroom and look for 5 things that catch
their interest.
Out of the 5 things that they have chosen, let them make sentences
using adjectives
The group with most number of correct answers receives an
incentive/reward.
Evaluation
(Refer to LM, Unit II, Week 18- Ikaduhang Buluhaton B)
Directions: Copy and underline the describing words in the sentence. (Badlisan
ang matag panghulagway nga gigamit sa matag pahayag nga
mosunod:
a. Ben looks sad.
b. His new pencil was lost.
c. Carla, her seatmate gives him a red ballpen
d. The teacher is happy with what Carla does.
e. Everyone in the classroom gladly thank each other.
(Teacher provides additional sentences.)
Day 3
Objectives
in a culturally appropriate manner
b. Give the meaning of words being read through matching them with
pictures, doing the action or giving its synonyms
c. Spell correctly words in the list of content words in the vocabulary
d. Write sentences and paragraph observing correct punctuation marks,
e. Use adjectives in culturally appropriate manner in sentences and
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f.
Explain common antonyms and synonyms
Preliminary Activities:
Spelling: (Horn Method) Practice Test
Use the spelling words in the sentences.
a. langyaw
b. lumolupyo
c. makasaysayanon
d. estraktura
e. duaw
Review:
Ask the pupils to match the famous places in column A with the illustration in
column B.(Refer to LM, Unit II, Week 18 Ikatulong Buluhaton)
Activity
Dyad
Let the pupils choose a partner.
Each partner describes each other. (The color of the skin, the hair, the dress,
the face or anything that belongs to your partner.)
The co-partner lists down all the describing words that his / her partner says.
Each pair reads all the describing words from the list.
Individual Work:
Let the pupils describe the room in 5 or more sentences using different
describing words and underline.
Unlock the meaning of the following:
a. Synonyms (kapulong)mga pulong mga may parehong kahulogan
b. Antonyms (suhingpulong)mga pulong nga magkaatbang/dili pareho ang
kahulogan
Provide examples of synonymous words (kapulong) and words that have
opposite meanings (suhingpulong)
From the describing words used in the sentences and from the story, have them
give its synonym(kapulong) and antonym (suhingpulong) using the table
below:
Describing Word
Synonym(kapulong)
Antonym(suhingpulong)
1. langyaw
dayo
lumad
2. halapad
dako
gamay/hagip-ot
3. makasaysayanon
kaaginhon
moderno
4. maanindot
gwapa
maot
5. karaan
daan
bag-o
6. duaw
bisita
pabilin
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Group Activity:
a. Direct the pupils attention to the chart presented.
b. What do you mean by langyaw? What about dayo? Do they mean the
same? Can you give other words that mean the same?
c. What do we call words having the same meaning?
d. What about lumad? Does it have the same meaning with langyaw? Why?
e. What do we call words having opposite meaning?
(The same questions will be asked with halapad- dako, gamay-hagipot,makasaysayon-kaaginhon, karaan/daan-bag-o, duaw/bisita-pabilin)
What are synonyms? (Unsa ang kapulong?)
How does it differ with antonyms?(Unsa ang iyang kalainan sa
suhingpulong?)
Let pupils provide examples of synonymous words and words having
opposite meaning( synonyms & antonyms)
From the pictures previously presented, have them choose 1 and write
sentences, paragraphs and story about the picture. Remind them to observe
correct punctuation marks, capitalization, indention and format.
Group output is presented for evaluation as to its correctness.
( Refer to LM, Unit II, Week 18- Ikatulong Buluhaton A)
Generalization
What are synonyms? (Unsa ang kapulong?)
How does it differ with antonyms?(Unsa ang
suhingpulong?)
kalainan sa
kapulong ug
Enrichment Activity: Group Activity (Fill Me Up)(Refer to LM, Unit II, Week 18Ikaduhang Buluhaton C & D)
Assignment
Let the pupils write 5 words that are synonymous and 5 words that have
opposite meanings
Day 4
Objectives
a. Spell correctly words in the list of content words in the vocabulary
b. Write a short story or song observing correct punctuation
marks,capitalization, indention and format
c. Use adjectives in culturally appropriate manner in sentences and
d. Explain common antonyms and synonyms
e. Modify prior knowledge based on new knowledge from the factual story
f. Show love for reading by listening attentively during story reading
g. Make comments andanswering higher order thinking questions.
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Spelling Activity: (Horn Method)

1. Give pupils time to review the list of words for the week and to practice in
writing correctly the words from the list using their tag boards.
a. langyaw
b. lumolupyo
c. makasaysayanon
d. estraktura
e. duaw
2. Unlock difficult words through context clues, configuration clues or picture
clues.
a. setting (lugar diin nahitabo ang istorya o sugilanon)
b. characters ( mga tawo nga apil sa sugilanon)
c. synonym (kapulong)
d. antonym (suhingpulong)
e. anniversary (kasumaran)
f. birthday (adlaw nga natawhan)
g. busy (nagkapuliki, daghan ang bulohaton)
Activity
1. Story Introduction:
Say: Have you tried celebrating your birthday with visitors around?
(Nakasulay ba kamo nga adunay mga bisita sa pagsaulog sa inyongadlaw
nga natawhan?)
Today, we will read a story about a girl who celebrates her birthday. Are
there questions that you want to ask before we read? (Magbasa kita karon
og istorya kabahin sa usa ka bata nga nagsaulog sa iyang adlawng
natawhan. Aduna ba kamoy mga pangutana sa dili pa kita magsugod og
basa?)
2. Reading of the story by the teacher, by the pupils (by group, triads, dyads
and by individually.(Refer to LM, Unit II, Week 18 Ikaupat nga Buluhaton)
Analysis(Refer to LM , Unit II, Week 18- Ikaupat nga Buluhaton B, Tubaga)
Ask:
a. Who are the characters in the story? (Kinsa ang mga tawo nga gihisgutan o
apil sa istorya?)
b. What made Liza happy one day? (Nganong nianang adlawa malipayon man
si Liza?)
c. What did her mother prepare for her visitors? (Unsa ang giandam sa iyang
mama alang sa iyang mga bisita?)
d. What are the gifts that Liza received from her friends? (Unsa man ang mga
regalo nga nadawat ni Liza gikan sa iyang mga higala?)
e. If you were Liza, would you also be happy? Why? Why not? (Kon ikaw si
Liza, magmalipayon ba ka?) Ngano man? Nganong dili man?)
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f.
What do you think did Liza do to her mother in return? (Unsa kaha ang
gibuhat ni Liza isip balos sa gihimo sa iyang mama?)
g. In your own words, retell the story Adlawng Natawhan ( Isugilon pagbalik
ang Adlawng Natawhan gamit ang inyong kaugalingon mga pulong.)
Abstraction(Refer to LM, Unit II, Week 18- Ikaupat nga Buluhaton C & D)
Group Activity
1. Divide the class into three groups.
2. Give each group a manila paper and marker to write their answers.
3. In a given time frame, each group writes as many adjectives that they can
find in the story that they read and give its synonym and antonym.
Adjective
Synonym(kapulong)
Antonym(Suhingpulong)
malipayon
masadyaon
masulob-on
nagkapuliki
daghan ug gibuhat
walay gibuhat
gagmay
dagko
bag-o
karaan
nipis
baga
Note: The group that can write the most number of adjectives and give the
correct synonym & antonym wins.
Assignment
Let the pupils write a short story or compose a song/riddle about their birthday
celebration. Let them observe correct punctuation marks, format and indention.
Day 5
Objectives
in a culturally appropriate manner.
b. Spell correctly words in the list of content words in the vocabulary.
c. Write sentences and paragraph observing correct punctuation marks,
capitalization, indention and format.
d. Use adjectives in culturally appropriate manner in sentences and paragraphs.
(synonyms & antonyms)
e. Use common antonyms and synonyms.
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Culminating Activities
Activity 1
1. Recall the famous places in the Province of Cebu through the use of
pictures.
2. Recall about adjectives, synonyms, antonyms.
3. Recall about elements of a story.
Activity 2
Spelling Test (Dictation from the list of words for the week)
a. langyaw
b. lumolupyo
c. makasaysayanon
d. istruktura
e. duaw
Activity 3
Write a paragraph with at least ten describing words about your family.
Activity 4
Give the synonym of the following words:
(Refer to LM, Unit II, Week 18- Ikalimang Buluhaton A)
Activity 5
Give the antonym of the following words;
(Refer to LM, Unit II, Week 18- Ikalimang Buluhaton B)
Assignment
Have the pupils cut 5 or more pictures from a magazine or newspaper showing
beautiful spots in the Philippines and paste them on a bond paper.
Week 19
Objectives
1. Oral Language
a. Use orally appropriate expressions to show agreement and
disagreement on a certain notice/ announcements
b. Participate in and initiating more extended social conversations with
peers and adults on unfamiliar topics by asking and answering
questions restating and soliciting information
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a. Recognize sounds/symbols relationships in ones own writing

a. Recognize correct spelling of words
b. Observe some mechanics when copying /writing sentences,
capitalization, space between words and correct punctuation mark
4. Word Recognition
a. Read at least 200-300 words
5. Fluency
a. Read with automaticity 200 grade two level high frequency sight words
b. Read aloud grade two level texts with accuracy of 95-100%
6. Spelling
words appropriate to the grade level
7. Handwriting
a. Write sentences, phrases, paragraphs, stories, news, blogs,
advertisements
etc.
observing
correct
punctuation
marks,
capitalization, indentions and format
8. Composing (Primer Lesson)
a. Write short, clear announcements, notices, etc.(e.g. cleanliness drive,
drug information campaign, and health program)
a. Use preposition (ibabaw, sulod, kilid, ilalom) and prepositional
phrases(sa daplinsa kalsada, sa sulod sa balay)
a. Use decoding skills to read more complex words independently
11. Reading Comprehension (Activating Schema & Prior Knowledge)
a. Modify prior knowledge based on new knowledge from the
notices/announcement
b. Predict what the notices/announcements are all about based on
content
12. Reading Comprehension (Comprehension of Informational text)
a. Identify orally examples of fact and opinion and cause and effect in
simple and familiar text
b. Apply knowledge of the language to analyze and derive meaning from
Subject Matter
A. Agreement and Disagreement on a Certain Notice/ Announcement
B. Mechanics when Copying/Writing Sentences, Capitalization, Space between
Words and Correct Punctuation Mark
C. Announcements, Notices (e.g. Cleanliness Drive, Drug Information
Campaign, And Health Program)
D. Preposition (Ibabaw, Sulod, Kilid, Ilalom) and Prepositional Phrases(Sa
DaplinSa Kalsada, Sa Sulod Sa Balay)
E. Predicting Notices/Announcements
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Materials
Cassette Tape recorder, pictures, songs, word strips, charts, pictures and realia
Theme: Notices/ Announcement Important Places on the Community
Value Focus: Follow Barangay Rules and Regulations
Procedure
Day 1
Objectives
a. Use orally appropriate expressions to show agreement and disagreement on
a certain notice/ announcements
b. Recognize correct spelling of words;
higher order questions about them;
d. Write short, clear announcements, notices, etc.(e.g. cleanliness drive, drug
information campaign, and health program);
Spelling exercise: In giving this activity, the teacher uses the following words in
the sentences.
1. announcementpahibalo (Importante nga makahibalo kita sa mga
pahibalo nga himuon sa atong barangay)
2. prepositionpangdugtongan (Ang mga pangdugtongan gamiton aron dali
nga masabtan ang han-ay sa mga pulong.)
3. factkamatuoran (Provide a sample statement of a fact: Ang adlaw
mosubang sa sidlakan.)
4. opinionpanahom (Provide a sample statement of an opinion:Malipayon
ang tawo nga anaay daghang kwarta .)
5. assemblykatigoman, asembleya (Give the meaning of assembly)
Then ask: Have you experienced attending a barangay assembly?
Presentation
PreListening Activity
Explain to the class the listening activity that they are about to do.
Say: I have here a recorded announcement during the barangay assembly.
Listen to this attentively and find out what the announcement is all about.
Agreement on some rules that the class has to follow while listening to the
radio broadcast.
No talking and going out while listening to the announcement
No transferring of seats
No opening of books
Instruct the pupils to take down notes about the details of the announcement
using some guide questions.(Questions are written on the manila paper and
posted it on the board).
a. When did the assembly happen? (Kanus-a gihimo ang assembly o
tigum?)
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b. Where was the venue of the said assembly? (Diin gihimo ang
assembly o tigum?)
c. Who made the announcement? (Kinsa ang naghimo sa mga pahibalo?)
d. Who approved the announcement? (Kinsa man ang nagtugot sa mga
pahibalo?)
e. What was the announcement about? (Unsa man ang mga pahibalo nga
gihatag?)
DevelopmentalActivity
Listening Activity: Pupils listen to a recorded announcement (pre-recorded). Refer to
LM, Unit II, Week 19- Unang Buluhaton A)
Application
Post-Listening Activity
Ask the pupils to answer the questions given before they listened to the
announcement.
Use the answers given by the pupils in discussing about fact and opinion
Ask:
Are you willing to follow/obey the rules and regulations in your barangay?
Why? Why not? (Andam ba kamo nga motuman o mosunod sa mga
patakaran osumbanan sa inyong barangay? Ngano man? Nganong dili?)
Do you think this announcement could help our barangay? In what way? (Sa
inyong huna-huna, makatabang kaha sa barangay ang maong mga palisiya?
Sa unsa man nga paagi?)
What is the most important topic listed in the announcement? (Unsa kaha
ang labing importante nga pahibalo ang ilang gihatag?)
Let the pupils tell the effect if the ordinance is not observed by people. (Kon
ang mga ordinansa o palisiya sa barangay dili tumanon sa mga lumolupyo,
unsa man kaha ang mahimong epikto niini?)
Engagement Activity
Game: Build a Happy Barangay
Group the class into four groups. Provide each group with different
materials. Let them build a Happy Barangay by illustrating it according to
their own concept. Let each group display their work.
Day 2
Objectives
a. Spell correctly high frequency words appropriate to the grade level.
b. Use preposition (ibabaw, sulod, kilid, ilalom) and prepositional phrases(sa
daplinsa kalsada, sa sulod sa balay)
Developing Language Activities
Spelling Exercise (Day 2-The same list of words is given to the pupils)
a. pahibalo
d. panahom
b. pangdugtongan
e. katigoman
c. kamatuoran
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Review
Recall about the details of the announcement heard on the previous day.
Ask: Who made the announcement?What was the announcement all
about?
Let the pupils sing a song Hain Ang. Present the song through pictures.
(Refer to LM, Unit II, Week 19-Ikaduhang Buluhaton A)
Presentation
(Refer to LM, Unit II, Week 19-Ikaduhang Buluhaton B)
Show pictures using illustrations from the song Hain Ang.
Discussion
Let the pupils describe each picture.
Let them give other prepositions that they know which are not included in the
illustrations presented.
Generalization
Pass the Ball (objects are placed on some parts of the room)
The pupils will form a circle. While the music is playing, a ball is passed
around the pupils in the circle. Once the music stops, the teacher asks which part
inside the room is the object (ex. pencil) placed. This is done until all the objects
prepared are being mentioned. In identifying the places where the objects are
found, prepositions such ason top(sa ibabaw), under (sa ilalom), beside (sa
kilid)and center/middle(sa taliwala) are used.
Guided Practice
Show some pictures / real objects. Let the pupils name each and identify the
preposition used.
Independent Practice(Refer to LM, Unit II, Week 19- Ikatulong Buluhaton)
Underline the words with preposition.
Evaluation
(Refer to LM, Unit II, Week 19 Ikaupat nga Buluhaton)
Let the pupils write the correct preposition as shown in theillustrations.
Day 3
Objectives
b. Write short, clear announcements, notices, etc.(e.g. cleanliness drive, drug
information campaign, and health program)
Spelling Exercise
pahibalo, pangdugtongan, katinuoran, panahom, katigoman
Spelling and Writing Activity
165
Let the pupils write a short announcement about a cleanliness drive in a

community.
Discuss the mechanics when writing an announcement then ask the pupils
to write their own short announcement
1. Identify the subject (Maghatag og usa ka interesado nga ulohan)
2. Give the purpose of the announcement (Ihatag ang mga rason sa
panghitabo)
3. Identify the venue of the activity asa himuon ang tigom
4. Write the participants of the activity (kinsa ang kinahanglan nga
motambong sa tigum nga himuon)
5. Indicate the date and time of the activity (kanus-a himuon ang
tigom)
6. Write the announcement inside the box (Isulat sa kahon ang
pahibalo)
Reading Activity
Let the pupils read their own work in front of the class.
Read aloud with automaticity grade two level high frequency sight
words with accuracy of 95 % - 100 %.
Day 4
Objectives
b. Write short, clear announcements, notices, etc.(e.g. cleanliness drive, drug
c. Observe some mechanics when copying /writing sentences, capitalization,
space between words and correct punctuation mark.
d. Read with automaticity 200 grade two level high frequency sight words.
e. Read aloud grade two level texts with accuracy of 95-100%.
Spelling exercise
pahibalo, pangdugtongan, katinuoran, panahom, katigoman
Writing Activity
Let the pupils write two paragraphs about a notice or an announcement
observing correct punctuation marks, capitalization, indention and format.
Read phrases and sentences consisting of words being studied and answer higher
order questions about them.
Use decoding skills to read more complex words independently. (Provide other
reading materials that can be used by the pupils.)
166
Day 5
Objectives
b. Use preposition (ibabaw, sulod, kilid, ilalom) and prepositional phrases(sa
daplinsa kalsada, sa sulod sa balay)
c. Write short, clear announcements, notices, etc.(e.g. cleanliness drive, drug
Assessment Day
A. Spelling: pahibalo, pangdugtongan, katinuoran, panahom, katigoman
B. Write an announcement about a Slogan Contest in the school for the
upcoming Nutrition Month Celebration. Instruct them to observe correct
punctuation marks, capitalization and correct format in making an
announcement.(Refer to LM, Unit II, Week 19- Ikalimang Buluhaton A)
C. Use preposition in a culturally appropriate manner in a sentence.
(Refer to LM, Unit II, Week 19 Ikalimang Buluhaton C)
sa ibabaw
sa ilalom
sa sulod
sa taliwala
sa kilid
sa ubos
Week 20
Objectives
a. Using prepositions and prepositional phrases
2. Oral Language
a. Communicating orally basic needs
a. Supplying rhyming words to two to three stanza poems
a. Producing simple vocabulary to communicate basic needs in social and
academic setting
5. Spelling
a. Spelling correctly content words in the list of vocabulary words
6. Word Recognition
a. Reading with understanding paragraphs/ stories/ legends, etc. consisting
of words being studied
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Subject Matter
A.
B.
C.
D.
Prepositions and Prepositional Phrases

Basic Needs
Rhyming Words
Paragraphs/ Stories/ Legends
Materials
Tagboards, pictures, metastrips,manila paper, cartolina, big book, songs
Theme: Community (Being proud of your community)
Value Focus: Being proud of your community
Procedure
Day 1
Objectives
a. Use prepositions and prepositional phrases
b. Communicate orally basic needs
c. Produce simple vocabulary to communicate basic needs in social and
academic setting
d. Spell correctly content words in the list of vocabulary words
e. Read with understanding a story consisting of words being studied
Preliminary Activities (Pre-reading)
Spelling Exercise
Let the pupils spell correctly the following words (Use each word in the
sentence)
a.
b.
c.
d.
e.
f.
g.
Pangdugtongan - preposition
Ibabaw-on top
Sulod-inside
Ilalom-under
Kilid-beside
taliwala-in between
ubos-below
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Activating Prior Knowledge/Developing Motivation for the Selection

Ask:
What are some of the basic needs that you need to attend always while you
are in school?
(Unsa ang inyong mga importante nga panginahanglan dinhi sa sulod sa
eskuylahan?)
Are there things that you want to request so that your basic needs be given
attention always?
(Aduna ba kamoy gusto nga ihangyo aron ang inyong kaugalingon nga
panginalanghan mahatagan sa kanunay og importansiya?)
Let them sing a song Si Filimon

Unlock difficulties through pictures or context clues
a. habwa
b. bangka
c. tak-ang
d. pangita
e. kuha
f. abuhan
Have a brainstorming activity about the different livelihood of the pupils parents.
Ask:
Do you also help your parents in earning money for your family?
(Nitabang ba kamo sa inyong ginikanan sa pagpangita ug panginabuhian
o kwarta para sa inyong pamilya?)
Tell the pupils that you will read a story about a child who is loved by his parents
and is also the favorite of the people in their community. Ask: Why is the child
being loved by the parents?
169
(Aduna akoy istorya nga isaysay kaninyo karon. Kini mahitungod sa usa ka bata
nga nahimong pinangga sa iyang mga ginikanan ug sa taga ilaha. Ngano nga
gipangga man kaha ang bata sa iyang mga ginikanan?
Ask:
Why is it important that we will help in doing the chores at home or in earning
money for the family?) (Maayo ba nga motabang kita sa buluhaton sa
panimalay O buluhaton nga may kalabotan sa panginabuhian sa pamilya?
Ngano man?Nganong dili?)
Activity (During Reading) using big book(Refer to LM, Unit II, Week 20 - Unang
Buluhaton)
Read the story to the pupils in a lively and interesting way. Instruct them to listen
attentively and let them read the story by group, by triad and by dyad.
Analysis (Post Reading)
Ask:
1. What is the title of the story? (Unsa ang ulohan sa istorya?)
2. What is the work of Minggoys father? (Unsay trabaho sa amahan ni
Minggoy?)
3. How did Minggoy help his parents? (Giunsa pagtabang ni Minggoy ang
iyang mga ginikanan?)
4. Why do they say that Minggoy is a good boy? (Nganong giingon man nga
buotan si Minggoy?)
5. Do you think Minggoy did right thing when he helped his father in fishing?
Explain your answer. (Alang kaninyo,maayo ba ang gibuhat ni Minggoy nga
motabang sa pagpangisda sa iyang papa? Ipadayag ang inyong tubag.)
6. Do you help also in doing household chores or earning a living? (Motabang
ba usab kamo sa mga buluhaton sa inyong panimalay o sa panginabuhian
sa inyong pamilya? Ngano man? Nganong dili?)
Day 2
Objectives
170
Spelling Exercise: Spell Me if you Can. The same list of words from day 1
(Practice Exercise)
Let the pupils practice writing correctly the spelling of some given words on the
air and at the back of their seatmate.
Engagement Activity
Recall important details from the story and answer the following questions.
Answers can be: sa kilid, ibabaw sa lamisa, ilalom sa abuhan, sa taliwala nga
bahin sa kusina or sa ubos.
1. Asa dapit molingkod si Minggoy kon siya mokuyog sa iyang papa sa
pagpangisda?
2. Asa man nila habwaon ang ilang kuha aron ilang pilian?
3. Asa makit-an ang mga igsusugnod nga gamiton sa inahan ni Minggoy?
4. Asa makit-an ang hugasanan nila ni Minggoy?
Ask if they are familiar with the words above.
Say: Have you tried using these words? In what way?
(Nagamit ba ninyo kining mga pulong?Sa unsa nga pama-agi?)
What does each word mean/ express?
(Unsa ang gipasabot sa mga pulong?)
What do we call these words?
(Unsa ang tawag nato niining mga pulong?)
List down the words on the board.
Let the pupils read and use the words in the sentences.
sa kilid sa iyang papa
sa ibabaw sa lamesa
sa ilalom sa abuhan
sa taliwala nga bahin sa kusina
Present the illustrations in LM, Unit II, Week 20- Ikaduhang Buluhaton)
Discussion and Processing of the Activity
171
a. Let the pupils describe each picture.

b. Have them make sentences from the illustration presented.
c. Ask:
o What connector is used when you say that The food is on the table?
(Unsa ang gigamit nga panumpay kon moingon kita, Naa sa ibabaw
sa lamesa ang pagkaon?)
o What are prepositions? Prepositional phrases?(Unsa ang
pangdugtungan?)
o When do we use the prepositions and prepositional phrases?(Kanusa nato gamiton ang pangdugtungan/prepositional phrases?)
Enrichment
Let them use the following in the sentences:
sa ibabaw
sa ilalom
sa ubos
sa sulod
sa kilid
sa taliwala
Day 3
Objectives
Preliminary Activities:
Spelling Exercise
Dictate the words to the pupils for them to spell correctly. (The same list of
words from day 1)
Review the lesson yesterday.
Let the pupils enumerate on the board the prepositions/prepositional phrases
mentioned during the previous days.
Activity: Gallery Walk (Group Work)

Group the pupils by five. Have them walk around and observe the things that are
seen inside the classroom. Let them form sentences using
prepositions/prepositional phrases.
172
Group Presentation
Using a tagboard, pupils display their outputs and talk about the sentences
that they have given.
Generalization
What are the different prepositions/prepositional phrases that we studied?
(Unsa ang mga nagkalainlaing mga pangdugtungan nga atong nakatonan?Ipatagsa-tagsa og hatag sa mga tinun-an ang ilang nakat-onan?)
When do we use sa ibabaw sa, Sa kilid sa, Sa ilalom sa, sa ubos sa, sa
taliwala, sa sulod?
(Kanus-a nato gamiton ang sa ibabaw, Sa kilid sa, Sa ilawom sa, Sa ubos sa,
Sa taliwala, sa sulod?)
Day 4
Objectives
b. Supply rhyming words to two to three stanza poems
c. Spell correctly content words in the list of vocabulary words
Spelling Exercise (Through a game Hot Seat)
Group of pupils are asked to sit on a hot seat in front of the class and will be
asked to spell correctly some given words from the spelling list. Pupils
who can spell correctly in a given time limit will be released from their hot
seat and return to their place. Those who cannot make it will be retained
in the hot seat and be given additional word to spell again.
(The same list of words from day 1)
Activity
Recall the story Si Minggoy
Have the pupils identify rhyming words from the story.
173
Ang iyang mga ginikanan pangisda ang panginabuhian.

