Mother Tongue-Based

Multilingual Education (MTB-MLE)

Teacher’s Guide
Hiligaynon

i
 1
Mother Tongue-Based
Multilingual Education
(MTB-MLE)
Teacher’s Guide
(Unit 3- Week 24)

Hiligaynon

This instructional material was collaboratively developed and

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colleges, and/or universities. We encourage teachers and
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Department of Education
Republic of the Philippines
Mother Tongue Based Multilingual Education – Grade 1
Teacher’s Guide: Hiligaynon
First Edition, 2013
ISBN: 978-971-9981-75-6

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The borrowed materials (i.e., songs, stories, poems, pictures, photos, brand
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over them.
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dr. Yolanda S. Quijano
Assistant Secretary: Dr. Elena R. Ruiz

Development Team of the Teacher’s Guide

Authors: Dymphna Leizel G. Jocson and Juvy D. Baranda

Coordinator: Rosalina J. Villaneza

Editors: Dr. Daisy A. Rosano and Prof. Ruth A. Lebes-Gelvezon

Graphic Artists: James M. Gaje, Jayson R.Gaduena and Jason O.

Villena

Layout Artist: Aileen Nacario Ilagan

Printed in the Philippines ____________

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Pasig City, Philippines 1600
Telefax: (02) 634-1054, 634-1072
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 Week24
Week 24

I. Objectives
At the end of the week, the pupils are expected to:
1. Talk about family, friends, school, community, and significant people and
places in culturally appropriate manner
2. Read the sight words listed in the Appendix
3. Read phrases, sentences, and short stories containing high frequency
words and words studied
4. Read aloud grade one level text at a rate of approximately 60 words per
minute
5. Read grade one text in three to four-word-phrases with appropriate
intonation, expression, and punctuation cues
6. Correctly spell previously learned words
7. Correctly spell pronouns used in sentences
8. Write simple sentences, phrases, paragraphs, and stories observing
correct punctuation marks, capitalization, indention, and format
9. Write using phonic knowledge for different purposes – sentences, lists,
jokes, poems, songs, riddles, short stories, etc.
10. Use pronouns in sentences
11. Use clues from context to figure out what the words mean
12. Predict what will happen next in the stories, fables, legends, school and
community events/situations/issues, radio broadcasts, and local news
based on context
13. Give the cause or effect of certain events in school and community, radio
broadcasts, and local news read and heard
14. Locate specific information in the text to find answers to higher level
questions
15. Answer higher level questions about the school and community
events/situations/issues, radio broadcasts, and local news read and heard
16. Express love for stories by browsing the storybooks read to them and
asking to be read with more stories

II. Subject Matter

A. Domains
1. Oral Language
Talking about family, friends, school, community, and significant
people and places in culturally appropriate manner

2. Word Recognition
a. Reading the sight words listed in the Appendix
b. Reading phrases, sentences, and short stories containing high
frequency words and words studied

3. Fluency
a. Reading aloud grade one level text at a rate of approximately 60
words per minute
b. Reading grade one text in three- to four-word-phrases with
appropriate intonation, expression, and punctuation cues

4. Spelling
a. Writing the correct spelling of previously learned words
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 b. Writing the correct spelling of pronouns used in sentences

5. Handwriting
Writing simple sentences, phrases, paragraphs, and stories observing
correct punctuation marks, capitalization, indention, and format

6. Composing
Writing using phonic knowledge for different purposes – sentences,
lists, jokes, poems, songs, riddles, short stories, etc.

7. Grammar Awareness
Using pronouns in sentences

8. Vocabulary
Using clues from context to figure out what the words mean

9. Reading Comprehension
a. Predicting what will happen next in the stories, fables, legends,
school and community events, situations, or issues, radio
broadcasts, and local news based on context
b. Giving the cause or effect of certain events in the school and
community, radio broadcasts, and local news read and heard
c. Locating specific information in the text to find answers to higher
level questions
d. Answering higher level questions about the school and community
events/situations/issues, radio broadcast and local news, etc.
e. Expressing love for stories by browsing the storybooks read to
them and asking to be read with more stories.

