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anchored on scientific researches articulated through responsive instruction, extension and production, reinforced by
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Module in ECHED 10

(Content and Pedagogy in the

Mother Tongue Based –
Multi-lingual Education)

To the user of this module:

 This module includes three chapters as part of the topics covered in the
final term of the subject ECED 10;
 Each lesson contains different learning activities in which you will be
required to answer. You can use a separate piece of paper as answer
sheets for every activity;
 This module was developed as part of UA’s response to bringing you
quality instruction despite the threat posed by COVID 19, therefore how
you show your commitment reflected in your answers will be the basis
for giving you your rating;
 If you encounter difficulties regarding this module, feel free to ask your
instructor whom you can reach thru messenger or this number –
09753376265.
Lesson 1
Teaching Methodologies that Enliven the Class

Lesson Outcomes:
1. Identified the steps specific for each strategy to teach mother tongue
2. Constructed own lesson exemplar on own mother tongue

Discussion:
The ways to learn the mother tongue are varied and interesting. Your choice depends on
the different needs of the learners, the teaching-learning materials, the subject matter, and your
own familiarity with the method.

There are four strategies that we need to learn. These are:

1. Two-Track Approach
a) With focus on meaning
b) With focus on accuracy
2. Total Physical Response (TPR)
3. Audio-Lingual Method (ALM)
4. Language Experience Approach (LEA)

I. Two-Track Approach
The TW0-Track Approach in learning how to read and write in the mother tongue has a
"Meaning Track" (focus on the whole texts) and an "Accuracy Track" (focus on the sounds of the
language).
Jim Cummins said, "the most effective approaches to developing initial reading skills are
those that combine extensive and varied exposure to meaningful prints (story, meaning track) with
explicit and systematic instruction in phonemic awareness and letter-sound correspondence
(primer, accuracy track). These two tracks are two sets of reading strategies and it is hoped that
overtime the tracks will converge. If this is achieved, the children are now on the Reading
Expressway!"

A. The Meaning Track

The Meaning Track, as a strategy, makes use of shared reading, experience story, listening story and
library time, reading alone and creative writing.

Steps in Teaching, Using the Meaning Track

Step 1. Introduce the Shared Reading Story
*Introduce the story topic. Ask the students about people and events from their
own lives that encourage the students to think about and talk about the
topic of the story.
*Have your pointer (a long, straight stick) ready to move under the words as you
read.
Step 2. Read the story using the Reading Plan
*Read the title of the story. Ask 1-2 students to tell you what they think the story
will be about, Encourage them to share their ideas.
*Open to the first picture. Ask the students to say what they see. Then say, "Let's
read this page". Read the text for that page, moving the pointer smoothly
under the text as you read.
*Do the same for each page, stopping 2 or 3 times and ask "What do you think will
happen next?"
*When you have finished reading the story, ask the students some questions like
these: "What happened in the story? "Why do you think that happened?"
"What part of the story did you like best?" "Why did you like that part best?"
*Then read the story following the Reading Plan. Move the pointer smoothly under
the words as you and the students read.
 The Reading Plan
1. Teacher reads the entire text to the students.
2. Teacher reads text with the students.
3 Teacher reads one part of the text (if more than a word) with one or two
student volunteers.
4. One or two student volunteers read that part of the text by themselves.
5. Teacher reads the entire text again with all the students.

Step 3. Do the Matching Word activity

*Pick up the Matching Word cards that you prepared. Open the Big Book to the
page with the words that match your word cards.
*Give the Matching word cards to volunteers. (If you are using a small book, write
the words one-by-one on the chalkboard instead on word cards.)
*Volunteers put their cards under the word on the page that is the same as the
word on their card. When they have matched the word correctly, read
the word with them and everyone clap. Help them if they have trouble. Do
this with each
Matching Word that you selected. (If you are using a small book, show the
student the word you wrote on the chalkboard and tell the students to
hold up their book and point to that word on their page.

Step 4. Do the Hide-A-Word activity

*Find the first sentence that you chose for the Hide-A-Word activity. Read that
sentence with the students.
*Hold a small piece of paper over one of the important words in that sentence.
*Read the sentence again, including the word that is covered, with the students.
*Ask the students, "Which of the words in that sentence did I cover?".
*If they say the correct word, uncover the word and praise them. Then read the
sentence again with the students.
*If they say the wrong word, point to the word they said and show them that this is
NOT the word that is covered. Read the sentence again, using the pointer
to show them the words they are reading. Let them try again to identify the
word.
*Do this with the other two "Hide-A-Word" sentences.

B. The Accuracy Track

The Accuracy Track uses picture and key words, big box, sentence-making and breaking,
spelling and handwriting.
There are fifteen steps in the Accuracy Track. They are the following:
Step 1. The teacher introduces the keyword picture.
Step 2. The teacher introduces the keyword.
Step 3. The teacher does the syllable activity with the class.
Step 4. She works on the "Break - the - Word" activity with the class.
Step 5. She works on the "Make the Word Activity" with the class.
Step 6. Class works on the Big Box for word building.
Step 7. Students find the new keyword in the Big Box.
Step 8. Students find other words in the Big Box.
Step 9. The teacher points to all the words found by the students as they read
those to her.
Step 10. Do the Break-the-Sentence Activity
Step 11. Do the Make-the-Sentence Activity
Step 12. The teacher points to the parts of the Break-the-Sentence and Make-the-
Sentence Activity as students read to her.
Step 13. Teachers show how to write the new letter in the air
 Step 14. Students practice writing the new keyword on their paper or slate.
Step 15. Spelling and on their partner's back and on their hand.

II. Total Physical Response (TPR)

A. What is TPR?
TPR is a method for learning a language that combines listening and responding physically
to directions. Language learners listen to directions, observe others responding to the directions
and then respond to the directions themselves (no speaking at first). Later TPR activities provide the
learners with opportunities to speak in a relaxed and enjoyable atmosphere.
TPR involves language learning through hearing, seeing, doing. We hear meaningful
language (directions), we observe others following the directions, and then we respond to the
directions through physical action.
This strategy is based on the theory that the memory is enhanced through association with
physical movement; hence, it is built around the coordination of speech and action.
In TPR, the teacher has an active and direct role because he is the one who decides what to
teach, models and presents the new material, and selects supporting materials for classroom use.
James Asher, the person who developed this strategy, recommends that the teacher be well
prepared, well-organized and has to write detailed lesson plans because the action is fast-moving
and spontaneous.

B. Steps in the TPR method:

Step 1. Directions. Teacher introduces new vocabulary through directions.
Step 2. Modelling. Teacher and 2 volunteer students respond to the directions through
modelling the appropriate actions
Step 3. Demonstration. Students listen to the directions again and respond with the
appropriate physical actions. (Students do not speak at first. They just respond
through physical actions. Later, when they are ready, they start giving commands
to each other and gradually use more of themselves.)
Classroom time: about 25% modelling, 75% demonstration

III Audio-Lingual Method (ALM)

A. What is ALM?
This method emphasizes spoken language with correct pronunciation and grammar.
Language learning is viewed as habit formation; hence, repetition and drill are used to teach
students correct forms in the new language.
The objectives of ALM are accurate pronunciation and grammar, which is the ability to
respond quickly and accurately in speech situations and knowledge of sufficient vocabulary to use
with grammar patterns. The learning structure or grammar is the starting point for the student.
Reading the dialogues aloud, repetition of model sentences and drilling are the main
activities. Key structures from dialogues are the basis of pattern drills.

B. Steps in the ALM

Step 1. Modeling. Teacher models the reading of the dialog while children listen.
Step 2. Students (as a group) repeat the dialog after the teacher until mastery is achieved.
Step 3. Using drills for practice. Teacher initiates a chain drill for students to practice the
dialog individually.
Step 4. Teaching Substitution and Transformation drills. Teacher gives clues for
substitutions to be made in the dialog already mastered, starting with simple
substitutions to transformation drills.
Step 5. Teaching pronunciation lesson. Teacher introduces a pronunciation lesson on
expected trouble areas, i. e. based on knowledge of the native language.
Step 6. Grammar Exercise. (for mastery of the grammar lesson, but no rule is given by the
teacher)
IV, Language Experience Approach (LEA)

A. What is LEA?
The Language Experience Approach interrelates the different language arts and uses the
children's experiences as basis for reading materials.
Since the stories used in the LEA are developed by the children, they are motivational.
Because they use the language of the children, the reading material is meaningful to them. A child's
background may be limited, but every child has experiences that can be converted into stories. In
addition, the teacher can plan interesting firsthand experiences that can result in reading a material
that is meaningful for all students. LEA is consistent with schema theory. Because it uses the child's
experiences as basis for written language, the child has adequate schemata to comprehend the
material and can thus develop the schema for reading,that includes the idea, that written words
have meaning (Hacker, 1980).
As a hands-on approach to lcarning to read and Write, various strategies are suggested to
generate the stories from children. One is to let them perform/observe an activity and ask them to
explain what they did/saw step-by-step. As they dictate their experiences, the teacher writes them
down and helps pupils to formulate them into sentences and later into a story. Reading by groups
follows.
Another way to do it is to ask a pupil to draw a picture and underneath it, the teacher writes
the sentence dictated by the pupils. A collection of their drawings can be made and can be bound
later. Reading and writing follow.