Ang sobra sa isda nga ilang ibaligya igahin aron ilang masuwa.
Ang hugasanan ug ang sab-itanan sa kaldero o bitayanan
Ask:What words rhyme with each other?(Unsa ang mga pulong nga
nagkagaray?)
Have them write the rhyming words on their writing notebook.
Guided Practice
Present to the pupils some illustrations/pictures:
Have them describe each picture and give

prepositions/prepositional phrases that can be used.
emphasis
on
the
Let
the pupils write sentences

prepositions/prepositional phrases
from
the
illustrations
above
using
Present a poem and have them supply rhyming words. (Teacher may opt to give
her/his own poem)
Application
Let the pupils make their own sentences using preposition.
174
Day 5
Objectives
Review of the previous lesson
Evaluation (Refer to LM, Unit II, Week 20 -Ikatulong Buluhaton A-C)

A. Spelling Test (Dictation to be written in their activity notebook)
B. Isulat ang husto nga pangdugtongan alang sa matag hugpulong sa notebook.
C. From the given illustration, identify the correct preposition to be used.
175
Teachers Guide for

Grade II
UNIT III
Week 21
Objectives
1. Oral Language
a. Listen to and interact with others or class discussions
b. Sing with ease and confidence 2 5 stanza lullabye
2. Word Recognition
answer high order questions about them
3. Fluency
a. Read grade two level text with an accuracy of 95 100 %
4. Spelling
words appropriate to the grade level
a. Give 3 5 directions in culturally appropriate manner
a. Create a simple dictionary of words frequently use in the lesson
b. Use expanded vocabulary in oral and written responses to simple texts
7. Attitude Toward Language, Literacy and Literature
a. Express love for stories by reading more literary and informational
texts
b. Show love for reading by listening attentively during story reading and
Subject Matter
A. Singing of a lullaby
B. Following 3 -5 Directions
Materials
Song: Lullaby ( Katulog Akong Anak )
Story: Harana, Ang Kanta ni Arman
Theme:Our Cultural Music
Value Focus:Be considerate to others
Procedure
176
Day 1
Objective
Assess pupils learning in the second quarter
Pre-Assessment
I. Dictate these spelling words. (Isulat ang mga pulong.)
pangdugtongan
ilalom
ibabaw
kilid
sulod
taliwala
ubos
II. Show the following pictures and say: Write the correct prepositions in your
paper. (Isulat ang husto nga pangdugtongan sa papel.)
sa Ibabaw sa
sa ubos
sa taliwala
sa kilid
sa ilalom
III. Use the following in a sentence.Write these in your paper. (Gamita ang mga
mosunod sa pahayag. Isulat kini sa papel.)
sa ibabaw
sa ubos
sa kilid
sa ilalom
sa sulod
sa taliwala
IV. Answer the following questions. (Tubaga kining mga pangutana bahin sa
istoryang, Si Minggoy.)
1.
Who is the child in the story? (Kinsa man ang bata sa atong istorya?)
2.
What is his work? (Unsa ang iyang trabaho?)
3.
What does he do with the extra fishes? (Unsa ang iyanggibuhat sa
mga sobrang isda?)
4.
Why does he watch the fishes? (Nganong bantayan man niya ang
mga isda?)
5.
Is Minggoy a good boy? Why? (Buotan ba nga bata si Minggoy?
Ngano man
Day 2
Objectives
a. Listen to and interact with others or class discussions
177
b. Sing with ease and confidence 2 5 stanza lullabye

c. Read phrases and sentences consisting of words being studied
and answer high order questions about them
Preliminary activity
Show a picture of a mother rocking a baby.( Refer to LM, Unit III,Week 21
Kulturanhon Nga Mga Awit )
Ask:
What do you think mother is doing? (Unsa kaha ang gibuhat ni Mama?)
What does a mother usually do to make her baby sleep? (Unsa man ang
kasagaran buhaton sa Mama aron matulog ang baby?)
Presentation
Let the pupils open their LM, Unit III,Week 21,Activity A, Unang Buluhaton
Sing the lullabye with the pupils.
Slumber Song
Go to sleep my baby dear;
Slumber on without a fear
So safe on Mothers breast;
Go to sleep and take a rest.
Go to sleep my little one,
As I sing to you;
You will be a faithful one,
As I sing to you;
You will be a faithful one,
My darling hero true
Ask:
What is the title of our song?(Unsa ang ulohan sa atong kanta?)
When do you sing this song?(Kanus-a man ninyo kini kantahon?)
Have you seen a mother singing a song for her baby to sleep?(Nakakita na
ba kamo og Mama nga magkanta para pagpakatulog sa iyang anak?)
Let pupils share their experiences about this.
Application
Group the class into three. Let each group sing the song with ease and
confidence.
Rating:
5 if the group have sung the song with ease and confidence
3 if the group have sung the song but without ease and confidence
1 if the group have not sung the song
Day 3
Objectives
high order questions about them
b. Read grade two level text with an accuracy of 95 100 %
178
c. Create a simple dictionary of words frequently use in the lesson

d. Use expanded vocabulary in oral and written responses to simple texts
Pre-Reading
Sing the song, Katulog na Akong Anak.
Unlock difficult words using sentences:
a. Harana ang tawag nato sa pagpadayag og gugma pinaagi sa pagkanta.
b. Ang tawong istrikto walay konsiderasyon sa uban.
c. Mahimo ka mosupak sa iyang gusto, ayaw kini tumana.
d. Gisusisa kapitan kong nagbantay ba ang iyang mga sundalo.
e. Nahimuot ang Kapitan sa pagpangharana sa mga sundalo.
During Reading
Read the story
Have pupils read the story with you
Have pupils read the story with an accuracy of 95 100 %
Let pupils open their LM Unit III,Week 21, Activity B,Unang Buluhaton
Post Reading
Ask
What is a serenade?(Unsa man ang harana?)
In our story, when did it start?(Sa atong, istorya, kanus-a man kini
nagsugod?)
Why is the Captain amused? (Nganong nahimuot man ang Kapitan?)
Is it good to be strict? Why?(Maayo ba nga mag inistrikto? Ngano man?)
Assignment
Let pupils look for the synonyms of the following terms:
Refer to LM- Unit III,Week21, Activity C,Unang Buluhaton
Day 4
Objectives
a. Use spelling knowledge and skills to correctly spell high frequency words
b. Read a variety of childrens literature and respond to it both orally and in
writing
c. Give 3 5 directions in culturally appropriate manner
d. Express love for stories by reading more literary and informational texts; and
e. Show love for reading by listening attentively during story reading and making
comments and answering higher order thinking questions
Pre-Reading
Review past lessons
Check assignments
Dictate these spelling words to pupils
harana
istrikto
gisusi
nahimuot
179
misupak
Unlock difficult words using pictures or contextual clues.

a. Si Arman adunay abilidadsa pagkanta.
b. Mokanta siya kon adunay programasa eskuylahan.
c. Ang kanunay magbansay adunay purohan nga modaog.
d. Gipukaw siya sa iyang mama kay nagdamgo siya.
During reading
Tell pupils to listen attentively during story reading
Make comments and answer higher order thinking questions
Read the story with a 95 100% accuracy
Let pupils open their LM,Unit III,Week 21,Ikaduhang Buluhaton Ang Kanta ni
Arman
Post Reading
Let pupils answer the questions found on LM, Unit III, Week 21,Ikaduhang
Buluhaton
Engagement Activity
Group pupils into three. Have each group follow the directions assigned to them.
Group 1
1. Write the title of the story learned
2. Draw Arman in a stick figure
3. Write his name below
Group 2
1. Go to the front
2. Act out Arman being happy
3. Shout Yehey!
Group 3
1. Go to the front
2. Sing two lines of any song
3. Clap your hands
Ask:Did all the groups follow the directions correctly?
(Gituman ba sa tanang grupo ang ilang mga sugo?)
Generalization
Ask:
In following directions, what do you do first?(Unsay una ninyong
buhaton, sa pagtuman sa sugo?)
What do we do next?(Unsay sunod nga buhaton?)
What do we do at the last?(Unsay buhaton sa kataposan?)
Application
Let pupils follow these 3-stepdirections:
A. 1. Get a paper
2.Draw a pencil
3. Write your name below the pencil
180
B. 1.Get a paper
2.Write the word ball inside the circle
3.Write your name at the top of the ball
C. 1. Draw a flower on your paper
2.Color it red
3.Write the word flower below the drawing
Day 5
Evaluation ( Assessment Day )
Let pupils open their LM and do thefollowing activities:
a. Answer questions Ang Kanta ni Arman
b. Answer Unit III,Week 21, Activity A, B and C,Ikatulong Buluhaton
Closing Activity
Sing the song Katulog na Akong Anak
Week 22
Objectives
1. Oral Language
a. Listen to and interact with others in a group or class discussion
b. Talk events using descriptive words in culturally apppropriate manner
2. Word Recognition
answer high order thinking skills
3. Handwriting
a. Write sentences and paragraphs
a. Respond orally and in writing factual comprehension questions about
stories by answering higher order questions
b. Apply knowledge of language to analyze and derive meaning from
6. Reading Comprehension: Attitude Towards Language, Literacy and
Literature
a. Express love for stories by reading more literary and informational texts
makingcomments and answering higher order thinking questions
Subject Matter
A. Adjectives
B. Writing Sentences and Paragraphs
C. Give 3 5 Directions
Materials: Pictures,Story: Ang Sinulog
181
Theme: Our Cultural Dance

Value Focus:Faith in God
Procedure
Day 1
Objectives
b. Talk about famous events using descriptive words in culturally apppropriate
manner
Pre-Reading
Show a picture of Sinulog Festival.( Refer to LM,Unit III, Week 22 )
Ask:
Have you seen a Sinulog festival?(Nakakita na ba kamo og Kapistahan sa
Sinulog?)
Where did the Sinulog start?(Diin man nagsugod ang Sinulog?)
Who did the first Sinulog dance?(Kinsa man ang nag-unang misayaw og
Sinulog?)
During Reading
1. Read the informational text about Sinulog.Let pupils open their LM,Unit
III,Week 22, Ikaduhang Buluhaton
2. Let them read after you have finished reading. Answer orally and in writing
the higher order questions then listen attentively during story reading and
make comments
Post Reading
Let pupils answer questions found on LM, Unit III,Week 22,Ikaduhang Buluhaton
Day 2
Objectives
b. Respond orally and in writing factual comprehension questions about stories
by answering higher order questions
c. Understand and follow some multiple steps directions for classrooms
Reading of the story, Ang Sinulog
Let pupils read phraseswritten on the board by the teacher.
182
Show pictures of the following: (Refer to LM, Unit III,Week 22,Activity A,

Ikatulong Buluhaton)
daot nga tawo
tambok nga tawo
tigulang nga tawo
bata nga lalaki

gwapa nga babaye
gwapo nga lalaki
nawong
Ask:
Unsa man ang pulong nga naghulagway sa:
tawo
nawong
babaye
lalaki
Unsa ang tawag nato sa mga pulong nga naghulagway?
Paghatag og lain nga pananglitan
Group pupils into three. Let each group do these tasks:
Group 1 Magsulat og napulo ka pulong nga naghulagway sa Cebu
Group 2 Magsulat og napulo ka pulong nga naghulagway kang Presidente
Aquino
Group 3 Magsulat og napulo ka pulong nga naghulagway sa Pasko
Let pupils write their answers on the board.
Application
Let pupils open their LM and do Unit III,Week22, Activity B,Ikatulong Buluhaton
Day 3
Objectives
a. Apply knowledge of language to analyze and derive meaning from
b. Express love for stories by reading more literary and informational texts
c. Show love for reading by listening attentively during reading and making
1. Review past lessons
2. Ask:
a. What is an adjective?(Unsa man ang panghulagway?)
b. When do we use these words? (Kanus a man gamiton kining mga
pulong?)
Presentation of the Lesson
1. Read Ang Sinulog
2. Let pupils copy the first, second, and third sentences of a paragraph.
3. Ask:
a. How is the first sentence written?
(Giunsa man pagsulat ang unang pahayag?)
b. How is the second sentence written? The third sentence?
(Giunsa man pagsulat ang ikaduhang pahayag?Ang ikatulong pahayag?)
183
c. How do we write the first letter of a name of a person?

(Giunsa man nato pagsulat ang unang letra sa ngalan sa tawo?)
d. When do we capitalize the words?
(Kanus-a man nato isulat ang ulohang letra sa pulong?)
e. How are sentences written? ( Giunsa man pagsulat ang mga pahayag?)
f. Are the sentences related to each other? ( Naa bay relasyon ang pahayag
sa usag-usa?)
g. How do we write the first sentence in the paragraph? ( Unsaon man nato
pagsulat ang sinugdanan nga pahayag?
4. Call a pupil to copy the first sentence of the second paragraph.
5. Call another pupil to copy the second sentence of the paragraph
6. Read the paragraph written by the pupils. Let pupils check if it is correctly
written.
Generalization
Ask: What should we remember in writing a paragraph?(Unsa man ang atong
hinumduman kon magsulat kita og parapo?)
In writing a paragraph we must remember the indention, capitalization and the
correct punctuation. (Kon magsulat og parapo atong hinumduman ang hustong
pagpahilona o pagsibog sa tudling sa parapo (indention), hustong paggamit sa
ulohang letra (capitalization) ug hustong paggamit sa mga pungtong timaan
(punctuation marks).We must also remember that sentences must relate to each
other. ( Ato usang timan-an nga kinahanglan ang kada pahayag adunay relasyon sa
usag usa. ) We must see to it that they have one central theme. (Kinahanglan usa
ra ang ilang gihisgotan.)
Application
Let the pupils copy the third paragraph of Ang Sinulog on a piece of paper
Day 4
Objectives
a. Give 3 steps directions
b. Follow some multiple steps directions for classrooms
Review past lessons
Presentation
Say : Let us see if you can follow a 3step direction.
Call a pupil to follow 3 step directions and let him/her do it on the board.
Example:
Draw a square.
Draw a fan inside it.
Write the word fan below it.
Distribute a tag board for each pupil
Provide several examples of 3step directions. Let each pupil follow it using their
tagboards.
184
Activity
Group pupils into three. Let each group follow these tasks:
Group 1:Go to the front
Sing a lively song
Let one member dance while others are singing
Group 2:
Go to the front
Recite a poem
Let one member do the action while others are reciting
Group 3:
Go to the front
Give three riddles to your classmates
Let your classmates guess the answer
Ask:
Did you follow the directions correctly?

(Gituman ba sa tanang pundok ang ilang mga sugo?)
Application
Letpupils open LM and do Unit III,Week 22, Activity B, Ikaupat nga
Buluhaton
Day 5
Let the pupils open their LM and do Unit III, Week 22, Activities A and B
Closing Activity
Let the pupils read, Ang Sinulog
Week 23
Objectives
1. Oral Language
a. Listen and interacting with others in a group or class discussion
2. Word Recognition
3. Fluency
a. Read grade two level text with an accuracy 95-100%
a. Recognize some common root words when they are attached to
known vocabulary
b. Use expanded vocabulary in oral and written responses to simple
texts
a. Read the text and used detailed sentences to respond orally or in
written to factual comprehension questions about three forms of brief
texts
b. Apply knowledge of the language to analyze and derive meaning
185

6. Oral Language
b. Listen and interacting with others in a group or class discussion
7. Word Recognition
8. Fluency
b. Read grade two level text with an accuracy 95-100%
c. Recognizing some common root words when they are attached to
known vocabulary
d. Use expanded vocabulary in oral and written responses to simple
texts
c. Reading the text and used detailed sentences to respond orally or in
written to factual comprehension questions about three forms of brief
texts
d. Apply knowledge of the language to analyze and derive meaning
Subject Matter
Phrases and Sentences
Materials
chart, old magazines, straw, a pair of scissors, cut-outs, red and green cartolina,
box, strips of words, pictures, manila papers, pentel pens
Theme: Our Local Arts and Crafts
Value focus
Express love for stories by reading more literary and informational texts
Show love for reading by listening attentively during story reading and
Making comments and answering higher order thinking questions
Procedure
Day 1
Objectives
b. Read phrases and sentences consisting of words being studied and answer
Acknowledge the things the Lord has given us. God is good, all the time.
Nature helps us show our extraordinary talents through arts and crafts.
Sing Tanom Binuhat sa Papel tune of This is the Way
Let pupils open their LM on Unit III,Week 3 Ikaduhang Buluhaton
186
Motive Questions
What can you say about the song?(Unsay imong ikasulti sa kanta?)
Can you see phrases and sentences in the song?(Inyo bang nakita ang
pulongan/phrases ug mga pahayag/sentences sa kanta?)
Presentation
What is a phrase? What is a sentence?(Unsa man ang pulongan? pahayag?)
Presentation /Modeling
1. Look at the underlined group of words in the song.
Let them identify if it is a phrase or a sentence.
2. Modelsthe identification of phrases and sentences .
The first line of the song is called sentencebecause it gives us a complete
information.
(Ang unang linya sa kanta gitawag og sentencekay kompleto man kini og
impormasyon nga gihatag kanato.)
It begins with a capital letter and ends with a punctuation mark.
(Nagsugod kini og dako nga letra ug nagtapos sa pungtong timaan.)
We will make a plant. (Maghimo kita og tanom.)
What are the other sentences found in the song?(Unsa pa ang laing sentences
nga nakita ninyo sa kanta?)
In the second line of the song, Binuhat sa papel, does it give us a complete
information?
(Ang ikaduhang linya sa kanta Binuhat sa papel, nakahatag ba kini og
kompleto nga impormasyon kanato?)
Does it start in a capital letter and end with a punctuation mark?(Nagsugod ba
kini sa dako nga letra og nagtapos og pungtong timaan?)
It is called a phrase.(Gitawag kini nga parapo.)
What are the other phrases in the song? (Unsa pa ang laing mga phrases nga
anaa sa kanta?)
3. Let pupils look around the room and discover the strips of phrases and
sentences posted on the wall. Let them identify each strip if it is a phrase or
sentence. Ex. milk and coffee ( gatas og kape)
Is this a phrase or a sentence?(Parapo ba kini o sentence o hugpulong?)
Why is it called phrase? (Nganong gitawag man kining parapo?)
Mother prepares milk and coffee for breakfast. (Si Mama nag andam og
gatas ug kape para sa pamahaw.)
Is this a phrase or a sentence? (Parapo ba kini o hugpulong?)
Why is it called a sentence? (Nganong gitawag man kining hugpulong?)
Guide the pupils how to make their own phrases and sentences using the ff:
Phrase
Sentence
Ang bata
Ang bata naligo sa dagat.
Naligo sa dagat
1. Group the pupils into 10.
2. Each group will be given a manila paper and pentel pens.
3. They will discuss among themselves examples of phrases and sentences.
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4. Write the answers on the manila paper.

5. Publish their work after and choose a reporter, to share their output.
6. Teacher checks their output; the highest number of correct answers will be
declared as winner and be given a prize.
7. What is a phrase? What is a sentence?
Evaluation:
A. Refer to LM, Unit III,Week 23, Unang Buluhaton
B. See previous page
C. Write phrases and sentences about the following local crafts.
kulintas
headband
bag
burloloy
Day 2
Objectives
c. Follow directions
Review the previous lesson about phrase and sentence through singing the
song Tanom Binuhat sa Papel
Randomly call pupil to differentiate phrase from a sentence then let them give an
example.
Pre-Reading
1. Unlock the following by using pictures or real objects
a. Ihulma
b. double sided tape
Show a picture of a busy family making arts and crafts from the used
materials during weekend.
Ask: Have you tried making arts and crafts at home using the used
materials?
During Reading
Read the song Tanom Binuhat sa Papel by the teacher. (Modelling) (Refer to
LM Unit III,Week 23, Ikaduhang Buluhaton)
Pupils will read the lyrics of the song with correct intonation.
Sing the song with correct rhythm.
Post Reading
1. Comprehension Questions
What is the song all about?
What are you asked to do in the song?
Why do we need to recyle the disposable materials?
Which garbage materials can be used for arts, crafts and other use?
2. Demonstrate in making the arts and crafts project indicated in the song.
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3. Let pupils demonstrate Plant dcor art on trash paper.

Evaluation: Refer to Unit III, Week 23, Ikaduhang Buluhaton.
Follow the directions in the song and perform the project making.
Prepare all materials, make the project with the group, and then do it
individually.
Assignment
Make a paper weaving using old colored magazines. Paste paper weaving in a
used box. Then, paste your family picture in the paper weaving. And finally,
cover it with a plastic cover.
A.3
Day
Objectives
b. Read the text and used detailed sentences to respond orally or in writing to
factual comprehension questions about three forms of brief texts
c. Listen to and interact with others in a group or class discussion
d. Apply knowledge of the language to analyze and derive meaning from
Gallery Walk
1. Pupils will display their arts and crafts projects Paper Weaving with Family
Picture on the classrooms wall.
2. Teacher encourages volunteer pupils to say something about their family.
3. Ask: What will your parents usually do when they have financial problem?
Pre-Reading
1. Unlocking of difficulties using pictures or meanings
o Si Ana ang kamanghuran nga anak
o Mahal og kantidad kining kulintas.
o Magul anon si Mama kay nawala ang iyahang burloloy.
o Gibalibaran ni Mama ang nanghatag og anindot nga burloloy.
Ask: Have you experienced that you cannot pass a school project because
your parents cant provide you the needed amount?
Pair sharing activity: (3 min.) Let each one share their family experiences
when they are out of budget.
Big group sharing: Call volunteers
Say: We will read a story today.Find out what is the story about.
During Reading
_ Let pupils open their LM, Unit III, Week 23, Kwarta sa Basura
Follow the reading plan.
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Post Reading
1. Comprehension Question
Who are the characters in the story?
Who is the main character in the story? Why is he considered the main
character?
What kind of family are they?
What was their problem?
Were they able to solve their problem? How?
If you were in their situation, what will you do?
What lesson have you learned in the story?
2. Group Activities
Arts and Crafts Project Making of Artistic Plastic Pots using Disposable
Plastic Bottles of Softdrinks
Show Casing of Group Projects
Assignment
Make throw pillows using candy and biscuit wrappers.
Day 4
Objectives
b. Read grade two level text with an accuracy of 95-100%
c. Recognize some common root words when they are attached to known
vocabulary
Let pupils show their arts and crafts project Throw Pillow.
Ask volunteers to share their lessons learned in making the said project.
Recall the story read yesterday.
Show some words from the story and guide the pupils identify the root word of
the given words.
Post vocabulary words in a cartolina.
A box with root words inside will be from passed from one pupil to another while
singing the song Tanom Binuhat sa Papel.
As the song stops the last pupil received the box will be the one to pick a root
word and match it to the vocabulary word in the cartolina. Singing of the song
will continue while passing of the box until the last root word be picked and
matched.
Vocabulary Words
Root Words
naglingkod
lingkod
magul-anon
guol
giduol
duol
nagtinabangay
tabang
Observe the words and tell the differences.
Ask: What are root words? Give your own examples of root words.
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Look for pair of vocabularies and root words under the chairs. Post them on the
board.
Engagement Activity
1. Have Pinoy Henyo game. Pupils will look for a partner and be the
contestants. They will guess the root word.
2. The lesser number of seconds they were able to guess the correct root word
will be declared as winners.
Evaluation
Let pupil open their LM,Unit III, Week 23, Ikatulong Buluhaton
Assignment
Write 5 root words and use them in sentences.
Day 5
Let pupils open their Learners Material on Unit III, Week 23, Ikalimang
Buluhaton.
Closing Activity: Sing the song Tanom Binuhat sa Papel
Week 24
Objectives
1. Oral Language
a. Listento and interact with others in a group or class discussion
2. Word Recognition
answering higher order thinking questions about them
3. Fluency
a. Read grade two level text with an accuracy of 96 100%
4. Spelling
5. Handwriting
a. Write sentences and paragraphs about an experience generated from
a group story
a. Read stories and texts from content areas and responding orally to
them by restating facts and details to clarify ideas
b. Understandand followmultiple steps/directions for classroom related
activities
7. Attitude toward Language, Literacy, and Literature
texts
b. Show love for reading by listening attentively during story reading,
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Subject Matter
A. Spelling Words
B. Reading Stories / Story appreciation
C. Writing sentences and paragraphs
Materials: charts, manila paper, pentel pen, scotch tape, strips of cartolina with
texts,
Theme: Our favorite foods local cuisine
Cooking/Procedural activity
Value Focus: Helpfulness
Procedure
Day 1
Objectives
a . Listento and interact with others in a group or class discussion
b Read phrases and sentences consisting of words being studied
and answer higher order thinking questions about them
c. Read stories and texts from content areas and responding orally to them by
restating facts and details to clarify ideas
d. Read grade two level text with an accuracy of 96 100%
Unlocking of difficulties using pictures/context clues
hugasan
tak-ang
haon
balhin
Using the same words above, let the pupils spell correctly on a sheet of paper.
Activating prior knowledge
Ask: Do you know how to cook?(Kahibalo ba kamo mangluto?)
Who among you likes to cook? (Kinsa kaninyo ang ganahan mangluto?)
Have you tried helping your mother in cooking? (Nakasulay ba kamo og
tabang sa inyong mama sa pangluto?)
What kind of food have you tried cooking? (Unsang mga pagkaona ang
nasulayan na ninyo og luto?)
Developing purpose for reading
Say: Now we will read a story entitled, Si Manang Nagluto og Kamote
(Karon magbasa kita og istorya, Si Manang Nagluto og Kamote )
What do you want to know in the story?
(Unsay inyong gustong mahibaloan sa istorya?
Have a list of the things they want to know from the story.
Write them on the board.
During Reading
Reading the story by the teacher
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Si Manang Nagluto Og Kamote

