Mother Tongue-Based
Multilingual Education
(MTB-MLE)
Teacher’s Guide
Sinugbuanong Binisaya
Sinugbuanong Binisaya
2
Mother Tongue-Based
Multilingual Education
(MTB-MLE)
Teacher’s Guide
(Unit 3- Week 30)
Sinugbuanong Binisaya
This instructional material was collaboratively
developed and reviewed by educators from public and private
schools, colleges, and/or universities. We encourage teachers
and other education stakeholders to email their feedback,
comments, and recommendations to the Department of
Education at [email protected].
We value your feedback and recommendations.
Department of Education
Republic of the Philippines
Mother Tongue Based Multilingual Education – Grade 2
Teacher’s Guide: Sinugbuanong Binisaya
First Edition, 2013
ISBN: ___________
Republic Act 8293, section 176 states that: No copyright shall subsist in any
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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 Teacher’s Guide
Consultant and Coordinators: Gurmensinda Sasam, Carmencita C.
Denampo
Authors: Caren S. Selgas, Gea C. Alonso, Irene T. Pilapil, Ma. Mariza A.
Manlangit, Lucia L. Zapanta, Rochelle L. Binoya, Jovelyn C. Quindao, Lorna
C. Mahilum.
Reviewers: Nena V. Miñoza, Ma. Jesusa C. Despojo, Marcelita S. Dignos
Illustrators: Rosanna S. Andales
Layout Artist: Jocelyn M. Conta, Tomas T. Pastor, Sheila Marie Laurel,
Alberto M. Adlawan
Printed in the Philippines by ____________
Department of Education-Instructional Materials Council Secretariat (DepEdIMCS)
Office Address:
2nd Floor Dorm G, Philsports Complex
Meralco Avenue, Pasig City
Philippines 1600
Telefax:
(02) 634-1054, 634-1072
E-mail Address:
[email protected]
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
a. Read phrases and sentences consisting of words being studied and
answer higher order questions about them
3. Fluency
a. Read aloud grade two levels text with an accuracy of 95-100%
4. Spelling
a. spelling words correctly in the list of content words in the vocabulary
5. Handwriting
a. Write sentences and paragraphs observing correct punctuation marks,
capitalization, indentions and format
6. Vocabulary and Concept Development
a. Use decoding skills and knowledge of academic and social vocabulary to
begin
7. Reading Comprehension
a. Make inferences on what is likely to happen next based on the events in
the local news
8. 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
9. Comprehension of Informational Text
a. Express love for stories by reading more literary and informational texts
b. Show love for reading by listening attentively during story reading and
making comments ad answering higher order thinking questions
Subject Matter
A. A.Informational Texts
B. 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 one’s religion, cooperation
and teamwork
1
Procedure
Day 1
Objectives
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;
c. Read phrases and sentences consisting of words being studied and answer
higher order questions about them;
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 other’s 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
Developmental Activity
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
2
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:
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).
Preliminary Activity
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.
Developmental Activities
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
3
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:
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
Preliminary Activity
Checking of assignments
4
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?)
Presentation of the Lesson
Distribute newspapers to class with a ratio of 1:3 (one newspaper for three
pupils)
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.
Developmental Activity
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)
5
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.
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
higher order questions about them;
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
making comments and answering higher order thinking questions
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
6
Day 5
Evaluation ( Assessment Day)
Let the pupils open their LM and do Unit III, Week 30, Activity A,
IkatulongBuluhaton
Oral Language
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
7
For inquiries or feedback, please write or call:
Instructional Materials Council Secretariat (IMCS)
Department of Education (DepEd)
2nd Floor, Dorm G, Philsports Complex, Meralco Avenue
Pasig City, Philippines 1600
Telefax: (632) 634-0901 or (632) 634-1072
e-mail: [email protected] or [email protected]
DeTxt: Globe and Smart: 2622
ISBN No. _________________________