B. Steps in LEA
Step 1. Participating in a common experience. Focus on an experience, either firsthand or
vicarious, that is common to all children.
Step 2. Discussing the experience
Step 3. Generating vocabulary that authors most likely would use if they were writing about
the topic or idea.
Step 4. Recording pupils' experiences or cooperative writing of the story on a chart, the
board, or a computer. Make sure students can clearly see what you write,. With
young pupils, try not to rephrase their sentences unless grammatical errors make text
meaning confusing. With older pupils, editing makes more sense.
Step 5. Reading the text aloud, modeling fluency and making connections between speech
and print by pointing to each word.
Step 6. Inviting students to read and reread the text orally and silently. This promotes
fluency.
Step 7. Once the complete text is known by a student or group, begin to focus on the
smaller components of the text such as sentences, words, and letters. This will
foster word recognition skills. Use sentence strips and word cards so students can
manipulate the text.
Step 8. Writing the finished story on an experience chart

Sample Lesson 1: Lesson Plan Using the Two-Track Approach

(Emphasis on Meaning)
Hiligaynon Version

I. Objectives
At the end of the period, the pupil must have:
1. related what has been read to real life experiences
2. made predictions and support them, and
3. matched similar words.
II. Subject Matter
Topic: Ang Bayu ni Lisa
Materials: Big Book, Word and Sentence Cards
Value Focus: Appreciation for One's Attire
 III. Teaching and Learning Activities
1. Teacher introduces the Shared Reading Story
Sin-o sa inyo ang nakapasakup na sa isa ka paindis-indis? Ano nga paindis-indis ini? Paano
mo ginhandaan ini ?
2. Teacher reads the story
Mga bata ang tig-ulo sang aton istorya subong amo ang "Ang Bayuni Lisa". Parte sa ano
ayhan ang istorya naton? Ano ang makita ninyo sa una nga laragway? Basahon naton ang pahina
nga ini. Ano ayhan ang masunod nga matabo? (Teacher does the same for each page)
Ang Estorya:
Ang Bayu ni Lisa
Angelita D. Germinal kag Lilia C. Robles
May paindis-indis sa pagkanta sa plasa. Nagahimus si Lisa kay magapasakup sia sa paindis-
indis.
"Anay ka, ano nga bayu ang isuksok ko? Ining asul bala ukon ining pula?”
"Mas manami inang asul,” hambal ni Nanay niya.
"Huo man, Nay, mas manami ining asul sangsa pula.”
Gani ang asul nga bayu ang ginsuksok ni Lisa.
"Bagay gid sa imo inang asul nga bayu, Lisa,” pagdayaw ni Nanay niya.
"Ari naman ang sapatos, laso kag medyas nga gamiton mo, “ ang dugang ni Nanay niya.
"Sus, katahum gid sa imo, Manang," ang tugda sang iya manghod nga si Luis.
Si Lisa, si Luis kag si Nanay nagpadulong na sa plasa.
Kanami sang pamatyag ni Lisa. Nasadyahan gid sia. Sa pagpungko niya upod sa iban nga
nagapasakup, nagalaum gid si Lisa nga madaug siya.

Note:
After reading the page, teacher asks comprehension questions.
"What is the title of the contest? Were you right to say that Lisa will join the contest?
3. Class works on Matching Word Activity
Mga bata, may tinaga ako diri sa akon “word card" plasa Sa aton daku nga libro,
pangita-a ang kapareho nga tinaga kag itupad sa idalum sini. Husto ang imo sabat. Karon basahon
naton tanan ini. (Do this with the other words in the Matching Word Activity)
4. Class works on the Hide-A-Word Activity
Mga bata basahon ko ang dinalan nga ini.
Karon dungan naton nga basahon ini.
May paindis-indis sa pagkanta sa plasa.
Karon naman, ipiyong ninyo ang inyo mga mata. (Teacher covers the target word with
a piece of paper and asks the learners to open their eyes.)
Ano nga tinaga ang nadula sa aton dinalan? (If the answer is correct, uncover the
Word and praise them. Teacher reads the sentence again with the students. If the answer is
wrong, point to the word they gave and show them that it's not the word that is covered.)
Karon, basahon naton liwat ang aton dinalan. (Do this with the other Hide-A- Word
Sentences.)

This is how the meaning track in the Two Track Approach proceeds.

Primer Lesson

Known Letters ---------------------------------------- a, u, g, I, s, b, t

Key Symbol --------------------------------------------- Ll

Key Picture ----------------------------------------------------------

Key Word --------------------------------------------- laso

Syllable Box ------------------------------------------------ la so

Word Breaking and Making ------------------------------ laso l

las la
la las
l laso

Big Box (for word building) --------- ba la ta so laso bao lata

ga i is li bata aso liso
a gu mu sul bala ubo abo
m tu bi bo asul isa tubi
i
Sentence making word ------------------------------------------ asul

Sentence making and breaking ------------- Asul ang laso sang bata. asul
asul ang laso sang asul ang
asul ang laso asul ang laso
asul ang asul ang laso sang
saul Asul ang laso sang bata.

Words and sentences for spelling ---------------------------------------- ang laso

and handwriting practices asul nga laso
Asul nga laso sang bata

Sample Lesson 2: Lesson Plan Using the Two-Track Approach

(Emphasis on Accuracy)
Hiligaynon Version

I. Objectives
At the end of the period, the pupil must have:
1. read the target keyword for the day correctly
2. identified the syllable that make up the keyword
3. broken down a word into syllables
4. made and broken down sentences using a given word
II. Subject Matter
Topic: Primer Lesson on LI and "laso
Materials: Picture of a blue ribbon/a real blue ribbon
Reference: Primer Lesson on Hiligaynon Handouts by Juvy D. Baranda and Dymphna Leizel G.
Jocson
III. Teaching and Learning Experiences
A. The teacher introduces the keyword picture.

"Mga bata, laragway ini sang isa ka asul

nga laso”

B. The teacher introduces the keyword.

"Mga bata, laso (she points at and reads it to them)
“Sin-o ang gusto magdungan sa akon nga magbasa sini?" laso - laso
(She reads it 2-3 times with them).
C. The teacher does the syllable activity with the class.
(She reads "laso" at normal speed. Then she points to the syllables in the syllable boxes.)
 “Dungan naton nga basahon ang mga kunla nga ini-- la - so".
“Basahon naton liwat ang mga ini, kag magpamalakpak kada tapos basa sang kada kunla.
La - so”
D. She works on the "Break - the - Word" activity with the class.
The teacher writes 'laso" on the left side under the syllable boxes,points to it as class reads
it to her. “Karon isulat ko ang parte sang aton tinaga nga may bag-o nga letra para subong nga
adlaw -I. Karon, dungan naton ini nga basahon –l.” (The teacher writes the new letter l and tells
the students) “Karon, basaha ninyo ini sa akon -l.”
"Karon, basaha ninyo ang mga Ini sa akon - laso, la, l”
E. She works on the "Make the Word Activity" with the class.
"Kaina ginbulag naton ang mga letra sang bag-o naton nga tinaga tubtub sa bag-o naton nga
letra. Karon naman pormahon naton liwat ang mga letra nga ini sa bag-o naton nga tinaga
Unahon ko ang pagsulat sang bag-o naton nga letra.”
"Karon isulat ko ini sa tuo nga bahin sang aton pisara -l. Basaha ninyo ini."
"Isulat ko naman ang parte sang bag-o naton nga tinaga nga may bag-o nga letra la. (She
writes la under I and asks the class to read it to her.)
"Basaha ninyo ang letra kag kunla nga itudlo ko." (l, la)
"Karon naman isulat ko ang aton keyword kag basahon ini ninyo sa akon.
"Karon isa-isahon ninyo sa pagbasa ang kada bahin sang aton bag-o nga leksyon- laso, la, l; l,
la, laso.

“Children read these together”, then volunteers read by themselves.

F. Class works on the Big Box for word building.

"Basaha ninyo ang mga letra ukon kunla nga itudlo ko."
(From left to right first, then from top to bottom)
The teacher then points to the different letters or syllables in random order as volunteers read.
They are corrected if they do this incorrectly. If they find difficulty doing this by themselves, the
teacher may read with them and then they read to her. But they are encouraged to read these
by themselves.
G. Students find the new keyword in the Big Box.
"Sin-o ang makatudlo sang mga letra ukon kunla sa bag-o naton nga tinaga? Ihambal ini.”
(The teacher repeats the keyword.)
"Husto bala ang ginhambal niya? Isulat naton ini sa pisara, kag basahon naton ini."
(If the word is incorrect, the teacher asks another child to point to the correct parts of the
keyword then, she writes it on the board.)
H. Students find other words in the Big Box.
."Sin-o ang makahatag sang iban pa nga mga tinaga sa aton Big Box? Basaha ang mga ini.
Husto bala ang ginbasa niya?
(If the answer is incorrect, ask another child to point to the correct answer.
The teacher writes all the words given by the children on the Word Chart or on the Chalkboard.)
I. The teacher points to all the words found by the students as they read those to her.
J. Do the Break-the-Sentence Activity
(The teacher writes the word "asul” on the board under the Big Box.)
"Nadumdoman bala ninyo ang tinaga nga ini sa aton Big Box? Amo ini ang gamiton naton sa
aton bulohaton subong - ang pag-utod sang dinalan kag pagporma sini liwat?”
(The teacher writes the sentence "Asul ang laso sang bata." under the Big Box. She then reads
this with the class.)
"Karon isulat ko ang parte sang aton dinalan nga may bag-o nga tinaga. Dungan naton ini nga
basahon – asul ang laso sang….”
(Same procedure is followed with "asul ang laso," and "asul')
K. Do the Make-the-Sentence Activity
The class builds the sentence back from the Break-the-Sentence word (asul) to the whole
sentence (Asul ang laso sang bata.)
L. The teacher points to the parts of the Break-the-Sentence and Make-the- Sentence Activity
as students read to her.
M. Teachers show how to write L in the air on their partner's back and on their hand.
"Mga bata tuloka sing maayo kon paano ko isulat ang daku nga L.”
(She does this in the air. Class practices 3-4 times before writing this on their partner's back.
Teacher shows the class how to write it on the palm of the hand using the finger and asks the
class to practice it 3-4 times.)
The class practices writing L on their paper or slate.
N. Students practice writing the new keyword "asul" on their paper or slate.
The teacher writes "asul" in large letters on the board 3-4 times for the class to see clearly
how you write it. The class writes it 10 times on their slates or in their exercise books. The
teacher supervises and assists those with difficulty.
O. Spelling
-- The teacher dictates the keyword from the day's lesson (laso), pupils write it on their paper or
slate.
-- She dictates the keyword from the last lesson, pupils write it on their paper or slate.
-- She dictates 2-5 keywords from earlier lessons slowly, one by one. Pupils write each word.
-- She walks around the room as pupils write and encourages and helps them.
-- She writes the spelling words on the board. Pupils check their work and correct any mistakes.

