MTB (Bahasa Sug) 1st-4th Grading v1.0

Lesson Guide in Grade 1 - Tausug: Week 1
I.
Objectives:
1. Introduce oneself, family, friends and others using naming words and
pronouns in culturally appropriate manner.
2. Recall important details in the story listened to
3. Use correctly the terms referring to conventions of print: book, front and
back cover, beginning, ending.
4. Talk about pictures presented using appropriate local terminologies with ease
and confidence (animals, mechanical,objects, musical Instruments,
environment and alphabet).
5. Perceive/comprehend sounds heard locally (animals, mechanical, objects,
musical Instruments, environment and alphabet).
6. Develop and use vocabulary by listening to: sounds produce and heard
locally (animals, mechanical, objects, musical Instruments, environment and
alphabet).
7. Comprehend and produce sounds heard locally (animals, mechanical,
objects, musical instruments, environment and alphabet).
8. Use proper eye-hand movement skills in handwriting (left-right, top-bottom,
use beginning writing skills).
9. Trace and copy lines (straight, slanting, horizontal, curve, circular).
10. Write using comfortable and efficient pencil grip.
II. Subject matter:

A. Topics:
1. Introducing oneself with confidence
2. Recalling important details in the story listened to
3. Using correctly the terms referring to conventions of print: book, front and
back cover, beginning, ending
4. Talking about pictures presented using appropriate local terminologies
with ease and confidence (animals, mechanical,objects, musical
Instruments, environment and alphabet).
5. Perceiving/comprehending sounds heard locally (animals, mechanical,
objects, musical Instruments, environment and alphabet).
6. Developing and using vocabulary by listening to: sounds produce and
heard locally (animals, mechanical,
objects, musical Instruments,
environment and alphabet).
7. Comprehending and producing sounds heard locally (animals,
mechanical, objects, musical instruments, environment and alphabet).
8. Using proper eye-hand movement skills in handwriting (left-right, top
bottom, use beginning writing skills).
9. Tracing and copying lines (straight, slanting, horizontal, curve, circular).
10. Writing using comfortable and efficient pencil grip
9
B. Selection:
ANAK
Siyulat hi: Dr. Mussah M. Ladja
C. References:
K+12 Curriculum, MTB-MLE Curriculum
D. Materials:
songs (Maunu-unu Kaw, Hain hi?), story,

puppets,magic box, pictures (different kinds of animals,
musical instruments, mechanical objects), realia,
recorded sounds, Cd player/laptop
E. Theme:
Kabayaan iban Kalisuan Ku iban Pamilya Ku; Adlawadlaw Hihinangun/Kawjiban
F. Value:
Pangagari (Obedience)
III. Learning Activities:
DAY 1 & 2
A. Motivation
1. Introduce a song. Maunu-unu Kaw? (Tune: Hello, Hello, Hello)
2. Let pupils form a big circle and sing a song.
Maunu-unu kaw?
(Tune: Hello, Hello, Hello!)
Maunu-unu, Maunu-unu?
Maunu-unu kamu bihayaun?
Aku marayaw ra, Aku marayaw ra
Aku marayaw ra sin kta kita.
B. Presentation
Puppet Show
1. Teacher uses puppets to present the lesson.
Alaikum Mussalam.
In aku hi Nasser Ibrahim.
Unum tahun da isab aku.
Lambang I damikkian aku
.
Assalamu Alaikum.
In Aku hi Rahina Sali.
Unum tahun in ummul ko.
Lambang I na aku.
10
2. Teacher asks questions about the dialog:

a. Hinda siyu in nagbibissara ha pagsambung-laung?
b. Unu in biyayta nila ha pagsambung-laung?
c. Biydiin in pagpakilal hi Rahina sin baran niya? Iban hi Nasser?
d. Unu in biyayta nila pasal sin baran nila?
C. Modeling
1. Teacher introduces herself to the class.
Example: Assalmualaykum
Aku hi ___________________.
Aku in mastal niyu.
Manjari kamu magpakilal?
Mamayta kamu pasal sin baran niyu.
Manjari kamu magpakilal ha unahan sin klas?
D. Guided Practice
1. Ask a pupil to volunteer introducing her/himself in front of the class.
2. Let the pupils follow the pattern in introducing oneself.
Aku hi ______________.
_______tahun na in ummul ku.
Ha ___________na aku .
3. Encourage all pupils to introduce her/himself in front with confidence.

E. Independent Practice
1. Introduce another song: Hain Hi?
2. Form a big circle and let the pupils sing the song.
3. Hisiyu-siyu in matawag magpakilal siya sin baran niya.
Hain Hi?
(Tune: Where is Thumbman?)
Hin hi (Miko)? Hin hi (Ana)?
Aku nangasubu, aku nangasubu.
Marayaw ra, marayaw ra.
Alhamdulilla.
4. The pupil who is called will go to the center of the circle to introduce
her/himself.
11
F. Post Assessment/Evaluation
Game: Going Bulilit Show
1. Teacher creates scenario were pupils introduce themselves in a Going
Bulilit Show.
2. Pupils may imitate a model before he/she introduces himself/ herself.
DAY 3 & 4
A. Prereading Activities
1. Unlocking of difficult words (through pictures and context clues)
a. mag-uuma
mag-uuma in ama hi Abdulla. Ini in tawag ha tau magtatanum ha
lupa.
b. Sabtu
Kamaumahan adlaw hipaghihinang ta ha by. In sumunud adlaw pagubus sin Jumaat.
c. Utuh
Miyanaw hi utuh iban bagay niya harap pa iskul. Utuh in tawagan ta
ha taimanghud usug, atawa ha anak usug.
d. Indah (Kaka)
Naglulutu hi Indah sin makawn mataas-suga. Indah in tawagan ta ha
taimanghud babai, atawa ha anak babai.
2. Motivation
Game: I Sounded Like my Mom
a. Teacher prepares mask representing faces of five (5) different kind
of animals.
b. Teacher produces the sound of the animals and the pupils will locate
their mother based on the sound produced by the teacher.
c. Pupils are grouped into (5):
Tumpukan 1: sapi (cow)
Tumpukan 2: iru (dog)
Tumpukan 3: itik (duck)
Tumpukan 4: manuk-manuk (bird)
Tumpukan 5: kuting (cat)
3. Book Orientation
Introduce the book, the title and the author.
4. Motive Question
a. Awn ipatan niyu ha by?
b. Unu in kasban mu ipatan?
c. Mayta kaw masb kaniya bilang ipatan?
B. During Reading
Listening story:
Interactive reading :
Teacher reads the story. Pupils listen.