B. References
 K to 12 Curriculum
 Two-Track Approach to Teaching Children to Read and Write Their
First Language (L1): A Guidebook for Trainers by Susan and Dennis
Malone, 2010
 Developing Comprehension in Young Readers (Lesson Plans from
RAP Conventions -Vol. 1)

C. Materials: Article: “La Paz Batchoy”; pictures of foods found locally (e.g.,
banana, corn, candies, “suman latik”, “bitso-bitso”, etc.); picture of a busy
Tiangge Fair where teachers and pupils are selling and buying different
foods during Nutrition Month celebration; Magic Box containing pictures of
persons or group of persons; activity sheets

D. Theme: Our favorite foods - local cuisine

Examples: bagnet, diningding, pinangat, kilawin, etc.

E. Value Focus: Proper Nutrition

III. Learning Activities

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 DAY 1
A. Pre-Reading
1. Unlocking of Difficulties
gin-imbento (through context clue)
pagsakot-sakot (through context clue)
kasudlan (through context clue)
ginalaga (through context clue)
saboroso (through context clue)

2. Activating Prior Knowledge/Developing Motivation for the Story

Ask: Nakatilaw ka na bala sang pagkaon nga may mainit nga
sabaw? Ano nga pagkaon ini? Ngaa gusto mo ini? Masugid
mo bala ang mga panakot sang paborito mo nga pagkaon?
Nahibaluan mo bala kon paano ini lutuon? (Have you tried a
dish with hot soup? What dish is it? Why do you like it? Can
you identify the ingredients of your favorite dish? Do you have
any idea on how to prepare your favorite dish?

Ngaa gusto mo ini?

Ano ang mga Favorite Food /Dish Paano ini lutuon?

panakot sini?

Diin mo bala ini mabakal o

makuha?

3. Developing a Purpose for Reading

Say: Sa artikulo nga aton basahon subong nga adlaw, hibaluon
naton ko sin-o ang nakatukib sini nga pagkaon, ano ang mga
panakot, kag paano ini lutuon. (In the article that we will be reading
today, let’s find out who discovered the dish, what the ingredients
are, and how it is prepared.)
Article:
La Paz Batchoy
(Ginsulat ni Dymphna Leizel G. Jocson)

Pagkaon nga mainit kag manamit nga sabaw ang gusto mo? Tilawan
mo ang batchoy. Kilala ini nga pagkaon sa syudad sang Iloilo. Gin-imbento
ini ni Fedirico Guillergan Sr. Sia ang una nga Ilonggo nga nagdiskubre sang
batchoy paagi sang pagsakot-sakot sang nagkalainlain nga panakot sini.
Nag-umpisa ang pagbaligya sang batchoy sa tindahan sang La Paz. Gani
ginatawag ini nga La Paz Batchoy.
Madamo ang interesado kon paano ginaluto ang batchoy. Una sa
tanan, ginasigurado nga manamit gid ang sabaw. Ginagisa ang karne kag
kasudlan sang baboy. Ginalaga ini upod sang tul-an sang baboy para mangin
saboroso pa gid ang sabaw. Naandan nga ginabutang sa yahong ang miki
upod sang iban pa nga panakot subong sang kinihad nga karne, atay,

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sitsaron kag sibuyas dahon. Ginabutangan sang manamit nga sabaw ang
yahong nga may mga panakot kag pwede na ini sakuton kag kaunon.
“La Paz Batchoy” manamit kag nangin paborito sang sino-o man nga
makatilaw. Ikaw bala nakatilaw na sang La Paz Batchoy? Dali na kag
magkaon na kita!

Sight Words

sila nanday ini ina ato

diri dira didto kay nangin
mangin may bala ako ko
kami ikaw kamo ni mo
amo man gusto sini tanan

B. During Reading
1. Write the article on a chart.
2. Let the pupils read it silently with appropriate intonation, expression,
and punctuation cues. Then, ask them to read orally (whole group,
pair, or individually).
3. Ask questions that would make pupils to predict situations or events
based on what they are reading.

C. Post Reading
1. Discussion Questions (Literal and Motive)
a. Sin-o ang nakatukib sang batchoy? (Who discovered “batchoy”?)
b. Ano ang mga panakot sang batchoy? (What are the ingredients of
“batchoy”?)
c. Paano lutuon ang batchoy? (How is “batchoy” prepared?)