Sample 3: Lesson Plan using Total Physical Respons (TPR)

(Using Action)
Hiligaynon Version

I. Objectives: At the end of the period, the pupil must have:

1. responded correctly to directions through physical action
2. listened attentively to given directions.
II. Subject Matter:
Topic: Commands (itudlo, tintin, tanduga)
Materials: Furniture in the room
References: TPR Resource Material by Susan Malone
III. Teaching and Learning Experiences
A. Review previous commands (tindog, pungko, dalagan)
Teacher gives the commands the pupils have already learned, pupils respond by following
these commands.
Lindog sa tupad sang lamesa.
Pungko sa siya nga puti.
Dalagan pakadto sa likod.
B. New Lesson:
1. Introduction and Motivation
Mga bata, tan awon naton kon masunod ninyo sing husto ang ihambal ko.
"Rey, itudlo ang tuhod mo.
Husto bala siya?"
"Anne, tintin ka pakadto diri."
"Celia, tanduga ang guya mo."
"Nasunod bala nila ako sing husto? Ini ang pagatun-an naton subong.
2. Teacher says the first of the new commands and demonstrates responding to it.
She does this 3 times as pupils watch. Teacher says,
"Itudlo ang ilong mo." (teacher points to her nose)
"Itudlo ang lamesa." (teacher points to the table)
"Itudlo ang pisara." (teacher points to the board)
Teacher does the same 2 more times.
3. Teacher says the series of commands
Teacher and 2 volunteers demonstrate responding to the commands 3 times as other pupils
watch. Teacher says,
"Itudlo ang ilong mo." (Teacher and 2 volunteers point to their nose)
 "Itudlo ang lamesa." (Teacher and 2 volunteers point to the table)
"Itudlo sa pisara." (Teacher and2 volunteers point to the board)
Teacher and 2 volunteers follow this pattern 2 more times.
4. Students listen to the command and respond.
Teacher says the directions again and all the pupils respond with the appropriate actions.
They do this 3 times. Teacher says,
"Itudlo ang ilong mo." (Teacher and all the pupils point to their noses.)
"Itudlo ang lamesa." (Teacher and all the pupils point to the table.)
"Itudlo ang pisara." (Teacher and all the pupils point to the board.)
Then teacher and all the students follow this pattern 2 more times. However, if the students
are ready, the teacher can stay sitting the 3rd time.
The teacher follows the same pattern for the 2nd and 3rd new commands - tintin and
tanduga.
5. Review new and old commands.
Now teacher can mix the new commands with some old ones and the students respond.
This should be a bit challenging but still an enjoyable experience.
Example:
Tindog sa tupad sang basurahan.
Tanduga ang ilong mo.

Sample 4: Lesson Plan using Audio-Lingual Method (ALM)

Hiligaynon Version

[Link]: At the end of the period, the pupil must have:

1. repeated the dialog after the teacher accurately;
2. given substitute descriptive words appropriately; and
3. stated transformation sentences correctly.
II. Subject Matter.
Topic: Ang Amon Hampanganan
Materials: mga hampanganan nga tarak-tarak kag eroplano
III. Teaching& Learning Experiences:
A. Teacher reads the dialog, children listen.
"Mga bata, may dayalogo ako nga basahon. Pamati kamo sang maayo kay karon kamo naman
ang mabasa sini."

Ang Amon Hampanganan

(Mae Bagsit and Angelita Germinal)

Isa ka adlaw nagkitaay ang duha ka mag-abyan.

Mike: "Ginbaklan ako ni Nanay sang bag-o nga hampanganan.
Bom: "Ano ina? llaragway abi.
Mike: "Ang akon hampanganan isa ka tarak-tarak nga pula kag may baterya. Daku
kag madasig magdalagan ini.
Bom: "Abaw! Kanami gali. Ako gani ginbaklan man ni Nanay sang hampanganan
nga eroplano."
Mike: "Tuod, Bombom? llaragway man abi.
Bom: "Asul ang iya lawas kag kanaryo ang iya mga pakpak. Mataas ini maglupad.
Mike: "Nga-a? May baterya man ini?
Bom: "Huo eh. Pareho man sa imo."

B. Pupils repeat the dialog after the teacher.

"Pamati kamo sang mayo kay basahon ko una ang dayalogo, Suliton ninyo pagkatapoS ko
basa."
(Teacher reads the full dialog, then line by line as the pupils repeat after her reading.
 C. Teacher initiates a chain drill
"Karon, ang grupo sang mga babaye ang mabasa. (The girls read.)
Pagkatapos nila, ang grupo naman sang mga lalaki ang mabasa. (The boys read. Other
smaller groups may read.)
D. Substitution Drll
1. Teacher gives a sentence
"Ang akon hampanganan tarak-tarak."
(Teacher shows a ball (bola) and tells the pupils to substitute the underlined word.)
"Ang akon hampanganan bola."
The exercise continues with other toys such as borador, lastiko, holen, etc.
2. Teacher proceeds by adding color to the patterm
"Ang akon hampanganan nga bola pula."
(Teacher shows kanaryo. Pupils respond by saying, "Ang akon hampanganan nga bola
kanaryo.
The exercise continues using other colors like asul, berde, kahel.
E. Transformation Drll
Teacher models transformation activity by saying, "Ang akon hampanganan nga tarak-tarak
pula."
New sentence is: "Pula nga tarak-tarak ang akon hampanganan."
The transformation drill continues with other toys and colors.

Sample 5: Lesson Plan using Language Experience approach (LEA)

Hiligaynon Version

I. Objectives: At the end of the activity the pupils

1) contributed sentences from an experience during a field trip to compose a story.
2) participated in the reading of the story made.
3) illustrated one's own book.
II. Subject Matter
III. Procedure
1. Teacher initiates /motivates children to talk about an experience/event.
"Mga bata, diin gani kita nagkadto kahapon?" (Sa uma nanday Dori)
"Ano ang inyo nakita, nabatian, kag nabayagan sang pagkadto naton didto?"
2. Writing the experiences of children on the board, chart, or on a computer as they dictate.
"Mga bata, isulat naton ang inyo mga inagihan sang aton pagkadto sa Uma nanday Doris.
Himuon naton karon ini nga isa ka istorya.

(Halimbawa sang istorya nga nahimo sang klase.)

May mga kanding kag bibe sa uma nanday Dori.

May mga baka kag baboy man didto.
Si Bukay isa sang mga baboy.
Daku si Bukay. May pito ka idik si Bukay.
Abaw! Kasadya pamatian ang mga iwik sang idik ni Bukay.
Ang iban sa amon nagdalagan sa kahadlok.
Ang iban naman nagpalapit kag ginhikap-hikap ang mga idik nga nagasiling,
"Kanami gid sa inyo saguron!”
3. Teacher reads the story aloud with fluency
4. Teacher and pupils edit the experience story
"May gusto bala kamo ligwaton sa aton nahimo nga istorya mga bata?"
5. Giving the title to a story
“Ano ang gusto ninyo nga mangin tig- ulo sang aton istorya?”
6. Teacher rereads the story with fiuency from the title and makes connection between text
and print by sliding hand below each line or framing by thought units. After which, children
read and reread the story orally and silently.
 7. Teacher writes unfamiliar words and sentences on strips of cartolina to fix the word
recognition skills of children.
"Mga bata, basahon naton ining mga tinaga kag dinalan nga nakasulat sa cartolina."
Daku si Bukay.
The pupils copy the story and illustrate it.

Learning Activity 1
Make a Primer Lesson using the new letter "Mm" in your mother tongue. Use the format
below.

Known Letters ---------------------------------------- a, u, g, I, s, b, t

Key Symbol ---------------------------------------------

Key Picture ----------------------------------------------------------

Key Word ---------------------------------------------

Syllable Box ------------------------------------------------

Word Breaking and Making ------------------------------

Big Box (for word building) ---------

Sentence making word ------------------------------------------

Sentence making and breaking -------------

Words and sentences for spelling ----------------------------------------

and handwriting practices

Learning Activity 2
Write your lesson plan exemplar in mother tongue. Choose only one strategy: TPR, ALM, or LEA.

Lesson 2
Instructional Support Materials to Promote Literacy

Lesson Outcomes:
1. Identified instructional materials which have the essential elements of language learning and
appropriate for the learners level and skills
2. Matched instructional materials with learning outcomes and strategies
3. Developed instructional materials that promote literacy in Hiligaynon and appropriate to the
learners' level, culture and context
Discusson:
To synchronize and decentralize the production of indigenized teaching and leaming
materials, monitoring, evaluation and research for the implementation of this MTB-MLE, the
Department of Education (DepEd) issued the Guidelines on the Utilization of Downloaded Funds
for Materials Development and Production of Mother Tongue-Based Multilingual Education (MTB-
MLE) Program. The materials that can be utilized in the teaching and leaming of Mother Tongue
have been identified. The types of print materials to be developed and reproduced
are as follows:

A. BIG BOOKS
Big books are oversized books with enlarged prints. It is usually intended for shared reading
activity for the whole class. According to Holdaway (1979), the use of big books is a technique that
fosters natural literacy development. It also offers an opportunity for sharing the print and
illustrations with a whole group of children in ways that one might share a standardized books with
just a few. There are pedagogical reasons why big books are considered the best in promoting
literacy. Here are some of these beliefs;
*Use of big books fosters the skill of reading in use such as concept about print, left to right
direction, etc.
*It encourages children to imitate and join in with literate behavior.
*It creates a non-threatening condition for learning.
*It promotes quiet intense concentration as the learners focus on the text that the teacher
tracks as well as the illustrations that suggest meaning of the text.
*It fosters non-competitive and cooperative learning.

What are the features of a big book?

A big book has:
-- enlarged text, extra spacing between words, and limited print; on each page so everyone
can read it;

-- clear connection between the words and the pictures;

-- repetition of words in the text;
-- rhyme, and rhythm;
-- a story that is engaging, interesting, fun, and easily remembered, and
-- predictable text that enables the reader to predict how the story will develop and end.

Big Book Events

Shared Reading
Teacher and children read enlarged text together. Shared book reading is based on the
understanding that children learn to read by reading and seeing others read. Reading Big Books or
Small Books provide many opportunities for cnildren to develop understanding about reading. The
focus should be on reading for meaning and reading for enjoyment. Children in K to 3 should be
read to everyday.