Sinulat ni: Melodina Wahing
Sayo sa buntag nagluto si Manang og kamote. Gihugasan niya og una ang
mga kamote. Iyang gisulod sa kaldero ang mga kamote ug iyang gisabwan og
gamay nga tubig nga wala molapaw sa mga kamote. Iya dayon gitak-ang ang
kaldero sa kalan. Gipaabot ni Manang nga mahumok ang mga kamote.Kon
humok na ang mga kamote, iya dayong gihaon . Gibalhin niya sa plato ug
nangaon sila kauban ang iyang mga igsoon nga malipayon.
Engagement Activity
Recall the story.Give each group the activity.
Group pupils into four.Give each group the activity.
Group 1
1. Read the first two sentences aloud.
2. Act out the scene.
Group 2
1. Read the next two sentences aloud.
2. Discuss what you have understood in the story/restate facts
and details to clarify ideas.
Group 3
1. Read the next two sentences aloud.
2. Discuss what you have understood in the story/restate facts
and details to clarify ideas.
Group 4
1. Read the last sentence aloud.
2. Draw the scene.
3. Summarize the whole story.
Post Reading
Ask:
Who cooks camote?(Kinsa ang nagluto og kamote?)
When does she cook?(Kanusa kini niya giluto?)
What is done first, second, last? (Giunsa man niya pagluto ang mga
kamote? Unsa may iyang giuna og buhat? Sunod? Kataposan?)
How did they feel when eating?(Unsa may ilang gibati pagpangaon?)
Evaluation
Let pupils open their LM Unit III, Week 24, Activity A)
Assignment
Ask somebody in the family on how to cook your favorite food. Write the
procedure in their assignment notebook in cursive. Be sure to write the steps
in order.
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Day 2
Objectives
b. Understand and follow multiple steps/directions for classroom related
activities
c. Write sentences and paragraphs about an experience generatedfrom a
group story
d. Read phrases and sentences consisting of words being studied andanswer
higher order thinking questions about them
e. Read grade two level text with an accuracy of 96 100%
1. Check the assignment.
2. Spelling lesson and review (Supervised Study)
3. Post on the board the chart of the story, Si Manang Nagluto Og Kamote
with missing spelling words previously learned.
( Let pupils open LM and do Unit III,Week 24, Activity B )
Ask: What have you tried cooking at home?
List on the board the recipes theyve tried cooking.
Use the (LEA) Language Experience Approach
Have the pupils choose a cooking experience that they like to write
about. This should be a shared experience that the whole class had
experienced.
Discuss the experience with the pupils. This helps them to clarify what
theywant to write about, organize their thoughts, and come up with specific,
descriptive vocabulary.
Write the story down as the pupils dictate it. Have pupils take turns dictating
sentences describing their experience.
Record what they say on a manila paper, repeating the words as they are
written. The writing should be done in neat, large printing rather than cursive,
to make it easier for the pupils to read.
Stick exactly to the pupils' own words as they are spoken with correction for
grammar or sentence structure. It is important for pupils to see their own
words in print, because they have a personal connection to the words.
Read the text aloud, pointing to each word as you read it. After reading the
text to the pupils, have them reread it aloud in chorus while pointing to each
word.
Evaluation
Answer the comprehensive questions after reading the story they had made.
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Day 3
Objectives
b. Understand and follow multiple steps/directions for classroom
related activities
c. Write sentences and paragraphs about an experience generated
from a group story
d. Read phrases and sentences consisting of words being studied and
answer higher order thinking questions about them
e. Read grade two level text with an accuracy of 96 100%
Spelling Lesson ( refer to LM, Unit III, Week 24,Activity B,Ikalimang Buluhaton)
Fill in the blanks with the correct word formed from the jumbled letters inside the
parenthesis at the side.
Review the story they made
Display the procedure in cooking they made.
Have them read again the story with fluency.
Ask comprehension questions and HOTS questions about the story.
Group Activity
Form groups of 5 6 members.
Select a leader for the group and a secretary.
Give each group a manila paper and pentel pen.
Create own paragraph about cooking procedures of a favorite recipe to be
written on a manila paper. Be sure each member participates.
The leader reads to the class what they had written.
Ask the group to read their story in chorus.
Teacher guides reading of the entire passage once again.
Evaluation
Ask a volunteer to read the entire passage/story each of the group had made.
Assignment
Practice reading at home in front of the mirror.
Day 4
Objectives
b. Understand and follow multiple steps/directions for classroom
related activities
d. Read grade two level text with an accuracy of 96 100%
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Spelling Lesson (Supervised Study)
Call somebody to pick a cut out fruit from a basket with a misspelled word
at the back of it. Write the correct spelling of the word on the board.
Unlocking of difficulties using pictures/context clues
a. binatil nga itlog or scrambled eggs
b. giandam
d. gihaon
c. gibuak
e. gitimplahan
What do you eat during breakfast? (Guide the pupils to answer binatil nga itlog
or scrambled eggs.) Do you know how to cook?
Engagement Activity
Group the pupils into five.
Each group is given sets of jumbled strips of cartolina with sentences.They are
to arrange them and mount on a manila paper to form a story entitled Lami nga
Binatil nga Itlog .The first group to form the story wins.
Naluto na ang binatil nga itlog.

Gilunod niya ang binatil nga itlog.
Lami ang among sud-an sa pamahaw.
Iya kining gibuak ug gibutang sa panaksan.
Busog kaming tanan sa pamilya.
Giinit niya ang kaha ug gibutangan ug gamayng mantika.
Giandam ni mama ang 5 ka itlog.
Gitimplahan niya og asin.
Gihaon niya ug gibalhin sa plato.
Iya kining gibalibali hangtod naluto.
Gilamasan niya kini.
Gibatil niya ang itlog.
During Reading
Read the story while the pupils listen.
Guide the pupils to read the story, use a pointer as you show the sentences
Binatil nga Itlog/Scrambled Egg
Sinulat ni:Melodina T.Wahing
Giandam ni mama ang lima ka itlog. Iya kining gibuak ug gibutang
sa panaksan. Gibatil kini, gilamasan ug gitimplahan og asin. Giinit ang kaha
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ug gibutangan og gamayng mantika. Gilunod sa kaha ang binatil nga itlog.

Iya kining gibalibali hangtod naluto. Gihaon ang naluto nga itlog ug gibalhin
sa plato.
Lami kaayo ang among sud-an sa pamahaw. Busog ang tibuok
pamilya.
Post Reading
Comprehension Check-up
1. Who cooked scrambled egg for breakfast?
(Kinsa ang nagluto og itlog sa pamahaw?)
2. How many eggs did she prepare?
(Pila ka buok itlog ang iyang giandam?)
3. After breaking the eggs, what did she do next?
(Human niya gibuak ang mga itlog unsay iyang gibuhat sunod?)
4. Do you know how to cook scrambled egg? How?
(Makamao ba kamo nga moluto ug binatil nga itlog? Unsaon man?)
5. Do you help your mother in preparing food for your family?
(Motabang ba kamo sa inyong mama sa pag-andam ug pagkaon sa
pamilya?)
Day 5
Objectives
b.Read phrases and sentences consisting of words being studied and
c. Understandand followmultiple steps/directions/sequence events in a story
A. Spell the words correctly.(Dictate the words)
1. hugasan
4. haon
2. sabaw
5. balhin
3. tak-ang
B. Dictate the spelling words on Unit III, Week 24 ,Activity A
C. Let pupils open their LM and Do Unit III, Week 24, Activity B,C, D
Week 25
Objectives
1. Oral Language
a.Listen to and interact with others in a group or class discussion.
b.Use culturally appropriate expressions to explain or give reasons on certain
school and community issues,situations and events.
2. Word Recognition
a. Read a large number of regularly spelled multi-syllabic words.
b. Read with automaticity 200 grade two level fluency sight words
3. Spelling
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4. Composing Primer Lesson

a.Compose a story using appropriate words and coherent text.
5. Comprehension of Informational Text
a. Identify orally examples of cause and effect in simple and familiar text.
b. Read literature and content area text and orally identify cause and effect.
c. Distinguish explicit example of cause and effect.
6. Attitude toward Language, Literacy and Literature
a. Express love for stories by reading more literary and informational text
b. Show love for reading by listening attentively during story reading,making
comments and answering higher order thinking questions.
Subject Matter
A.Multi- Syllabic Words
B.Cause and Effect Relationship
C.Story Appreciation
Materials
Pictures (pupils throwing garbage)
Chart on the 3 sets of trash containing softdrink bottle, candy wrappers pieces of
papers, empty packs of juice, peanut butter container
Theme
Good Citizenship (Obeying Traffic; Waste Segregation; Feature Story)
Value Focus
Cleanliness is next to Godliness
Procedure
Day 1
Objectives
certain school and community issues, situations and events.
Sing:
Mga Eskuyla (Tune: Good Afternoon)
Mga eskuyla, mga eskuyla
Ang inyong basura
Ayaw kini, ayaw kini
Ilabay bisan asa
//Lain- laina// og butanganan
Malata, di malata
Ug mga botelya.
Ask: What is the title of the song? (Unsa man ang ulohan sa kanta?)
198
What kind of garbage is mentioned in the song? (Unsa nga matang sa basura
ang nahisgutan sa kanta?)
Le the pupils point where the garbage area is.
Ask:
How do we segregate our garbage? (Unsaon man paglain-lain sa atong
mga basura?)
What are the three kinds of garbage?(Unsa man ang tulo ka matang
sa basura?)
What is the example for each gargabe?(Unsa man ang ehemplo sa
matag klase sa basura?)
Where is the appropriate place in throwing our different garbage?(Asa
man nato angay ilabay ang lain-lain nga klase nga basura?)
Why do we need to segregate our garbage?(Nganong kinahanglan
man nga atong lain-lainon ang basura?)
Application
Group pupils by 3s.
Provide pupils with trash and let them segregate in 5 minutes..
Say: The group which finishes first receives a prize. (Ang grupo nga
makahuman ug una makadawat ug premyo.)
Evaluation
Let pupils open their LM and do Unit III, Week 25, Ikaduhang Buluhaton
Assignment
Pagsulat ug 5 ka mga basura. Ilha kon malata, di-malata, o magamit pa.
( Refer to LM and do Unit III, Week 25, Activity A and B, Ikatulong Buluhaton
Day 2
Objective
Read large number of regularly spelled multi-syllabic words.
Sing the song, Mga Eskuyla
Unlocking of Difficulties:
Putos sa candy (picture clue)
Nataran(picture clue)
Botelya sa softdrink(realia)
Tulunghaan(picture clue)
Checking of Assignment
Activity
Think- Pair and Share Activity:
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Group by 3s.
Each group shares on how they segregate their garbage at home.
Say: We will read words with more syllables (Magbasa kita ug mga pulong nga
daghang silaba.)
Let us find out if you know how to read it correctly with correct intonation.
(Atong tan-awon kon makahibalo ba kamo pagbasa ug tarong,nindot ug
husto.)
Let us write these words on the board. (Atong isulat ang mga pulong sa
pisara.)
basurahan
tulunghaan
malata
butanganan
dili malata
Reading of the words by the teacher.
Pupils will read the words after the teacher.
Pupils will read the words by group, by pair and by individual with correct
expression and intonation.
Evaluation
Let pupils open their LM and do Unit III, Week 25 and Activity B.
Day 3
Objectives
a. Read with automacity 200 grade two level fluency sight words.
b. Correctly spell words in the list of content words in the vocabulary.
Gallery Walk: Pupils go around the school premises and look for garbage.
Let each pupil place his/her garbage in the proper container.(Manggawas
angmga kabataan ug mangita og mga basura,ipabutang sa hutong
basurahan ang sagbot nga mapunitan.
Activity
Dictate the following words and use them in a sentence.
1. basurahan (garbage)
6. botelya (bottle)
2. malata (biodegradable)
7. maestro/maestra (teacher)
3. dili malata (non biodegradable) 8. lainlain (different)
4. tulunghaan (school)
9. plastic
5. butanganan (storage)
10. papel (paper)
Check the correct spelling of the words.
Post the words on the board.
Let pupils say the words, spell the word and say the word again.
Engagement Activity
Group the pupils by 3s. Each group will find the correct spelling of the words
listed.
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E.g.
papel
pupil
papil
Evaluation
Let pupils open their LM and do, Unit III, Week 25, Activity B
Day 4
Objectives
a.Orally identify examples of cause and effect in simple and familiar text.
b. Read literature and content area text and orally identify cause and effect.
Let pupils listen to the story.
Ang Istorya ni Sarah
Sinulat ni: Jessica F. Hiyas
Si Sarah nag-eskuyla sa ikaduhang ang-ang. Usa ka higayon, human
niya og kaon sa recess, ang iyang maestra nangutana kaniya. Sarah, diin
man nimo gibutang ang imong basura?. Mitubag siya Maam, gilabay nako
dinha sa basurahan. Maayo hinoon, mitubag ang iyang maestra. Sa
pagkatinuod, wala niya gilabay sa basurahan kon dili didto sa dako nga
hawanan sa tulunghaan. Nianang pagkagabii sa iyang pagkatulog,
nagdamgo siya nga gigukod siya sa iyang mga basura. Naningkamot gayod
siya sa pagdagan pero dili man niya hapit madaog ang iyang mga tiil, mao
nga naapsan gayod siya. Nisinggit siya sa makusog nga tingog nga
nagkanayon. Maa-a-a-a-a!!! ug dayon nahigmata siya. Sukad niadto, iya na
gayod nga ilabay og tarong ang iyang basura.
Song: Mga Eskuyla
Comprehension Check- Up
What is the title of the story?(Unsa ang ulohan sa istorya?)
Where did Sarah throw her garbage?(Diin man gilabay ni Sarah ang iyang
basura?)
What happened to Sarah when she was sleeping?(Unsa man ang nahitabo
ni Sarah sa iyang pagkatulog?)
How did you feel? (Unsa man usab ang inyong gibati?)
What was the cause, why Sarah was chased by the garbage? Unsa man
ang hinungdad nga gigukod si Sarah sa mga basura? Possible answers
(Causes)
(Wala niya malabay ang basura)
What was the effect when Sarah when Sarah was chased by the gaarbage?
Unsa may epekto sa dihang gigukod si Sarah sa mga basura?
Possible answers: (effect)
(Nahadlok siya, misyagit siya, mihilak siya)
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What are causes? (Unsa man ang mga hinungdan?)

What are effects? (Unsa man ang mga epekto?
How can you tell if it is a cause? Or effect? (Kanus-a ka makaingon nga
hinungdan o epekto?
Generalization
We can tell if it is a cause when it is the reason why it happen.
(Makaingon kita nga mao kiniy hinungdan kon kini maoy rason nganong
nahitabo)
We can say it is an effect it it is the result when things happen,
(Makaingon kita nga kini maoy resulta sa nahitabo)
Evaluation
I. Write a short story on the correct segregation of your garbage and where it is
thrown. (Pagsulat og hamubo nga istorya mahitungod sa hustong pagbahigbahig sa
mga basura ug asa man usab kini ilabay sa 4 o 5 ka mga sentences.)
II. Let the pupils give a situation where there is cause and effect
Assignment
Write a short story with five sentences.
Pagsulat og imong kaugalingon nga istrorya upat ngadto sa lima ka pahayag.
Day 5
Objective
a. Distinguish explicit example of cause and effect in text.
Collect the homework.
Sing the song: Mga Eskuyla
Present the story of Sarah again.
Write these sentences on the board.
o Si Tatay nadakin-as sa dalan. Ngano kaha?
o Gilangaw ang duol sa kanal ug nanugpa sa kabalayan. Ngano kaha?
Ask: Which is the cause/effect
in each sentence? (Hain man ang
hinungdan/sangpotan sa matag pahayag?)
Group pupils by 3s. Each group reads and identifies cause and effect in their
sentences.
Example:
1. Moinom gayod og gatas ang bata aron mahimong himsog ang
panglawas.
2. Matulog og 8- 10 ka oras aron motubo.
3. Dili magpasagad og labay sa basura aron magpabiling limpyo ang
palibot.
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Evaluation
Match Column A with Colum B. (Pangitaa sa Column B ang hustong tubag )
A
B
1. Nahugaw ang dagat
a. husto ang iyang paglabay sa basura
2. Gilabay niya ang panit sa saging b. kay wala malabay og tarong ang bildo
sa karsada
3. Buotan nga bata si Ana
c. kay gilabayan kini basura
4. Daghan ang nahalin nga kulintasd. nindot ang mga kulintas
5. Nasamad si Arman
e. nadakin-as ang bata
Week 26
Objectives
1. Oral Language
a. Listen to and interact with others in a group or class discussion.
2. Word Recognition
3. Spelling
a. Spell words correctly in the list of content words in the vocabulary.
4. Handwriting
stories,capitalization, correct punctuation marks and space between
words.
b. Follow a model for a friendly and excuse letter.
a. Recognize common abbreviation (e.g. Jan., Sun., Mr., St.)
a. Apply knowledge of the language to analyze and derive from
informational text and comprehend them.
b. Understand and orally identify the features and elements of
common informational materials.
7. Attitude towards language, literacy and literature
texts.
b. Show love for reading by listening attentively during storyreading,
making comments and answering higher order thinking questions.
Subject Matter
A. Letter of Invitation
B. Friendly Letter
C. Excuse Letter
D. Common Abbreviations
Materials
Charts, pictures, box, jigsaw puzzle
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Theme
Our Community Celebration (Fiesta, Tribal Gathering)
Value Focus
Listening attentively, sincerity, politeness
Procedure
Day 1
Objectives
school and community issues, situations and events.
c. Express love for stories by reading more literary and informational texts.
d. Show love for reading by listening attentively during storyreading, making
Singing a song: ( Let pupils open their LM, Unit III, Week 26 )
Pre-reading Activity
Unlock the following words through the use of pictures
banderitas parada patron
prosesyon piyesta
Motivation
Show a busy picture of a barrio fiesta.
Ask: What is in the picture?
Motive question: What are the things that we usually see in a fiesta?
Reading of the poem
(Reading plan) The teacher reads the poem to the pupils
Ask: What do you usually see during fiesta?(Unsa man ang kasagaran
nimong makita kon piyesta?)
Read the poem with the pupils.Let pupils read in group.
Let the Pupils open their LM Unit III, Week 26, Unang Buluhaton
Post reading
Comprehension Questions:
1. What is mentioned in the poem?(Unsay gihisgotan sa balak?)
2. Who is the Patron Saint in the fiesta mentioned in the poem?(Kinsa ang
patron nga gipiyestahan sa balak?)
3. What are the nice things that you see on the streets?(Unsay mga
maanindot nga makit-an sa kadalanan?)
4. What are the other things seen in the fiesta?(Unsa pay uban makita sa
piyesta?)
5. Do you like to have fiesta in your place?(Ganahan ba ka kon magpiyesta
na ang inyong lugar?)
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Evaluation
Group the pupils and let them discuss how they celebrate fiesta in their
barangay.
Day 2
Objectives:
b. Follow a model for a friendly letter.
Drill
Jigsaw puzzle (Let the pupils guess what is in the puzzle.)
Call pupils to form the puzzle (picture of a barrio fiesta)
Presentation
Teacher tells a story.(Teacher reads first the letter, then the pupils)
Adunay duha ka managhigala. Si Nita ug si Lani. Classmate sila sa ikaduhang
ang-ang. Usa niana ka buntag sa Biyernes, gusto ni Nita imbitaron si Lani sa piyesta
sa ilahang barangay inigka Dominggo. Nakahuna-huna siya paghatag og sulat sa
iyang amiga nga si Lani. Mao kini ang iyang sulat.
Nobyembre 19, 2012
Mahal kong Lani,
Adunay piyesta sa among barangay karong Dominggo. Gusto nako
moadto ka sa amoa. Dad-a imong Nanay ug Tatay kay magluto si Nanay
og lamiang pagkaon, ug adunay parade sa hapon. Maghulat ko sa imong
pag-adto unya sa Dominggo.
Ang imong amiga,
Nita
Ask the following questions:
1. Who are friends? (Kinsa ang managhigala?)
2. Who is the one giving the letter? (Kinsa ang naghatag og sulat?)
3. Who is given a letter?(Kinsa ang gitagaan sa sulat?)
4. What is in Nitasplace on Sunday? (Unsa may naa sa ila ka Nita inigka
Dominggo?)
5. What kind of letter is given by Nita to Lani.(Unsang klaseha sa sulat ang
gihatag ni Nita kang Lani?)
Modelling
Using the sample letter, let the pupils write their own letter of invitation based on
any of the following occasions:
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a. Birthday
b. Fiesta
c. Christmas
Day 3
Objectives
a. Spell words correctly in the list of content words in the vocabulary.
b. Observe mechanics when copying/writing sentences, paragraph and
stories,capitalization, correct punctuation marks and space between words.
c. Follow a model for a friendly letter.
Drill
Using the Pupils Response card or tag board conduct a spelling of the following:
banderitas
prosesyon
parada
piyesta
Review
Review on the previous lesson about writing a letter of invitation
Presentation
Show a box to the pupils. Let the pupils guess whats inside the box. Give some
clues and elicit answers from the pupils, until such answer is revealed. Show
whats inside the box. (a letter)
Read aloud the letter to the class (secure a copy in a chart). You can use some
names of the pupils in the letter to entice them to listen attentively. After
reading aloud, read together with the pupils.
Oktubre 25, 2012
Mahal kong Ana,
Kumusta na ka? Nakadungog ko nga ikaw ang nakadaog sa Miss
Intrams niadtong Sabado. Nalipay kaayo ko pagkadungog sa balita. Sa
sunod Sabado mosuroy ko sa inyo kay wala may klase. Hinaot nga wala moy
lakaw sa imong Nanay ug Tatay, aron daghan ta ug maistoryahan.
Ang imong amiga,
Mara
Ask:
1. Who send a letter? (Kinsay naghatag og sulat?)
2. Who is the receiver of the letter? (Kinsay gitagaan sa sulat?)
3. What did Mara say on her letter? (Unsay gisulti ni Mara sa sulat?)
Development of the Lesson
Discuss the format of a friendly letter and its use.
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Ask:
What are the parts of a letter? (Unsa man ang mga bahin sa sulat?)
How many parts are there in a letter? (Unsa man ang mga bahin sa sulat?)
Fixing Skills
Let the pupils arrange the rambled parts of a letter. (Please refer to the letter
above.)
Day 4
Objectives
a. Recognize common abbreviation (e.g. Jan., Sun., Mr., St.)
b. Apply knowledge of the language to analyze and derive from informational
text and comprehend them.
c. Understand and orally identify the features and elements of common
informational materials.
d. Follow a model for an excuse letter.
Action Song:
Magdula dula
Magdula-dula tag usa, duha, tulo 3x
Sama niini
Sunda, Sunda ni 3x (with actions)
Ikaw na say puli
Review
Present the two letters being presented from the previous days. (letter of
invitation and a friendly letter)
Let the pupils read the two letters orally.
Ask: What is the difference between the two letters? What does each letter
convey?
Presentation
Present a picture of a sick child.
Ask: What is in the picture?
Is the child able to get up from bed? Why?
Is the child able to go to school with her situation?
What will she do to let her teacher know that she is sick, and she cant go
to school that day? (send her teacher a letter)
What would be that letter?
Present a sample excuse letter:
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Nobyembre 15, 2012

Mahal kong Mrs. Cruz
Mohangyo unta ko nga mo excuse sa imong klase karon kay gihilantan
ko. Manghinaot ko nga makasabot ka.
Ang imong tinun-an,
Carla Santos
Development of the Lesson

1. Who is given a letter? (Kinsa ang gihatagan og sulat?)
2. Who gives the letter? (Kinsa ang naghatag og sulat?)
3. What does Carla say in her letter? (Unsay gisulti ni Carla sa sulat?)
4. What kind of letter does Carla write (Unsang klaseha ang sulat ni Carla?)
5. Have you tried making this letter? (Nakasulay na ba mo og himo ingon niini
nga sulat?)
Write the name of Mrs. Cruz on the board.
Ask: What does Mrs. mean?
Show some abbreviations and their meanings.
Let the pupils read aloud.
Mr.
Mrs.
Dr.
Engr.
St.
Nob.
Lun.
Mister
Mistress
Doctor
Engineer
Street
Nobiymbre
Lunes
Application
Write an excuse letter address to your teacher, following the correct letter
format. Use some abbreviations if necessary.
Day 5
Objectives
a. Recognize common abbreviations.
b. Observe mechanics when copying/writing sentences, paragraph and
stories,capitalization, correct punctuation marks and space between words.
c. Follow a model for an excuse letter.
Assessment
I. Isulat ang minugbo o abbreviations sa mga pulong sa ubos.
1. Oktubre 2. Disyembre -
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3. Mister 4. Doktor 5. Martes Write a letter of invitation to your teacher inviting her to come to your house
for a fiesta celebration. Observe the following format.
_______________
_______________
____________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________
_________________
Week 27
Objectives
1. Oral Language
a. Talk about the story, legends, community events, issues, situations, by
a. Tell the distinguishing features of a story
3. Fluency
a. Read grade two level text with an accuracy of 95-100%
b. Read short stories with ease and fluency
4. Spelling
a. Use spelling knowledge and skills to correctly spell high frequency word
5. Handwriting
a. Write sentences and paragraphs about experience generated from a
group story
6. Composing
a. Write essay and observing correct punctuation mark
b. Compose a story using appropriate words and coherent text
7. Vocabulary
a. Read aloud with some pacing, intonation, and expression on ones
own writing and expository text
a. Sequence 3 events in the story, legend, propaganda,
radiobroadcast, by telling which happened first, second or last
b. Predict what the story, fables, legends, school, community events/
situations/issues, radio broadcast and local news is all about based on
personal experience
c. Read a story and identifying the beginning, middle and end
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b. Show love for reading by listening attentively during story reading,
Subject Matter
A. Sequencing of events.
B. Features of a story
C. Details of a story
D. Composing a story
Materials
banderitas, pictures of letchon, religious procession, marching band, different
community celebrations, picture of playground demonstrations, story on
charts/big books (fable/legend), words written on the strips of illustration board
like the following (sinugdanan, tunga-tunga ug kataposan), strips of board with
events of a legend/fable
Theme
Our Community Celebration (Customs , Beliefs and Traditions)
Legend/Fable/Kasugiran
Value Focus
Appreciate the customs, beliefs and traditions of the community
Procedure
Day 1
Objectives
a. Talk about the story, legends, community events, issues, situations, by
b. Tell the distinguishing features of a story
Show pictures of lechon, religious procession, marching band.
Show real bunting then ask: Unsa man kini?
Divide the class into groups. Let them form a marching band. One group will play
the trumpet. One group will play the bass drum. Another group will play the
snare drum and the last group will play the lyre. Assign also girls who will be
flag twirlers and a girl who will be the majorette.
Motivation
Ask: Unsay inyong gibati samtang kamo nagdula isip miyembro sa banda?
Kinsay nakakita na og usa ka banda? Kanus-a man kita makakita og usa
ka banda? Kanus-a usab kita makakita og sama niining mga banderita,
prosesyon, letson?
Presentation
Show pictures of different community celebrations one at a time.
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Ask: Unsa man kini nga selebrasyon? Unsa man ang atong buhaton sa matag
selebrasyon?
Give one picture of a celebration to each group.
Let each group discuss on what they see/experience on the celebration.
Evaluation
Each group will share of their experiences on the celebration assigned to them.
Day 2
Objectives
a. Read grade two level text with an accuracy of 95-100%
b. Read short stories with ease and fluency
c. Read aloud with some pacing, intonation, and expression on ones own
writing and expository text
Pre-Reading
Show again the pictures of different celebrations
Unlock the following:
dulaanan ( show picture of a playground)
hait ( show sharp objects)
amoma ( act out)
Show picture of the Sinulog.
Call the group which discussed their experiences about the Sinulog
celebration.
Let them pantomime all their experiences about the Sinulog celebration.
Developing a purpose for reading
Say:
Mobasa kamo og usa ka istorya karon.
Kaplaga kon unsa nga klase ang maong istorya nga inyong basahon.
Tan-awon nato kon makabasa ba kamo ug kusog sa maong istorya nga
adunay katakos.
Post the story on the board.
During Reading
Read the story aloud while pupils follow silently.
Diin Gikan ang Pinya?
Niadtong unang panahon, adunay usa ka bata nga nagpuyo sa
layong dapit. Pina ang iyang ngalan. Matag sugo sa iyang inahan kini ang
iyang isulti:
Dili nako makita ang kaldero.
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Dili nako makita ang gunting.