DAY 2

(Review the article “La Paz Batchoy”)

1. Engagement Activities
a. Baklon Naton
Sa pagluto sang batchoy kinahanglan ang pila ka panakot. Ilista
ang tanan nga panakot sa papel.

Mga Panakot sang Batchoy

____________________________________

_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______

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b. Sundon Naton
Ipaathag kag ipakita kon paano lutuon ang batchoy.

Paano lutuon ang batchoy?

Sundon naton ini:

Una: ____________________________

Ikaduha: _________________________

Ikatlo: ___________________________

Ikaapat: __________________________

c. Bugal Naton
Kilala nga pagkaon ang batchoy. Maghimo sang premyo sa
pagkilala sa tawo nga nagtukib sini nga pagkaon.

Ini nga premyo ginahatag kay

______________________________ bilang pagkilala sa
_________________________________________ nga nangin
bugal sang mga Ilonggo.
Ginhatag sa ika __________ nga adlaw sang
___________, 2012 diri sa ______________________.

d. Pangalanan Liwat Naton

Magpaminsar sang iban pa nga ngalan para sa batchoy.
Ipaathag ang imo sabat.
 Ngaa ayhan batchoy ang ngalan sang pagkaon?
 Ano pa ang pwede ipangalan sa batchoy? Ngaa?

Possible nga ngalan sang batchoy:

____________________________

____________________________

____________________________

Mga Paathag:
______________________________________________
_______________________________________________
_______________________________________________
e. Ipabutyag Naton

Ipaathag ang mangin resulta kon himuon ini.

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 Ginalaga ang panakot
nga karne kag tul-an
sang baboy.

Gani, nangin paborito

ko ang batchoy.

Ipaathag kon ngaa batchoy ang paborito mo nga pagkaon.

2. Discussion
a. “Batchoy” was created by mixing the different ingredients. To prepare
“batchoy,” what are the ingredients that we need to buy in the market?
Let’s listen to the report of Group 1.
b. Now that we have all the ingredients needed in preparing “batchoy,”
how are we going to prepare it? What are the steps that we need to
follow? Let’s hear Group 2’s report.
c. “Batchoy” is a popular dish. We need to recognize the person who
discovered it. Let’s find out how Group 3 gives recognition to this
person.
d. If you were the ones who discovered the dish, what would be the
name of the dish? Why? Let’s hear Group 4’s report.
e. Those who have tried eating or preparing “batchoy” could give their
reasons for certain issues. Let’s listen to the report of Group 5.
3. Processing of the Activity
a. Process the activity done by the five groups.
b. Let the pupils write their responses on the chart.

GROUP ACTIVITY FOCUS SKILL

4. Enrichment Activity
Follow-up activity for Group 5 presentation.
Direksyon: Basaha ang masunod nga mga dinalan. Kopyaha sa imo
papel. Bilugi ang kabangdanan kag kuriti ang resulta o bunga.
a. Madasig ang paghigop ko sang sabaw sang batchoy kay nagutom gid
ako.
a. Manamit magluto si Manong Kaloy gani damo ang nagabakal sa iya
karinderya.
You may add more similar activities.

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 DAY 3
Grammar Lesson
1. Preparatory Activity
Show and Tell
Say: May mga litrato sang pagkaon nga napapilitsa dingding. Luyag
ko malibot kamo kag pangitaon ang litrato sang pagkaon nga
gusto mo kaunon. Ipakita kag ilaragway ini sa klase. (There
are pictures of food posted on the wall. I want you to move
around and find the picture of the food you love to eat. Show it
to the class and tell something about it.)

After each pupil has shown and talked about the food he or she
liked, process the sharing by asking some focused questions:

Example: Nagapapagros kag nagapaayo bala sang lawas mo

ang gusto mo nga pagkaon? Ngaa? (Do you think the food you like
makes you strong and healthy? Why do you think so?)

2. Presentation
Ask: Sin-o sa inyo ang gusto magkaon sang _________ e.g., “suman
latik”? Ngaa gusto mo o sang imo kaeskwela ini? San-o ninyo ini
masami nga ginakaon? (Who among you here love to eat
____________e.g., “suman latik”? Why do you or your classmates like
it? When do you usually eat this food?)

a. Write the pupils’ responses on the chalkboard. Select the

responses with personal pronouns.
Say: Basahon naton ang mga dinalan. (Let’s read the sentences.)