Second reading of the story
12
C. Post Reading
1. Engagement Activities
a. Unu in kabayaan ipatun hi Abdulla?
b. Mayta siya mabaya umipat haini?
c. Unu in kabayaan ipatun hi Anwar?
d. Mayta siya mabayah umipat haini?
e. Unu in natali hi Anwar?
f. Unu naman in manga hayup kta nila ha gimba?
g. Biya di-in in katingug sin Kabaw?
h. Biya di-in in katingug sin manuk-manuk?
i. Biya di-in in katingug sin itik?
j. Biya di-in in katingug sin iru?
k. Biya di-in in katingug sin kuting?
l. Hisiyu in ngn sin ama hi Abdulla?
m. Unu in usha sin ama niya?
n. Unu in usha sin ina niya?
o. Bang ikaw hi Anwar, singuran mu baha in natali niya?
p. Unu in pangadji nakawa mu ha istori?
D. Skill Development
1. Modeling
a. Give emphasis on the sound produced by different animals in the
story listened to.
b. Q and A at the Farm Teacher produces the sound and pupils
identified the animal.
Unu in hayup in mag-iyan aw-aw?
Unu in hayup mag-iyan meow, meow?
Unu in hayup mag-iyan mee..meee?
Unu in hayup mag-iyan moomoo?
Unu in hayup mag-iyan kwakkwak?
Unu in hayup mag-iyan kokakkokak?
Unu in hayup mag-iyan sshhhsshhh?
2. Guided Activity
a. Game: I am Looking for my Mom
Eight of the pupils will act as the mother carabao, duck, dog, cat,
rooster, frog, cow and goat.
The mother will produce the sound of the animal it represents
while the pupils assigned for the identified animal shall produce
the sound to locate their mother.
Game ends when the class was able to form eight different groups
of animals.
b. Grouping: Group pupils into several groups and let each group
imitate/give the sound of the animals found in the story.
3. Independent Activity
Game:Visit to the Farm
a. Teacher post pictures of different kinds of animal on the wall.
13
b. Pupils are grouped into three (3) and they will take turn in visiting a
farm.
Farm 1: goat
Farm 2: cow
Farm 3: chicken
Farm 4: duck
Farm 5: horse
Farm 6: snake
Farm 7: bird
Farm 8: carabao
c. Pupils will produce the sound of the animals in the farm they have
visited.
E. Post assessment
1. Teacher shows pictures of different animals listed inside the box and
pupils produce the sound.
snake
duck
cow
hen
horse
2. Kitaun in hayup dampal pa tuu. Hisugpat in hayup pa katingug niya

dampal pa lawa labay ha pag-urul sin manga tumbuk. Teacher produces
the sound.
14
DAY 5
A. Review
1. What animals did Abdulla and Anwar meet at the farm?
2. Can you produce the sound of the animal?
B. Presentation
1. Game:The Magic Box
a. Teacher puts pictures of different objects that produce sound.
b. In a form of a riddle pupils will guess whats inside the box.
Sawpma:
Kakitaan mu aku ha taas langit.
Maglupad aku biya manuk-manuk.
In katingug ku zoomzoom.
Unu aku?______(ariplnu)
c. When the pupils guess the object, teacher will reveal the correct
answer.
2. Show Me a Picture
a. After the pictures are revealed from The Magic Boxteacher tells that
not only animals produce sound. There are different objects that
produce sound.
Unu pa in manga panyap magkatingug?
Pupil names the picture and gives the sound it produces.
thunder
bell
agung
water/rain
tricycle
airplane
C. Modeling
Teacher shows different real objects (toys) like musical instrument,
mechanical and
other objects that produce sound. Teacher gives the sound of the object while
pupils imitate.
D. Guided Activity
1. Activity 1: Urulun in manga tumbuk supaya matibuuk in panyap
magkatingug.
15
Note: Presentation of pictures - The pictures should be traced by the

pupils.
2. Activity 2: Hisugpat in panyap pa katingug niya.
Note: reproduce the 1st and 2nd activity sheets.(Learner Package)

16
E. Independent activity:
Game: Parade of Sounds
Teacher posts pictures outside the classroom of different object that produce
sound. Pupils will walk around and as they passed by the picture they
produce the sound.
F. Post Assessment:
Did I hear it right?
Teacher records different sounds. Pupils identify the different sounds and
group the sounds as animals, musical instruments, environment and
mechanical objects. Pupils shall put the picture on the specified column.
Manga Hayup
Manga
Panyap Music
Sequence of recorded sounds

1. kuk-ku-ga-uk-kuk-ku-ga-uk
2. broom-broom
3. splash, woosh,woosh
4. ding-dong, ding-dong
5. boom-boom-boom
6. kokak-kokak-kokak
7. toot-toot-toot
8. aw-aw-aw-aw
9. kring-kring
10. mee-mee-mee
17
Katilibut
Manga Panyap
Mkina
I.
Objectives:
1. Use correctly the terms referring to conventions of print: title, page, author,
illustrator.
2. Track the text in the correct order: page by page, left to right, top to bottom.
3. Recall important details in a listening story
4. Predict what the story is all about based on personal experience
5. Distinguish and produce sounds heard (volume-loud and soft; pitch-high and
low; pace-fast and slow; similar and different)
6. Manifest enjoyment in producing sounds heard locally from: animals,
mechanical, objects, musical instruments and environment.
7. Identify names of persons, places and things
II. Subject Matter:

A. Topics:
1. Using correctly the terms referring to convention of print
2. Tracking test in the correct order
3. Recalling important details in a listening story
4. Predicting what the story is all about based on personal experience
5. Distinguishing and producing sounds heard according to volume; pitch,
pace, similarity and difference
6. Manifesting enjoyment in producing sounds heard locally from: animals,
mechanical, objects, musical instruments and environment
7. Indentifying names of person, place and thing
B. Selection:
Nakakita Hi Atika
C. Reference:
K+12 Curriculum, MTB-MLE Indicators
D. Materials:
Story: Nakakita Hi Atika

realia-instruments: xylophone, drums, objects that produce
soft/loud; high/low; fast/slow; similar/different sounds, pictures;
boxes; recorded sounds
E. Theme:
My Family and I-Healthy Habits
F. Value:
Real essence of celebrating Maulud/Hailaya-Being thankful for