Stories suitable for shared book reading have

 Impact and excitement
 A good plot
 Interesting pictures that support the text
 Rhyme, rhythm and repetition

There are many advantages to using shared book reading

 Builds a "community of reader
 Promotes reading strategies
 Increases awareness of concepts of print
 Builds sight word vocabulary
  Develops fluency
 Increases comprehension
 Expands children vocabulary

Modeled Reading (The Read-Aloud)

This event using big books is where a teacher reads aloud selections to children. The
following are the benefits of Modeled Reading:
 Provides a model of reading fluency with expression
 Develops story comprehension
 Enriches concept and vocabulary development
 Provides opportunity to hear sophisticated story syntax (formation of sentences)
 Encourages prediction
 Fosters enthusiasm for reading

Guided Reading
Teacher selects appropriate text for a small group of children who are similar in strengths
and needs to provide instruction that targets specific reading strategies. The following are
usefulness of guided reading:

 Promotes student use of a variety of reading strategies

 Develops comprehension
 Encourages independent reading
 Strengthens thinking skills
 Allows teacher to work with individual groups of children onspecific reading skills
 Build sight word vocabulary

Independent Reading
Children should read independently. Big books and small books in Mother Tongue displayed
in the classroom will expose the learners to the printed symbol of the language they constantiy
hear. Eventually this print-rich environment will allow them to read independently. The values of
independent reading cover the following: extension of reading fluency; development or
automaticity with word recognition; support writing development, promotion of reading for
enjoyment and information; and fostering of self-confidence as children read familiar and new text.

B. SMALL BOOKS
Another proven effective material for enhancing language literacy is the use of Small Books.
Stories in Big Books can be utilized and produced in a reduced version the – Small Book. The same
procedure can be employed in its production. The smaller size usually measuring 6'x6" is ideal.

When to Use Small Books

Small Books can also be used in Guided Reading. It is a small group instructional model that
allows the teacher to select appropriate text for a small group of children of similar strengths and
needs to provide instruction that targets specific reading strategies.
Here is a Sample Format for a Guided Reading Lesson Using Small Book
1. Story Introduction
Read the title of the author's and illustrator's names.
Talk about the cover illustrations.
2. Story Walk / Picture Talk
Assess children's prior knowledge. Ask questions.
Cover text if desired, and have children predict the story line through the pictures.
Highlight and glorify concepts.
Explain unusual language or language patterns.
Model and call attention to appropriate reading strategies.
3. First Reading of the Story
Teacher models reading. (1he teacher only holds a copy of the small book.)
 Model the language patterns and concepts about print.
Model the awareness and use of reading strategies.
The teacher may now distribute copies of small books. Children read silently.
Ask focus question.
Guide children to silently read a selection.
Discuss the meaning of text, and invite children to read aloud to confim answers.
4. Second Reading (Each child has a copy of the small book)
You may do any of the following
Have children read aloud simultaneously.
Have children read quietly but simultaneously.
Ask children to read the story silently.
Prompt and praise children's reading strategy use and awareness of concepts of print
Discuss the story.
Talk about the literary elements.
Talk about ideas and feelings about the story to connect it to children's lives.
Retell the story.
Present the skill lesson.
Talk about concepts of print, vocabulary and language structure.
Highlight sight words.
Discuss literary elements.
5. Independent Practice or Follow-Up Activities
Have children read independently or in pairs
Have children read choraly.
Ask children to respond in writing.
Have children participate in one or more follow-up activities
The purpose of guided reading is to encourage reading and the focus is on mastery of reading
strategies and elements of literature.

C. ALPHABET CHART
Another print based material for effective teaching of Mother Tongue is the alphabet chart.
This can easily be generated when there is an accepted and well-established orthography or writing
system for a mother tongue.
Alphabet chart shows off a big letter and small letter followed by a representative image
beginning with that letter. The name of the image is printed below it. It is meant to enhance the
following literacy skills; Letter recognition/alphabet knowledge; Letter order; Phonological skill and
Picture identification.

D. ALPHABET PRIMER
As teachers, we want to help our students become fluent readers. We want them to
understand that reading is a meaningful process. We want them to understand that the symbols on
a page are associated with certain sounds, that the sounds go together to form words and the
words go together to communicate meaning. The best way to help students understand that
printed texts have meaning is:
 to read stories to and with them in the language they know best;
 to provide them with a variety of short, easy-to-read stories in their L1 about people, places,
and activities that are familiar to them; and
 to encourage them to write their own stories even before they can form all the symbols
correctly-and then encourage them to "read" their stories to their classmates.

The best way to help new readers learm to read accurately is to teach them the sounds that
are associated with each symbol (or letter) of their alphabet so they can put the symbols together
to form words and then put the words together to form sentences.
An adjunct of the alphabet chart is the alphabet primer and it functions as described on top.
To teach basic literacy concepts and eventually beginning reading in Mother Tongue, an alphabet
primer can be the instructional material that best fit the need.
 An alphabet primer may not be in chart form but in booklet form. lt is sometimes called the
"Sound of Language Book."

Why do we need the Sound of Language Book?

The sound of language book introduces students to the sounds that are associated with the
symbols that are used to write in their language. It also teaches students how to put the sounds
together to read the words and sentences on a printed page.
Each lesson in the Sounds of our Language book has the following parts:
[Link] new symbol that is to be learned in that lesson
2. The key word which contains the new symbol
3. The key word picture which represents the key word
4. Syllable boxes (if the key word has 2 or more syllables)
5. The "Break-the-Word and Make-the-word activity using the new key word
6. The Big Box with syllables or symbols from the key word plus the other syllables or symbols that
the students have already learned
7. The "Break-the-Sentence and Make-the-Sentence” activity
8. Short text (1-2 sentences) for reading practice (usually starts about Lesson 10)
9. Spelling and handwriting practice

E. PICTURE FILE
A good picture or photograph can be used as a prompt for oral discussion. It can be pictures
of basic concepts that need to be learned or locally familiar scenes like market, church, mountains,
events, etc. These pictures can also be visual images of name words and action words. These can be
mounted on a frame or board to make it more durable. If resources are available, laminating these
pictures will make them last. Through time, the materials can be reused for skills development.
These resources provide initial references and resources on vocabulary knowledge of LI
learners. It builds on their prior knowledge and ensures the context by which he/she can learn best.
This material aims to ensure acquisition of concepts necessary for learning in mother tongue.
Naming of pictures in Ll makes a strong vocabulary skill building activity.

F. ACTIVITY CARDS
Instructional games can be played with this cards that may support development of the
following competencies:
*Speaking skills as learners respond to questions elicited from the photos.
*Critical thinking skills as they do the sorting, matching, and associating related themes to
the visual images.
*Multisensory awareness can be strengthened as more senses react to the visual stimulus
presented by the teacher and manipulated by the learners.
Likewise, emergent readers need as many strategies as possible in order to determine
meaning in the material they read. Flashing cards during drill for identification may be a good
scaffold for the skill development. Oftentimes emergent readers will look at the pictures in a story,
read the words, but fail to make the connection between the two parts while struggling for
comprehension. But with the cards to enliven and enhance their understanding vocabulary words
that need to be learned in Mother Tongue is better understood and spoken clearly.

G. CHART STORIES
These are charts with picture and stories that are usually used to develop listening skills,
oral language skills and fluency among young learners. They aim to develop spontaneity in learners
when they repeat experiences culled from prior knowledge which are stimulated by pictures in the
chart. These picture files must represent community knowledge and cultural practices that learners
should be made aware of. Just like big books chart stories can be used in shared reading activity.
Also, they can be used for impromptu question and answer activity after shared reading by the
teacher. It can be made out of A3 sized paper or half of a Manila paper and clipped together on the
top side with other chart stories so that it will be easy to flip over.
H. REALIA
These are real objeets that can be used in the leson. These instructional materials take out
learning from the four walls of the classroom and expose learners to multisensory learning in a
borderless setting where culture and prior knowledge of the langunge is the essence.
For exanmple, why show a picture of a gumamela when you can bring the class to the
garden and point to them the parts of this flower using mother tongue as medium of instruction?
You can even ask them to point to parts of their body and name them. For language arts you can
play “I spy with my eye something that begins with the letter ____” and your students can always
give the name of the object in their first language. Isn’t it amazing to use realia in teaching and
learning in MTB-MLE?

Learning Activitiy 1
(Essay. Explain comprehensively)
If you were to conduct a lesson in mother tongue in grade one, which of the materials will
you use? Why? Give an example of a lesson and the material you will utilize. What advantages will
the learners gain in the use of such material?

CHAPTER 5: Use of Mother Tongue in Teaching Mathematics

Lesson 1
Commonly Used Mother Tongue Words in Math

Lesson Outcomes:
1. Discussed conceptual framework of Mathematics Curriculum in the K-12 program
2. Listed down commonly used mother tongue words in mathematics

Discussion:
The twin goals of the mathematics curriculum in the basic education levels are criical
thinking and problem solving. These two goals are to be achieved through the following:
1. An organized and rigorous curriculum content
2. A well-defined set of high-level skills and processes
3. Desirable values and attitudes
4. Appropriate tools
5. Different contexts of Filipino learners

There are five content areas in the curriculum which was adapted from the framework
prepared by MATHTED and SEl (2010)
1. Numbers and number sense as a strand include concepts of numbers, properties, operations,
estimation and their applications.
2. Measurement as a strand includes the use of numbers and measures to describe, understand,
and compare mathematical and concrete objects. It focuses on attributes such as length, mass
and weight, capacity, time, money and temperature, as well as applications involving
perimeter, area, surface area, volume and angle measure.
3. Geometry as a strand includes properties of two-and-three dimensional figures and their
relationships, spatial visualization, reasoning and geometric modeling and proofs.
4. Patterns and algebra as a strand studies patterns, relationships and changes among shapes and
quantities. It includes the use of algebraic notations and symbols, equations and most
importantly, functions, to represent and analyze relationships.
5. Probabillity and statistics as a strand is all about developing skills in collecting and organizing
data using charts, tables and graphs, understanding, analyzing and interpreting data; dealing
with uncertainty; and making predictions about outcomes.
 The specific skills and processes to be developed are:
1. Knowing and understanding
2. Estimating, competing and solving
3. Visualizing and modeling
4. Representing and communicating
5. Conjecturing, reasoning, proving and decision-making
6. Applying and connecting

The values and attitudes which are to be honed arc

1. Accuracy
2. Creativity
3 Objectivity
4. Perseverance
5. Productivity

The tools necessary in teaching mathematics include:

1. Manipulative objects
2. Measuring devices
3. Calculators and computer
4. Smart phones and tablet PCs
5. Internet driven and digital tools

Context is the locale, situation or set of condition of Filipino learners that may influence the
study and use of mathematics to develop critical thinking and problem solving skills. It also includes
the beliefs, environment, language and culture that include traditions and practices, including the
learners prior knowledge and experiences. The framework is supported by the following underlying
learning principles and theories: Experiential and Situated Learning, Reflective Learning,
Constructivism, Cooperative Learning and Discovery and Inquiry-based Learning. The mathematics
curriculum is grounded on these theories.
To have a picture of the interrelationships of the different aspects, shown below is the
conceptual framework of mathematics education.