Usa ka adlaw, nasakit ang iyang inahan ug gisugo siya sa pagluto.
Matulog na unta ang iyang inahan sa dihang nadungog na usab niya ang
tingog ni Pina.
Nanay, dili nako makita ang luwag.
Uy Pina, modaghan unta nang imong mga mata aron makit-an nimo
ang imong gipangita! niingon iyang inahan.
Nakatulog ang iyang inahan. Sa iyang pagmata, wala na ang iyang
anak. Gipangita kini niya sa dulaanan ug sa ilang silingan. Walay nakakita ni
Pina.
Usa ka adlaw, molakaw na unta ang inahan ni Pina aron sa
pagpangita kaniya sa dihang aduna siyay nakit-an nga nitubo nga tanom duol
sa ilang hagdan. Karon lamang siya nakakita niini. Hait ug tunukon ang mga
dahon. Aduna kiniy bunga nga lingin nga daw ulo sa tawo ug daghan og
mata. Naghuna-huna siya ug nasulti niya sa kaugalingon, Siguro mao kini
ang akong anak nga si Pina. Tungod sa paghigugma sa anak iya kining
giamoma. Gitawag kini niya ug Pina. Sa pagligid sa panahon, ang pina
nahimong pinya.
Pupils read the story after the teacher.
Reading of the story by group.
Call individual pupils to read the story with accuracy, ease, fluency, correct
phrasing and intonation
Post-Reading
Let pupils open and answer Unit III, Week 27, Unang Buluhaton
Assignment
Pangita og usa ka istorya nga diin gikan ang usa ka butang.
Day 3
Objectives
a. Sequence 3 events in the story, legend, propaganda,radiobroadcast, by
telling which happened first, second or last
b. Predict what the story, fables, legends, school, community events/
situations/issues, radio broadcast and local news is all about based on
personal experience
c. Read a story and identifying the beginning, middle and end
Call a pupil who prepares a legend or a fable to read.
Allow pupils to read in 3 minutes and call volunteers to role play .
Ask: What insights have you learned?
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Engagement Activity
Prepare beforehand three(3) strips of illustration board with the following words
written like: Sinugdanan, Tunga-tunga, and Katapusan. Also written on each
strip of illustration board are the fable and events.
Arrange the three strips of illustration board consecutively giving spaces after
each other and place them upside down.
Call pupils to get a strip and put it accordingly.
Call individual pupil to read the events according to what happened in the
fable/legend.
Evaluation
Basaha ang istorya sa ubos. Ipahiluna ang mga nahitabo sumala sa istorya
pinaagi sa pagsunod -sunod niini.
Let pupils open LM Unit III, Week 27, Ikaduhang Buluhaton
Day 4
Objectives
a. Write sentences and paragraphs about experience generated from a group
story
b. Write essay and observing correct punctuation mark
c. Compose a story using appropriate words and coherent text
Show pictures of the different celebrations in the community again.
Ask: Nganong aduna kitay gisaulog nga sama niining mga selebrasyon?
Ask: Unsang selebrasyona ang inyong paborito dinhi?
Group the pupils choosing the same celebration. Each pupil in the group will
write a sentence about the celebration. Then the sentences will be formed
into paragraph telling about their personal experiences.
Each group will read the paragraph aloud.
Ask questions to each group to check comprehension.
Day 5
Objectives
a. Use spelling knowledge and skills to correctly spell high frequency word
b. Express love for stories by reading more literary and informational texts
c. Show love for reading by listening attentively during story reading, making
Call individual pupils and let him/her tell his/her favorite celebration.
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Ask: Nganong paborito man nimo kining selebrasyona?

Let pupils open their LM and do Unit III, Week 27,Ikatulong Buluhaton
Spelling of words learned in previous days. (In a pocket chart, scramble letters
written on strips of board. Let pupils arrange the letters forming a word using the
description of the word as guide.) Give some more words.
h a l p u y a (Gikapoy sa paglupad si langgam mao nga nipahulay siya.)
Handwriting Activity
Post the direction below.
Pagpili og usa ka selebrasyon. Pagsulat og 2 o 3 ka sentences ngano nga imo
kining gipili.
Closing Activity
Each group will act out their experiences on the celebration. (Day1)
Agreement
Let pupils ask their parents for a legend and retell it in class.
Ask: Are legends true or make belief?
Week 28
Objectives
1. Oral Language
disagreement on certain events
a. Recognize correct spelling of words
3. Word Recognition
a. Read at least 200-300 words
4. Fluency
a. Read aloud grade two levels text with an accuracy of 95-100%
5. Spelling
6. Handwriting
a. Writeparagraphs,
observing
correct
punctuation
marks,
capitalization,indentions and correct format
7. Reading Comprehension Activating Skills on Prior Knowledge
a. Sequence 3 events in the story, by telling which happened first,
second, or last.
a. Orally identify examples of fact and opinion in simple and familiar text
b. Read literature and content area texts and orally identify
examples of fact and opinion
c. Distinguish explicit example of fact and opinion in text
texts
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making comments and answering higher orderly thinking questions
Subject Matter:
A.Facts and Opinions
B.Sequencing 3 events in the story
Materials
Song: Mga Sakyanan
Poem: Sakyanan, Atong Kinahanglan
Stories: Ang Pagbiyahe ni James
Ang Van ni Manang Josefa
Theme: Our Transportation
Value Focus: Safety precautions when crossing the street and when travelling
Procedure:
Day 1
Objectives
a. Use culturally appropriate expressions to show agreement
disagreement on certain events;
b. Recognize correct spelling of words;
c. Read at least 200-300 words;
d. Read aloud grade two levels text with an accuracy of 95-100%;
and
Pre - Reading
Let pupils open their LM and do Unit III,Week 28,Activity B, Unang Buluhaton
Display pictures of boat, ship, jeep, airplane, and helicopter. Pupils will name the
object in the pictures.
Call 5 pupils and let them form the jumbled letters into a name of a vehicle.
Have other pupils correct their answers
Example:
pyid
nolapore
sayakan
kart
Have pupils read all the words on the board.
During Reading
Read the poem . (Refer to LM,Unit III,Week 8,Activity C)
Instruct pupils to read the poem after the teacher hadfinished reading and let
them note the right ways of keeping oneself safe.
Select a pupil to read the poem with an accuracy of 95-100%
Post Reading
Refer to LM and do Unit III, Week 8, Activity C,Ikaduhang Buluhaton
Application
Let pupils do Unit III, Week 8, Activity D,Ikaduhang Buluhaton
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Day 2
Objectives
a. Recognize correct spelling of words;
b. Spell words correctly in the list of content words in the vocabulary;
c. Sequence 3 events inthe story by telling which happened first, second, or
last;
d. Express love for stories by reading more literary and informational texts
e. Show love for reading by listening attentively during story reading and making
Recite the poem
Recall all the transportations studied on the first day
Have a spelling test using the names of transportation mentioned
Review the safety precautions when riding vehicles and crossing the streets
Unlocking the following words using pictures. (Let pupils open their LM and do
Unit III,Week 8, Activity A, Ikaduhang Buluhaton)
a) lawak
b) higala
c) bitbit
Presentation
Let the pupils read some phrases containing these unlocked words
maanindot nga lawak
malipayon nga higala
gibitbit nga libro
Group pupils and give each group a set of cut-out pictures. Tell pupils to sort
and arrange the pictures to make up a story and let them predict what
happens to the story and how the story goes. Call some pupils from each
group.
Instruct pupils to find out who were the characters in the story.
Ask pupils to answer the questions orally after the story andfind out also if the
pictures sorted and arranged on the table are in the correct order as what the
story happened in the story
Read the story aloud all the way from the beginning until end.(Use the LM, Unit
III,Week 28, Activity B, Unang Buluhaton)
Comprehension Questions
Ask:
a. What is the title of the story?(Unsa ang ulohan sa istorya?)
b. Who are the characters in the story?(Kinsa ang mga tawo nga anaa sa
istorya?)
c. Why was James happy?(Nganong malipayon man si James?)
d. How did he prepare for his travel?(Giunsa pagpangandam ni James sa
iyang biyahe?)
216
e. Do you think James will enjoy during their visit to his grandparents? Why?
(Sa inyong pagtuo malipayon ba si James sa iyang pagbisita sa iyang
mga apohan Ngano Man?)
f. What happened first in the story?(Unsa man ang unang nahitabo sa
istorya?)
g. What happened next?(Unsa ang nahitabo sunod?)
h. What happened in the last?(Unsa ang nahitabo sa kataposan?)
i. Is it necessary to improve our love for reading? Why?(Kinahanglan ba
nga magpalambo kita sa atong gugma sa pagbasa? Ngano man?)
Day 3
Objectives
a. Spell words correctly in the list of content words in the vocabulary;
b. Write paragraphs,observing correct punctuation marks, capitalization,
indentions and format;
Spelling activity using patterns and clues. (To be done by pairs)
Give each pair card with patterns.
Tell the clue
Have the paired pupils write the letters inside each box to form the correct word
with the correct spelling.
Have pupils check each word formed.
Example:
eroplano
sakyanan nga molupad nagsugod sa e
Presentation
Write the paragraph on the board. Have pupils observe how it is written.
Give emphasis on the indention, capitalization and punctuation.
Nianang pagka Sabado, sayo nga nibangon si James. Nag-ampo
una siya ug pagkahuman gikuha ang iyang tualya ug naligo.Pagkahuman
na niya og ilis, midungan siya sa iyang nanay ug tatay sa pagkaon sa ilang
pamahaw.
Processing:
Display the format of a paragraph on the board.
Usa ka dakong trak ang miabot sa among baryo. Sakyanan diay kini
sa mga sundalo gikan sa Sugbo. Kusog kaayo ang busina niini. Kusog
usab kini nga modahunog.
Dictate the paragraph. Call a pupil to write the first sentence on the first line
observing the correct indention, capitalization and punctuation.
Call another pupil to write the second sentence and another to write the last
sentence.
Ask: Is the paragraph correctly written? (Husto ba pagkasulat ang parapo?)
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Make corrections if there are to be corrected.

Day 4
Generalization
Ask: What should we remember in writing a paragraph?
(Unsa man ang atong hinumduman kon magsulat kita og parapo?)
In writing a paragraph we must remember the indention, capitalization and the
correct punctuation.
Kon magsulat kita og parapo atong hinumduman ang hustong pagpahilona o
pagsibog sa tudling sa parapo (indention), hustong paggamit sa ulohang letra
(capitalization) ug hustong paggamit sa mga pungtong timaan (punctuation
marks).
Application
Have pupils copy a paragraph in their notebook with proper indention, correct
capitalization and punctuation mark.
Mangadto kami sa Cebu sa adlaw nga Sabado. Mosakay kami
sa dyip ni Manang Josefa. Mamauli kami sa adlaw nga Domingo.
Check and guide the pupils in copying the paragraph
Objectives
a. Orally identify examples of fact and opinion in simple and familiar text;
b. Read literature and content area texts and orally identify examples of fact and
opinion;
c. Distinguish explicit example of fact and opinion in text;
Sing the song Mga Sakyanan to the tune of Peter, James and John(Let pupils
open their LM and do Unit III,Week 28, Activity A,Ikaupat nga Buluhaton
Ask:
What is the song about?(Unsa ang ulohan sa kanta?)
What are the transportations mentioned in the song?
(Unsa ang mga sakyanan ang gipanganlan sa kanta?)
Which of them are found on air? On water? On land?
(Unsa ang mga sakyanan ang makita sa kawanangan? Tubig? Yuta?)
What other means of transportation do you know? Where can you find
them? Is it enjoyable to ride them? Why?
(Unsa pa man ang mga paagi sa pagsakay nga inyong nahibaloan?Asa
man kini ninyo makit-an? Makalingaw ba ang magsakay niini? Ngano
man?)
Processing:
Guessing Game
a. Write the word KAMATUORAN (FACT) and PANAHOM (OPINION) on
the board with a sample sentence
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b. Prepare statements of facts and opinions on a cardboard enough for six

groups.
c. Give each a sentence and let them guess if it is a fact or opinion.
d. Let them post the sentence under the word FACT or OPINION.
Examples:
1. Ang eroplano sakyanan nga molupad. ( Kamatuoran)
2. Adunay duha ka ligid ang motorsiklo. ( Kamatuoran )
3. Kusog modagan ang iyang motorsiklo. ( Panahom )
4. Nindot tan-awon ang naglutaw nga barko sa dagat. ( Panahom )
5. Ang awto ni Papa nindot kaayo. ( Panahom)
6. Ang barko sakyanan sa dagat. ( Kamatuoran )
e. Check groups work. If there are sentences misplaced by each group,
guide them to place it on the correct heading.
f. Have pupils read all the sentences under each heading.
Generalization:
Ask: When can you say that a sentence is a fact or opinion? (Kanus a man
nato masulti nga ang pahayag Kamatuoran (Fact) o Panahom (Opinion)?
Application:
Let the pupils open their LM and do Unit III,Week 28, Activity B, Ikaupat nga
Buluhaton.
Day 5
Review on writing sentences emphasizing capitalization and punctuation
Spelling contest:Call pupils from each group to write correctly on the board the
sentences that the teacher dictates.
1. Gipalupad sa piloto ang eroplano.
2. Adunay sundalo nga nagsakay sa helekopter.
3. Mas kusog modagan ang barko kay sa bangka.
4. Drayber sa traysikol ang akong tatay.
5. Dyip ang gisakyan ni Nanay paingon sa Sugbu.
Reading Activity
Guided Reading
a. Let the pupils reread the poem Sakyanan, Atong Kinahanglan by the whole
class, by group then by individual.
Independent Reading
a. Let pupils read aloud the paragraph Ang V-Hire ni Manang Josefa.
b. Let pupils open their LM and do Unit III,Week 28, Activity A, Ikalimang
Buluhaton
Give emphasis on how the paragraph is writtenindention, capitalization
and punctuation.
Hand Writing Activity
Let the pupils copy the paragraph Ang V-Hire ni Manang Josefa in their
notebook with correct capitalization, indention. Assist the pupils.
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Closing Activity:
Sing the song Mga Sakyanan.
Assignment:
Tell the pupils to make a boat, an airplane and a car through paper tearing.
Write the name of the object at its opposite side. Let them use art papers or
old colored magazines for their materials and write a sentence about their
work.
Week 29
Objectives
1. Oral Language:
a. Listen and interacting with others in a group or class discussion
expressions
2. Word Recognition
answer higher order questions about them;
3. Fluency
a. Read aloud grade two level text with an accuracy of 95100%
4. Hand Writing
a. Compose a story using appropriate words and coherent text
a. Use courteous expressions in culturally appropriate situations, ex.
telephone conversations
a. Identify and use detailed sentences to explain orally the differences
among some categories of informational materials
b. Draw pictures related to a work of literature identifying setting and
character
c. Identify orally and in writing the setting and characters by using simple
sentences and vocabulary
7. Attitudes toward language, literary, & literature
a. Express love for stories by reading more informational texts
Subject Matter
A. Courteous Expressions
B. Composing Short Stories
Materials
Song, dialogues, pictures
Story: Balon: Katumanan sa Pangandoy
Theme: Communication
Value Focus: Being kind to others, thoughtfulness, generosity, faith in God
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Procedure
Day 1
Objectives
a. Listen and interact with others in a group or class discussion;
expressions
d. Read aloud grade two levels text with an accuracy of 95 100%;
Singing of a song Kon Kita Magakatigom with the tune of The More We Get
Together (Refer to LM, Unit III, Week 1)
Presentation
a. Is it good to have friends? Why?
(Maayo ba nga aduna kitay higala? Ngano man?)
b. Have you tried being alone and you have no one to talk to?
(Nakasulay ba ka nga ikaw ra nga usa unya wala kay kaistorya?)
c. How do you feel when you are alone?
(Unsa man imong gibati nga nag-inusara ka?)
d. Have you tried being with friends? What do you talk about?
(Nakasulay ba ka nga naa kay daghan nga kauban?Unsa man ang inyo
nga gihisgotan?)
Pre Reading
Ask:How do you greet your friends if you meet them along the way?
During Reading
Present a dialogue found on LM,Unit III,Week 29,Paghisgot sa Lugar
Bakasyonanan)and let pupils read it.
Tell the pupils the purpose of reading like;
a. reading aloud grade two levels text with an accuracy of 95 100%
b. listening and interacting with others in a group or class discussion
b. retelling short conversations by using appropriate gestures
c. reading phrases and sentences consisting of words being studied and
answering higher order questions about them
Post Reading
Ask:
a. What is the dialogue about?(Bahin sa unsa ang pangsultihay?)
b. What did Kent say to his friends?(Unsa ang gisulti ni Kent sa iyang mga
higala?)
c. When do we use this phrase, How are you?(Kanus-a nato gamiton ang
parapo nga Kumusta na ka?)
d. How does Ana greet her friends?(Giunsa ni Ana pagtahod ang iyang mga
higala?)
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e. Is it good to be courteous always? Why?(Maayo ba nga magmatinahuron

ka sa kanunay? Ngano man?)
Group pupils into three. Have each group retell the short conversations using
appropriate expressions.
Assignment
Let the pupils open their LM and do Unit III,Week 29, Activity A, Unang
Buluhatonon their notebook.
Day 2
Objectives
a. Listen and interact with others in a group or class discussion
b. Use courteous expressions in culturally appropriate situations;
Review past lessons
Ask:
a. Can we talk to a friend who is miles away from us?
(Mahimo ba nga maistorya ang imong higala nga atoa sa layo?)
b. What are the ways of doing it?
(Unsa nga mga paagi nga makaistorya kita nila?)
Show a picture of two friends having a telephone conversation
Say: This is one way of talking to a friend who is miles away from us.Today, you
listen to your classmates having a telephone conversation. (Mao ni ang usa
ka paagi nga makig-istorya sa higala nga layo sa atoa. Karon paminawa ang
inyong classmate sa ilahang buhat nga pakigistorya sa telepono.
Note: Teacher assigns two pupils to read the conversation clearly:
Pakig-istorya sa Telepono
Rico:
Maayong hapon, si Rico kini
Mahimo ba nga makig istorya kang Mara?
Mara: Hello Rico, maayong hapon, si Mara ni.
Unsa man unta ang imong tuyo, anaa ba akoy matabang?
Rico:
Mara, birthday nako karong Sabado.Imbitahon ko ikaw ug ang

imong mga igsoon sa akong salu-salo sa among balay sa alas
kwatro sa hapon?Magpaabot ko ninyo ha?
Mara:
Oo Rico, daghan kaayong salamat sa pagdapit. Gikalipay kaayo

nako ang imong imbitasyon. Siguradohon nako nga makatambong
unya puhon.Ako usab nga pahibaloon ang akong mga igsoon.
Rico:
Salamat Mara. Maghulat ko ninyo dinhi .
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Ask:
a. Who are talking on the phone?(Kinsa ang nag-istoryahay sa telepono?)
b. Why does Rico call Mara?(Nganong nanawag si Rico kang Mara?)
c. What are the courteous expressions found in the dialogue?(Unsa ang mga
pulong nga pagtahod ang makita nato sa dayalogo?)
d. When do we use these polite expressions?(Kanus a nato gamiton kining
mga pulong pagtahod?)
e. Why
should
we
use
these
polite
expressions
in
any
conversation?(Nganong kinahanglan man nato gamiton kining mga pulong
sa pagtahod sa bisan unsa nga pakigsulti?)
Application
Let the pupils open their LM and do Unit III,Week 29,Activity A, Ikaduhang
Buluhaton
Day 3
Objectives
b. Identify orally and in writing the setting and characters by using simple
sentences and vocabulary;
c. Draw pictures related to a work of literature identifying setting and character;
d.Express love for stories by reading more informational texts; and
e.Show love for reading by listening attentively during story reading and making
Pre-Reading
Review past lessons
Let pupils open their LM and do Unit III,Week 29, Activity B, Ikaduhang
Buluhaton
Ask:
a. Have you tried bringing a balloon? When?
(Nakasulay ba kamo nga nagdala og balon? Kanus-a man?)
b. What will the child do with the balloon he is holding?
(Unsaon kaha sa bata ang balon nga iyang gigunitan?)
During Reading
Present a story found on LM Unit III,Week 29,Activity C, Ikaduhang Buluhaton
and let pupils read it.Tell the pupils to listen attentively during story reading and
make comments and answer questions.
Post Reading
a. Who were the characters of the story?(Kinsa ang mga tawo sa istorya?)
b. Where did the story happen?(Diin nahitabo ang istorya?)
c. How did Dado let God know his desire?(Giunsa pagpahibalo ni Dado sa
Ginoo ang iyang pangandoy?)
d. Was Don Felipe a kind man? Why? (Buotan ba nga tawo si Don Felipe,
ngano man?)
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e. What can you say about Dado?(Unsa man ang imong ikasulti kang Dado?)
f. Was it necessary to be kind only in times when you ask something from
God? Why?(Husto ba nga magbinuotan lang sa higayon nga naa kay
pangayoon sa Ginoo? Ngano man?)
g. Why is it easy to understand the story?(Nganong sayon man masabtan ang
istorya?)
h. Do you love reading? Why or Why not? ( Ganahan ba ka mobasa? Ngano
man? )
Assignment
Let pupils draw the following in stick figure:
Dado and Don Felipe in a big house
Day 4
Objectives
a. Compose a story using appropriate words and coherent text;
answerhigher order questions about them;
c. Identify and use detailed sentences to explain orally the differences
among some categories of informational materials;
Review past lessons
Check pupils assignment
Unlock words using context clues
a. Ang cell phone gamiton sa pagtawag ug pagpadala og mensahe
b. Paminawa ang magtutudlo kon kini nag-istorya.
c. Ang inyong pagtuon maoy kanunay hunahunaon o isipon.
d. Mga butang nga dili importante ipadaplin kini.
e. Ang paglampos sa pagpaeskuyla sa anak maoy pagdahom sa
ginikanan.
f. Ayaw usiki ang panahon kay aduna pa kamoy paglaom.
g. Ang butang nga usikan makawang lamang.
Presentation
Say: We will read a poem today. Make sure that you can make a short story
or another poem based on the poem that we are reading.
Have pupils read the poem, Cellphone found on the LM Unit III, Week 29,Activity
A,Ikatulong Buluhaton
Ask:
a. What is the gadget in our poem?(Unsa man ang butang nga anaa sa
balak?)
b. When is a cellphone useful? Not useful?(Kanus-a man ang cellphone
mahimong makatabang o dili makatabang?)
c. Why is it necessary to remind a child to use the cellphone
properly?(Nganong kinahanglan man pahinumdoman ang bata sa
hustong paggamit sa cellphone?)
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Day 5
Ask:
a. Can we make a story out of the poem?(Makahimo ba kita
og istorya gikan sa balak?)
b. How can we do it?(Unsaon man kini nato paghimo?)
c. What should we write first?(Unsa man ang atong unang isulat?)
Ask these questions and write the complete answers on the board
a. Who is mentioned in the poem?(Kinsa ang gihisgotan sa balak?)
b. What gadget is being mentioned?(Unsa man ang butang nga
gihisgotan?)
c. What happen to a child if he/she use the cellphone improperly?(Unsa
man ang mahitabo sa bata kon dili niya maayo pagkagamit ang
cellphone?)
Group pupils into 3. Instruct each group to write a short story based on the
poem.
Application
Let pupils open their LM and do Unit III,Week 29, Activity A, Ikaupat nga
Buluhaton.
Let pupils read the dialogue Paghisgot sa Lugar Bakasyonan by rows.
Let them open their LM and do Unit III,Week 29, Activity A, Ikaduhang Buluhaton
Grammar Awareness
Group pupils into three. Let each group use these expressions in culturally
appropriate situations
mahimo ka
mahimo kaayo
ayo-ayo
palihug
daghan kaayong salamat
bye
Handwriting
Let pupils open their LM and do Unit III,Week 29, Activity A, Ikaupat nga
Buluhaton
Closing Activity
Let the pupils read the poem Cellphone
Week 30
Objectives
1. Oral Language
a. Listen to and interact with others in a group or class discussionusing
cultural appropriate expressions to explain or give reasons on certain
school and community issues
2. Word Recognition
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3.
4.
5.
6.
7.
8.
9.