Gods Blessings
18
DAY 1
A. Prereading
1. Recall
a. Read the Rhyme
Bata Ha Taas Nangka
Bata-bata sakat kaw pa taas nangka
Ampa kaw dumul pa baba
Bat da kaw makakita sin by-by hi ama
In atup niya nipa; miyamabut pa lupa
b. Teacher plays the recorded sounds.
c. Pupils will identify the sounds heard.
Unu hayup in nagkatingug diyungug niyu?
Biya di-in in katingug niya?
Unu panyap pagpatugtugun in diyungug niyu?
Unu pa in panyap diyungug niyu?
Dugaing dayng sin hayup iban manga kapanyapan
pagpakatingugun, awn pa baha tingug dugaing diyungug niyu?
Biya diin in katingug niya?
Sibu baha in katingug sin maglugu iban magnasihat? Sin hayup
iban panyap? Sin pagpakatingugun?
Unu in maghangkasibu in tingug niya?
Awn baha magdugaing in tingug niya?
Biya diin in kapagdugaing nila?
2. Unlocking of difficult words
Unlock difficult words through context and picture clues.
a. Maulud
Malami tuud kakahaba bulan Maulud. Maulud in bulan pakaradjaan
ha pagpusma pa Nabi (SAW).
b. Pangalay
Nagpangalay kahapun ha plasa. pangalay in ngan sin Muslim dance/
magbayla ha Tausug.
c. Agung
Pangalay ha agung in kabayaan ku pangalay. agung in panyap
magkatingug usalun bang awn magpangalay.
d. Drum
drum in mawmu pag-usalun bang awn kuliling.
e. cymbals
19
f.
xylophone
3. Motivation
Jukupun in ludjuman (chart) tudju pa manga karadja pagkasakupan mu
bang Maulud/Haylaya. Hipikit in patta ha patut tirnan.
Sung pa
Maulud/Haylaya
Adlaw
Maulud/Haylaya
Puas
Maulud/Haylaya
a. Unu in manga pagtagama nahinang mu ha pagsabu sin maulud?

Haylaya?
b. Biyadiin in pagtagama sin manga tau ha ini?
Expected pictures
1. People busy preparing food.
2. Religious organization decorating the plaza,
street and mosque.
3. Parade around the town/barangay.
4. Parlor games in the playground.
5. People cleaning the surrounding.
6. Programs in the plaza/municipal.
7. Many people in the grocery store.
4. Motive Question:
Unu in magkaawn karadja ha kukunsmun in maulud/haylaya?
B. During Reading
Listening story:
Nakakita hi Atika
Interactive Reading: Teacher reads the story while pupils interact by
predicting the next event to happen.
20
Nakakita Hi Atika
Miyagad hi Atika kan Ina niya piyada-ira. Landu tuud na-inu inu hi
Atika bang mayta mataud tau ha lawm da-ira, madtu mari in tau. Awn na
nagbubutang hipagpalingkat sin dan, awn ha taas palaliyan, awn naglalanu
sin masjid iban awn da isab namimimi pagkaun.
Nangasubu hi Atika kan ina niya. Ina, mayta sasaw tuud in manga
tau? Awn nagpapalingkat sin dn iban palaliyan? Awn isab kiyalabayan ta
naglalanu sin masjid? Iban mataud tuud tau di ha pamimihan kakaun? In
sambung sin ina; Kunsum na in maulud? kakahaba bulan maulud
magpajamu ha masjid, ha pagpuspa sin bulan kapag-anak ha Nabi (S.A.W).
Ha dih pa makapagpajamu ha masjid, mataud pa in pakaradjaan paawnun,
awn magkuliling ha lawm da-ira iban pamadju Tausug atawa Arab, Awn da
isab magbassa Qur-an, maglugu, magwasil, iban awn da isab panayamnayam pa manga kabata-bataan.
*Unu baha in kakitaan hi Atika?
Kumita kaw magkuliling kunsum? pangasubu hi Atika. Kita-un kuna
pasal mataud tuud tau iban mapasu in suga, mahibuk pa in kapanyapan
piyakakatingug nila in sambung hi utuh niya Nawmil.
In baita hinda ina iban sin mastal ku awn kuliling , mataud pa
kapanyapan pagpakatingugun in dhun magkuliling, in sambung hi Atika.
Ha adlaw kuliling, way nakasandal kimita da hi Utuh Nawmil, Atika
iban pa sin kaibanan lahasiya nila, timindug sila ha tungud sin plasa; landu
tuud in kuyag nila sin kajinisan in kita nila ha pagkuliling.
* Unu baha in manga diyungug nila ha pagkuliling?
Boom-boom,boom-boom-boom maladju tingug sin drum.
Klang-klang-klang-klang-klang in tingug sin cymbals.
Toot-toot-to-to-tooot, tot-tot-to-totoot in katingug sin trumpet.
Ting-ting-ting-ting-ting-ting maluuy katingug sin xylophone.
21
*Unu pa baha in kita hi Atika dugaing dayng sin manga drum, cymbals,
trumpet iban xylophone?
Ting, titing, titing ting, titing, titing, ting, titing, titing ting, titing, titing
maluuy katingug sin agung.
Utuh, unu in ngn sin magkatingug ya-un? pangasubu hi Atika.
Agung, in tawag kaniya sambag hi Utuh Nawmil ha pangasubu sin manghud
niya hi Atika. Ah! Malingkat in tingug niya; ampa aku nakadungug tingug niya
iban dagbus sin agung. In agung pagpakatingugun bang awn magpangalay.
In agi hi Nawmil.
*Unu baha in kabayaan hi Atika paglaggu niya?
Bang aku malaggu na mabaya aku magpangalay! in agi hi Atika; mabaya
aku magdungug sin katingug sin agung; hangkan, subay aku magpahindu
magpangalay kan Ina laung pa hi Atika pa manga iban nila. Damikkian aku
sambung hi Andrada.
C. Post Reading
1. Engagement
a. Tumpukan 1
Hinda siyu in lamud ha pagtagama sin pagsabu?
Lumukis patta amu in kakitaan in manga tau nagmimisuwara
pasal pagtagama sin pagsabu.
b. Tumpukan 2
Biyadiin in pagtagama sin manga tau ha ini?
Hipakita (drama) bang biyadiin in pagtagama ha maulud/haylaya.
c. Tumpukan 3
Unu in kta hi Atika ha adlaw pagkuliling (parade)?
Ngnan in manga panyap kta hi Atika ha adlaw pagkuliling.
d. Tumpukan 4
Unu in mmanga panyap music iyusal ha pagkuliling?
Hidihil in tingug sin manga panyap music nasabbut.
- Unu in karadja nahinang sung pa maulud/haylaya?
- Hinda siyu in lamud ha pagtagama sin pagsabu?
Tumpukan 1
magpakita
Biyadiin in pagtagama sin tau ha ini?
Tumpukan 2
magpakita
Mayta mabaya tuud hi Atika

kimita sin pagkuliling?
Unu in kta nila ha adlaw
pagkuliling ?
22
Tumpukan 3
magpakita
Tumpukan 4
magpakita
2.
3.
4.
5.
Unu in kibatukan hi Atika pasal

sin manga panyap music?
Unu in iyangut sin manga batabata pagkita sin pagkuliling?