Learning Activity 1: Building Mathematics Vocabulary

Complete the table below.
 English Hiligaynon Example Mother Tongue Words
A. Colors
Blue Asul
Green Berde
Yellow Dalag
Orange Kahel
Violet Ube
Black Itum
Brown Kaki
Red Pula
White Puti
Pink Rosas

B. Shapes
Circle Bilog/Timbulog
Square Kwadrado
Oblong Oblong
Oval Obalo
Star Bituon
Diamond Dyamante
Heart-shaped Porma tagipusuon
Rectangle Rektanggulo/apat ka pamusod
Triangle Trianggulo/tatlo ka pamusod

C. Number
Zero Siro
One Isa
Two Duha
Three Tatlo
Four Apat
Five Lima
Six Anum
Seven Pito
Eight Walo
Nine Siam
Ten Napulo

D. Measurement
Weight Bug-at
Bundle Buk\gkos
Many Damo
Hand span Dangaw
Few Diutay
Double Duha ka pilo
Arm’s length Dupa
Hundred Gatos
Slice Guray
Kilometer Kilometro
Length Laba
Thick Madamol
Long Malaba
Narrow Makitid
Wide Malapad
Short Malip-ot
Thin Manipis
Tall/high Mataas
 Meter Metro
As many as Pareho nga kadamuon
Inch Pulgada
One-half Sampihak
Pile Tangkas
Foot Tapak
Midway Tungatunga
Same level Tupong

Lesson 2
Lesson Plan Exemplars

Lesson Outcomes:
1. Discussed mathematics standards for the grade level
2. Constructed a lesson plan in the mother tongue

Discussion
Standards of the mathematics of the grades where mother tongue is used as the medium of
instruction:

Grade Level Grade Level Standards

Kindergarten Tne learner demonstrates understanding and appreciation of key concepts
and skills involving numbers and number sense (whole numbers up to 20,
basic concept on addition and subtraction); geometry (basic attributes of
objects). Patterns and algebra (basic concept of sequence and number pairs);
measurement (time, location, non-standard measures of length, mass and
capacity); and statistics and probability (data collection and tables) as applied-
using appropriate technology in critical thinking, problem solving, reasoning,
communicating, making connections, representations and decisions in real
life.
Grade 1 The learner demonstrates understanding and appreciation of key concepts
and skills involving numbers and number sense (whole numbers up to 100,
ordinal numbers up to 10th , money up to Php100, addition and subtraction of
whole numbers, and fractions ½ and ¼ ); geometry (2- and 3- dimensional
objects); patterns and algebra (continouos and repeating patterns and
number sentences); measurement (time, non-standard measures of length,
mass and capacity) and statistics and probability (tables, pictographs and
outcomes) as applied- using appropriate technology- in critical thinking,
problem solving, reasoning, communicating, making connections,
representations and decisions in real life.
Grade 2 The learner demonstrates understanding and appreCiaion of key concepts and
skills involving numbers and number sense (whole numbers up to 1,000,
ordinal numbers up to 20th, money up to php100, the four fundamental
operations of whole numbers and unit fractions): geometry (basic shapes,
symmetry and tessellations): patterns and algebra (continuous and repeating
patterns and number sentences), measurement (time, length
mass and capacity); and statistics and probability (tables, pictographs and
outcomes) as applied using appropriate technology in critical thinking,
problem solving, reasoning, communicating, making connections,
representations and decisions in real life.
Grade 3 The learner demonstrates understanding and appreciation of key concepts
 and skills involving numbers and number sense (whole numbers up to 10, 000,
ordinal numbers up to 100th; money up to php1000; the four fundamental
operations of whole numbers; proper and improper fractions and similar,
dissimilar and equivalent fractions): geometry (lines, symmetry and
tessellations); patterns and algebra (continuous and repeating patterns and
number sentences); measurement (conversion of time, length, mass and
capacity, area of square and rectangle); and statistics and probability (tables,
bar graphs and outcomes) as applied using appropriate technology in critical
thinking. problem solving, reasoning communicating, making connections,
representations and decisions in life.

Sample 1- Lesson Plan in Mathematics

Teaching Math using the Problem Solving Strategy

English Hiligaynon
I. Objectives I. Mga Katuyu-an
At the end of the lesson, the learners have Sa tulun-an nga ini, ang mga bata dapat nga
A. Solved a two-step problem in addition and A. Makalubad sang duha ka tikang nga palaligban
subtraction using 2 to 3 digit numbers without nga nagasakop sa pagdugang kag pagbuhin
regrouping sang 2-3 digit nga numero nga wala gagamit
B. ldentified the right process to use sang regrouping gamit ang nagakaigo nga
C. Shown cooperation in solving the problem. pamaagi
II. Subject Matter B. Makahibalo sang nagakaigo nga proseso nga
A. Topic: Addition and Subtraction of 2-3 Digit ginagamit para makuha ang husto nga sabat, kag
Numbers Without Regrouping C. Makapakita sang kooperasyon sa mga hilikuton
[Link]: Arceña, May Jenny C., et al. nga paga-ubrahon.
Mathematics 2, page 88, Verbal Publishing House, II. Tulun-an
Inc. A. Topiko: Pagdugang kag Pagbuhin sang 2-3 digit
C. Materials: mini boards, chalk, picture of a nga numero nga wala nagagamit sang regrouping
coconut plantation, chart with the math problems B. Palatukuran: Arceña, May Jenny C., et al.
III. Procedure Mathematics 2, page 88, Verbal Publishing
A. Motivation House, Inc.
What can you see in the picture? C. Mga materyales: mini boards, chalk, laragway
What is the man doing in the picture? sang tanuman sang lubi, ginsulat nga mga
We are going to read a story about the palaligban sa manila paper ukon cartolina
coconut plantation. III. Pamaagi
B. Reading of the Problem A. Pangganyat
In a coconut plantation, the farmer picked 20 Ano ang inyo makita sa aton laragway?
young coconuts and 15 mature coconuts. From Ano ang gina-ubra sang tawo sa laragway?
what he picked, he sold 12 fruits. How many are Subong, magabasa kita sang isa ka malip-ot nga
left? istorya nahanungod sa tanuman sang lubi.
(Group the pupils) B. Pagbasa sang Palaligban
(Choose one pupil from each group to show and Sa isa ka tanuman sang lubi, may gin-ani nga
explain their answer.) 20 ka kulabuon kag 15 ka mga lahin. Sa kabilugan
sini, may ara sang 12 nga ginbaligya. Pila ang
C. Discussion nabilin nga lahin kag kulabuon?
1. Set A Questions (Pag-grupo sa mga bata)
a. How did you arrive to your answer? (Magpili sang isa ka estudyante sa kada grupo
b. Why is that your answer? para magpakita kag magpaatnag sang lla sabat.)
2 Set B Questions C. Pagproseso
a. What did you like to find out from our 1. Una nga mga Pamangkot
problem? a. Paano ikaw nakalab-ot sa amo sini nga sabat?
b. What did you do to arrive to the answer? b. Ngaa amo ina nga sabat ang imo ginsulat?
c. What process did you do first? second? 2. Sunod nga mga Pamangkot
a Gikan sa aton palaligban, ano ang aton
gusto nga mabal-an?
b. Paano mo ginkuha ang ginapangayo nga sabat?
c. Ano nga proseso ang imo gin-una? ikaduha?
 20 young coconuts
20 ka mga kulabuon

15 ka mga lahin
15 mature coconuts

D. Mga Hilikuton
(Pag-grupo sang klase ukon pwede man nga
D. Application
pares-pares)
(To be answered by small groups/pairs)
1. May nasulod nga miga mangga nga prutas sa
basket. Ang hilaw nga mangga 12 ka bilog kag ang
1. There are mangoes in the basket. Twelve (12)
luto nga mangga 11 ka bilog. Pila ang nabilin kon
are green mangoes and 11 are ripe. If mother ate
ginkaon ang 13 kabilog nga mangga?
13 mangoes, how many are left in the basket?
2. May ginhiwat nga programa ang eskwelahan.
2. There is a program in school. There are 21
May ara sang 21 ka Grade 2 kag 26 ka Grade 3
Grade 2 and 26 Grade 3 pupils who are present.
nga mga estudyante nga nagtambong. Kon 18 ang
Eighteen (18) participated in the program. How
nagpartisipar sa presentasyon, pila ang wala
many did not participate?
nagpartisipar?
E. Generalization
E. Pagbug-os
To arrive to at the answer of a problem, what
Sa pagkuha sang sabat sa isa ka palaligban ano
should be done?
ang dapat naton tandaan? (Aton tandaan nga sa
(Read and understand the problem by knowing
pagsabat sang palaligban, basahon kag intindihun
what is asked, the important information and
ang palaligban paagi sa paghibalo sang
the solution to the problem.)
ginapamangkot, ang mga importante nga
If the problem involves addition and
impormasyon kag ang solusyon sa palaligban.
subtraction, what has to be done first? next?
Kung ang palaligban nagasakop sang pamaagi nga
(Add first then subtract.)
pagdugang kag pagbuhin, ano ang dapat naton
IV. Evaluation
unahon? ang sunod?
Solve.
(Dapat naton unahon ang pagdugang kag
1. In a toy store, there are 4 green plastic balls
isunod ang pagbuhin.)
and 6 red plastic balls. A customer came and
IV. Pagtilaw
bought 5 of the plastic balls. How many balls
Sabtan ang mga ini.
are left?
1. Sa balaligyaan sang mga hampanganan, may
2. During the Family Day, 12 fathers and 16
4 ka berde nga plastic nga mga bola kag 6 ka
mothers came. If 29 chairs were prepared,
pula nga mga plastic nga bola. Nag-abot ang
how many were not used?
manugbakal kag ginbakal ang 5 sang mga
3. Mang Arnel planted 7 mango seedlings and 3
plastic nga bola. Pila ka plastic nga bola ang
santol seedlings. After 2 weeks, Mang Arnel
nabilin?
saw that 2 of the seedlings died. How many
2. Sa ginahiwat nga programa sa Adlaw sang
seedlings are growing well?
Pamilya, 12 sang mga lalaki kag 16 sang mga
babaye ang nag-abot. Pila ka mga siya ang wala
magamit kon 29 ang ginpreparar?
3. Gintanom ni Mang Arnel ang 7 sang mga
nahunol nga Indian mango kag 3 sang mga
nahunol nga santol. Pagkatapos sang isa ka
 semana, nakita niya nga 2 sang mga gintanum
ang napatay. Pila nalang sang mga gintanum
nga hunol ang nabuhi?