Fluency
a. Read aloud grade two levels text with an accuracy of 95-100%
Spelling
a. spelling words correctly in the list of content words in the vocabulary
Handwriting
a. Write sentences and paragraphs observing correct punctuation marks,
capitalization, indentions and format
Vocabulary and Concept Development
a. Use decoding skills and knowledge of academic and social vocabulary to
begin
Reading Comprehension
a. Make inferences on what is likely to happen next based on the events in
the local news
Comprehension of Informational Text
a. Identify and analyzing the differences between categories of
informational materials (textbooks, newspapers, instructional manuals
and signs)
b. Locate and use text features such as the title, table of contents, chapter,
headings, diagrams and index
Comprehension of Informational Text
making comments ad answering higher order thinking questions
Subject Matter
A.Informational Texts
B.Making Inferences on Local News
Materials
newspaper, textbooks, instructional manual, signs, activity cards, news
clippings, Story of San Pedro Calungsod
Theme: Local News
Value Focus
Concern and love of others, strong faith, respect for ones religion, cooperation
and teamwork
Procedure
Day 1
Objectives
a. Listen to and interact with others in a group or class discussion;
school and community issues, situations and events;
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d. Read aloud grade two levels text with an accuracy of 95-100%;
e. Make inferences on what is likely to happen next based on the events in the
local news;
Pre-Reading
Jigsaw puzzle
Group pupils into three. Give cut-outs of news clipping to each group. Let each
member of the group assemble the news clipping according to the
appropriateness of the text in the news and pasteit on a bondpaper.
During reading
Say: Each of us has his/her own beliefs and religion. Whatever beliefs or religion
we have, we should respect each others religion and beliefs. We will read a
news about San Pedro Calungsod, a Filipino who became a saint. (Tagsatagsa kanato adunay tinuhoan o relihiyon. Bisan unsa atong relihiyon o
pagtuo ato kining respetohon. Karon basahon nato ang balita mahitungod sa
usa ka Filipino nga nahimong Santo.)
Let pupils read and find out what the news is all about.
Let pupils talk about the headline of the news.
Let them find out what date the new is written.
Reading of the news by the teacher ( modeling )
Read the news by the pupils
Reading aloud the news by group, by pair, by individual with an accuracy of
95 100%
Let pupils open their LM and read the news:Buluhanong Adlaw: Pilipinas
Makaangkon og Ikaduhang Katolikong Santo, Unit III, Week 30
Post Reading
Let pupils answer questions found on their LM, Unit III, Week 30, Unang
Buluhaton
Ask pupils to form three groups. Each group will perform the task assigned to
them.
Group 1 Act out the martyrdom of Pedro Calungsod
Group 2 Tell the class why Pedro became a saint
Group 3 Write five sentences on the board why we are proud of having
another Filipino saint.
Give time for pupils to perform the tasks.
Let pupils read the sentences written by group 3 on the board.
Ask other group to help check if sentences are correctly written.
Refresh to pupils when to use capital letters, periods and question marks.
Agreement
Group pupils into four and instruct each group to bring the following:
227
Group 1 newspaper
Group 2 instructional manualson how to operate television,cell phone,etc.
Group 3 signs ( such as entrance, exit, comfort room, this way..
Group 4 textbooks
Day 2
Objective
Identify and analyze the differences between various categories of
informational materials (textbooks, newspapers, instructional manuals and
signs).
Checking of agreement
Shows sample of informational materials such as textbooks, newspapers,
instructional manuals and signs to pupils.
Ask:
a. Are all informational materials the same? Why?(Pareho ba ang mga
tanong basahon? Ngano man?)
b. In what ways are they different?(Sa unsa nga paagi nagkalain sila?)
c. What is a newspaper? Textbook? Instructional Manual? Signs?(Unsa
man ang Mantalaan? Ang Libro, Ang Sumbanan sa Pagtudlo? Mga
pananglitan nga marka o timaan? (examples of signs)
Presentation
Let the pupils scan the textbooks, newspaper, instructional manual and signs.
Let them note what information could they get from these informational texts.
Group pupils into four. Ask each group to scan the instructional materials given
to them and jot down features or parts which they can see in the instructional
materials. After scanning, let each group select a reporter to read their work
to the whole class.
Group 1 textbooks
Group 2 newspaper
Group 3 instructional manual
Group 4 signs
Ask:
What are the different informatonal texts have you seen today?
(Unsa man ang mga lain-laing basahon ang naghatag og kasayoran nga inyong
nakit-an karon?)
What is a textbook? ( Unsa man ang libro?)
What is a newspaper? ( Unsa man ang mantalaan?)
What is instructional material? ( Unsa man ang sumbanan sa pagtudlo?)
What are signs? ( Unsa man ang mga marka o timaan?)
Generalization
Mga angay hinumdoman:
o Ang mga lain- laing mga gamit nga naghatag kanato og kasayoran:
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o Mga Libro (textbook) naghatag sa kanato og kasayoran bahin sa

leksyon sa klase pinaagi sa usa ka balak, istorya, mga lain-laing buluhaton
sa mga tinun-an.
o Ang mantalaan (newspaper) naghatag kanato mahinungdanong
kasayoran sa panghitabo sa atong palibot.
o Ang Sumbanan sa Pagtudlo (Instructional Manual) naghatag kanato og
kasayoran bahin sa hustong pamaagi ug paggamit sa butang ug asa
mapalgan ang lain-laing bahin niini.
o Mga Marka o Timaan (signs)- naghatag kini kanato og kasayoran kon
unsa ang angay natong buhaton sa usa ka lugar.
Evaluation
Let pupils open their LM and do Unit III, Week 30, Activity A,Ikaupat nga
Buluhaton.
Assignment
I. Identify whether the material is a newspaper, textbook, sign or instructional
manual.
a. Entrada
b. Numbers Made Easy 2
c. Freeman
d. Basahong Manwal para sa Telebisyon
e. Banat
II.
Let pupils bring any newspaper (regardless of what date it is published)
Day 3
Objectives
a. Identify and analyze the differences between various categories of
informational materials (textbooks, newspapers, instructional manuals and
signs)
b. Locate and use text features, such as the title, table of contents, chapter,
headings, diagrams and index
Checking of assignments
Reviewing of past lessons
Show two informational materials, a newspaper and a textbook.
Ask:
a. Are the newspaper and textbook the same?
(Pareho ra ba ang mantalaan ug Libro? Ngano man?)
b. Do they have the same contents? Why?
(Pareho ra ba ang ilang hilisgotan? Ngano man?)
Distribute newspapers to class with a ratio of 1:3 (one newspaper for three
pupils)
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Let pupils scan the newspaper and instruct them to locate the headline of the
news, the sports news, locate classified ads and advertisements and take
down notes of the features of a newspaper.
Instruct pupils to get their textbooks in English and scan the pages.Tell them to
locate the following:
title
chapter headings
table of contents
glossary and index
Direct pupils to take down notes of the features of the textbooks; what they have
noticed on the table of contents, title, chapter headings, glossary and index.
Group pupils into two and distribute task cards for each group.
Group 1 Demo-Tell: The group takes turn in showinga part of a newspaper
and give a short description of each part.
Group 2 Demo-Tell: The group takes turn in showing a part of a textbook and give
a short description of each part.
Ask:
Are all informational texts the same? ( Pareho ba ang tanan nga basahon?)
How do they differ from each other? ( Unsa man ang ilang kalainan sa usagusa?)
What are found in the newspaper? ( Unsa man ang makit-an sa mantalaan?)
What are found in the teaxtbook? ( Unsa man ang makit-an sa libro? )
Generalization
Mga angay hinumduman:
o Ang mantalaan ug ang tun-anan nga basahon sa eskuylahan parehong
naghatag og kasayoran. Ang mantalaan naghatag og mahinungdanon nga
kasayoran samtang ang tun-anan nga basahon sa eskuylahan naghatag og
kasayoran sa hilisgotan og leksyon para sa klase.
o
o
Ang Mantalaan adunay nag-unang balita, balita sa paugnat sa kusog, mga

propaganda,ug mga anunsyo.
Ang Libro adunay ulohan (title), talaan sa mga hilisgotan (table of contents),
kalugpongan (glossary) o talamdan(index)
Evaluation
Let pupils open their LM and do Unit III, Week 30, Activity A,Ikaduhang
Buluhaton
Assignment
Pagsulat og tulo ka panagway (feature) sa usa ka mantalaan ug sa libro.
230
Day 4
Objectives
a. Use decoding skills and knowledge of academic and social vocabulary to
begin independent reading;
b. Make inferences on what is likely to happen next based on the events in the
local news;
c. Listen to and interact with others in a group or class discussion;
d. Read phrases and sentences consisting of words being studied and answer
e. Express love for stories by reading more literary and informational texts; and
f. Show love for reading by listening attentively during story reading and
Pre-Reading
Checking of assignments
Show picture of Pedro Calungsod.
Ask:
a. Is Pedro Calungsod a Cebuano?(Cebuano ba si Pedro Calungsod?)
b. Why is he famous?(Nganong nailado man siya?)
c. What made him a Saint?(Unsa man ang nakapahimo niya nga Santo?)
Unlocking of difficult words using gestures
beato bulahan , gibayaw
kauban kakuyog
giagda giawhag
mibulag milain, mihawa
gibaharan gihulga
Let pupils write the correct spelling of these words on their tag boards
During Reading
(Let pupils open LM and do Unit III, Week 30, Activity A)
Teacher reads the story. ( modeling )
Pupils read the story after the teacher
Reading aloud the story by group, by pair, or by individual with accuracy.
Post Reading
Let pupils answer the questions found on LM Unit III, Week 30, Activity
A,Ikaupat nga Buluhaton
Day 5
Evaluation ( Assessment Day)
Let the pupils open their LM and do Unit III, Week 30, Activity A,
IkatulongBuluhaton
Oral Language
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Giving Comments on the Life of Pedro Calungsod

Handwriting
Dictate these sentences to the pupils.
1. Si Pedro Calungsod nahimong ikaduhang Pilipinong Santo.
2. Si Pedro Calungsod usa ka Cebuano.
3. Usa ka matinud-anong Katoliko si Pedro Calungsod.
Closing Activity
Reading of a local news
232
Teachers Guide for

Grade II
UNIT IV
Week 31
Objectives
1. Oral Language
a. Respond to the legends through illustrations and dramatization.
b. Listen and retell a legend heard in their own words citing the characters,
setting and important events.
c. Tell a legend with correct rate, accuracy and prosody, phrasing, pausing
and emphasis.
2. Word Recognition
a. Read at least 200-300 words appropriate for the grade.
3. Fluency
a.Read aloud grade two level texts with an accuracy of 95-100%.
a. Use decoding knowledge and skills in academic and social vocabulary to
begin independent reading
5. Comprehension of Literary Texts
a. Give the correct sequence of events in a literary selection
b. Sequence the events of literary selection read using cohesive devises
c. Creat a list to identify the characteristic of a legend.
Subject Matter
A. Sequencing of events in a legend read
B. Decoding Skills
C. Legend
Materials
Song, Pictures of people using water properly and improperly, Word cards,
Legend: How Matab-angGot Its Name?
Theme
: Our Community Resources
Value Focus
: Conserving Community Resources
Procedure
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Day 1
Objectives
a. Read at least 200-300 words.
b. Read aloud Grade Two level text with an accuracy of 95-100.
c. Use expanded vocabulary in oral and written responses to simple texts.
d. Show love for reading by listening attentively during story reading and making
comments and answering higher oreder questions.
Pre- Assessment LM Unit 4, week 31- Unang BuluhatonA& B.
Unlocking of Difficulties
Have pupils answer the following vocabulary building activity by givingthe
meaning through pictures,word clues,realia and context clue
abunda - (through picture clue)
kinaiyahan- (through picture clue)
tab-ang - (realia)
daginot- (through word clue)
kasugiranlegend - (context clue)
Name the barangay where you live.
Ask: Do you have any idea how your barangay got its name?
Let the pupils open their Learners Material on page __
Show to the class pictures and let the pupils describe the pictures.
o Picture of a woman praying.
o Picture of a man digging a well near the seashore.
Developing purpose for reading
Say: In the story we will be reading today, lets find out how our barangay got its
name. (Saistorya nga atong basahon karon, atong sutaon kon diin
naggikan ang pangalan sa atong barangay.)
During Reading
Let the pupils open their Learners Materials Unit 4, week 31 Basaha Ang
Kasugiran sa Brgy. Matab-ang
According to Mrs. EncarnacionPormento (92 yrs. old), her parents were born in
1905, both residents of the place. I asked Nang Encar about the story of Matab-ang,
how Matab-ang got its name. She started telling the story.
According to her parents, during the Spanish Period, a chapel was constructed
near the school in honor of Immaculate Concepcion. The residents were very
religious and were always asking for protection from the unpredictable attacks from
the Japanese conquerors. Their barangay happened to be situated along the coastal
area and one definitely cannot find a source of potable water which is really essential
for survival.
234
Legend: How Matab-ang Got Its Name

by: Lorna C. Mahilum
One day, Manang Tonyang, a devotee of the Blessed Virgin, a rightful

woman prayed inside the chapel asking for the blessing that potable water will
come out from the well which her husband was digging. She kept praying and
headed home afterwards. Upon reaching home, she immediately went to her
husband and asked him if water is spotted.
Her husband happily answered, Yes, there is water.
Manang Tonyang asked, Does it taste tab-ang?
Yes, it does. replied her husband.
The news about the tab-ang spread in the nearby barangay residents.
The barangay then became the major source of fresh water and was named
Barangay Tab-ang and later on became, Matab-ang. Thats how Matabang got its name.
Tell the pupils to listen as the teacher reads the legend about the theme ofthe
week: Community Resources
Read the legend to the pupils in a lively and interesting way.
As you read, stop 2 or 3 times to ask the pupils: What do you think will
happen next? (Unsa kahay sunod nga mahitabo?)
Let the pupils answer, then say: Lets read on to see what happened next.
(Mopadayon ta og basa aron atong mahibalo-an unsay sunod nga nahitabo.)
Read the whole legend. When you finish ask higher level thinkingquestionsabout
the legend.
Post Reading
Discussion questions (Literal and Motive)
a. Who is telling the legend?(Kinsa may nag-istorya sa kasugiran?)
b. What was the name of our barangay before? (Unsaang ngalan sa atong
barangay kaniadto?)
c. Where is the barangay located? (Asa man nahimutang ang baranggay
nga gihisgutan?)
d. What does the barangay need the most?(Unsa man anggikinahanglan
kaayosabarangay?)
e. Why is water important?(Ngano importante man ang tubig?)
+
235
Day 2
Objectives
a. Tell a legend with correct rate,accuracy,and prosody ( phrasing,pausing,and
emphasis)
b. Read and retell a legend in their own words citing the characters,setting and
important events
c. Respond to the legends read through illustration, skit and dramatization.
d. Sequence the events of literary selection read using cohesive devises
Let the pupils retell the legend How Matab-ang Got its Name?
A. Game (Message Relay)
1. Form two groups.
2. Give a box containing word cards (taken from the legend) to the first group.
abunda
tinubdan
kinaiyahan
kapilya
nangamuyo
lumolupyo
3. Give Group 2 an envelope with pictures that match the word cards in group 1.
4. At the count of three, instruct the first pupil from group 1 to get one word card,
read it silently and whisper it to the next pupil next to him/her in the line.
5. Let the pupils pass the words to the groupmate next to them until they reach
the last member.
6. Instruct the last pupil to run in front and say the word.
7. Let Group 2 form a circle and look for the picture that matches the word
announced by the last pupil in group 1.
8. The group that earns the most number of points wins the game. Give
incentives to the winning team.
9. Post the matched word cards and pictures on the board.
10. Have pupils read the words aloud.
B. Role Playing
1. Read the legend again in the class and ask:
What are the different events that happened in the legend?
(Unsa ang mga panghitabo sa kasugiran?)
What happened first? What happened next? What else had happened?
(Unsa ang unangnahitabo? Unsay sunod? Unsa pa man ang lain nga
nahitabo)
2. Divide the class into 3 groups. Give each group 10 minutes to discuss/ plan a
3-4 minute role playing about the legend.
3. Let each group take turns in presenting their role play.
4. Ask them, as soon as they`re finished, to look into the mastery corner to find
the phrase or sentence which has similar thought or meaning to the words
uttered in their role play.
236
a.
b.
c.
d.
e.
f.
sinugdan sa ngalan sa lugar

gitukod nga kapilya
maampoon nga mga lumolupyo
tinubdan sa tubig
nagkalot og atabay
tubig nga tab-ang
Discussion (based on the legend presented)

Based on what you have done, what composed a legend? (these are events)
How do events happen in the legend? (sequence)
How do we know that this is the event that will happen next?
Enrichment Activity (Sequencing)
Teacher prepares set of sentences and arranges them in the center. He/She
relates the first event of the legend. Pupils stand in the circle with the teacher at the
center. He/She tells the pupils that they are going to sequence the events in the
legend heard yesterday. Then, he/she holds a ball and passes it to the pupils while
the music is playing. When the music stops, ask the pupil holding the ball to relate
the next event of the legend.
Pupils open their LM Unit 4, week 31 Ikaduhang Buluhaton.
Assignment
Let the pupils choose an event from the legend, read it, and let them drawthe
event in a short bond paper and color it.Tell the pupils to describe their drawing in
two or more sentences.
Day 3
Objectives
b. Use decoding skills and knowledge of academic
1. Ask the pupils to display on the wall their work.
2. Gallery walk
3. Once the pupils are seated,call a volunteer to read their description about
the drawing.
4. Let the pupils open their Learners Material Unit 4, week 31 Ikatulong
Buluhaton - Kantahaand sing the song Ang Tubig in the tune of Leron
Leron Sinta
The Water
By: Lorna C. Mahilum
(Tune: Leron Leron Sinta)
Water is good
For us people
Given by the Lord
What can we do?

When Hell be asking you
We cannot blame
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So we should care
Use it so wisely
By everybody
So take care and protect
The water we enjoy
We cannot murmur
So I am asking you
Protect the water
Use it so wisely
So that God will be happy.
Ask:What line or lines of the song that you like most and why?
(Unsa ang linya o mga linya sa kanta ang imong nagustohan ug ngano man?
Presentation
Let the pupils find out how water is used by the people in the community through
the pictures being displayed (different pictures using water resources).
After singing the song, Ang Tubig, let the pupils stand in front of each picture
and tell how the water is used.
Discussion
Show different pictures and let the learners describe.

Compare and contrast each picture and its usefulness.
Encourage the learners to share ideas.
Ask:
Why is water important?
What will happen to us if there is no more water to drink and to use?
What is water conservation?
How are we going to do it?
Application:
Let the pupils open their LM Unit 4, week 31 Ikaupat nga Buluhaton.
Day 4
Objectives
1. Respond to the story and legend through illustrations and dramatization.
2. Create a list to identify the characteristics of a legend.
Guided Practice
1. Let the pupils open their LM Unit 4, week 31 Ikaupat nga Adlaw, Buluhaton
A.
2. Partner /Dialogue: Ask some pairs of pupils to read a dialogue using the
pictureposted. Example:
Partner 1: This is what I do every time I brush my teeth. (pupil does the
action of brushing his teeth)How do you brush your teeth? (Mao
kini ang akong gibuhat kon manglimpyo ko sa akong ngipon. Ikaw,
unsaon nimo paglimpiyo ang imong ngipon?)
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Partner 2: My mother told me to brush my teeth using a glass.

(Matod pa sa akong nanay, ako manglimpyo sa ngipon gamitang baso.)
Form the class into 3 groups and give the following activities.
Group 1: Dramatize the legend read (Ang Kasugiran sa Brgy. Matab-ang)
Group 2: Think of a legend commonly heard in the baranggay and dramatize it.
Group 3: Think of a legend heard in the baranggay or in the city and illustrate it
simply. Assign someone to retell the legend orally using the
illustrations made.
Ask:
How did you feel while doing your assigned task?
Why did you enjoy the activity?
What have you learned while doing your activity and while
listening/watching to the other presentations?
Generalization
Ask:
Why is reading a legend important?
What makes a legend different from stories or poems? List down some
differences of a legend.
Values Integration
Encourage the pupils to give the importance of water.
Day 5
Objectives
a. Expressing love for stories by reading more literary and informational texts
b. Showing love for reading by listening attentively during story reading and
c. Making comments and answering higher order thinking questions
A. Divide the class into 5 groups. Have the pupils present a demonstration
showing how to conserve water at home, in school and in the community.
B. Let the pupils open their LM Ikalimang Adlaw - Basaha. Read the selection
taken from Reading and Language Textbook Grade 2. Answer Ikalimang
Buluhaton Basaha A and B.
Water is always moving. Water from the ponds, rivers, and seas goes up into the air
as water vapor to form clouds. Then, it comes back to the earth as rain. Rainwater
goes to the ponds, rivers, and seas. Then it moves up again to form into clouds.
Ang tubig kanunay nga naglihok. Tubig nga gikan sa tubod, sapa, ug dagat mokuyug
sa hangin isip water vapor aron maporma ang mga panganud. Dayon, mana-ug
kini sa yuta isip ulan. Ang ulan mobalik sa tubod, sapa, ug dagat. Dayon, mosaka
nasad aron maporma ang mga panganud.
C. Let the pupils open their LM Unit 4, week 1 Ikalimang Adlaw buluhaton C.
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Week 32
Objectives
1. Oral Language
school and community.
c. Talk about famous people in the community using descriptive words
2. Fluency
a. Read aloud grade two level text with an accuracy of 95-100%.
b. Read aloud stories with ease and fluency.
3. Handwriting
a. Write sentences with correct punctuation marks, capitalizations,
4. Composing
a. Compose an advertisement usingappropriatewords and coherent
texts.
5. Vocabulary and concept development
a. Use expanded vocabulary in oral and written responses to simple
texts.
making comments or reactions and answering higher order thinking
questions
Subject Matter
A. Famous people in the community
B. Writing sentences observing correct punctuation marks
Materials: Story: Community Helpers, pictures of community helpers, word cards
Theme: Community Livelihood and/ Occupation/ Trade and Industry (OTOP)
Value Focus: Be proud of ones livelihood and occupation
Procedure
Day 1
Objectives
b. Use culturally appropriate expressions to explain or give reasons on school
and community.
c. Talk about famous people in the community using descriptive words
d. Express love for stories by reading more literary and informational
e. Show love for reading by listening attentively during story reading and
making comments or reactions and answering higher order thinking
questions
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Preliminary Activity (Pre- Reading)

Use pictures and context clues to unlock the following words.
kaabag (through picture clue)
pamantalaan ( through picture clue)
komunidad (through picture clue)
malambuon (through context clue)
mauswagon (through context clue)
panadero (through picture clue)
Activating Prior Knowledge / Developing Motivation for the Story
Show a picture of community helpers and asks the following questions.Ask: Who
are in the pictures? (Kinsa man kini sila?)
What do they do in our community? (Unsa may ilang trabaho sa atong komunidad?)
(Unit 4, week 32, Basaha - Kaabag sa Komunidad)
Say: Magbasa kita karon og istorya bahin sa mga katabang nato sa komunidad.
Atong sutaon kon unsay ilang gikatabang sa atong komunidad.
During Reading (Shared Reading)
1. First Reading: Read the story without interruption while the pupils listen.
Community Helpers
Nila ni: Lorna C. Mahilum ug Jovelyn C. Quindao
One day, Boknoy read from the newspaper that the community was called a
progressive community. Their community was greatly admired because of this.
Boknoy was happy with what he learned and asked:
Mom, why is our community progressive?
Because of our community helpers replied his mother.
His mother saw the confused look in Boknoys face so she said, Okay, for you to
understand what Im saying, come with me to the market.
Boknoy accompanied his mother to the market. He saw the responsible baker.
He also saw the careful fisherman delivering fresh fishes and other catch. He
passed the industrious farmer also delivering freshly harvested vegetables.
They bought goods together with the fireman. His mother told him that their
community has alert fireman who is ready to help people when there is a fire.
While they were heading home, Boknoy asked, Mom, my caring teacher also
helps in the development of our community? Am I right, Mom?
Her mother nodded and told him that because of these community helpers, their
community has become progressive.
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2. Second Reading: Teacher reads the story again and uses a pointer as he/she
shows the sentences in each page. Then he/she asks questions after reading
each page. Let pupils make inferences about the other community helpers.
Post Reading
Ask the pupils the following comprehension questions:
a. Who is reading a newspaper in the story?(Kinsa ang nagbasa og
pamantalaan sa istorya?)
b. What did he read about their community? (Unsa may iyang nabasahan
bahin sailang komunidad?)
c. Who was with Boknoy in the market? (Kinsa ang gikuyogan ni Boknoy sa
merkado?
d. Who were the community helpers that Boknoy and his mother met in the
market? (Kinsa man ang mga kaabag sa komunidad nga nasugatan nila
ni Boknoy?)
e. How did these people help the community?(Unsa may gikaabag niiining
mga tawhana?)
f. Without these people, what do you think will happen to the
community?(Unsa kahay mahitabo sa usa ka komunidad kon wala kining
mga tawhana?)
g. Why is the community of Boknoy progressive? (Nganong mauswagon
man ang komunidad nila ni Boknoy?)
h. What can you contribute to make your community progressive?(Unsa
may ikatampo ninyo sa pagpalambo sa inyong komunidad?)
Ask the pupils to read the parts of the text that answer the questions.
Day 2
Objectives
a. Talk about famous people in the community using descriptive words
b. Write sentences with correct punctuation marks, capitalizations, indentions
and format.
c. Compose an advertisement using appropriate words and coherent texts.
Review the story read yesterday.
Ask: Who are the community helpers mentioned in the story?(Kinsa man nga
mga ka-abag sa komunidad and nahisgutan gikan sa atong istorya?)
Engagement Activity
A. Show pictures of community helpers. Have the pupils tell something about the
pictures to develop their listening and interacting skills using descriptive words
Use the following guide questions:
Describe the helper in the picture. (Ihulagway ang nakita sa retrato.)
What do they contribute to our community? (Unsa man ang ilang gikatampo
sa atong komunidad?)
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Day 3
How will you show your respect to them? (Unsaon man nimo
pagpakita ug pagtahod nila?)
B. Divide the class into 3 groups and let each group choose a community helper.
Then let them make an advertisement promoting the service of the community
helper chosen. All groups will present the advertisement in the class.
C. Processing of the Activity
Ask: How did you feel while doing the activity?
How did the activity help you in understanding the different services
offered by our community helpers?
How will you show your respect to them? (Unsaon man nimo pagpakita og
pagtahodngadto kanila?)
Objectives
a. Use culturally appropriate expressions to explain or give reasons on school
and community.
b. Talk about famous people in the community using descriptive words
c. Write sentences with correct punctuation marks, capitalizations, indentions
and format.
d. Use expanded vocabulary in oral and written responses to simple texts.
Let the pupils open their LM Unit 4, week 32, Kantaha
Part of the Community
I, you, part of the community (3X)
We are all part of the community
La, la, la,
Baker and teacher
Fisherman and farmer
Police, fireman, and doctor
Janitor, driver, and bus conductor
Carpenter, barber, and mailman
Nurse, dentist, and laundrywoman
All make our community progressive
We are all part of the community
Ask: Who makes up a community as mentioned in the song? (Kinsa man ang
naglangkob/nagsakopsa komunidad nga gihisgutan sa kanta?)
Lesson Proper
1. Post on the board as many pictures of community helpers found in the song.
Teacher
Fisherman
Baker
Fireman
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Policeman
Farmer
2. Assign groups to identify people in the community that corresponds to the
listed workers.
3. Let them introduce the identified (famous) community worker to the class
and let them describe the worker and the kind of service he/she does. Make
sure that the pupilsobserve correct punctuation marks capitalizations,
indentions and format in writing and describing the workers.
4. Have them also tell the best practice/attitude or actions of the identified
helper that is worth emulating.
Let them open their LM Unit 4, week 32 Una og Ikaduhang Buluhaton.
Generalization:
Ask: How can we help our community become progressive? How can we
express our gratitude ang respect to the community helpers?
Day 4
Objectives
a. Write sentences with correct punctuation marks, capitalizations, indentions
and format.
b. Use expanded vocabulary in oral and written responses to simple texts.
Handwriting
Pupils play Name Game
They are given cards wherein they have to complete the name of the community
helpers by writing the missing letter of each name.
Example:
____ eacher
How did you complete the name of the community helper?
How did you write the missing letter?
(Give more examples)
Presentation
Writing words starting with capital letter
Sentence making
Fisherman
Fisherman gives
Fisherman gives us
Fisherman gives us fish.
Sentence breaking
Fisherman gives us fish
Fisherman gives us
Fisherman gives
Fisherman
Writing a sentence
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Fisherman gives us fish.