Mabaya kaw mahinang
magbabayla atawa makaagad
magkuliling? Mayta? Mayta di?
Maudu (Theme):
Unu in subay mu hinangun supya madawhat in iyaangut-angut
mu?
Unu in subay mu kaunun supya mahinang bata masambu in
pamaranan?
Unu in manga kakaun makasambu hipagtagama sin manga tau
ha adlaw maulud/haylaya?
Value Focus:
Unu in subay tumtumun sin manga tau ha pagsabu sin maulud / haylaya
labi dayng ha pagpanayam basketball?
Skill Focus (Grammar Awareness)
Post picture about the scene when Atika, Nawmil and Andrada are
watching the parade.
a. Who are they?
Hisiyu in manga ha patta ini?
b. Who is Atika? Nawmil and Andrada?
Hisiyu dayng kanila hi Atika? Nawmil? Andrada?
c. Who else do you see in the picture?
Hisiyu pa in manga piyagkakita-an niyu ha patta?
d. Tell the names of the characters in the story.
Ngani niyu kunu bang hinda siyu in manga ha istori?
Guided Activity
State your name and the name of your classmates.
in ngn mu iban ngn sin manga iban mu bata-iskul mu.
Sawpama: Aku hi Alwida. In siya hi Annura.
Independent Practice
Activity: Meeting New Friends
Form 2 circles, one big circle and one inner circle. Everybody sings
Maunu-unu kaw? When singing of the song stops, pupil will take turns
in introducing oneself to his/her partner.
Evaluation
State 5 names of your new classmates
D. Homework
Know the names of the members of the family.
23
DAY 2
A. Recall
1. What musical instruments were mentioned in the story?
2. What kind of sound did each instrument produce?
3. Let pupils imitate the sounds of each instrument.
B. Presentation
1. Use real objects to produce sounds. Let pupils identify the soft and loud
sounds.
2. Game: Where do I belong?
Teacher prepares two boxes. Pupils identify which of these objects have
soft sounds and loud sounds.
SOFT SOUNDS
LOUD SOUNDS
C. Modeling
1. Teacher uses drum and xylophone. Pupils identify which of the two
instruments produce soft / loud sound.
2. Pupils play the instrument and distinguish which produces soft / loud
sound.
3. Teacher can repeat the same activity using Tausug musical instrument
like agung, kulintangan, suling, etc.
D. Guided Activity
Game: Its all about sounds
Utilize different objects that produce sounds. Let pupils manipulate the
objects and tell which has soft/loud sounds.
24
E. Independent Activity
Game: I can be
1. Teacher shows pictures of different objects, animals, forms of
transportation. Pupils imitate the sound it produces and identify which has
soft / loud sounds.
Manjari aku kambing magkatingug__________.
Manjari aku kuting magkatingug ______________.
Manjari aku dawgdug magkatingug __________ .
Manjari aku ariplnu magkatingug ___________.
In tingug misan ha unu.
Manjari siya maagak atawa makusug/matanug.
Manjari Aku
Manjari aku kambing in tingug mee-meee.
Manjari aku kuting katingug meow, meow.
Manjari aku daugdug kimatingug bung! bung!
Manjari aku eruplanu timingug sooom, soom, soom.
Unu in maladju in katingug? Unu in mahina in katingug?
DAY 3
A. Recall
1. Distinguish soft and loud sounds.
2. Using recorded sounds, pupils identify which objects produce soft /loud
sounds.
B. Presentation
Use a xylophone/agung/suling. Let pupils listen to the sounds of xylophone /
agung / suling with high/low pitch.
1. Unu jinis sin tingug diyungug mu?
2. Sibu-sibu ba in tingug diyungug mu?
C. Modeling
Teacher models how to produce high and low pitch sounds. Pupils imitate the
teacher.
D. Guided Activity
Game: Little Drummers
1. Use cans and sticks to produce high and low pitch sounds. Group pupils
into 3.
2. Let each group imitate a drummer on parade using cans to produce high
and low sounds in unison.
E. Independent Activity
Activity: Like Frog Singing School
Pupils demonstrate producing high and low pitch by singing their favorite
song.
25
DAY 4
A. Recall
1. Distinguish high and low pitch of sounds.
2. Game: Thumbs up, thumbs down
Teacher plays recorded sounds. Pupils show thumbs up if the sound has
high pitch and thumbs down if low pitch. The activity will be done by the
whole class; group and individual.
B. Presentation
Teacher plays two songs with different rhythm. One has fast rhythm (rap
song) and the other with slow rhythm.
1. Unu in kiyabayaan mu kalangan? Mayta?
2. Unu in tingug diyungug mu?
3. Unu in kalangan mabiskay in rhythm? Maagak/malallay?
C. Modeling
Activity: Rain Clap
1. Teacher models how to produce fast and slow pace sounds.
2. Introduce rain clap.
3. Just like how the rain fell, its sound shows slow and fast pace.
D. Guided Activity
Activity: Follow me
Teacher leads in performing the task by producing fast and slow pace
sounds.
Group 1: clapping
Group 2: tapping
Group 3: stomping
E. Independent Activity:
Activity: Battle of the Band
1. Pupils form groups and prepare a presentation for a band concert.
2. By clapping, tapping and stomping to produce fast and slow pace rhythm.
DAY 5
A. Recall
Distinguish fast and slow pace of sounds.
Activity: Teacher creates scenario to show pacing of sounds. Pupils shall
produce the sound.
Ex. Stormy day vs windy day produce the sound of the wind.
Shshshshshhhhhhhh (fast)
Sssh-sssh-ssssh-sssh (slow)
Unu in katingug sin ulan bang makusug in hangin iban bang awn
badju?
Biya di-in isab in katingug sin ulan bang way badju?
26
Hawnu kanila duwa in mas makusug in katingug sin ulan? Ma-agakagak?