Learning Activity 1
Write your own lesson plan exemplar in mathematics using the terms in your mother tongue.

CHAPTER 6: Use of Mother Tongue in Teaching Elementary Science

Lesson 1
Looking into Science in K to 3 with Mother Tongue as a Medium
for Teaching and Learning

Lesson Outcomes:
1. Described elementary science in K to 3
2. Identified competencies needed to learn science ideas and concept

Discussion
The K to 12 Science Curriculum of the Department of Education provide all teacher a guide
for all teachers. It underscore and recognizes how important science is, in the everyday life of
human beings. Science integrates technology in the social, economic, personal and ethical aspects
of life. There are various concerns that science may contribute in their solution. Some examples are
hunger and food, climate change, population, pollution, weather disturbances, and many more.

The diagram reveals that the ultimate aims of science is scientific, technological and
environmental literacy. These can be achieved if the learners can:1) demonstrate scientific inquiry
skills; 2) understand and apply scientific knowledge; and 3) demonstrate scientific attitudes and
values through different ways of delivery which are based on sound learning theories.
1. Multi/inter disciplinary Approach
2. Science Technology, Society Approach
 3. Problem Issue Based Learning
4. Inquiry-based Approach
5. Brain-based Learning
The recent learning theories which serve as bases for the different teaching methodologies
include among others Constructivism, Social Cognition Learning Model and Learning Style Theory.
What are the attributes of the scientifically literate person then? According to the DepEd
guidelines, learners are science literate if they are:
1. Critical problem solvers
2. Responsible stewards of nature
3. Innovative and creative citizens
4. Informed decision makers
5. Effective communicator
All of these characteristics should be developed starting in the early grade levels of schooling
and progressing to higher level.
Science topics in the K to 12 Curriculum follows a spiral progression from basic concepts to
more complicated ones in the four areas, namely: Life Science, Physics, Chemistry, and Earth
Science. There are reasons why spiral progression is used and these are:
1. to avoid disjunction between stages of schooling.
2. to allow learners to learn topics and skills appropriate to their developmental stages.
3. to strengthen the retention and mastery of topics and skills as they are revisited and
consolidated.

Set of Standard Competencies that Support the Framework and the Learning Progression in
Science Learning.
Kindergarten The learners will demonstrate an emerging understanding of the parts of
their body and their general functions; plants, animals and varied
materials in their environment. Understanding of their bodies and what is
around them is acquired through exploration, questioning and careful
observation as they infer patterns, similarities and differences that will
allow them to make sound conclusions.
Grade 1 At the end of Grade 1, the learners will use their senses to locate and
describe the external parts of their body;, to identifly, external parts of
animals and plants; to tell shape, color, texture, taste and size of things
around them; to describe the weather and what to do in different
situations; to use appropriate terms or vocabulary to describe these
features; to collect, sort, count, draw, take things apart or make
something out of the things, to practice healthy habits (e.g, Washing
hands properiy, Choosing nutritious food) and safety measures (e.g.,
helping to clean or pack away toys, asKing questions and giving simple
answers/ descriptions to probing questions).
Grade 2 At the end of Grade 2, learners will use their senses to explore and
describe the functions of their senses, compare two or more subjects and
using two or more properties, sort things in different ways and give a
reason for doing so., describe the kind of weather or certain events in the
home or school and express how these are effecting them, do simple
measurements of length, tell why some things around them are
important, decide if what they do is safe or dangerous: give suggestions
on how to prevent accidents at home, practice electricity, water and
paper consenvation, help take acre of pets or of plants and tell short
stories about what thry do, what they have seen or what they feel.
Grade 3 At the end of Grade 3, the leamers can describe the functions of the
different parts of the body and things that make up their surroundings –
rocks and soil, plants and animals, the Sun, Moon and Stars. They can
also classify these things as solid, liquid or gas. They can describe how
objects move and what makes tem move. They can also identify sources
and describe uses of light, heat, sound and electricity. Learners can
 describe changes in the conditions of their suroundings. These would
lead leamers to become more curious about their surroundings,
appreciate nature and practice health and safety measures.

Learning Activity 1
Let us consolidate your learning and use the cells.
1. In some cells, you will find science concepts. Example: plants, body parts, weather, sun, earth
and moon.
2. Write the same concept in the cell of other grade levels if the same concept will be learned.
Lead questions: Is the topic on plants for kindergarten also taken up in other grade levels? If yes,
then, write plants on the cell of the other grade levels.
Kindergarten Grade 1 Grade 2 Grade 3
Plants
Weather
Sun, Earth, Moon
Body Parts

Lesson 2
Commonly Used Science Terms and Concepts in the Mother
Tongue

Lesson Outcomes:
1. Listed common science terms and concepts in the mother tongue

Discussion
There may be millions of words that we speak in our mother tongue. We can converse using
these words among our peers who speak the same language. Language is a medium of
communication. Oftentimes, when we are asked orally in other languages, we respond in our frst
language. We understand better when our mother tongue is used. Hence in teaching science, we
need to use our mother tongue. What then are common words in science for teaching and
learning? Try to complete the table below.

Learning Activity 1

Cluster 1: Words that Relate to Parts of the Body (Example Words)

Hiligaynon (Example) My Mother Tongue English
1. Ulo Head
2. Mata Eyes
3. Kilay Eyebrow
4. Baba Mouth
5. Ngipon Teeth
6. Ilong Nose
7. Dulungan Ears
8. Pisngi/Guya Face
9. Liog Neck
10. Dughan Chest/Breast
11. Abaga Shoulder
12. Kamot Hands
13. Tudlo Finger
14. Tiyan Stomach
15. Hawak Waist
16. Paa Thigh
17. Tuhod Knee
18. Batiis Legs
19. Tiil Foot
20. Tudlo sa Tiil Toe nail

Cluster 2: Words that Relate to Plants

Hiligaynon (Example) My Mother Tongue English
1. Kahoy Trees
2. Bulak Flower
3. Hilamon Grass
4. Saging Banana
5. Lubi Coconut
6. Kawayan Bamboo
7. Bayabas Guava
8. Humay Rice
9. Mais Corn
10. Liso Seed
11. Bunga Fruit
12. Dahon Leaves
13. Sanga Branch
14. Luto Ripe
15. Hilaw Unripe
16. Gutok Seedling
17. Ani Harvest
18. Balagon Vine
19. Hilamon Grass
20. Tubo Sugarcane

Cluster 3: Words that Relate to Animals

Hiligaynon (Example) My Mother Tongue English
1. Kalabaw Carabao
2. Kabayo Horse
3. Baka Cow
4. Baboy Pig
5. Kuring Cat
6. Manok Chicken
7. Pato Goose
8. Ido Dog
9. Pispis Bird
10. Alibangbang Butterfly
11. Manog Snake
12. Pabu Turkey
13. Ilaga Mouse
14. Kanding Goat
15. Langaw Fly
16. Isda Fish
17. Balyena Whale
18. Pakpak Wings
19. Sungay Horn
20. Itlog Eggs

Cluster 4: Words that Relate to Earth, Sun, Moon

 Hiligaynon (Example) My Mother Tongue English
1. Kalibutan Earth
2. Adlaw Sun/Day
3. Bulan Moon/Month
4. Bitoon Start
5. Langit Sky
6. Aga Morning
7. Gabi Night/Evening
8. Hapon Afternoon
9. Ulan Rain
10. Bagyo Typhoon
11. Duta Land
12. Ugsad Fullmoon
13. Lati New moon
14. Linog Earthquake
15. Baha Flood
16. Butlak Sunrise/Moonrise
17. Hangin Wind
18. Galum/Panganod Clouds
19. Dagat Ocean/Sea
20. Tubig Water

Cluster 5: Words that Describe

Hiligaynon (Example) My Mother Tongue English
1. Duag Color
a. Pula Red
b. Asul Blue
c. Berde Green
d. Dilaw/Kanaryo Yellow
e. Kahil/Dalandan Orange
f. Ube Violet
g Kaki Brown
h. Itum Black
i. Puti White
2. Mga inadlaw sa Semana Days of the Week
a. Lunes Monday
b. Martes Tuesday
c. Myerkoles Wednesday
d. Hwebes Thursday
e. e. Biernes Friday
f. Sabado Saturday
g. Domingo Sunday
3. Mga Numero Counting Words
a. Isa One
b. Duha Two
C. Tatlo Three
d. Apat Four
e. Lima Five
f. Anum Six
g. Pito Seven
h. Walo Eight
i. Siyam Nine
j. Pulo/Napulo Ten
4. Kalabaon Length
 a. Malaba Long
b. Malipot Short
c. Kasarangan Medium
5. Pangtilaw Taste
a. Matamis Sweet
b. Maaslum Sour
c. Mapait Bitter
d. Maasin Salty
e. Malas-ay Bland
6. Pang dungog Hearing
a. Mahinay Soft
b. Matunog Loud
c. Magansal Shrill

Lesson 3
Science Processes Skills for Learning and Teaching in the Lower
Grades

Lesson Outcomes:
1. Identified the different science processes appropriate in the grade level
2. Utilized the different science processes in teaching and learning

Discussion
The American Association for the Advancement of Science (AAAS) has originally introduced
the processes of science. These are grouped into Basic Science Processes which include:
 Observing
 Comparing
 Classifying
 Measuring
Use of Numbers
 Inferring
 Predicting
Use of Space -Time Relationship, and the Integrated Science Processes which include:
 Hypothesizing
 Controlling of Variables
 Interpreting Data
 Making Operational Definition
 Experimenting and Formulating Models

Science Processes Skills for K to Grade 3

1. Observing – using the different senses to gather information objectively about the object of
event.
Examples of observations based on your senses. How do you say these observations in your
mother tongue?
1. What you see- yellow, green, blue, orange
2. What you taste- sweet, sour, salty, bitter
3. What you feel- soft, smooth, rough, hard
4. What you smell- bad, pleasant, smells like .....
5. What you hear- loud, soft, shrill, sound like ..
2. Inferring – making an educated guess about an observation, based on previous observations.
Example: Based on previous observation that the bus stops by the school every 7:00 oclock
in the morning, then it can be inferred that on a Monday morning at 7:00 AM, the bus will be
there.
3. Classifying – grouping or ordering objects or events into categories based on properties,
 characteristics and criteria. Betore classifying, there is a need to compare in order to determine
the similarities and differences or which ones are alike and what are not alike.
Example: Group A: All fruits Group B: All grains
4. Measuring – comparing two things or objects. One is a standard measure or it may be a non
standard measure.
Example: A meter stick is a standard measure to compare with the edge of the table.
5. Communicating – sometimes called describing by using words or graphic symbols to describe an
action, objects or events.
Example: Describing the temperature of water through a graph over a period of time.
6. Predicting – stating or describing the outcome of a future event based on patterns under normal
condition like sunrise and sunset or growth of plants.
Example: Predicting the growth of corn seeds over a period of time.