Discussion
Discuss the use of capital letters in writing and copying sentences.
o How do we write the first letter in the sentence?
o What do we do to separate the words in a sentence?
o What do we see at the end of the sentence?
o What composes a sentence?
o What is formed when you combine three or more related sentences?
Discuss the features of an advertisement.
Writing Activity
Present sentences and do the modeling.
Have the pupils practice writing sentences on the board
Application
Let the pupils open their LM Unit 4, week 32 Ikatulong Buluhaton.
Day 5
Objectives
a. Talk about famous people in the community using descriptive words.
b. Use expanded vocabulary in oral and written responses to simple texts.
c. Write sentences with correct punctuation marks, capitalizations, indentions
and format.
Assessment Day
Activity 1
Acting out of their favorite community helpers
Activity 2
Let the pupils open their LM Unit 4, week 32 Ikalimang Adlaw, Una og
Ikaduhang Buluhaton.
Activity 3
Individual writing of words and sentences correctly.
Look at the picture and write sentences observing correct punctuation
marks and capitalization.
Week 33
Objectives
1. Oral Language
a.Listen to and interact with others in a group discussion;
b. Use culturally appropriate expressions to show agreement and
disagreement on certain issues and events;
2. Word Recognition
3. Fluency
a. Read aloud grade two level texts with an accuracy of 95-100%;
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4. Handwriting
capitalizations, indentions and format;
5.Reading Comprehension Activating Schema & Prior Knowledge
a. Give prediction on the stories based on context;
6. Reading comprehension Attitude towards Language, Literacy and Literature
a. Express love for stories by reading more literary and informational texts;
making comments and answering higher order thinking questions;
Subject Matter
A. Writing sentences and paragraphs
B. Appropriate expressions
C. Reading comprehension
Materials
Story: Conserving Our Energy Resources, pictures, word cards
Theme
Energy resources electricity /gas/ wood for cooking/wind/solar
Value Focus
Conserving energy resources
Procedure
Day 1
Objectives
a. Listen to and interact with others in a group discussion;
disagreement on certain issues and events;
Pre-Reading
Pagdaginot
(through picture clue)
Enerhiya
(through context clue)
Daghan
Pagkunsomo
(through context clue)
Activating Prior Knowledge/Developing Motivation for the story
Show pictures of energy resources such as water, wind, woods, underground,
etc., and asks the following questions:
What do you see in the pictures? (Unsa man ang nakita ninyo sa
hulagway?)
Why do we need these things? (Nganong nagkinahanglan kita niining
mga butanga?)
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How can energy help our day to day living? Give examples. (Sa unsang
paagi makatabang sa atong pang-adlaw-adlaw nga panginabuhi kining
maong enerhiya? Maghatag og panag-ingnan.)

Say: Today, we will read about energy conservation. We will discuss on the
different ways on conserving energy. (Karon, magbasa kita og mahitungod sa
pagdaginot og enerhiya. Atong sutaon kon unsa ang mga paagi nga kita
makadaginot og enerhiya.)
During Reading
Read the dialogue to the pupils:
a. Tell the pupils you want them to listen as you read them about energy
conservation.
b. Read the dialogue to the pupils in a lively and animated way.
c. As you read, stop 2-3 times to ask the pupils questions about the
dialogue and let them formulate inferences.
d. Read the whole dialogue. (LM Unit 4, week 33 Basaha Ang
Kinaiyahan
Mother Nature
(Written by Mrs.Lorna C. Mahilum and Mrs.Jovelyn C. Quindao)
One day Mother Nature called for a meeting. Strong Wind, Smelly Gas, Cool Water,
Sturdy Tree, Ground Deep and Bright Sun attended the meeting.
Mother Nature : How are you doing nowadays?

Strong Wind : I made the windmills run so that I can give electricity. Im getting
very dirty.
Cool Water
: Me too, Mother Nature. I supply the drinking water and make the
water turbine run in order to produce electricity for the people.

People are just wasting me and making me scarce.
Sturdy Tree
: Me too, Mother Nature. People use me as firewood. We are almost
used up due to constant cutting. We are deafened by the sound of

chainsaws cutting us down.
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Day 2
Bright Sun
: I, Mother Nature, provide heat to the whole land. I am now
becomingvery hot.
Smelly Gas
: I, Mother Nature, also used to make vehicles run. We are getting
scarce too due to improper use by the people.

Mother Earth
: Our situation is so pitiful. People must do something to resolve our

situation before its too late.
PostReadingActivity
Ask the following comprehension questions:
a. Who called for a meeting? (Kinsa ang nagpatawag og tigom?)
b. Who attended the meeting? (Kinsa ang mga nanambong sa maong
tigom?)
c. Describe how each one worked.(Ihulagway ang mga gimbuhaton sa
matag usa kanila.)
d. What were their problems? (Unsay suliran nga gipang-asoy sa matag
usa kanilangadto sa Raynang Kinaiyahan?)
e. Why are these happening nowadays? Why do you say so? (Nganong
nahitabo man kini karon? (Nganong nakaingon man kamo niini?)
f. How do we solve these problems? How will these affect us? (Unsaon
nato pagsulbad kining problemaha? Sa unsang paagi kini nakaapekto
kanato?
g. How can we help solve these problems? (Unsa may mga pamaagi nga
kita makatabang sa ilang mga kahimtang?)
Assignment
Draw or cut picture of energy resources found in our community. Tell something
onhow to save these energy resources.
Objectives
b. Read aloud grade two level texts with an accuracy of 95-100%;
c. Write sentences and paragraphs observing correct punctuation marks,
capitalizations, indentions and format;
Review
Let the pupils prepare their assignments.
Ask the pupils to display their work on the wall.
Let the pupils go around and look at the different displays.
Once the pupils are seated call volunteers to read their description about
thepicture.
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Discuss the energy resources mentioned in the story the previous day and ask
the pupils to answer the next activity.
Let the pupils complete the web. Let themopen their LM, week 33 Ikaduha og
Ikatulong Buluhaton.
Write ways on how to conserve energy. (Mga Pamaagi saPagdaginot ug

enerhiya)
Presentation and Processing of Outputs
Ask the pupils to fill in the form. Let pupils open their LM, week 33- Ikaupat nga
Buluhaton.
Kinds of Energy
Uses of Energy
How to Conserve Energy
Day 3
Objectives
b. Read aloud grade two level texts with an accuracy of 95-100%;
Game: Naming Game
Give the uses of the energy and the pupils tell the name of the energy describes
by the teacher.
Give a review on the story, Conserving Energy Resources
a. What are the sources of energy? (Unsa ang mga tinubdan sa enerhiya
nga gihisgutan sa atong gibasa?)
b. How do we use energy in our daily activities? (Unsa man ang mga
gigamitan nato og enerhiya sa adlaw-adlaw?)
c. Why is energy important? (Nganong importante man kanato ang
enerhiya?)
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d. What do you think will happen if there are no energy sources? (Unsa
man kaha ang mga mahitabo kanato kon walay enerhiya?)
Presentation
Show word cards of the different uses of energy.
Let the pupils put each word card under proper column:
Hangin
Adlaw
Gas
Kahoy
Discussion
Ask the pupils to read the words and ask them how they had grouped the words
in the proper column.
Generalization
What are the different ways of conserving energy?
(Unsa man ang mga pamaagi sa pagdaginot og enerhiya?)
Day 4
Guided Practice
Let the pupils open their LM Unit 4, week 33, Ikaupat nga Adlaw Ikalimang
Buluhaton.
Application
Let the pupils open their LM, week 3, Ikaupat nga Adlaw Ikaunom nga
Buluhaton.
Assignment
Ask the pupils to bring the following:
a. pictures of the different sources of energy and ways of energy
conservation(retrato sa mga tinubdan sa enerhiya ug pamaagi sa preserba
niini)
b. old newspaper/magazine or manila paper(karaan nga pamantalaan/
magasin/ manila paper)
c. pair of scissors (gunting)
d. paste (kola)
e. coloring materials (gamit pangkolor)
Day 5
Objective
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Culminating Activity (Assessment Day)

Activity 1: Recalling the story, Conservation of Energy through Collage
Making
Group the class into 5 groups. Each group will assemble/put up a collage of the
pictures they had brought as stated in the assignment in the previous day.
Then,ask each group to post their collage on the board and let everybody
view their collage.
Finally, let them write comments about their outputs.
Activity 2: Let the pupils open their LM Unit 4, week 33 Ikapitong Buluhaton.
Present a picture of a family entertaining a visitor while the television, the
electric fan, the computer and all the lights were on. Then the teacher asks
the pupils to write 3 inferences on their paper.
1. ______________________________________________
2. ______________________________________________
3. ______________________________________________
Let the pupils open their LM Unit 4, week 33 Ikawalong buluhaton.
Let them read each word and identify whether it is how we use the energy or
ways of conserving energy. (Isulat ang pulong nga gamitkon nagpakita kini
sa paggamit sa enerhiya. Pulong nga pamaagi kon kini nagpakita og
pagdaginot sa enenrhiya.
Week 34
Objectives
1. Oral Language
a. Listen to and interact with others in a group or class discussion;
disagreement on certain community issues and events;
2. Composing
a. Write short, clear announcements, notices about cleanliness drive, health
program and planting more trees;
3. Reading Comprehension on Activating Schema and Prior knowledge
a. Give prediction on the stories, school and community events, situations, and
issues based on context;
a. Use texts such as ideas and illustrations to draw inferences and conclusions
and make generalization;
5. Attitude toward language, literacy, and literature
making commentsand answering higher order thinking questions.
Subject Matter
A. Announcements
B. Using appropriate expressions in agreements and disagreements
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Materials
Story: Sa Bukid, pictures of big trees in the mountain, CD Player, CD with a
song, Ang Palibot A Visayan Version of Asins Ang Kapalgiran
Theme: Conserving energy and other resources
Value Focus: Value our community resources
Procedure
Day 1
Objectives
disagreement on certain community issues and events.
c. Give prediction on the stories, school and community events, situations, and
issues based on context;
Pre-Reading
Let pupils open their LM Unit 4, week 34, Unang Buluhaton.
Teacher shows a picture (picture of a mountain with trees) and asksquestions to
activate the prior knowledge/experiences of the pupils in the mountain. Then the
teacher writes their responses on the board.
Say: We are going to read a story about a father and a son who went to the
mountain. What may be the reason of their going to the mountain? (Magbasa
kita karon mahitungod sa usa ka amahan ug anak nga nangadto sa bukid.
Unsa kaha ang tuyo nila sa ilang pag-adto?)
The teacher writeson the board the different guesses of the pupils and let
them read aloud the inferences written afterwards.
During Reading using DRTA (refer to LM Unit 4, BasahaSa Bukid
Teacher reads the first part of the story (1) then stop. She will ask question
and will let the pupils give inferences. Then she will write the inferences on the
board and continue reading. She will again stop reading in the parts where there
are marks to STOP while pupils will make inferences. Later, they can check
whether the inferences made were true or false according to the the events in
the story.The teacher checks the correct inferences and erases the wrong ones.
1. Why did Bens father call him? (Ngano man kahang gitawag man si Ben sa
iyang Tatay?)
2. Why should we not cut down big trees? (Nganong dili man angayan putlon
ang mga dagkong kahoy?)
3. In what way can trees help us? (Sa unsang paagiha nakatabang kanato ang
mga dagkong kahoy?)
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Read the entire story again.

IN THE MOUNTAIN
by: Lorna C. Mahilum
One fine Sunday morning, Ben and his father went to the mountain to gather
firewoods. Ben started to cut a big tree. His father saw him and he called the
attention of Ben (STOP. Ask question No.1)
Hey, dont chop the big tree!
But why, dad? This is a big tree and will make a good firewood answered
Ben.
Benwe must not cut big trees. (STOP. Ask question No.2) We need to
preserve them. They can be of great help in the prevention of flash floods and
land slides. Answered his father.
In what way can big trees help us, dad? asked Ben. (STOP. Ask
question No.3)
Their roots will hold the soil so that it cannot be eroded during rainy
season. Soil erosion is the process when soil is eroded. Because of the big roots
of these big trees, the water level during flood will not rise because the roots will
also absorb the water explained his father.
The trees also serve as the habitat of birds and other animals in the
mountain. His father further explained.
Is that so, dad? Thanks for educating me on the importance of trees and
the need to preserve it. Ben said happily.
Post Reading
Discussion questions:
a. Who was with Ben in the mountain? (Kinsa man ang kuyog ni Ben pag-adto
sa bukid?)
b. What did they do in the mountain? (Mag-unsa man sila sa bukid?)
c. Why did Bens father called his attention? (Nganong gibadlong man si Ben
sa iyang papa?)
d. What will happen in the lands when all of the trees will be cut down?
(Maunsa man ang kayutaan kon mahurot og putol ang mga punoan sa
kahoy?)
e. Aside from the people, who/ what are other elements of the community that
will be affected when trees are cut down? (Gawas sa mga katawhan, kinsa
pa ang maapektuhan sa pagputol sa kakahoyan?)
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f.
What should we do to avoid natural calamities? (Unsa may angay natong

buhaton aron dili nato mahiagoman ang mga katalagman nga iya sa
kinaiyahan.)
Values infusion (Save our forest, plant more trees)
Day 2
Objectives
a. Give prediction on the stories, school and community events, situations, and
issues based on context
b. Use texts such as ideas and illustrations to draw inferences and conclusions
and make generalization.
c. Listen to and interact with others in a group or class discussion.
d. Use culturally appropriate expressions to show agreement and
disagreement on certain community issues and events
Review the story Sa Bukid. Present again the story and call some pupils to read it
aloud. Ask HOTS questions about the story.
Engagement Activity
The teacher presents 3 pictures.
Picture A: group of men bringing chainsaw
Picture B: pupils bringing seedlings
Picture C: denuded mountain with very dark clouds
The class is divided into 3 groups for the 3 pictures. All groups shall make
inferences/predictions and conclusions about the picture.
Discussion
The groups present their answers. The teacher processes the answers given.
Inferences
Predictions
Conclusions
Enrichment Activity
Let the pupils open their LM Unit 4, week 34 - Kantaha Ang Palibot. The
teacher discusses how to conserve the mountains from being denuded with the aid
of the song.
Day 3
Objectives
program and planting more trees.
b. Give prediction on the stories, school and community events, situations, and
issues based on context.
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c.
Use texts such as ideas and illustrations to draw inferences and conclusions
Give spelling activity (words and phrases taken from the story, Sa Bukid and from
the song, Palibot) Check their work.
- ayaw buhata
- dili angayan putlon
- pagkankan sa yuta
- mga kalamidad
- dili makadaot ang pag- asenso
Presentation: Teacher showsto the class a familiar signage (mga pahibalo) found in
the school and comment about it.
Example:
Dinhi Ilabay ang mga Malata!
Hiposa ang Inyong mga Basura
Discussion
Ask pupils what other signages are found inside the school.
Discuss the importance of the signages found inside the school.
Point out how signages are formed/written.
Develop a sample singage together with the pupils on the board. Let them
contribute words or phrases, ideas and concepts. Write the finished signage
properly on the board to serve as model for the pupils.
Let the pupils by pairs write/makea signage derived from either the story or the
song they had studied. Have it presented to the class.
Let the pupils color and design the signage they made. Post all the signages on
the wall and let the pupils experience a gallery walk.
Have some pupils comment about their work and the gallery walk.
Generalization
Teacher asksthe questions leading to the generalization of the importance of
following labels and signages and its implications.
Day 4
Objectives
d. Use texts such as ideas and illustrations to draw inferences and conclusions
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Guided Practice
The teacher showsa picture of a child playing with the plants and flowers in the
garden and asks the pupils to make inferences based on the picture.
Using the same picture, the teacher asks the pupils to make a signage and write
it on a size cartolina provided by the teacher.
Application
Let the pupils open their LM Unit 4, week 34 Ikatulong Buluhaton.
Day 5
Objectives
Culminating Activity (Assessment Day)
1. Group singing contest of the song Kapaligiran
2. Match the pictures with the correct signage. Let the students open their LM
Unit 4, week 34 Ikaupat nga Buluhaton.
Week 35
Objectives
1. Oral Language
a. Use expressions appropriate to the grade level to explain or give reason on
stories and events being studied.
b. Talk about famous events using descriptive words in a culturally appropriate
manner.
c. Participate in and initiate more extensive social conversations with peers and
adults on unfamiliar topics by asking and answering questions and restating
and soliciting information
2. Word Recognition
a. Give the meaning of words being read through matching them with pictures,
doing the action or giving its synonyms;
b. Read at least 200- 300 words;
3. Fluency
b. Read short stories with ease and fluency;
4. Spelling
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b. Correctly spell words with dipthongs.

5. Handwriting
a. Write short narrative stories that include elements of setting and characters;
a. Create a simple dictionary of words frequently use in the lesson.
b. Explain common synonyms and antonyms
7. Reading Comprehension on Activating Schema and Prior knowledge
a. Infer the characters feelings based on their actions or on what they say;
b. Compare and contrast the motives of characters in a work of fiction;
c. Sequence 3 events in the story and news articles by telling which happened
first, second or last;
a. Compare and contrast different authors use of literary elements;
b. Give the correct sequence of events in a literary selection;
c. Sequence the events of literary selection read using cohesive devises;
9. Attitude towards language, Literary, and Literature
a. Express for stories by reading more literary and informational texts
b. Show love for reading by listening attentively during story reading and making
Subject Matter
A. Descriptive Words
B. Synonyms and Antonyms
C. Diphtongs
D. Sequencing Events
E. Elements of a story
Materials
flashcards, pictures, manila paper, songs, story (Hinulawan Festival localized
by Mrs. Lorna Mahilum), pictures, real objects, activity sheets , chart
Theme
Helping my Community/Keeping our community clean
ValueFocus: Cleanlines
Procedure
Day 1
Objectives
c. Read short stories with ease and fluency.
d. Participate in and initiate more extensive social conversations with peers and
Adults on unfamiliar topics by asking and answering questions and restating
and soliciting information
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Pre-Reading
1. (sayo)
2. (igsuon nga babaye)
3. (igsuon nga laki)
4. (malipayon)
5. (paspas)
6. (hinay)
7. (daghan)
8. (baga)
9. (lukso)
10. (gwapa)
early
sister
brother
happy
fast
slow
plenty
thick
jump
beautiful
Unlock difficult words found in the story through pictures and context clues.
a. parada
b. banderitas
(real object)
c. prosesyon
(through picture clue )
d. kapistahan
e. Hinulawan festival
(through context clue
f. kamabulokon
(through picture clue )
Have a warm up activity by singing an action song on LM Unit 4, wek 35 Piyesta
Piyesta to the tune Lets Fiesta
Were going to the fiesta
Were going to the fair
To see the Senorita
With flowers in her hair
Oh. Shake it 3x
Shake it, shake it well
Turn around (2x)
And say: Hurray
Hurray!
Activating Prior Knowledge/ Developing Motivation for the story
Ask:
1. What did you feel when you sing and dance the action song?
(Unsay inyong gibati samtang nanganta kamo kaganina?)
2. What forms of entertainment are mentioned in the action song?
(Unsang kalingawan ang gihisgotan sa maong kanta?)
3. Tell us your experiences when you went to fiesta.
(Isaysay ang inyong mga kaagi sa pagpamiyesta.)
Now, we will discuss how Toledanos celebrate their feast.(Karon, atong sutaon
kon giunsa sa mga Toledanos pagsaulog ang piyesta.)
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Ask: 1. Who among you just had a fiesta? (Kinsa kaninyo ang bag-o palangnga
nagsaulog sa piyesta?)
2. How did you celebrate your fiesta?(Giunsa ninyo pagsaulog ang piyesta?)
Say:
Today, we will read a story about a fiesta celebration and discuss how this is
celebrated. (Magbasa kita karon og usa ka sugilanon mahitungod sa piyesta. Sutaon
nato kon unsa ang kasaulogan dinhi sa atong siyudad.)
During Reading
Listen to the storyLM Unit 4, week 35 Ikaduhang Buluhaton (Basaha)..
Read a short onepage story to the class. Teacher readsthe story to the pupils
in a lively and interesting way and stop 2 to 3 times to ask the pupils: What do
you think will happen next?(Unsa kaha ang sunod nga mahitabo?)
Say: Lets read on to see what happened next. (Mopadayon kita sa pagbasa
aron atong mahibaloan kon unsay sunod nga nahitabo.)
Tell the pupils to listen as you read the story about fiesta.
Teacher reads the whole story then asks the pupils to retell the story heard in
their own words citing the characters and important events.
Ask higher level thinking questions about the story.
Post Reading
1. Discussion Questions (Literal and Motive)
Ask:
1. Who is the patron saint of Toledo City?(Kinsa ang patron dinhi sa
Toledo?)
2. When is the feast day of St. John de Sahagun?(Kanus-a man ang
kasaulogan ni San Juan de Sahagun?)
3. What festival is conducted in honor of St. John de Sahagun?(Dungan sa
pagsaulog sa atong patron, unsang kasaulogan ang atong
pagahimoon?)
4. Where is the contest conducted?(Asa man dapit pagahimoon ang
bangga sa Hinulawan festival?)
5. Who are the participants of this contest?(Kinsa man ang mga manalmot
niini nga bangga?)
6. What will the contestants do in preparation for the contest?(Unsa may
pagahimoon sa mga entrante niining maong bangga?
7. If you are one of the dancers, what will you feel while dancing?
Why?(Kon ikaw usa sa mga mananayaw niining bangga, unsa man kaha
ang imong bation samtang magsayaw ka? Ngano man?)
FEAST OF TOLEDO
By: Lorna C. Mahilum
Every 12th day of June, Toledanos celebrate the feast day of St. John of Sahagun,
the patron saint of the city.
The siblings, Yani and Ayel, woke up early so that they can accompany their aunt
to the city. Yani wore his black shoes and Ayel wore her white shoes and old
sunglasses. They looked happy as they waited for their beautiful and kind Aunt
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Amay. They immediately stood up when they saw their aunt and said their goodbyes to their parents. They also brought with them their new camera and
immediately went to the terminal for their first trip to Toledo City.
The bus was so fast that they arrived early. The siblings were overjoyed with
what they saw because the street was merry and filled with spectators watching
the fluvial procession. There were also flaglets and other decorations hanging on
the trees.
They waited for a while to witness the parade of giant floats that were nicely
decorated, followed by the loud beating of the drums and the dancing of the
contestants belonging to different contingents of the Hinulawan Festival. This
contest is held every year in honor of the patron saint of the city, St. John of
Sahagun.
There were 6 high schools that joined the contest this year. Yani and Ayel waited
at the rotunda because it is where the contest will be held. Each contingent has
over 100 dancers and everyone danced gracefully making every presentation
stunning and festive especially when the Kings and Queens danced.
The siblings were very happy while taking pictures of the dancers and also that of
their cousins especially that they won in the contest. When the program ended,
they proceeded to the house of their aunt and shared a wonderful meal.
Day 2
Objectives
b. Retell the story read using own words.
c. Talk about famous events using descriptive words in a culturally appropriate
manner
Grammar Lesson
Spelling Activity
Supervised spelling of difficult words from the first day spelling
Review
Discuss again the story read yesterday
a. Who are the siblings in the story?(Kinsa ang managsoon nga namiyesta
sa Toledo?)
b. What celebration/ feast did they watch?(Unsa nga kasaulogan ang ilang
gitan-aw?)
Discussion
Teacher recalls some sentences from the text read yesterday and presents
these to the class and says:
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We will read the sentences on the board. Observe the underlined words. (Atong
basahon kining mga pahayag sa pisara. Bantayi ninyo ang mga pulong nga
gibadlisan.)
(Note: The teacher can use realia, pictures and do the action of some words.)
1. Yanis shoes are black. (Itom o lagumon ang sapatos ni Yani.)
2. Ayel brought her old sunglasses. (Gidala ni Ayel ang iyahangdaan o
karaan nga antepara.)
3. The beat of the drums was loud and deafening. (Ang tambol sa
mananambol lanog o makabungol)
4. The decorations on the streets were colorful and attractive. (Ang mga
dayandayan sa kadalanan mabulokon o maanindot.)
5. Yani and Ayel jumped for joy after announcing the winners. (Nakaambak o
nakaluksosa kalipay ang managsuon sa pag-anunsyo o pagpahibalo
samananaog sa bangga.)
6. Aunt Amay is beautiful. (Gwapa o maanyag si Tiya Amay.)
Processing
Ask:
1. What are the underlined words in sentences 1-5? (Unsa ang mga pulong
nga gibadlisansa mga pahayag 1-6?)
Karaan-daan
Nakaambak- nakalukso
Itom-lagomun
Gwapa- maanyag
Lanog-makabungol
Anunsiyo- pahibalo
Mabulokon- maanindot
2. Unsang mga pulonga ang naghulagway niini:
a. Antepara ni Ayel
b. kolor sa sapatos ni Yani
c. mga dekorasyon sa kadalanan
d. mga tambol sa mananambol
e. kalipay sa managsuon
f. Tiya Amay
3. Call volunteers to read the pairs of words.
Ask:
What have you observed from the words given?
(Unsay nabantayan ninyo niining mga pulong nga naghulagway?)
What do you call these pairs of words?
(Unsay tawag niining mga pares nga mga pulong?)
Generalization
Synonyms are words with the same meaning.
Day 3
Objectives
a. Correctly spell words with dipthongs.
b. Explain common synonyms and antonyms.
c. Use expressions appropriate to the grade level to explain or give reason on
stories and events being studied.
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Mid Test Spelling (Spelling Words on Day 1)
Review on Synonyms: What are synonyms?
Day 4
Oral Activity
Group the pupils into 2 and instruct them to retell the story changing the characters,
the place and the festival .Give the pupils 3-5 minutes to prepare and then have
them chose a representative to report.
The teacher givesincentive to the best group presentor.
Guided Practice
Scatter list of synonyms in the classroom. (Make it a point that each pupilgets a
card.)
Let the pupils form a big circle and instruct them to show the words they are holding.
They will give the meaning of synonyms and identify the words with diphthongs
before they read the strips to the whole class. Pupils will spell the words with
diphthongs.
Ask: How did you feel while doing the activity?
How did you find the activity? Why?
What have you learned from it?
Objectives
a. Correctly spell words in the list of content words in the vocabulary.
Supervised Spelling (difficult words which were not learned during Days 1 and 3)
Guided Practice Open LM Unit 4, week 35 Ikatulong Buluhaton
Pupils get a pair of wordcard from the pocket chart.
Read it and tell wether it is synonym or antonym.
Let them place the wordcard under the proper column on the board for synonym
and Antonym. Then, pupils will spell orally the words with diphthongs found on
the board.
Pupils get a pair of word from the pocket chart, read it and tell if it is a synonym
then place it under the proper column on the board.
.
Gwapa maanyag
masulob-on malipayondato adunahan
cold hot
limpiyo - hugaw
beautiful - pretty
sad happy
rich well to do
bugnaw init
clean dirty
far - near
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bright - shiny
layo - duol
siga - sinaw
Application
Let the pupils open their LM Unit 4, week 35 Ikaupat nga Buluhaton.
Day 5
Objectives
b. Correctly spell words with dipthongs
Evaluation
A. Spelling Test for Masrtery
1. hugaw
2. mananayaw
3. igsoon nga lalaki
4. malipayon
5. paspas
6. bakasyon
7. daghan
8. byahe
9. ilawom
10. gwapa
B. Let the pupils open their LM Unit 4, week 35 Ikalima ug Ikaunom nga
Buluhaton.
Week 36
Objectives
1. Oral Language
a. Listen to and interact with others in group/ class discussion;
b. Use culturally appropriate expressions to show agreement/ disagreement on
certain community issues.
2. Word Recognition
3. Fluency
4. Spelling Composition
a. Correctly spell content words in the list of vocabulary words.
5. Composing
b. Write sentences and paragraphs observing correct punctuation marks,
capitalization, indentions, and format.
c. Write short, clear announcements and notices (Cleanliness drive, health
program)
6. Comprehension and Informational Text
a. Use expanded vocabulary and descriptive words in oral and written
responsesto simple texts.
b. Read the text and use detailed sentences to respond orally or in writing to
factualcomprehension question about three forms of brief texts.
c. Applying knowledge of the language to analyze and derive meaning from
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informal text and comprehend them.