B. Presentation
Game: Blind fold
1. Teacher asks a pupil to be blindfolded. Pupil must be able to distinguish
similar and different sounds heard.
2. Teacher may use real objects or recorded sounds.
a. Unu in tingug sin manga panyap, music, iban hayup in diyungug mu?
b. Unu in manga tingug magsibu? Dugaing?
C. Guided Activity
Game: Sa Pula sa Puti
Teacher shall play recorded sounds of animals, objects and instruments.
Pupils will line up in red flag when they hear similar sounds and on white flag
if they hear different sounds.
D. Post Assessment
Using things found inside the room, have a mock up parade inside the school
campus. Produce different sounds according to volume, pitch, pacing,
similarities and differences.
27
I.
Objectives:
1. Listen and respond to others.
2. Express love for stories by browsing the storybooks read to them and asking
to be read more stories.
3. Use culturally appropriate courteous expressions in different situations.
4. Identify names of persons, things and places.
5. Give/produce the beginning sounds of letters in a given word.
6. Identify differences between letters.
7. Give the letter that begins with the name of the given picture/object.
8. Identify specific letters (a,n,i) in the alphabet both upper and lower.
9. Write upper case and lower case letters(a,n,i) in print using proper
proportion.
10. Give the sounds of the specific letters(a,n,i) in the alphabet.
11. Match words with pictures and objects.
12. Develop and use vocabulary words that begin with the sounds of letters
presented by listening to teachers producing the sounds.
II. Subject Matter:

A. Skills:
1. Listening and responding to others
2. Expressing love for stories by browsing the storybooks read to them and
asking to be read more stories
3. Using culturally appropriate courteous expressions in different situations
4. Identifying names of persons, things and places
5. Giving/producing the beginning sounds of letters in a given word
6. Identifying differences between letters
7. Giving the letter that begins with the name of the given picture/object
8. Identifying specific letters (a,n,i) in the alphabet both upper and lower
9. Writing upper case and lower case letters(a,n,i) in print using proper
proportion
10. Giving the sounds of the specific letters(a,n,i) in the alphabet
11. Matching words with pictures and objects
12. Developing and use vocabulary words that begin with the sounds of
letters presented by listening to teachers producing the sounds
B. Selection:
Salsila Sin Duwa Bullud

C. Reference:
K+12 Curriculum, MTB-MLE Indicators,
D. Materials:
Story- Salsila Sin Duwa Bullud, pictures.

28
E. Theme:
Things I Enjoy and People I Like-food, fruits, vegetables, local

delicacies
F. Value:
Caring for animals
III. Learning Activites:
DAY 1
A. Prereading
1. Unlocking of difficult words
Teacher unlocks the difficult words found in the story through context
clues.
a. nagdwaa
Nangayuh-ngayuh pa Tuhan.
b. banua
amu in nakura ha kawman
c. butangan
butangan sarah in dusa nahinang sin hambuuk tau
2. Motivation
Present the book, talk about the cover.
a. Unu in kta mu ha pais sin bk/kitab?
b. Papatahan in lugal ha patta.
3. Motive Question
Unu in panagnaan sin Duwa Bullud?
B. During Reading
Reading Aloud of the Story
Teacher reads the story while pupils listen.
Awn hambuuk waktu ha kawman sin pu Sirum, awn duwa
magtaimanghud usug iban baba-i in nagbabaybay ha kubu-kubu nila; bisan
paman in atup niya; atup nipa miyamabut pa lupa.
Hambuuk adlaw, way na makaun sin duwa magtaymanghud ini, mabaya
sila kumaun bang-bang apam, dimatung na pa napsu nila in bungang kahuy
iban sayul giyataan sah way sin nila hipami, mabaya sila manugna
damikkiyan way ra matugna bugas nila.
Nasusa na in duwa magtaymanghud; ahasan, hikmatan sila sin Allahu
Taala pikilan na papangistaun pa dagat!
In malingkat sumulay aku mamingit pa laud kalu aku tundukun sin
manga ista dugaing daing sin makaun ta hikapagsuruy ta in kaibanan bat
29
awn hikapami ta bugas makapagtugna na kita! in agi sin taimanghud usug.

ikaw naba utuh dih na sakan liyuhan mamikil; ikaw pa in magulang
sambung sin manghud pa magulang.
Nangayu na in duwa magtaimanghud pa Tuhan ha bang man bisan
hambuuk ista awn mara niya muwih ha way baya-baya!
Didtu man in taimanghud usug ha laum dagat iban bangka landu asibi
ganta tumuput duwa tau; namatinduk sa ini hidayatan sin Allahu Taala
kakaun mataud pagka in sila ini sabar-sabar.
Hawpuun tana sadja nakauwi na hi utuh malayu pa nagtatawag na pa
manghud. Indah! Indah! Dumul ba kaw ha tandawan karuk landu taud sin
ista naka ku bukun sadja hat ista sambil na imbaw amu in kasuban mu
sabawan, ibis iban pa manga indung dih ta saini maubus kaunun
magsarakka kita in makapin hapagsarakkahan hipagdagang ku pa dugaing
kauman.
Biyattu na in kiyapag-isunan sin duwa magtaimanghud. Hawpuun tana
sadja nakauwi na in taimanghud usug daing ha pagdagangan iban na pagda
bugas ha suput, bangbang iban pa manga iklug itik nakabi na!
Indah, tabuka in pamimi ku ini agi sin usug. Tiyabuk na sin baba-i iban
pagsarangsukul pa Tuhan sin dihilan sila lidjiki makakaun sin bang-bang
kiyanapsuhan nila iban awn pa matugna nila.
Alhamdulilla! marayaw na in nakaun nila ha waktu yadtu bukun na
sadja panggih-bangun tiyatanum nila ha daig bay.
Karuk kug sin taimanghud baba-i pasal, awn na sila makaun sambil in
ipatan niya kuting makakaun na sin bukug ista daing ha syupsupan pyagkaunan nila. Meow, meow, meow. Kuk, kurukukuk,kuk, kurukukuk in sambag
sin itaw.
Way limugay bulan timaud na in kakaun nila sambil awn na kiyatau-tau
sin.
Nabukag na pa hansipak binaybayan sin mataud na sin nila, pagka in
manga tau ha hansipak kauman naka-ingat na sin awn na sin nila; miyadtu
san nanungup ha duwa magtaimanghud bang mayta biyadtu na sadja in
taud sin sin nila.
Pagka kita nila landu in pagkasi sin duwa magtaimanghud; sulut-sulut
sila dih mag-arujawab; hinangan pitna sin manga tau yadtu. Kunu, in sila
magtaimanghud bukun marayaw in pikilan.
Pagka san nabukag na
piyatawag na sila sin banua ha kawman.
30
Assalamu alaikum panalam sin suluhan naraak. Alaikum Mussalam