Gusto ko ang suman latik. Ako gid ang nagabakal sa nagalibod.

a. Tanan kami sa balay paborito ang suman latik.
b. Suman latik ang balon ko subong para sa “recess”. Ikaw, ano ang
balon mo?
c. Mga kaeskwela may balon man bala kamo?
d. Paborito ni Nora ang suman latik. Ginabaklan sia sang iya Nanay
kada “recess”.
Paborito man nanday Lina, Dina, kag Ana ang suman latik.
Gahatagay sila nga tatlo kon “recess.”

b. Present the different personal pronouns and how they are used in
sentences.

3. Generalization
Ask: San-o naton ginausar ang ako/ko? Ikaw/mo? Sia?
San-o naton ginausar ang kita/kami? Kamo? Sila?

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 Personal Pronoun (Tal-us nga Pangalan sa Tawo)
Singular (Isahon) Plural (Kadamuon)
First Person ako, ko kita (inclusive), kami (exclusive)
Second Person ikaw/ka, mo kamo
Third Person sia sila

DAY 4

1. Guided Practice
a. Partner Talk/Dialogue

Encourage the pupils to talk about their favorite dish, favorite dish
of their family members, relatives, or friends using the pronouns
learned.

Example:

Partner 1: Paborito ko ang _______ (pansit). Pirme ako ginalutuan

ni Nanay sang _______(pansit) nga manamit. Ikaw, ano ang
paborito mo? Ginalutuan ka man bala ni Nanay mo?

Partner 2: Huo e! Ang gusto ko kaunon _______ (suman). Kada

kaadlawan ko ginalutuan ako ni Nanay sang paborito ko nga
________ (suman). Gani palangga ko gid sia.

Partner 1: Palangga ko si Nanay, amo man si Tatay. Palangga ko

gid sila nga duha.

Partners 2: Pareho kita nga palangga ang nanay.

b. Picture of a Tiangge Fair

Present a picture of a Tiangge Fair where teachers and pupils are
selling and buying different foods during Nutrition Month
celebration. Provide names of the children in the picture.

Say: Kada maghiwat kita sang Bulan sang Ikaayong Lawas,

may ara kita Tiangge Fair. Tan-awa ang laragway o litrato.
(Every Nutrition Month Celebration, we have a Tiangge Fair.
Look at the picture.)

Give the pupils a few minutes to study the picture. Then, ask
question/s that would require them to give answers using personal
pronouns.

Ask: Ano ang nakita mo sa laragway? Ano ang ila

ginahimo? Isugid ang imo nakita kag isulat ini sa pisara.
( What do you see in the picture? What are they doing?
Describe what you see. Say it then write it on the board.)

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 Correct the spelling, capitalization, punctuations, etc.

Possible Answers:
 Nagabaligya si Mara sang puto.
(Ano ayhan ang ihambal ni Mara ?)
Ako subong ang tindera.
 Nagakaon sanday Mila kag Dino sang polboron.
(Ano ayhan ang hambal o pamangkot ni Mila kay Dino?)
Uyon mo man gali ang polboron?

5. Independent Practice
Magic Box

DAY 5

1. Application
Let’s Create
Create a song, poem, joke, riddle, or short story about your
experience in preparing or eating your favorite food. Observe correct
punctuation marks, capitalization, indention, and format. Write it on a
clean sheet of paper and underline all pronouns used in the sentence.
a. Ask a volunteer to read his/her work to the whole class.
b. Check/correct the work of the pupils and give appropriate
praises or comments.
c. Publish all pupils’ outputs.

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2. Assessment

3. Agreement
Idrowing ang paborito mo nga pagkaon kag isaysay ini gamit ang tal-
us pangalan. (Draw your favorite dish and tell something about it using
personal pronouns.)

Hilikuton

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 For inquiries or feedback, please write or call:

DepEd-Bureau of Elementary Education,

Curriculum Development Division

2nd Floor, Bonifacio Bldg., DepEd Complex (ULTRA)

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 638-4799 or 637-4347

E-mail Address: bee-deped@pldtdsl.net,

bee_director@yahoo.com

ISBN: 978-971-9981-75-6