7. Attitude towards Language Literacy and Literature
b. Show love for reading by listening attentively during story-reading time and
making comments and answering higher order thinking questions;
Subject Matter
A. Appropriate expressions (agreement & disagreement)
B. Informational text (announcements)
Materials
: pictures; song(Lady Gaga`s Telephone); dialogue: Ang
Managhigala
Theme
: Helping/Beautifying my community.
Value Focus: Cleanliness

Procedure
Day 1
Objectives
b. Use culturally appropriate expressions to show agreement/ disagreement on
certain community issues.
d. Read aloud grade two level texts with an accuracy of 95-100%;
Unlocking of Difficulties (Spelling:Horn Method) using picture and context clues
ospital
pamaol
lamok
panan-aw
hilanat
higala
dengue
mulampos
ngitngit
komunidad
sintomas
pagsugpo
maglambigitay
Warm-Up Song (LM Unit 4, week 36, Kantaha Telephone)
Say: How will you communicate with a friend who is in a far place? (Unsay
imong gamiton kon makigsulti ka saimong higala nga tua sa layo nga
lugar?)Let us read the telephone conversation between two friends.
(Karon, atong basahonangusa ka panagsulti-anay sa telepono saduhaka
managhigala.)Let us find out what they were talking about. (Atong sayron kon
unsa ang ilang pakighinabi.)
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During Reading (Refer to LM Unit 4, week 36 Basaha Ang Managhigala)

First Reading: Read the dialogue without interruption while the pupilslisten.
Second Reading: Read the dialogue again and assign roles for Mila and Mama.
Post Reading - Ask:
a. Who are the best friends in the story? (Kinsa man ang suod nga
managhigala sa istorya?)
b. Who answered Mila`s call? (Kinsa man ang nakatubag sa tawag ni
Mila?)
c. Why was Yani sick? (Unsa man ang rason sa pagsakit niYani?)
d. Where was Yani when Mila called? (Asa man siYani kadtong nanawag si
Mila?)
e. What is the best way to get rid of mosquitos? (Unsa man ang
kinahanglan buhaton aron malikayan ang lamok?)
f. If you are a community member, how will you help clean the
surroundings? (Kon ikaw usa ka miyembro sa kumunidad, unsaon nimo
pagpanglimpyo sa palibot?)
The Two Friends
(Written by Lorna Mahilum; Translated by Jovelyn C. Quindao)
Yani and Mila were close friends. They go to different schools but they still keep in
touch with each other through telephone.
Mila: (dialing the telephone) Hello! Good morning! I am Mila, Yanis friend from
Liloan. May I talk to Yani Maam?
Yani`s Mother: Good morning too! This is Yanis mother. Yani is hospitalized now.
Mila: What happened to her Maam?
Mother: She is sick with dengue.
Mila: What are the symptoms of dengue Maam?
Mother: Very high fever, spasm, poor eyesight, stomachache and headache. Be
careful. Beware from these mosquitos.
Mila: So dengue is from mosquitos Maam? What shall we do to avoid from these
mosquitos?
Mother: What we can do is to clean our surroundings and places where mosquitos
will lay their eggs should be closed. We will succeed in preventing this if all
265
of us in the community will help and cooperate.

Mila: Thank you for the information, Maam. I will tell my mother about it and
starting from now, I will help clean the surroundings to prevent from dengue
mosquitos. Kindly give my regards to Yani Maam. Thank you.
Mother: That`s good. Okey. Take care.
Day 2
Objectives
a. Use expanded vocabulary and descriptive words in oral and written
responses to simple texts.
b. Read the text and use detailed sentences to respond orally or in writing to
c. Applying knowledge of the language to analyze and derive meaning from
informal text and comprehend them.
1. Spelling (Supervised Spelling)
2. Review the dialogue - Ask:
What have we learned from our lesson yesterday? Unsa may nakat-onan
nato sa atong leksyon gahapon?
Engagement Activity
Discuss the events that happened in the dialogue.
Ask:
How did Mila start the telephone conversation? (Unsa nga pulong ang
gigamit ni Mila sa pagsugod og pakigsulti sa telepono?) (Hello, maayong
buntag)
How did Milas mother answer Yanis call? (Unsa nga pulong ang gigamit
sa pagtubag sa mama niYani sa nanawag sa telepono?) (Maayong
buntag usab, kinsa ni palihug?)
How did Mila ask Yanis mother that she wanted to talk to Yani? (Giunsa
ni Mila pagsulti sa mama niYani nga gusto siya makigsulti?)(Palihog ko
niYani Maam, Mahimo ko makigsulti kaniya?)
How did Mila end the conversation? (Giunsa paghuman ni Mila ang ilang
paginistoryahanay sa telepono?) (Daghang salamat Maam, ikumusta ko
niYani.
How did Yani`s mother end her dialogue? (Giunsa man sa Mama ni Yani
paghuman ang ilang panag-istoryahanay ni Mila sa telepono?) (Maayo
noon Day, Pag-ayo-ayo Day)
What kind of pupil is Mila? (Unsa nga pagkabata si Mila?)
Processing
1. Where does Mila live? (Asa nagpuyo si Mila?)
266
2. Why were Mila and Yani not able to talk with each other? (Nganong wala
man magkaistoryahanay si Yani ug Mila?)
3. Why was Yani hospitalized? (Nganong naospital man siYani?)
4. Where didYani got the dengue virus? (Diin man nakuha niYani ang Dengue?)
5. Where did these mosquitos dengue carrier come from? (Diin man
gikanningmgalamoknganagdalaog dengue?)
6. How can we stop and eliminate these dengue-carrier mosquitos? (Unsaon
pagsumpo niiningmgalamokang nagdalaog dengue?
Enrichment Activity
Partner Dialog: The teacher will instruct the pupils to find a partner
Partner 1 will answer questions 1,3 and 4
Partner 2 will answer questions 2, 5and 6
Day 3
Objectives
a. Read the text and use detailed sentences to respond orally or in writing to
b. Listen to and interact with others in group/ class discussion;
c. Use culturally appropriate expressions to show agreement/ disagreement
on certain community issues.
1. Spelling
Mid Test
2. Ask: What did we learn from yesterdays lesson?Unsa man ang atong nakatonan sa atong leksyon gahapon?
3. Action song (refer to LM Unit 4, week 36 Kantaha Maayong Buntag)
A. Call two volunteers to act as Mila and Yanis mother in the dialogue then ask
follow- up questions:
B. Call pupils attention to the last dialogue of Mila (Refer to LM Unit 4, week 36
Buluhaton Basaha Ang Managhigala
(I will help clean the surroundings to prevent Dengue Mosquitos.)
Ask: If you are Mila how will you help clean the surroundings? (Konikaw si
Mila unsaon nimo paglimpyo ang imong palibot?)
C. Give the group different pictures on ways of cleaning the surroundings and let
them describe each.
Group 1
picture of children burning the garbage
Group 2
picture of children burying the garbage
Group 3
picture of children segregating the garbage
267
Let a representative from each group to present their picture with the
description to the class. Encourage pupils to react on the published output
by saying:
I beg to disagree because______
(Pasensya, dili ako uyon kay ______)
I agree with your idea because______
(Ako uyon sa imong panahom kay_______)
Excuse me but I think its not proper to _______
(Yuna pa, murag wala magtakdo ang atong hunahuna _____)
I like your idea because _______
(Ako uyon sa imong hunahuna kay ______)
Sorry I am not in favor with your idea_______
(Pasayloa ko, dili ako uyon sa imong hunahuna _______)
Ask:
How do we call these words? (Unsay tawag niining mga pulonga?
When do we use these words/phrases? (Kanus-a man nato gamiton
kining mga pulonga?
Generalization
In expressing agreements and disagreements, we use appropriate
culturally expressions such as:
(Sa pagpadayag sa pag-uyon ug dili pag-uyon kini mao ang atong gamiton)
I beg to disagree because_________.
(Pasensya, dili ako uyon kay_______.)
I agree with your idea because______.
(Ako uyon sa imong hunahuna______.)
Excuse me but I think its not proper to _______.
(Yuna pa,murag wala magtakdo ang atong hunahuna______.)
I like your idea because _______.
(Ako uyon sa imong hunahuna _______.)
Sorry I am not in favor with your idea_______.
(Pasayloa ko, dili ako uyon sa imong hunahuna _________.)
Assignment
Bring 3 pictures showing cleaning the surroundings
(Pagdala ug tulo ka retrato nga nagpakita sa pagpanglimpyo sa palibot)
Day 4
Objectives
capitalization, indentions, and format.
b. Write short, clear announcements and notices (Cleanliness drive, health
program)
c. Use expanded vocabulary and descriptive words in oral and written
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1. Spelling (Supervised study)
Activity for the difficult spelling words through configuration clues and picture
mosquitos
palihog
dengue virus
excuse me
sintomas
daghang salamat
maglambigitay
maayong adlaw
komunidad
maayong gabii
Guided Activity
Show a picture to the class and let them describe the picture.
(Picture of old tires outside the garage)
Ask:
1. If these are your tires, how will you tell lyour father that you want to keep
them properly? (Og inyo ni nga mga ligid, unsaon ninyo pagsulti sa
inyong Papa nga gusto kamo nga ang mga ligid niya inyo nanghiposon o
ipangkulob?)
2. How will you tell your younger brother /sister to regularly change the
water in the flower vase? (Unsaon nimo pagsugo ang imong manghod
nga imong ipayabo ang tubigsa flower vase o plorera?)
3. What will you say after your request was granted? (Unsa man
angimongisultiinig human nimoogsugokaniya?)
4. How will you tell your neighbors that you want them to cover their water
container? (Unsaon nimo pagsulti sa imong silingan nga imong
patabonan ang ilang pasong satubig?)
Independent Activity
In pairs, the pupils will make a short announcement about ways and
measures to prevent dengue.Let them present their announcement in the
class. (Parisa ang mga tinun-an ug pabuhata sila ug pahibalo sa mga
pamaagi sa pagsumpo sa Dengue. Ipakita kini sa klase)
Application
Acting out of the different situations presented above. (Guided Activity)
(Ipadrama ang mga sitwasyon nga gipakita (Guided Activity)
Day 5
Objectives
b. Use culturally appropriate expressions to show agreement/ disagreement
on certain community issues.
d. Read the text and use detailed sentences to respond orally or in writing
to factual comprehension question about three forms of brief texts.
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Evaluation: (Assessment Day)

A. Spelling (Mastery Test)
B. Performance Test
Give situations for the pupils to act:
Dramatization using appropriate expressions in agreing and disagreeing.
C. Written Test.
Let the pupils open their LM Unit 4, week 36 Katapusang Buluhaton.
Week 37
Objectives
1. Oral Language
a. Participate in and initiate more extensive social conversations with peers on
unfamiliar topics by asking and answering questions and restating and
soliciting information.
2. Word Recognition
a. Read with understanding poems consisting of words being studied
3. Fluency
a. Read aloud grade two level texts with an accuracy of 95-100%
b. Read poems with ease and fluency
a.Use culturally appropriate expressions to show locations.
b.Use imperatives to give simple three to six steps directions in a culturally
appropriate manner
a. Use decoding skills to read more complex words independently.
a. Read and answer higher order factual and implied comprehension
questions.
7. Omprehension of Informational Texts
a. Give their own opinions and reactions on issues as an output of their
research
8. Attitude Towards Language Literacy and Literature
a. Express love for reading and informational text.
b. Show love for reading by making comments and answering higher order
thinking questions.
Subject Matter
A. Social converstions
B. Imperatives and directions
C. Poem
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Materials: song Magtanom Kitang Tanan; poem Ang Kahoy; pocket chart; strips
of papers; pictures of objects and happenings
Theme
Helping our Community: Tree Planting
Value Focus
Helping each other in planting and saving trees
Procedure
Day 1
Objectives
a. Read with understanding poems consisting of words being studied
b. Read aloud grade two level texts with an accuracy of 95-100%
c. Read poems with ease and fluency
d. Read and answer higher order factual and implied comprehension
questions.
1. Have a warm up activity by singing a song: Magtanom Kitang Tanan LM
Unit 4, week 37. Prepare an action for this song to make it more enjoyable to
sing.
2. Ask:
What does the song ask us to do? (Unsay giagni nga angay natong
buhaton sa kanta?)
Why do you plant trees in your place? (Nganong nananom man kamo og
kahoy sa inyong lugar?)
How can trees help us? (Unsa may ikatabang sa mga dagkong kahoyngari
kanato?)
How did you take care of the trees you planted?(Giunsa ninyo sa paggalam
ang inyong mga gipananom?)
3. Present pictures of different natural disasters or katalagman. Let the pupils
identify the different disasters.
Provide different pictures of things placed in the pocket chart. Havethe class pick
a thing that comes from a tree and paste it on the tree chart.Encourage pupils to
give more things that come from trees.
Say: Unsay ipasabot sa balak nga atong basahon karon?Post the poem on the
board. (Copy from LM Unit 4, week 37 Basaha Ang Kahoy)
During Reading
The teacher reads the poem with correct pacing, intonation and expression. The
pupils read the poem after the teacher.
Post Reading
271
Ask: (Encourage the pupils to answer in simple and complete sentences)

a. What is talked about in the poem? (Unsay gihisgutan sa balak?)
b. How was the tree being described in the poem? (Giunsa sa paghulagway
ang kahoy sa balak?)
Assignment
On a sheet of paper letthe pupils write the importance of trees.
Day 2
Objectives
a. Participate in and initiate more extensive social conversations with peers on
soliciting information.
b. Use culturally appropriate expressions to show locations.
c. Participate in and initiate more extensive social conversations with peers on
Preparatory Activities
A. Checking of assignment
B. Using the graphic organizer
The teacher prepares strips of paper. Volunteer picks one paper that contains
the importance of trees and reads it in front of the class independently.
Trees give us shade and shelter.

Makahatag kanato og landong ug
kapasilongan ang mga kahoy.
Trees give us water.

Maghatag kanato og tubig ang mga
kahoy.
Trees give us fruits to eat.

Maghatag kanato og prutas nga
makaon ang mga kahoy
Trees protect us from flood and
drought.
Makapanalipod kanato batok sa
pagbaha ug huwaw ang mga
kahoy.
Trees give us lumber.

Maghatag kanato og tabla ang mga
kahoy.
Trees are colorful.
Mabulokon ang mga kahoy.
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Group Activity
1.Group the pupils and give each group pictures of different natural calamities
and pictures of benefits we get from trees.
2. Give the group 10 minutes to discuss among themselves on the assigne
pictures.
3. Call a volunteer from each group to report.
Processing of responses: Guide questions
a. What are the places usually visited by typhoon?
b. Why do you think that these places are always visited by typhoon?
c. What happens when there is typhoon?
d. What are the benefits we get from trees?
Assignment:
Let the pupils write a slogan about importance of trees
Day 3
Objectives
a. Use culturally appropriate expressions to show locations.
b.Useimperatives to give simple three to six steps directions in a culturally
appropriate manner
Cheking of Assignment
Processing of responses
Get the common responses
Engagement Activity
1. Show a picture of pupils planting trees to the class and ask them to describe the
pictures.
2. Group pupils and distribute to each group an envelope containing sentences to
be followed in Tree Planting.
3. Let the group discuss among themselves for 5 minutes the step assigned.
4. Publishing and reporting of assigned steps.
Group 1 Seed Selection
Group 2 Preparation of planting site
Group 3 Things needed during Tree Planting Day
Group 4 Care of the planted young trees
Ask:
Did you enjoy the activity? (Nalingaw ba kamo sa inyong gihimo?)
Why do we need to follow these simple steps in planting trees? (Nganong
angayan man natong sundon ang mga pamaagi sa pagpananom og kahoy?)
Application
Let the pupils answer the questions:
a. Why is tree planting important?
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b. Where do we plant more trees? Why?

Assignment
Cut pictures of natural calamities. Paste it on a bond paper. Label and describe
the picture.
Day 4
Objectives
a. Read and answer higher order factual and implied comprehension
questions.
b. Give their own opinions and reactions on issues as an output of their
research.
Checking of assignment
Call volunteers to read and show their work to the class.
Presentation
1. Let pupils post their work on designated places.
2. Allow them to have a Gallery Walk and note down common pictures and
descriptions.
3. Instruct the pupils to group the pictures according to calamities.
Example: Earthquake
Typhoon
Drought
Flood
4. Processing of Outputs. Encourage pupils to give their opinions and reactions on
their outputs.
5. Compare the groupings
Ask:
What calamities presented above can be prevented
How can we prevent these calamities from happening?
Values Integration
: Helping each other in planting and saving trees.
Day 5
Objective
a. Give their own opinions and reactions on issues.
Assessment Day
Let the pupils write their opinions on how to prevent calamities from
happening.
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Week 38
Objectives
1. Oral Language
a. Respond to the story and news article read through illustrations and
dramatization.
b. Explain and give reasons to issues and news articles studied using
culturally appropriate expressions.
2. Word Recognition
a. Read at least 200-300 words appropriate to the grade level.
3. Fluency
a. Read with automaticity 200 grade 2 level high frequency sight words.
b. Read short stories with ease and fluency.
4. Spelling
5. Hand Writing
a. Write short narrative stories that include elements of setting and
characters.
6. Composing
a. Compose a story using appropriate words and coherent texts.
a. Create a simple dictionary of words frequently used in the lesson.
8. Reading Comprehension/Activating Schema & Prior Knowledge
a. Infer the characters` feelings based on their actions or on what they say.
9. Reading Comprehension/Comprehension of Literary Texts
a. Compare and contrast the motives of characters in a work of fiction.
b. Sequence events in the story and news articles by telling which happened
c. Compare and contrast different authors` use of literary elements.
d. Read a story and identify the beginning, middle and end.
a. Locate specific information in the text to find answers to simple and
higher level questions.
b. Cite the problem and the most likely solution to events of news article
read.
c. Manifest comprehension of informational texts through sequencing the
events of literary selection read using cohesive devices
11. Reading Comprehension: Attitude Towards Language, Literacy and Literature
a. Express love for stories by reading more literary and informational texts.
b. Show love for reading by listening attentively during story reading, and
Subject Matter:
A. Elements of Story: characters, setting and events
B. Sequencing
275
C. Composing a story
D. Creating a simple dictionary of terms being studied
Materials
News report biktima ni Loleng,naghuot sa evac center; song; story
Pagpangandam sa Pasko; pictures
Theme
:Helping my Community in Vegetable Growing
Value Focus
: Conserving Community Resources
Procedure
Day 1
Objectives
a. Express opinion on the news article being studied in culturally appropriate
expressions.
b. Give the meaning of words being read through giving its synonyms.
c. Sequence events in the news article being studied by telling which happened
d. Read the literary selection and identifying the literary elements of plots,
setting, and characters.
Review the elements of a story by identifying what element is being described
below:
__________ 1. Sila ang mga tawo nga naglihok sa istorya.
__________ 2. Mao kini ang lugar ug panahon sa istorya.
__________ 3. Kini ang mga pagkasunod sa mga panghitabo sa istorya.
Pre-Reading
1. Unlock the following words as they are used in the sentences:
a. Gihimongevacuation
centerangBarba
Sports
Complex
alangsamganawad-an
ugpanimalaytungodsabagyongLoleng.
Ang
evacuation center kay usa ka _____ .
A. tambalanan
B. eskuylahan
C. pasilonganan
b. GikatahosaradyoangmgahitabosasiyudadsadihangmiigoangbagyongLole
ng.
A. gibalita
B. gisinggit
C. gipakita
c. Angmgapagkaonugtambalngagipanghatagsamgabiktimamaoymakasulba
dsaproblemasagutomugsakit
A. tubag
B. solusyon
C. hinabang
d. Naglisod sa paggamit og mga pansayanang mga evacuees tungod sa
ilang kadaghan maong bisan asa nalang nangihi ug nangalibangang
uban.
A. comfort room
B. computer room
C. home economics room
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2. Activating Schema & Prior Knowledge

Show pictures of an evacuationcenter where victims of a typhoon are housed.
Have the pupils tell something about how they feel towards the people in the
pictures.
Ask:
a. What do you see in the pictures?
b. How do you feel looking at those infants, pupils, etc. in the pictures?
Say: Magbasakita karon og usa kabalita. Atong susihon kon unsay gipasabot
niini.
Post the news on the board.
Talk about the author and the headline of the news report.
Ask the pupils why it is a news report.
During ReadingLM Unit 4, week 8;Biktima ni Loleng, naghuot sa Evac Center
Pupils will read the news report aloud.
Post Reading
1.Ask:
A. What was the news report about?
B. Who were the people involved in the report?
C. Where did the report/incident happen?
D. When did it happen?
E. Describe the situation of the victims according to the report?
F. How can you help the victims of the typhoon in your own little way?
G. How can we prepare for typhoons?
2. Let the pupils read the the news with correct expression and proper
intonation.
3. Ask:
What is the news about? (Mahitungod sa unsa ang atong gibasa nga
balita?)
What happened first? (Unsa man ang unang panghitabo niini?)
What happened next? (Unsa man ang sunod nga mga panghitabo
paghuman sa bagyo?)
What else has happened? (Unsa pa man ang laing mga panghitabo nga
nahisgutan?)
What happened last? (Unsa may katapusang gihisgutan sa balita?)
4.
Pupils will enumerate the events that happened in the news report.
Day 2
Objectives
a. Express opinion on the story, legend, events, activity, situations, essays,
news articles, school and community issues using culturally appropriate
expressions.
277
b. Cite the problem and the most likely solution to events of news article read.
c. Manifest comprehension of informational texts through sequencing the events
of literary selection read using cohesive devices
1.Ask some pupils to do some demonstrations/actions in front of the class. The
rest of the pupils will guess the situation/condition being portrayed.
Actions: a. Two (2) pupils walking with great difficulty in a flooded street.
b. One pupil holding an umbrella while the wind is blowing very hard
because of a typhoon.
c. Students running down from a school building because of a fire.
Ask:
How did you manage to guess the situation or condition being portrayed?
Did you find the activity difficult to answer? Why, or why not?
A. Have a review of the text read yesterday. Ask the following questions to the pupils
while there are already ready-made answers written on cartolina strips.
1. What is the news about? Bahin sa unsa ang balita?
2. What was the effect of the typhoon? Unsay kadaot nga nahimo sa bagyo?
3. What is the situation of the evacuees at the Sports Center? Unsay
kahimtang sa mga tawong namakwet sa Sports Center?
4. How did the government help the typhoon victims? Giunsa pagtabang sa
gobyernoang mga biktima sa bagyo?
Answer 1.Padulong na sa gawas sa nasod ang bagyong si Loleng.
Answer 2. Adunay kapin sa 500 ka biktima ang bagyo.
Answer 2. Daghan ang nawad-an og balay, kabtangan ug kapanginabuhian.
Answer 2. Namasilong ang mga nawad-an og balay sa Barba Sports Complex.
Answer 3. Nagkulang sila sa pagkaon ug tubig.
Answer 3. Naglisod sila sa pagkatulog ug paggamit sa pansayan tungod sa ilang

kadaghan.
278
Answer 4. Nagpadayon sa pagpadala ang gobyerno og mga hinabang alang sa

mga biktima.
Ask the pupils to answer the questions one by one. The teacher will also show to the
class the answers which are written already on cartolina strips. The answers will be
posted on the board sequentially.
B.
Let selected pupils read the answers on the board.