Warahmatulla! sambag sin duwa magtaymanghud. Yari aku naraak
papamaihuun kamu sin banua ha adlaw ra ini laung sin suluhan.
Landu tuud nainu-inu salta, miyuga bang mayta sila piyakawa.
Pagdatung nila pa banua piyalingkud na sila salta piyangasubuhan sin
in sila nakadugtul sarah agama! Laung sin duwa magtaimanghud Wairuun
tuud dusa namu bukun bunnal in susumbungan kaimu. Sumagawa, in
banua ini dih magdungug sin pakanya-pakanya kabtangan; bang unu na in
kiyasumbung atawa kiyabayta kaniya; way pag sumariya mataud iban way
pag-nyata magtuy niya dihilan undang undang sarah!
Pagka awn suy-suy kya-ingatan ku subay kamu yan hi hulug ka
duwa pa laud karajum. In sambag sin duwa magtaimanghud andu
maulung kaw kamu; way tuud na dusa namu ini ah! Dih makadjari; bang
unu na in agi ku amuna in maagad! laung sin banua ha kawman.
Timangis na in manghud baba-i siyapu-sapu na ha taikud sin magulang
usug iban pamung sarina sah, kita magsabar .
Hawpuun tana sadja giyapus na in duwa magtaimanghud liyu-un na pa
bubu ampa biyugsayan pa laud. Didtu mayan sila ha laud, hiyulug na sila pa
buli-an dagat; naghangin na tuud makusug; susa landu in manga naghatud
kanila pa laud.
In kasusahan nila labi na daing kasusahan sin duwa magtaimanghud
karna, in duwa nangayuh-ngayuh pa Tuhan na bang way dusa nila
hipapanyata sila pa manga naraak sambil maka-abut na pa banua. Way
limugay ha biyadtu kusug sin dagat limigut; imuplut na in bud ha tungud sin
piyaghulugan pa manghud. Bukun malugay simunud na in hambuuk.
Kiyublaan in tu naraak. Iiyan taba kamu dih natu sila hi hulug pa
tapukun ta niyu na sadja sila pa dugaing pu malayu pa katu, sah dih kamu
magkahagad laung sin hambuuk.
Mabuga kita ha banua sambag sin duwa. Minuwi na in naraak iban
pag-inu-inu sin kiyasakupan nila.
Ha laud pa sila, biyak na san sila sin malaggu alun. Liyagsik na sila
katu; hambuuk da tau in nara pa hunasan sin alun makusug. Kiyublaan
landu in tau ha daig dagat nagbabay bang hisiyu in tau way sayu
nagkakapang salta, pirit na misan in panamung.
Nakaratung na pa banua in tau piyupunung yadtu amu siya in tau landu
imulung pa duwa magtaimanghud ganta magpapaguy pa duwa!
Nakasayu man siya, piyangasubuhan na siya sin banua mayta in
badju mu pirit na? iban hawnu na in iban mu naghatud pa laud? pangasubu
sin banua.
31
Way pa siya nakababayta, timu na in luha ha mata niya salta iban

pamung daing katagna ku, way aku nakakita biyadtu pag-hulug sumari-at
magtuy nahinang bud! karuk in susun sin banua bang mayta siya
nagkahagad sin pitna yadtu.
C. Post Reading
Teacher asks questions about the story heard.
1. Interactive questions during reading
a. Biya di-in in ka-aun sin Duwa Bullud?
b. Mayta sila nasusa sin way pagkaun nila iban sin ipatan niya?
c. Unu in kiyanapsuhan kaunun sin magtaimanghud?
d. Unu in hinang sin taimanghud usug?
e. Dugaing daing sin ista, unu pa in manga nakawa sin taimanghud
usug? Unu in kabayaan niya pagsabawan?
f. Unu in ipatan sin taymanghud baba-i?
g. Piya-unu sin taimanghud baba-i in ipatan niya?
h. Mayta baha sila piyatawag sin banua?
2. Value Infusion:
Bang ikaw in awn ipatan, singuran mu ra baha in hinang sin taimanghud
babai?
Theme:
a. Unu in kiyapag-isunan sin duwa magtaimanghud, dugaing dayng sin
ista makaun nila? Unu pa?
b. Unu in narar sin magulang usug sin uwi niya nagdagang pa
hansipak kawman? Unu pa?
c. Unu in naput niyu pangadji-an na subay hinangun? Subay dih
hinangun?
DAY 2
A. Review
Recall details that happened in the story listened to by asking some
questions about it.
B. Literary Extender
Grouping: Lights, Camera, Action!
Teacher grouped pupils into 4 groups. Give each group a scenario from the
story and let pupils perform the given task.
a. Group 1- Pantomime how the two siblings were happy when they have
seen plenty of fish in the banca.
b. Group 2- Give names of fish that they know (ex. tuna, mackerel)
c. Group 3- Act out activities of vendors in the market
d. Group 4- Draw fishes swimming in the sea.
32
C. Skill Development
1. Situation: When people visited the place/house of other person; they say
this _______________.
2. Listen as I read some courteous expression they utter in their
conversation.
a. Assalamu Alaykum.
b. Alaykum Mussalam.
c. Ikaw naba utuh in maagad.
d. magsadakka kita.
e. Indah! Dumul ba kaw ha tandawan.
f. Alhamdulilla!
g. maluuy aku ha duwa ini, hitapuk natuh na sadja pa dugaing pu?
h. Unu naman in marayaw imumungan kiyadungugan niyu ha istori?
i. Unu in hibayta ta bang kita sumud pa bay sin tau?
j. Unu in sambung niyu pa salam tiyukbal kaniyu?
k. Kansiyu kita mangayu pagsarangsukul pa lidjiki natabuk ta?
l. Unu in hi agi ta kanya?
D. Modeling
1. Teacher models how each expression is used.
2. Situations are given to practice how these expressions are appropriately
used.
E. Guided Practice
Present comic strips. Teacher reads the situations and the pupils will give the
correct greetings and courteous expressions.
F. Independent Activity
On the Wall Teacher posts pictures showing different time of the day and
situations that reflect actions that need courteous expressions. Pupils shall
have a walk by group and practice saying the correct expressions as they
passed by the area.
Wall 1: morning
Assalamu Alaykum.
Wall 2: evening
Assalamu Alaikum.
Wall 3: noon time
Assalamu Alaikum.
Wall 4: appreciation for the favor
Alhamdulilla, magsukul
given
33
DAY 3
A. Presentation:
1. Introduce names. These are the names found in the story.
banua
Duwa Bullud
Ista
Ipang-ipang
Puh Sirum
2. Teacher presents more pictures that refer to persons, things and places.
B. Guided Activity
Mystery Box
1. Get a box and put pictures of persons, things and places.
2. Let each pupil pick one and identify each name. As the pupils name the
picture, teacher posts it on the board and puts a name below it.
3. Teacher says the picture name again.
Ask: Unu in ha patta?
C. Independent Activity
Where It Belong? Ask pupils to group names into persons, animals, or
places. Tack the picture with picture name on corresponding group.
Tau
Panyap
Lugal
D. Post Activity
Post It Three pupils are assigned to hold a card representing person, thing
and place. When the teacher shows picture of person, thing or place, pupils
choose from among the three. They have to line up on the specific post
designated.
DAY 4
Introducing Letter Aa
A. Presentation
Whats in a picture?
Yari in manga patta, kangnan mu sila?
(Show pictures that begin with letter Aa.)
34
anak
ani
adlaw
ama
Ana
atis
B. Review
Let the pupils identify names of persons, things and places.
1. Hawnu dayng ha manga ini in ngn para ha tau?
2. Ha kapanyapan lamud na in hayup iban hiyanum?
3. Ha kauman?
C. Modeling
1. Teacher says the picture name one at a time by producing the initial
sound of each. Say the word three times.
a. Ini in patta sin /aaa/anak
b. Ini in patta sin /aaa/ama
c. Ini in patta sin /aaa/adlaw
d. Ini in patta sin /aaa/atis
e. Ini in patta sin /aaa/ambaw
f. Ini in patta sin /aaa/Albaa
2. Unu in tingug kadungugan mu ha panagnaan sin patta?
3. Teacher produces the letter sound again as pupils follow.
4. Present sets of pictures on the board. Which among the pictures begins
with /Aa/ listen as the teacher says the name of the picture. Check the
picture that begins with /Aa/.
35
5. Present flashcard with letter Aa as a symbol of the sound /a/. The letter is
made of sand paper for the pupils to trace and feel it with their fingers.
6. Class this letter sounds like/aaa/ (Produce the sound 3x)
7. In ngn sin batang-sulat Aa. Ini in /A/ malaggu_______ iban yari isab in
/A/ asibi ________. Hikatudlu mu in /A/ malaggu iban asibi?
D. Guided Practice
Tracing Letter
1. Urulun in batang-sulat Aa hinang dayng ha kigkig (sandpaper) ha
flashcard, nanamun in kasap sin ktas.
2. Hikasulat mu in Aa malaggu iban asibi?
3. Hisulat sin tudlu ha hangin, ha pd lima, ha taykud sin iban mu bataiskul, ha lilingkuran.
Total Physical Response-Body
1. Present a chart with letters. Teacher points each letter and ask. Ini in
batang-sulat Aa?
2. Bang amu in jawab tumuppak in manga bata 3x. Bang bukun amu in
jawab tumandak in manga 3x.
A
a
A
d
a
a
a
o
A
w r a m A
A
y k A N
U N I i
a
DAY 5
A. Review
Present pictures of object that begins with the sound /a/. Name the pictures.
Do the same activities using pictures that begin with sound /a/, /n/,
anak atis
abugaw
ama
ambaw
addat
ani
Ana
abaga
B. Presentation
1. Teacher shows letter cards with A and a.
2. Produce the sound of a as /aaa/
C. Modeling
Say it again Teacher shows letter cards with letter Aa and gives its sound.
Pupils repeat after the teacher. (Encourage pupils to produce the /a/ sound
one by one.)
36
D. Guided Practice:
Trace me Urulun in gudlis-utud supaya matibuuk in panyap magtagna ha
batang-sulat Aa. Let pupils say something about the picture.
1. Tracing big and small letter Aa.
2. Writing big and small letter Aa following the proper hand stroke.
37
I.
Objectives:
1. Listen and respond to others.
3. Use culturally appropriate courteous expressions in different situations.
4. Identify names of persons, things and places.
5. Give/produce the beginning sounds of letters in a given word.
6. Identify differences between letters.
7. Give the letter that begins with the name of the given picture/object.
8. Identify specific letters (a,n,i) in the alphabet both upper and lower.
9. Write upper case and lower case letters(a,n,i) in print using proper
proportion.
10. Give the sounds of the specific letters(a,n,i) in the alphabet.
12. Develop and use vocabulary words that begin with the sounds of letters
presented by listening to teachers producing the sounds.
II. Subject Matter:

A. Skills:
1. Listening and responding to others
2. Expressing love for stories by browsing the storybooks read to them and
asking to be read more stories
3. Using culturally appropriate courteous expressions in different situations
4. Identifying names of persons, things and places
5. Giving/producing the beginning sounds of letters in a given word
6. Identifying differences between letters
7. Giving the letter that begins with the name of the given picture/object
8. Identifying specific letters (a,n,i) in the alphabet both upper and lower
9. Writing upper case and lower case letters(a,n,i) in print using proper
proportion
10. Giving the sounds of the specific letters(a,n,i) in the alphabet
11. Matching words with pictures and objects
12. Developing and use vocabulary words that begin with the sounds of
letters presented by listening to teachers producing the sounds
B. Selection:

C. Reference:
K+12 Curriculum, MTB-MLE Indicators,
D. Materials:
Story- Salsila Sin Duwa Bullud, pictures.

38
E. Theme:
Things I Enjoy and People I Like-food, fruits, vegetables, local

delicacies
F. Value:
Caring for animals
III. Learning Activites:
DAY 1
Introducing Letter Nn
A. Review
1. Show pictures that begin with letter Aa and name them.
2. Produce the sound of letter Aa.
B. Presentation
1. Present new set of pictures.
Nangka
niyug
nipa
nitu
napas
nakura
2. Teacher names the picture one by one.

(Give emphasis on the beginning sound of the picture.)
Ini in patta sin /nnn/
nangka.
Ini in patta sin /nnn/
nitu.
...niyug.
...napas.
nipa.
nakura.
C. Modeling
1. Recognizing the letter sound of /n/
Unu in tingug diyungug niyu ha panagnaan sin patta'?
The teacher produces the /n/ sound as the pupils listen.
Give the sound /n/ three times.
2. Recognizing letter name Nn
Show a flashcard with letter Nn made of sand paper.
Ini in /N/ malaggu__________iban /N/ asibi___________. Magdihil siya
sin tingug /n/.
Produce the sound three times.
D. Guided Practice
Writing Letter Nn
Bihaini in pagsulat ta /N/ malaggu_______iban /N/ asibi__________.
(Teacher traces the letter in the flashcard using the finger.) Call volunteer
pupil/s to trace the sand paper with a finger as he/she gives its sound.
39
Write ina_____/N/ and baby ______/N/ on the air, on the palm, on their
classmates back or on the desk. (Encourage pupils to count the number of
stroke as they write letter Nn.)
DAY 2
A. Independent Practice
1. Letter Box: Step Yes or No
Teacher points each letter and ask: Ini in /Nn/?
If the answer is YES pupil steps on Yes and if the answer is No, pupil
steps on the No.
N
a
u
U
U
i
n
u
A
u
I
a
U
n
2. Urulun in Nn malaggu iban asibi ha kiyatugila lugal.
40
u
N
3. Sugpatun in patta iban batang-sulat Nn bang siya magtagna ha tingug

/n/.
B. Post Assessment
Look at the set of letter. Tibulungan in batang-sulat taga tingug /n/.
n
Note: Kindly reproduce the 2nd and 3rd activity sheets and the post
assessment. (Learner Package)
DAY 3
A. Review
Review of two learned Aa and Nn letters. Ligungan in panagnaan batangsulat sin manga patta. Dungugun in pagbayta sin mastal sin ngn patta.
ani
anak
nanam
41
anakun
nakura
B. Presentation (Introduction of letter Ii)

Present new set of pictures. (Pictures that begins with letter Ii)
Yari in manga patta, kangnan mu sila?
Example:
Ii
Ista
Inda
iklug
ilung
imbaw
Makangn pa kaw dugaing panyap magtagna ha batang-sulat Ii?