Examples of Science Process Skills Activities

Process Skill: Observing for Kindergarten

Activity 1: Pagkilala sang Mga Duag (ldentifying Colors)
Materials: color chart, pictures, real objects
Procedure:
1. Ipakita ang color chart. (Show the color chart)
2. Itudlo ang duag kag ihambal ang ngalan. (Point to the color and say the name in the mother
tongue)
Halimbawa (Example:) Point to: Pula (red) on the chart and say: Pula (red) at the same time.
3. After the teacher has done all the examples, point to the color and let the children name the
color. Do this many times until you are sure they can identify.
4. Ask the children to look for objects in the room that matches the color that the teacher will say.
Do this 4 or more times.
5. Game time: By Groups
a. Show 5 objects (preferably real objects) and ask groups to name the color.

Process Skill: Classifying for Grade

Activity 2: Pareho ukon Indi Pareho (Similar or Different)
Materials: Real objects, Pictures, Small boxes as container
Procedure:
1. Form groups of 5 children as members. Each group will choose a leader.
2. Each group will be given a box with different objects inside.
3. All groups shall open the box together and observe the different objects using their different
sense organs
4. After their observations, ask the following questions in the mother tongue:
4.1 What objects are alike or similar? Place them in group A.
4.2 What objects are not alike or different from group A? Place them in group B.
4.3 How are they alike in A? B?
4.4 How are objects in Group A different than in Group B?

Process Skill: Measuring for Grade 2 and Grade 3

Activity 3: Malaba ukon Malip-ot ( Long or Short)
Materials: real objects, meter stick
Procedure:
1. Show the different real objects and let the children identify them.
2. Ask them to observe every object. (Each object must have one that is long, and the other short,
like long stick and short stick)
3. Ask: Which one is long? Which one is short?
4. Let the children group the objects that are long, and those that are short.
5. Why do you say that one is long and the other is short?
6. What is the best way to find out?
7. Show to the children a meter stick. Identify its name in the mother tongue.
8. Use the meter stick to measure the length of the table, the side of the room, the length of a rope
and other. While measuring let the children count every meter. Record the answers on the board.
9. After all the objects have been measured, and recorded on the board, ask the class the following
questions:
9.1 Which object is the longest?
9.2 Which object is the shortest?
9.3 Is the table longer than the side of the room?
9.4 Is the rope shorter than the side of the table?

Lesson 4
Lesson Exemplars

Lesson Outcomes:
1. Designed a lesson plan to guide in teaching science in the mother tongue.

Discussion:

Sample Lesson Plan in Elementary Science

[Link] Learning Outcomes/ Objectives
1. Tell that force is applied to move objects.
2. Describe that pushing or pulling with force moves objects
3. State that if the force moves objects towards the person it is a pull.
4. State that if the force moves objects away from the person, it is a push.
II. Subject Matter
A. Topic: Pushing or pulling move objects.
B. Reference: Bilbao, P. (2010) Exploring Science is Fun
C. Science Concepts:
1. Objects move when force is applied to it.
2. A push is a force that moves objects away.
3. A pull is a force that moves the objects near.
D. Science Processes: Observing, Inferring, Making Operational Definition
E. Materials: Real objects like chairs, table, books, stones, big boxes and pictures
III. Procedure
A. Preparatory Activity
Review of past lesson/prior learning
B. Lesson Proper
1. Motivation
1.1 Take children outside the classroom, to observe objects that move.
1.2 Ask children to report their observations inside the classroom.
2. Activity Proper
2.1 Demonstrate to the class the following:
a. ball that is blown on the table.
b. toy cart pulled on a string.
c. a chair pushed to the side of the room
d. a book pushed to the center of the table
2.2 Ask the following questions
a. What have you observed when the bll was blown? Toy cart was pulled? Chair and
the book were pushed?
2.3 Experiential Activity: Group the class by 5's. Let each group push or pull a chair, table,
box and other objects inside the classroom.
2.4 Conceptualization
After the activity, ask the following questions:
 a. What is needed to move any object?
[Link] force is needed to move the object away from you?
c. What force is needed to move the object near you
2.5 Application
1. Do you have enough force to push the wall? Try it.
2. Do you have enough force to pull the box? Try it.
IV. Assessment of Learning Outcomes
Circle the letter of the correct answer from the items below.
1. If you throw the ball to a classmate, what force will you apply?
a. Push b. Pull c. Slide
2. If you want the chair to be nearer you, what will you do?
a. Pull b. Push c. Carry

Learning Activity 1
Answer each item with Yes or No. Explain your answer.
1. Must all future teachers learn how to make a lesson plan?
2. In the teaching of science in K to Grade 3, should the medium of instruction be English?
3. Should real objects as materials for teaching be preferred over artificial representations?
4. Should the development of science process skills be emphasized in the teaching of
science?
5. Should all the senses be used in making observations at one time?

Learning Activity 2
Make your own lesson plan exemplar in science using mother tongue as the medium of
instruction.

CHAPTER 7: Use of Mother Tongue in Teaching Araling Panlipunan

Lesson 1: Curricular Framework, Approaches and Commonly Used
Mother Tongue Words in Teaching Araling Panlipunan

Lesson Outcomes:
1. Revisited the Araling Panlipunan curricular framework with focus in the early primary grades
2. Identified the different teaching approaches in the subject with the use of the mother tongue
3. Listed sample common terms in the mother tongue that will be used in teaching and learning

Discussion

A. The New Curriculum in Araling Panlipunan

The curriculum is anchored on the seven themes as prescribed by the K to 12 Enhanced
Curricula of the Department of Education. The skills to be developed among the learners include:
 general thinking
 logical reasoning
 creativity
 appreciation of one's culture
 research skills
 communication skills
 responsibility
 productivity
 environmental consciousness
 global vision
 Conceptual Framework of Araling Panlipunan Curriculum

To further understand the curriculum from the themes, the Learning Area Standard of
Araling Panlipunan is a crucial component in teaching AP. The learning area standards are to be fully
contexualized in the local setting based on what K to 12 has defined. Accordingly, the learning area
standards are stated below:
Naipamamalas ang pag-unawa sa mga konsepto at pag-aaral ng mga:
 tao at grupo,
 komunidad at lipunan kung paano sila namumuhay;
 ang kanillang mga paniniwala at kuliura upang makabuo ng pagkakakilanlan bilang Pilipino,
tao at miyembro ng bansa at mundo;
 maunawaan ang sariling lipunan gamit ang mga kasanayan sa pananaliksik,
makikipagkapwa, likas kayang paggamit ng pinagkukunang yaman at pakikipagialastasan
tungo sa isang mapanuri, mapagmuni, responsible, produktibo, makakalikasan, makatao at
makabansa na may pambansa at pandaigdigang ;pananaw
 at pagpapahalaga sa mga usapin sa lipunan sa nakaraan at kasalukuyan tungo sa pagpanday
ng kinabukasan.

Learning Outcomes for K to Grade 3

Grade Level Grade Level Standards
Naipamalas ang
Kindergarten pag-unawa sa kaalaman tungkol sa sarili at mga gawain ng tao sa kanyang
kapaligiran at pagpaunlad ng kakayahang sosyo- emosyonal at positibong
pakikipag-ugnay at pakikisalamuha sa tahanan, paaralan pamayanan.
Grade 1 kamalayan bilang batang Pilipino at kasapi ng pamilya at paaralan at pag-
unawa sa batayang konseptong pagpapatuloy at pagbabago, distansya at
direksyon at ang pagpapahalaga sa kapaligiran ng tahanan at paaralan tungo
sa paglinang ng isang mamamayang mapanuri, mapagmunı, responsible,
produktibo, makakalikasan, makatao at makabansa na may pambansa at
pandaigdigang pananaw at pagpapahalaga sa mga usapin sa lipunan sa
nakaraan at kasalukuyan tungo sa pagpapanday ngkinabukasan.
Grade 2 pagkilala, pag-unawa at pagpapahalaga sa kinabibilangang komunidad ngayon
at sa nakaraan gamit ang mga konseptong pagtuloy at pagbabago,
pagkakasunod-sunod ng mga pangyayarl, mga simpleng konseptong
pagpatuloy at pagbabago, pagkasunod-sunoa ng mga pangyayari, mga
simpleng konseptong heographical tulad ng lokasyon tungo sa isang panaun,
 mapagmuni, responsible, produktibo, makakalikasan, makatao at makabansa
na may pambansa at pandaig-digang pananaw at pagpapahalaga sa mga
usapin sa lipunan sa nakaraan at kasalukuyan tungo sa pagpanday ng
kinabukasan.
Grade 3 pag-unawa sa kasaysayan ng sariling lalawigan at rehiyon kasama ang
aspetong pangkutura, pampulitika, panlipunan at produksyon at distribution
ng local na produkto gamit ang mga natutunang konsepto at pamamaraan sa
mga naunang baitang para sa mas malalim na pag -unawa ng impormasyon at
pagkakakilanlan bilang Pilipino at mamamayan ng tungo sa paglinang ng isang
mamamayang mapanuri, responsible, produktibo, makakalikasan, makatao at
makabansa na may pambansa at pandaigdigang pananaw at pagpapahalaga sa
mga usapin sa lipunan sa nakaraan at sa kasalukuyan tungo sa pagpanday ng
kinabukasan.

