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Mother Tongue-DAY 1 –June 1, 2015

8:10-9:00 A.M.
I. Objective:
Introduce oneself, family, friends, and others using naming words and pronouns in culturally
appropriate manner. (Grammar Awareness)

II. Subject Matter


Introduction of Oneself

References
 K to 12 Curriculum
 Two-Track Approach to Teaching Children to Read and Write Their First Language (L1): A
Guidebook for Trainers (Susan and Dennis Malone, 2010)
 Activities for Early Grades of MTBMLE Program (Susan Malone, 2010)
 Language Curriculum Guide by SIL International and SIL Philippines MTBMLE Consultants

Materials:
 “Getting to Know You” Puppets,
 Theme: “My Family and I (likes and dislikes; daily tasks/activities)”

III. Learning Activities

A. Preliminary Activities
 Greetings with a song ”Maayong Buntag” (pls. see appendices)

B. Motivation
 Question: Do you have any friend here inside the room?( Call 2 or 3 pupils to mention their
friends.)

A. Presentation
 The teacher will introduce herself with the use of a puppet.

B. Developmental Activity
1. Form a big circle. Give instruction to the pupils that they must listen attentively and
memorize at least 5 names of their classmates.
2. Give 1 or 2 minutes to every pupil in introducing one’s name, address and age.
3. Call some pupils to mention 5 names.
4. Have a short grouping game, “The Wind Blows”, with background music, “Getting to Know
You”.

a. Instruction Example:
When the teacher will say, the wind blows to all pupils wearing slippers, all pupils
wearing slippers will group into one (1). Then have a 2-3 min. introduction, and
so on.

C. Teacher’s Enrichment
 The teacher will appreciate the good deeds of the pupils.

D. Evaluation
 Call a pupil to mention 10 names of her/his classmates.

E. Assignment
 Be ready to name animals or pets in your house.
Mathematics-DAY 1-June 1, 2015
10:25-:11:15 a.m.
I. Topic:
One, Two,and Three

II. Objective:
1.To count and tell the number of objects in a given set

III. Prerequisite Concepts and Skills:


Intuitive concepts of 1, 2, and 3
Intuitive concepts of more and less
Rote counting

IV. Materials:

Counters (e.g. popsicle sticks, marbles, pieces of straws, etc.)


Number word cards for 1, 2 and 3

V. Instructional Procedures:

A.Presenting the lesson


Show a picture of a boy.
1.Ask: What do you see? (I see a boy.) How many? (There is one boy.)
Write the symbol 1 and its number word on the board. Make the pupils read
them after you.
Show a picture of another boy with the first boy.
Ask: How many boys do you see now? (There are two boys.)
Write the symbol 2 and its number word on the board. Make the pupils read them after you.
2.Ask: How many boys do you think will there be if another boy joins them?
(There will be three boys.)
Write the symbol 3 and its number word on the board. Make the pupils read them after you.
Focus on how each number is represented using the picture, the symbol, and the number word.
B.Performing an activity
Distribute the counters and number word cards to the pupils. Ask them to lay
out their number word cards from 1 to 3. Let them make sets of 1, 2, and 3 counters and place them next to
their number word cards.
C.Processing the results of the activity
Put the number word card “1 one” on the board. Ask “How many counters
should we put on the board to show 1?” (We should put one counter.) Put one counter beside its number word.
Show the pupils how to write 1 and one.
Let the pupils do Worksheet1-1. Worksheet1-
1. Read and trace.
2.Repeat the procedures for number two and number three. Let the pupils do
Worksheet1 -2.
3.If the pupils cannot express these relationships themselves, then you may
guide them. Let the pupils focus on the statement “Two is more than one.” To
introduce the phrase one more than, ask: “How many moreis two than one?” (Two is one more than one.)
Ask: What number is one more than two? (Three is one more than two.)
Let them focus on the statement “One is less than two.” To introduce the phrase one less than ask: “How many
less is one than two?” (Oneis one less than two.)Ask: What number is one less than three? (Two is one less
than three.)
D.Reinforcing concepts and skills
Flash a number word card. Let the pupils show its corresponding number of counters.
Show a set of counters. Ask the pupils to raise its corresponding number word card.
Show a set of objects. Make the pupils show a set of objects that has one more or one less object than the
number of objects in the set shown.
Show a number word card. Make the pupils raise a number word card that is one more or one less than the
given number.
Ask the pupils to do Worksheet2. Discuss the answers.
E.Summarizing the lesson
Show two objects, say two pencils. Ask the pupils to count them and to write the number of pencils in word and
in symbol. Ask them to draw a set of pencils showing one more thanand another set showing one less than the
two pencils. For each set, let them write the number of pencils in symbol and in word
F. Applying to new and other situations.
Assign the Home Activity to the pupils.
Music -DAY 1-June 1, 2015
1:00-1:40 p.m.
I. Objective:

The learner interprets through body movements the dynamics of a song.(e.g. Small movement –soft , Big
movement –loud

II. Subject Matter:


Dynamics

References: Music Curriculum Guide


Music Learner’s Materials
Materials : charts, real objects

III. Procedure
1. Motivation: Sing an action song.

2. Presentation of the Lesson

Let the children sing” Ang Susi Nakatago”.


3.Activity: The pupils will play the game after singing the song.

4. Application

Invite the class to open their books and answer Activity 1 on “Loud and Soft” sounds.
Mother Tongue-DAY 1 –June 2, 2015
8:10-9:00 A.M.
I.Objectives:

Talk about pictures presented using appropriate local terminologies with ease and confidence; animals,
mechanical objects, musical instruments & environment (Oral Language)
Perceive / Comprehend and produce sounds heard (Locally – Animals, Mechanical Devices, Objects, Musical
Instruments, Environment, L1 Alphabet) (Phonological awareness)
II. Subject Matter:
Perceive / Comprehend sounds heard (Locally – Animals, Mechanical Devices, Objects, Musical Instruments,
Environment, L1 Alphabet, etc.

References: K to 12 Curriculum
Two-Track Approach to Teaching Children to Read and Write Their First Language(L1): A Guidebook for
Trainers (Susan and Dennis Malone, 2010)
Activities for Early Grades of MTBMLE Program (Susan Malone, 2010) Language Curriculum Guide by SIL
International and SIL Philippines MTBMLE Consultants

Materials:: guitar, ukulele, cymbals, trumpet, whistle, spoon, wooden sticks, indigenous musical instruments,
etc.; pictures of transportation, animals, objects, etc. that make sound; Activity sheets for connecting dots;
Manila paper with figures of objects, animals to be connected by the dots; Film strips, videos, films, Big Picture
or Diorama featuring musical instruments or sounds in the environment, L1 Alphabet Song
.
III. Procedure:

A. Preliminary Activities
(Review of greetings using appropriate expressions)

1. Listening Activity
 Let the pupils listen to the recorded sounds of animals, mechanical objects, objects,
musical instruments, sound of the environment, or using realia (e.g. guitar, maracas,
traditional musical instruments, etc.)Teacher asks the children to identify the sounds
they heard.

2. Unlocking of Difficult Words (picture/demonstration)

Picture of Picture of
Picture of hiwid
kapay kpay kuyakoy

Motivation/Activating Prior Knowledge


 Teacher shows picture of children going to school (rural or urban setting) seeing different
things, animals, transportation or things that produce sound. Teacher asks pupils to view
and study the picture. After viewing, pupils will be encouraged to talk about the meaning
and ideas that they can get from the pictures and illustrations viewed.
 Ask: Why do you think children are enjoying their walk/travel to school? Do you have
the same experience with the children in the picture? What have you seen on your way
to school? Do these things produce sounds? What are the sounds you heard on your
way to school?

 Say: Today, I want you to listen to a story about a child who walks going school. What
do you think are the things he would see and hear on his way to school?

3. Motive Questions
 What are the animals that are mentioned in the story? (Unsa ang mga hayop nga inyong
nadungog sa estorya?) What sound does each animal produce? (Unsa man ang tingog
sa matag usa nila?)

B. Listening Story (Ang Mga Hayop sa Umahan)


 Teacher reads a story to the whole class.
 First Reading: Teacher tells the story in a lively and interesting manner then he/she
stops once in a while to ask pupils comprehension questions.
 Second Reading: Teacher asks pupils to produce the sounds of animals, objects or
kinds of transportation as she mentioned these while telling the story.
Examples:
dog “aw-aw-aw;
clock tick-tack;
motorcycle broooom, broooom

C. Engagement Activities
 Guessing Game
 Divide children into two groups. Group 1 will produce the sound of animals mentioned in the
story, and Group 2 will name it. Children will do the reverse with each group in the next round.
Repeat the process as many times as possible.