Ask:
o What can you say about the events written in the cartolina strips? Are
these the sequence of events found in the text that we read? (Unsa may
inyong ikasulti sa mga panghitabo nga gisulat sa cartolina strips? Mao ba
usab kini ang han-ay sa mga panghitabo gikan sa balita nga atong
gibasa?
o What do we call the arrangements of events in the news that we read?
(Unsa may tawag nato niining atong gihimo nga paghan-ay sa mga
panghitabo gikan sa balita?) (Answer: sequencing of events)
o Why did you understand easily the news report? (Nganong nasabtan
dayon ninyo ang balita nga atong gibasa?)
o What happened first? Second? Next? What was the last event? (Unsa
may unang nahitabo? Ang sunod nga mga hitabo?Unsa man ang
katapusang mgapanghitabo?)
o Why is it easy to find the first, second, next and the last event from the
news that we read? (Nganong sayon tultulon ang una, sunod ug
katapusang hitabo sa balita nga atong gibasa?)
o What happens when the events in the selection that we read are
arrangedsequentially? (Unsa may nakaayo kon ang mga panghitabo sa
atong giba sa husto ang pagkasunod?)
C. Have some pupils explain what is being done when sequencing events of
news report and why it is important to sequence events in a text being read.
Day 3
Objectives
a. Respond to the text studied through dramatization
b. Locate specific information in the text to find answers to simple and higher
level questions.
c. Sequence the events of literary selection read using cohesive devices
Form students into 3 groups and have them present a short skit portraying
different situations in the community, re:
a. coastal clean-up after a typhoon
b. intensifying the clean and green program in the school
c. conseration of the community resources
279
Engagement Activity
1.Post on the board the prepared cartolina strips which tells about an incident:
Fire in the Home Economics room in one of the schools in their place. (The strips are
not arranged according to the correct sequence.)Let the pupils read each strip. Then
let them arrange the strips according to the correct sequence of events.
Udto kadto ug nangaon ang mga bata sa lunch counter nga nahimutang
kilid sa Home Economics building.
Nakakita ang mga bata nga adunay baga nga aso nga naga gikan sa
sulod sa Home Economics building.
Nanagan ang mga bata ug gitawag nila ang ilahang maestro aron sultian
sa ilang nakita nga bagang aso.
Gipahibalo dayon sa maestro ang ilahang principal.
Nabati sa tibuok eskuylahan ang tingog sa trak sa bomber nga
nagsingabot.
Napatay dayon ang sunog nga didto sa Home Economics building.
Processing of outputs
After the events had been sequenced, ask pupils to read each one.
Ask:
1. How did you arrange the events? (Giunsa man ninyo sa paghan-ay ang
mga panghitabo?)
2. Who are the characters in the events that we arranged? (Kinsa man ang
mga gihisgutan sa atong gihan-ay mga panghitabo?)
3. Where did this happen? (Diin man kini nahitabo?)
4. What happened first? Next and last?(Unsa man ang unang
nahitabo?Sunod nga katapusang hitabo?)
5. Why is it easy to understand what you read? (Nganong sayon rang
masabtan ang gibasa?)
6. Why is it important that events in a news or story that we read
aresequenced? (Unsa man ang nakaayo kon ang mga panghitabo sa
usa kagibasa nga balita o istoryanahanay og tarong?)
7. What are the similarities and differences of this story from the news
reportthat we read before? Unsa man ang kalainan o pagkapareha
niining atonggihan-ay karon sa atong gibasa nga balita kagahapon
mahitungod sa bagyo?
Then, ask the pupils to rewrite all the events in a paragraph form.
Generalization
Ask: Why is sequencing of the events in the selection being studied important?
How can we sequence events effectively?
280
Application
Form the students into 3 groups. Give each group a short story to read.
Let them identify the characters and the setting of the story. Then let them
sequence the events in the story. Present their outputs in the class thru a
reporting.
Assignment:
Ask pupils to bring bond papers, pair of scissors, ribbon or yarn, ruler
and colored pencils.
Day 4
Objectives
a. Compare and contrast different authors` use of literary element.
b. Read the literary selection and identify the literary elements of plots, setting,
and Characters
c. Read a story and identify the beginning, middle and end
d. Read at least 200-300 words appropriate to the grade level.
e. Read aloud grade two level texts with an accuracy of 95 100 %.
Motivation (Refer to the LM Unit 4, week 38 Basaha Utanon)
Ask: What line or lines of the poem you like and why? Unsa ang linya o mga linya sa
balak ang imong nagustohan ug ngano man?
Guided Practice
Say:Atong basahon ang usa ka sugilanon ug atong sutaon kon unsay buot ipasabot
niini.Human ogbasa, isulat sulod sa mga kahon ang mga gipangayo nga mga
detalye gikan sagibasa. LM Unit4, week 38 Ikaduhang Buluhaton Basaha
Ang Pagpananom
A.Divide the class into 3 groups. The first group shall identify the characters in the
story. The 2nd group identifies the setting, and the 3rd group sequences the events as
to what happened first, second, next and up to the last.
Ulohan sa Istorya
Mga Nagdala
1.
2.
3.
4.
5.
6.
Nahitaboan
Lugar:
Han-ay sa mga Panghitabo

Unang hitabo:
Panahon:
Sunod:
Uban pang hitabo:
Kataposan:
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B. Presentation of outputs and processing

Ask:
1. Describe the characters, setting and the sequence of events in the story.
(Unsa may Ikasulti ninyo sa mga nagdala sa istorya nga atong gibasa? Sa
nahitaboan? Sa han-ay samga panghitabo?)
2. Why is it easy to understand the events in the story? (Nganong dali rang
nasabtan ang mgaPanghitabo sa istorya?)
3. What can you say about the characters in the selection? (Unsa may inyong
ikasulti sagipakita nga buhat sa mga nagdala sa istorya?)
4. What part/event in the selection touched you most? Why? (Unsang
panghitabo saistorya ang nakapadayeg kanimo pagmaayo? Ngano man?)
A. Dictation of words being studied
nawagtangan
namasilong
nanagan
gikataho
naghuot
naglisod
nabati
pulong
maya
nahimutang
nahitabo
gibalita
gipanghilantan
gipahibalo
hinabang
han-ay
nadasig
saulogon
B. Say: Ipagawasangmgagitugonnakongadalhononninyosa assignment

gahapon. Magbuhat kita karon
ugListahansamgaPulongngagipanggamitsamgaistoryangaatonangnabas
a. Sundakiningmgadireksyon. (Refer to LM Unit 4, week 38 Ikatulong
Buluhaton)
C. Presentation/Displaying of outputs on the walls for everyone to see.
Assignment
Bring: pictures of any kind
old manila papers
paste/glue
pentel pens/colored pens

scissors
art papers
Day 5
Objectives
a. Locate specific information in the text to find answers to simple and higher
level questions.
b. Manifest comprehension of informational texts through sequencing the events
of literary selection read using cohesive devices
c. Compose a story using appropriate words and coherent texts.
282
Culminating Activity
Divide the class into 5 groups. Using the pictures and the materials the pupils
had brought, ask the pupils to make a collage. Then ask them to make a
story out of the collage they had made and present it in the class. Have them
point out the elements of their story.
Week 39
Objectives
1. Oral Language
a. Listen and interact with others in a group or class discussion.
2. Work Recognition
answer higher order thinking questions about them.
3. Spelling
4. Handwriting
a. Observe mechanics when copying/ writing sentences, paragraphs and
stories/ capitalization. Write space between words and correct
punctuation marks.
b. Follow a model to write a friendly and excuse letter.
5. Composing
a. Write letter of invitation observing the correct format.
a. Apply knowledge of the language to analyze and derive meaning from
b. Understand and orally identify the features and elements of common
7. Attitudes towards Language, Literary and Literature
a. Express love for stories by reading more literary and informational text
Subject Matter
A. Spelling
B. Letter writing observing correct format
Materials
: letter, pictures
Theme
: Helping my Community: Vegetable Growing
Value Focus: Conserving Community Resources
283
Day 1
Objectives
a. Listen and interact with others in a group or class discussion.
situations and events.
higher order thinking questions about them.
Preliminary Activities (Pre-Reading)
1. Unlock the difficult words as they are used in the sentence.
a. adlaw nga natawhan
Ugma ang sumad sa adlaw nga natawhan ni Karen. Mao kana ang
adlaw nga siya ______.
A. gipanganak
B. gibunyagan
C. gipaeskuyla
b. nagadapit
Kon nagadapitka sa imong mga amiga para moadto sa pista sa inyoha,
ikaw _______ kanila.
A. naglagot
B. nangimbitar
C. nangaway
c. party ( show a picture of a birthday party )
Si Anabel miadto og usa ka birthday party.Siya nakakita ug _________.
A. daghang libro
B. daghang tindang isda
C. lamiang
pagkaon
Show a picture of a cake, balloon, ice cream, party hat and spaghetti.
Then ask:
1. Where do you usually find these things? (Asa mang dapita kasagaran
makita kining mga pagkaona/butanga?)
2. Who among you here have experienced having a birthday party? (Kinsa
man ninyo dinhi ang nakasuway na og saulog og usa ka birthday party?)
3. Who were there during the party? (Kinsa may diha nga nitmbong sa
maong party?)
4. Why were there lots of friends who attended the party? (Unsa may imong
gibuhat nga diha may daghang nanambong sa imong party?)
5. How did you invite them? (Giunsa man nimo sila pagdapit?)
6. What type of letter is this? (Unsa man ning klaseha sasulat?
Say: Karon, magbasa kita og usa ka sulat nga nangimbitar. Atong sutaon kon
unsay mabasa nato sulod sa sulat.
During Reading(LM Unit 4, week 39 Basaha 1)
First Reading
The teacher reads the text without interruptions while the pupils listen.
Second Reading
Call 1-2 pupils volunteers to read the letter.
284
Third Reading
Reading by the whole class
Post Reading
Kinsay nagpadala sasulat?
Para kang kinsa ang sulat?
Tagadiin si Erheka?
Ngano nagpadala ogsulat si Erheka?
Kanus a man ang iyang birthday party?
Asa man kini pagahimuon?
Kon ikaw si Erheka, unsa man ang imong bation kon ang imong mga
giimbitar nga amiga mitambong sa imong party?
Kinsa man kaninyo ang nakadawat na og sulat nga nag-imbitar? Unsa may
inyong gibati pagkadawat sasulat?
Day 2
Objectives
higher order thinking questions about them.
c. Understand and orally identify the features and elements of common
A. Review
Post on the board the letter that was read yesterday and call some pupils to
read it. Then, let them identify the different parts of the letter. Publish on the
board the different parts and mark the parts of the letter.
B. Engagement Activities
1.The pupils burst the balloon and then read the situations written on the rolled paper
inside. Let them identify the kind of letter that needs to be written based on the given
situations. The teacher writes the answers on the board.
Situations:
Dili ka kaeskuyla kay gihilantan ka.
Nakadawat kag bag- ong relo gikan sa imong tiya Jahzel.
Adlaw nimong natawhan og dapiton nimo ang imong amiga sa inyoha.
Ask: Unsay inyong gibati samtang naghimo sa buluhaton?
Sayon ra ba ninyong natuman ang buluhaton?Ngano man?
Divide the class into three (3) groups. Give an envelope to each group
containing the activity. Let them do the task in 10 minutes.
GROUP 1:Write the following parts of a letter correctly. Capitalize the first letter
and put the necessary punctuation marks.
285
a.
b.
c.
d.
e.
f.
dear aunt dindi

toledo city
dear dr. cruz
thank you
february 4 2012
Friday
mahal kong tiya dindi

toledo city
dear dr. cruz
daghang salamat
pebrero 4 2012
beyernes
GROUP 2: Below is an outline of an excuse letter.Place the meta strips in

correct position to form an excuse letter.
____________________
____________________
_____________________,
,
Balamban, Cebu
Ana Ramos
Huyo 28, 2012
Palihog pasayloa ako sa pagpalta gikan sa

klase kagahapon tungod kay gihilantan ako.
Gidala ako sa akong Inahan sa doktor.
Dear Mrs. Cortez,
Imong magtutudlo,
GROUP 3: The letter below has jumbled parts. Rearrange the parts in the
correct order observing the correct format.
1. Imong Amiga,
2. Dear Maricel ,
3. Mag-edad na ako og 8 karong Nobyembre 27. Ako kanang adlaw nga
natawhan. Maghikay ang akong Mama sa akong adlaw. Himoon kini sa
amoang panimalay sa alas-3 sa hapon. Ikalipay ko kon ikaw motambong
niining adlawa.
4. Sta. Cruz, Toledo City
November 15, 2012
5. Precila
Presentation and Processing of the Activity
Ask:
What was the content/message of the 3 letters; group 1, 2 and 3? (Unsa may
gipasabot sa unang sulat? Sa ikaduha ug sa ikatulo?)
Explain how the 3 letters differ from each other? (Unsa may kalainan sa 3 ka
sulat?)
How do we call these letters? (Unsa may tawag aning tulo ka mga sulat?)
When do we use these letters? (Kanus-a man nato gamiton kining mga
sulata?)
286
Day 3
Objectives
a. Observe mechanics when copying or writing words, sentences and
paragraphs observing the correct indention, margin and punctuation marks.
b. Understand and identify orally the features and elements of common
Game:
The teacher groups the pupils into 4 groups. Each group will form the picture
of a birthday party setting out of the given cut-out pictures. As soon as the
group is finished with the activity they sing a birthday song.
Engagement Activity
The teacher distributes the strips to the pupils and asks them to read the
phrases written on the strips. Let them place it in their proper place observing
the correct indention, margin and punctuation marks.
a. Imong Higala,
b. San Fernando, Cebu
December 25, 2012
c. Salamat sa libro nga imong gihatag kanako. Nalingaw kaayo ako nga
nagbasa niini. Makapa-interes kaayo mao nga ako usab nga
gipahulaman sa akong mga higala.
d. Jocelyn
e. Dear Arlene,
Ask:Who wrote the letter? (Kinsay nisulat sa sulat?)
To whom did she write the letter? (Kinsay iyahang gipadalhan sa sulat?)
Why did she write the letter? (Nganong nagsulat man siya?)
What are the five parts of a letter? (Unsa ang 5 ka parte sasulat?)
What are the things to be observed in writing a letter? (Unsay mga
angayang bantayan kon magbuhat ug sulat?)
Call 1-2 pupils to read the letter.
The teacher names the part of the letter and calls a pupil to point on the chart
the part being mentioned. What information does it give? What punctuation
marks are used?
Generalization:
Ask:
What are the kinds of letter? Unsa ang mga klase sa sulat?
How do these letters differ from each other? Unsay nakalahi aning mga sulata?
What are the different parts of a letter? Unsa ang mga parte sa sulat?
What are the tips in writing a letter? Unsay mga bantayanan sa pagbuhat og sulat?
Application
Below are the different parts of a letter. Identify which part of the letter are these?
287
_____________ Albert
_____________ Dear Jerry
_____________ Bato, Naga City
_____________ May 15, 2012
Day 4
Objectives
c. Observe mechanics when copying or writing words, sentences and
paragraphs observing the correct indention, margin and punctuation marks.
A. Preparatory Activity
1. Spelling:
Pebrero
birthday
minahal
kasumaran
natawhan nagadapit
giandam
party
2. Motivation
Unsa ang mga butang nga nadawat ninyo atong niaging pasko?
Kinsa man ang naghatag ninyo niini?
Unsa may buhaton kon dunay mohatag kaninyo?
3. Presentation
The teacher presents a sample thank you letter. (LM Unit 4, week 39
Ikaupat nga Adlaw - Basaha )
Discussion
A. Answering comprehension check-up
1.Who wrote the letter?(Kinsay nagsulat?)
2.Where is Alma now? (Tagadiin ang gipadalhan sa sulat?)
The teachers discuss the use of capital letter and correct punctuation marks.
B. Hand writing
Let the pupils copy the letter above in a clean sheet of paper observing
correct punctuation marks, capitalization, indentions and formats.
Day 5
Objectives
a. Observe mechanics when writing a letter.
b. Write space between words and observe correct punctuation marks.
c. Follow a model to write a friendly and excuse letter.
288
Culminating Activity and Assessment Day

Divide the class into 2 groups. Group 1 writes different situations while group 2
identifies the kind of letter that corresponds to the given situation. Ask ten (10) pupils
from each group to form a line facing each other. Let the pupil in group 1 read the
written situation she had written and the pupil in group 2 identifie the kind of letter
based on her situation. If group 2 pupils can answer correctly, the point goes to their
group. If not, group 1 gets the point. After all pupils had read and answered, have
another set of ten pupils to do the same until all the pupils had joined the activity.
Then, ask the pupils to write a simple letter of invitation observing the correct
format and punctuation marks with the help of the sample letter.
Week 40
Objectives
1. Oral Language
school and community issues, situations and events.
2. Word Recognition
3. Fluency
a. Read with automaticity 200 grade two level fluency sight words.
4. Spelling
5. Composing
a. Write essay and story observing correct punctuation marks, capitalizations,
b. Compose a story using appropriate words and coherent text.
a. Respond orally and in writing factual comprehension questions about stories
by answering higher order questions.
b. Use expanded vocabulary and descriptive words in oral and written responses
to simple texts.
c. Apply knowledge of the language to analyze and derive meaning from
a. Express love for stories by reading more literary and informational text.
b. Show love for reading by listening attentively during story reading and making
Subject Matter
A. Story
B. Reading Multi-syllabic words
C. Correct punctuation marks, capitalizations, indentions and format in
writing stories
Materials
: pictures; song Hain Na?; story Ang Lola ni Merla
Theme
: Our Community Resources
289
Value Focus: Responsible Stewardship

Procedure
Day 1
Objectives
a. Listen to and interact with others in a group or class discussion using
culturally appropriate expressions to explain or give reasons on certain
situations and events.
b. Respond orally and in writing factual comprehension questions about stories
read by answering HOTS questions.
Unlocking of Difficult Words
Ask the pupils to open their LM Unit 4, week 40 Hibalo - i Kini:
Developing motivation for the story through an action song Hain Na? (LM Unit 4,
week 40)
Ask:
1. Who are the members of the family mentioned in the song? Kinsa ang mga
miyembro sa pamilya nga gihisgutan sa kanta?
2. Who are the other people living with you in your house? Kinsa man ang
kauban ninyo ug puyo sa inyong panimalay?
3. Say something about them. Sulti og kasinatian kabahin nila.
Say:
Today we will be reading a story about the life of a girl living with her
grandmother. (Magbasa kita karon ug mahitungod sa usa ka batang babaye nga
nagpuyo kuyog sa iyang lola. Atong sutaon kon unsay mga hitabo sa iyang kinabuhi
kuyog sa iyang lola.)
During First Reading(LM Unit 4, week 10 - Basaha)
Read the text without interruptions while the pupils listen.
Second Reading
Read the text again while pointing the sentences in each page. Ask questions as
you finish 2-3 sentences before going to the next page. Let the pupils share
their ideas.
Processing Questions:
Ask:
Who is the child in the story? 9Kinsa ang bata saistorya?)
Why is the child living with her grandmother? (Nganong nagpuyo man ang
bata ipon sa iyang lola?)
How was the child loved by her grandmother? (Giunsa pagpangga sa iyang
lola ang bata sa istorya?)
290
How did the child show her love to her grandmother? (Giunsa man usab sa
pagpakita sa bata ang iyang pagpangga sa iyang lola?)
How do we show our love to our parents, grandparents, brothers and
sisters? (Unsa man ang mga paagi sa paggpakita sa atong pagpangga
ngadto sa atong mga amahan/inahan/apohan/igsoon?
Why do you do these? (Nganong gihimo ninyo kini?)
Day 2
Objectives
a.Listen to and interact with others in a group or class discussion.
issues, situations and events.
Divide the class into 3 groups.
Group 1: Let the pupils complete the cluster map by answering the question:
-What are the good characteristics of Lola Mamita?
-Unsa man ang mga maanindot nga kinaiya ni Lola Mamita?
Lola
Mamita
Group 2:
The pupils will share with the group their happy experiences together with
their grandparents. They will write a two paragraph essay about their
experiences and read it front of the class.
Group 3:
The pupils will try to understand the story based on the sets of pictures
provided by the teacher. The group will arrange the pictures on the board
according to the sequence of the story and retells the story using the pictures
formed.
Presentation and processing of outputs
Ask:
1. What are the qualities of Lola Mamita? Unsay mga kinaiya ni Lola Mamita?
2. How did Lola Mamita show her love to Merla? Giunsa pagpakita sa lola
ang iyahang pagmahal kang Merla?
3. What are the good qualities of Merla? Unsa may mga maanindot nga
kinaiya ni Merla?
4. How did Merla show her love to her Lola Mamita? Giunsa pagpakita ni
Merla sa iyang pagpangga ngadto sa iyang lola?
291
5. What are the good qualities of your Lola/Lolo?

6. How do you show your love and respect to them?
Day 3
Objectives
b. Read with automaticity 200 grade two level fluency sight words.
c.Compose a story using appropriate words and coherent text.
Review: Let the pupils retell yesterdays story.
Spelling: Write the dictated phrases from the story.
nagpuyo ipon sa lola
nagtrabaho sa Amerika
nagsangpit sa ngalan
miluhod sa altar
ihatod sa eskuylahan
pinangga si Merla
wala sa higdaanan
mag-ampo ug mangadye
Post the written phrases spelled by the pupils (already prepared) on the board.
Let the pupils complete the phrases in order to form complete ideas and write
them on the board observing correct punctuation marks and capitalization.
Then ask some pupils to read the completed sentences aloud.
Writing Activity
In pairs, the pupils will write a short story about the good qualities of their
grandparents and how they show their love to them. Let some pupils read their
short story in front of the class.
Game:
(Message Relay) Group the pupils into three groups.
Group 1:
Give to group 1 an envelope containing word cards. At the count of three, the
first pupil in the group will get one word card, reads it silently, and whispers it to
the pupil next to him/her in the line. The pupil will pass the message to the next
member of the group until it reaches the last member. The last pupil will run in
front and say the word.
Group 2:
The teacher gives the group an envelope with pictures that match the word card
in group 1. The group will form a circle and look for the picture that matches the
word announced by the last pupil in group 1.
Group 3 will say something about the pictures presented by group 2.
292
Day 4
Objectives
a.Write a story observing correct punctuation marks, capitalizations, indentions
and format.
c. Use expanded vocabulary and descriptive words in oral and written responses
to simple texts.
Guided Practice
Group Activity: Divide the class into 5 groups. Each group will be given an
envelope with sets of pictures inside. The groups will write a short story out of the
given pictures, observing correct punctuation marks and capitalization. They will
write their answer on a manila paper and report it in class.
1st set of pictures there is a typhoon and people are busy relocating to a safer
place
nd
2 set of pictures people bringing chainsaw in the forest
3rd set of pictures children are eating and walking in the street unmindful of
the vehicles around them
4th set a house is on fire and people around are helping to put out the fire
while the others are hurriedly transporting their things to safety
5th set a child had drowned and some people are saving him
Group reporting and processing of their answers
Let the pupils write a two-paragraph essay about their own feelings when doing
the activity above.
Day 5
Objectives
a.Write a story observing correct punctuation marks, capitalizations, indentions
and format.
Culminating Activity and Assessment Day
Show one short news story on TV about the effects of a typhoon. Let the pupils
write a short story about it observing correct punctuation marks and capitalization.
293

Teaching Guide Mtb-Mle Grade2

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Teaching Guide Mtb-Mle Grade2

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Printed in the Philippines by ____________

Teachers Guide for

poem Ang Akong Pamilya,

I am glad to see and know each one of you.

Evaluation (Assessment Day)

looking, patient, understanding and most of all intelligent.

b. Sequence 3 events in the story by telling which happened first, second, or

What is the first

What is the last

c. Lets Fill inthe Form

a. Give a review on the biography of Roda Perez.

Spelling and Handwriting

2. Pupils are made to play Name Game

2. Group 2: Name Game

a. Activating Schema and Prior Knowledge

Unsa man ang relasyon

Nganong nag-away man

Unsaon man pagkuha og

Asa man nagsige og

2. Processing the Activity

3. Ask the following questions leading to the lesson on Ang, Angmga

I am Dr. Delos Reyes. I am a doctor.

(Ako si Mr. Santos.Usa ako ka matutudlo.)

(Ako si Engr. Lopez.Usa ako ka engineer.)

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

During Reading (Experience Story)

c. Communicate orally on ones basic needs.

e. Recognize correct spelling of words.

a. Predict what story is about based on personal experiences and

(Gamita ang mosunod nga possessive pronouns sa pahayag o

Processing of the Activity:

b. Discuss on the basic syllabication rules and phonics.

Unsay hilig sa putyokan? Unsay hilig sa langaw?

4. Illus. mother nursing the child

b. Talk about the community issues through advertisement by

alas 7:00 sa buntag sa tiilan sa Mt. Canlaon alang sa pagbalik sa kaanindot

2. The Negrense shows support to the Tree Planting.

Maayong hapon mga tigpaminaw.Kini ang inyong ubos nga higala,

Gidagpas ni mama ang mga langaw.

Small Envelope with: Manila paper, crayons, marking pens

Small Envelope with: 10 pcs. of Smileys

Four pieces manila paper, four markers

Hain na si Papa? (2x) Dia ra (2X)

Group 3 Role play on how the mother understands and disciplines

What kind of words are these?

C. Checking the Difference

F. Come, Let Me Tell You (Dali, Mag-istorya Kita)

Say : Let us read these words taken from the chant.

What letters were underlined? (tr, pw, pr, pl)

A. Writing a letter (Thank You Letter and Letter of Invitation)

Invitation Letter, Metastrips

Value Focus: Care for ones family

C. Play the game Message Relay using simple future tense.

Teachers Guide for

Value Focus: Caring each home, surrounding and family safety

Lunhaw ang dahon sa mangga.

What will you do to make them last long?

Evaluation (Group Activity-10 members per group)

balak ug hamubong sugilanon adunay duha o sobra pa nga mga nonsense

b. Use the degrees of adjectives in sentences in culturally appropriate

write short, clear announcement, notices etc. (cleanliness drive,