A. Approaches and Strategies in Teaching Araling Panlipunan or Social Studies.

According to Villamar (2012), there are varied ways that you can use to teach your subject
matter in Araling Panlipunan. Not all of these can be used in your teaching. These are clustered into
those which can be used in K to Grade 3, the lower primary, and another cluster for upper level
elementary.

Cluster A- For lower Primary (K to Grade 3)

1. Role Playing – Popular among learners of various age brackets, role play is used to make the
learners “feel” and act the role assigned to them. It provides the opportunity for learners to
express their ideas at their own level. Children love role play because they act specific roles
as portrayed by the characters they present.
2. Reading or Writing Quotation – Reading or writing short quotations that relate to the seven
themes in Araling Panlipunan like the local heroes, environment, and the family at the
beginning or at the end of the lesson encourages learners to appreciate better lesson.
3. Web Charting – Writing words such as war, peace, friendly, unfriendly, heroes, help, or destroy
at the beginning of the session and asking children to draw a picture or write a word that
relate to them will stimulate thinking. It can also be good springboard to develop concepts.
4. Use of Films and Photographs – Visual like pictures, films and the like will enhance images in
the learner 's mind. After showing these images, a discussion on the message conveyed or a
reaction to the visuals will trigger positive attitude towards learning.
5. Telling Stories – Story telling is one of the favorite strategies for young children. Learners can
share their personal experiences related to the topics in the story listed to or read. In the
lower grades, storytelling is accompanied with the use of big book and illustrated materials.
6. Song and Poem Analysis – Young learners always love to sing songs and recite poems. The use
of these will liven up the classroom, but these songs and poems should be related to the
lesson.
7. Sentence Completion – Asking children to complete unfinished sentences will bring out their
individual thoughts and feelings on a particular topic. It will also improve comprehension.
8. Exposure Trips – First hand exposure, community immersion, and getting aware of the local
community condition, perhaps in calamity areas, can develop empathy and compassion
among learners. Understanding and realization, will allow the young learners to be deeply
involved in the common issues at their own level. Exposure trips will allow learners to see,
hear, and have the first hand experiences of the prevailing realities.
9. Show-and-Tell – These strategies give the learners an opportunity to explain the concepts to
their classmates with matching visual aids. Show-and-Tell is premised on the belief that if
one can explain a concept well to someone, this person, without doubt, understands the
concepts.

Cluster B - For Upper Primary (Grade 4) and Intermediate Grades (Grades 5-6)
Cluster B are strategies that develop higher order thinking skills which young learners
 through the guidance of the teacher, can effectively utilize.
1. Visualization/magination Exercise – This strategy allows learners to use their imagination.
Young children are more imaginative. They make varied images that can be a subject of
conversation. They can make drawings of different images even in K to Grade 3 and most
especially in upper grades.
2. Perspective Taking – This is a strategy for problem solving. This is like "standing on the shoes of
another person and walking with them for a while." The "if and then" initial statement can
also be utilized. For example: If you are the Barangay Captain of a typhoon-ravaged
community, what will you do to immediately respond to the disaster? Then, I should....
3. Discussion – This is a strategy that enables each member of the group to be heard. Topics for
discussion shall be based on the factual information that is relevant to the lesson.
Discussion will be best if it is student-led and teacher facilitated. Group discussion is
preferred than whole class discussion.
4. Simulation Games – Simulating the varied situation like poverty allows learners a better feel of
the situation. This will allow them to be more creative in making suggestions or alternative
situations.
5. Journal Writing/Individual Reflection – This is done at the end of the class session. Learners are
to answer one or two questions that will allow thinking of their responses, reflections or
reactions to a topic that has been discussed.
6. Think-Pair and Share – This strategy requires two persons or a dyad. Each one verbally gives his
or her thoughts while the partner listens. After the first of the pair has spoken and listened,
they exchange places in the conversation. When each of the two has spoken and listened,
they continue by discussing their thoughts together. This will develop the skill in
communicating and thinking as well as in listening.
7. Problem Solving – It is one of the most valuable learning strategies. It enables the person to
use other valuable cognitive skills such as analyzing, generating option, and evaluating
option.
8. Research through Interview – Even young school children can conduct interviews and do
research. Asking children to interview community helpers and take down answers will help
develop high order thinking skills.
9. Reciprocal Learning – Learners take turn in facilitating a discussion or a learning episode in
small groups or whole class. This will be the under the close guidance of the teacher.
10. Twinning Project – This is a strategy where the learners in one school partner with other
learners in another school in the same municipality, in another province, or outside the
country through emails or other means ot communication. They share activities that they
are doing in their school or community. This project allows them to develop wider
perspectives and deepen their understanding of the situations and become model for one
another.

B. Some Common Terms in the Mother Tongue for Use in Araling Panlipunan
Let us make an inventory of some common terms needed to teach and learn Araling
Panlipunan with the use of the mother tongue. We will use the seven themes as recommended in
the framework and the new K to 12 Curriculum.
We will use Filipino as the basis of our listing, since the seven themes are written in Filipino
in the curriculum. For purposes of this material, we will only focus on the first theme which is Tao,
Kapaligiran at Lipunan.

Learning Activity 1
Complete the table below.

Common Terms for Theme l: Tao, Kapalıgıran at Lipunan (Examples)

In Filipino In Hiligaynon (MT) In Your Mother Tongue
1. Bata Bata
2 Kapatid Utod
3. Kaibigan Amiga/amigo
4. Katulong Kabulig
5. Bayan Banwa
6. Bundok Bukid
7. Ilog Suba
8. Kapitbahay Kasilingan
9. Magsasaka Mangunguma
10. Palengke Tindahan
11. Simbahan Simbahan
12. Paaralan Eskwelahan
13. Guro0 Manunudlo/Titser
14. Palay Humay
15. Bulaklak Bulak

Lesson 2: Making a Plan To Teach Araling Panlipunan: A Lesson

Exemplar

Lesson Outcomes:
1. Analyzed parts of a detailed lesson plan in Araling Panlipunan.
2. Written a lesson plan in Araling Panlipunan in one’s Mother Tongue

Discussion

Sample of Araling Panlipunan Lesson Plan

I. Layunin
a. Nakapagtutukoy ng iba't ibang uri ng transportasyon mula bahay patungo sa paaralan base sa
distansya ng tirahan
II. Paksang Aralin
A. Paksa: Ako at Aking Tahanan at Paaralan
B. Sanggunian: Araling Panlipunan Teaching Guide
C. Konsepto: May iba't-ibang uri ng transportasyon na ating sinasakyan patungong paaralan
D. Proseso: Pagtukoy
III. Pamamaraan
A. Pumukaw Siglang Gawain
1. Panimulang Gawain:
Mga bata, gusto nyo bang umawit? Opo. Magaling! May inihanda akong awitin, awitin
natin and "Dyip ni Mang Juan" ng sabay-sabay!
B. Panlinang na Gawain
1. Paunang Pagtataya
Mga bata, maaari ba ninyong iguhit ang ating silid-aralan patungong silid-aklatan? Opo.
(lguhit ang munting mapa).
2. Paglalahad
Ano ang inyong sinasakyan patungong eskwelahan ? Dyip po.
(Mag-iba-iba ang sagot ng bata depende sa lokasyon ng tirahan ng bata.)
3. Pagtuturo ng bagong Leksiyon
Mga bata, ang uri ng transportasyon na sinasakyan natin ay depende sa layo at lapit ng
ating tirahan sa eskwelahan o sa lugar na ating pinupuntahan. Naintindihan ba mga bata?
Opo.
4. Pagtatalakay
Ikaw, saan ka nakatira? Sa Lagalag po sa Westgate. (Mag-iiba-iba ng sagot.)
Saan ka sasakay patungong paaralan? Sa dyip po. (Mag-iiba-iba ng sagot.)
5. Kasanayang Pagpapayaman
Isulat ang mga transportasyon na ginagamit papunta sa mga sumusunod:
a. bahay - palengke
 b. bahay - eskwelahan
c. bahay - tindahan
6. Kasanayang Pagkabisa
Saan ka nga uli nakatira? (Sasagot ang bata kung saan siya nakatira)
Ano nga uli ang uri ng transportasyon ang sinasakyan mo? (Sasabihin kung dyip, bus,
tricycle o motor.)
7. Paglalahat
Anu-ano nga ang iba t-ibang uri ng transportasyon ? Dyip, motor, bus, bisikleta, atbp.
8. Pagpapahalaga
Mga bata palagi ninyong tatandaan na mahalaga ang mga sasakyan dahil malaki ang
naitutulong nito sa atin upang makarating ng mabilis at maayos sa ating pupuntahan.
Malinaw ba? Opo.
9. Pahuling Pagtataya
lguhit ang inyong tahanan at arng iyong sinasakyan patungong paaralan.
IV. Takdang Aralin
Iguhit ang isa sa madalas mong sakyan.

Learning Activity 1
Make your own lesson plan in Araling Panlipunan. Use your Mother Tongue.

Congratulations!!!
You have done a good job by completing all the activities and lessons as part of this module.
Now, gather and review all your learnings by writing them all in a “Reflection”. You may include all
your thoughts and experiences in relation to the completion of all your requirements in this subject.
Thank you very much…

Summary of Activities:
Chapter 1: Lesson 1-------Activity 1
-------Activity 2 REFERENCE:
Lesson 2 -------Activity 1
Chapter 2: Lesson 1------- Activity 1 Most of the content of this
Lesson 2 -------Activity 1 module is adapted from the textbook
Chapter 3: Lesson 1------- Activity 1 “Mother Tongue: for Teaching and
Lesson 2 -------Activity 1 Learning”, by Fins Felisa L. Alcudia,
Lesson 3 Purita P. Bilbao, Ma. Asuncion
Lesson 4------- Activity 1 Christine V. Dequilla, Angelita D.
-------Activity 2
Germinal, Daisy A. Rosano, & Marievic
Chapter 4: Lesson 1------- Activity 1
M. Violeta; Copyright 2016 by Lorimar
Lesson 2-------Activity 1
Reflection Publishing, Inc.