C. Modeling
Recognizing the letter sound of /i/
Unu in tingug diyungug mu ha panagnaan sin patta?
The teacher produces the /i/ sound as the pupils listen.
Hilapal in tingug /i/ makat.
D. Guided Practice
1. Recognizing Letter name Ii
Show a flashcard with letter Ii made of sand paper.
Ini in /I/ malaggu_____ iban /I/ asibi _____.
Magdihil siya sin tingug /i/.
Hilapal in tingug makat.
2. Writing Letter Ii.
Bihaini in pagsulat ta sin /I/ malaggu _____iban /I/ asibi _____.
Teacher traces the letter in the flashcard using the finger.
Call volunteer pupil/s to trace the sand paper with a finger as he/she
gives its sound.
Hisulat in /I/ malaggu iban/I/ asibi ha hangin, ha pd lima, ha taykud sin
iban mu bata-iskul, atawa ha lilingkuran.
(Encourage pupils to count the number of stroke as they write letter Ii.)
DAY 4
A. Review
1. Whats the First Sound?
Introduce a song with /i/ sound
Ista
Ista, ista .. .ista, ista...ista, ista kulapu, nagsasampig,
nagsasampig, nagsasampig ha batu. Tagbaka na, tagbaka na,
tagbaka na ha ampa kita, ampa kita, ampa kita lumaksu!
B. Modeling
Up and Down
Teacher shows pupils the proper way of writing big and small letter Ii.
42
C. Guided Practice
Connecting Dots
Urulun in manga tumbuk supya matibuuk in batang-sulat Ii malaggu iban
asibi.
D. Independent Practice
Show Me
Teacher instructs pupils to get their magic slate. On the slate, pupils write big
and small letter Ii correctly.
E. Post Assessment
Pair of pupils goes to the board and write big and small letter Ii.
DAY 5
Review of Learned Letters (a,n,i)
A. Review
1. Give the sound of the letter on a letter card.
2. Teacher shows the cards a, n, i, then the pupils give each sound.
a. Write the letter a, n, i on the board.
b. Let the pupils name the picture and give the beginning sound.
(Pictures begins with a, n, i)
anak
imbaw
nangka
ama
abugaw
nitu
43
nanam
ikog
ipis
iklug
B. Guided Practice
1. Connect the picture with its beginning sound.
Sawpama:
2. Big Box
a. Teacher introduces the Big Box.
Ini in malaggu labban.
b. Form syllables from the letters learned (a,n,i).
Maghinang syllables daing ha manga batangsulat kaingatan na (a,n,i)
c. Teacher writes the generated syllable on a big box.
Isulat in natibuuk syllable ha malaggu labban.
d. Teacher reads the syllables inside the big box.
Bassahun in syllables ha malaggu labban.
e. Generate words from the syllables.
Maghinang kabtangan dayng ha syllables.
f. Teacher reads the generated words.
Bassahun sin mastal in nahinang kabtangan.
a
an
na
in
ni
g. Generated words:
Manga nahinang kabtangan:
an
ani
ina
ini
An
44
na
naani
C. Independent Practice
Work Trays
1. Teacher prepares several set of trays with letter card of a,n and i.
2. Place pictures that begin with the letters learned (at least 3 pictures).
3. Call pupils to volunteer working on a tray.
4. Encourage pupils to give the sound and place the pictures beside the
letter card.
Example:
nangka
niyug
nipa
Aku
abaga
abukadu
Ipis
ilaw
ilkug
D. Post Assessment:
1. Trace the generated word from the syllables.
2. Read with the teacher (an, ina, ani, ini, na)
45
I.
Objectives:
1. Participate actively during story reading by making comments and asking
questions.
2. Give/ Produce the beginning sound of letter in a given word.
3. Orally segment a two to three syllable word into its syllabic part.
4. Make one-to-one correspondence between written and spoken words.
5. Give the letter that begins the name of a given object/picture.
6. Identify specific letters in the alphabet.
7. Blend specific letters (a,n,i,u,k) to form words.
8. Identify a correct way to spell words.
9. Write upper and lower case letters in print using proper proportion.
10. Write syllables and words correctly.
11. Use names of person, places and things appropriately in sentences.
12. Develop and use vocabulary of words that begin with the target letters (Uu
and Kk).
13. Recognize letters Uu and Kk.
14. Read words with letters (a,n,i,u,k).
II. Subject Matter:

A. Topic:
1. segmenting a two to three syllable word into its syllabic part
2. Making one-to-one correspondence between words into syllabic parts
3. Giving the letter that begins the name of a given object/picture
4. Blending specific letters (a,n,i,u,k) to form words
5. Recognizing letters Uu and Kk
6. Reading words with letters (a,n,i,u,k)
B. Reference:
K-12 Curriculum
MTB-MLE Indicators
C. Materials:
Story Kalitsin Sin Baran

Box, pictures, letter cards
D. Theme:
My Favorite Animals & Plants
46
DAY 1
Experience Story
A. Motivation:
1. What am I
a. Teacher presents a small box with ball inside it.
Ask: Katukuran mu in luun ku? Agi sin tuung (box).
Taynghugan in hidihil ku paanggil (clues).
Hisiyu-siyu in makatukud sin luun ku makawa aku.
Paanggil (Clues):
Tibulung aku,
Maggulung-gulung aku,
Manjari aku malaggu atawa asibi.
Masb magpanayam kaku in manga bata.
Unu aku?
b. After a pupil guesses whats inside the box, show it to the class and
ask.
Pag-unuhun mu in bla?
Unu in panayam mag-usal bla?
Masb kaw magpanayam sin bla?
B. Presentation
1. Do the Experience together.
Shoot That Ball - Teacher introduces a new game to the pupils.
Group the pupils into four. Pupils in a group form line and each one
shoots the ball to the box. The team/group with more balls shoot will be
declared as winner. Teacher sets rules on how to play ball and always
consider the safety of the pupils while playing.
2. Ask the following questions:
a. Maunu-unu in panayam?
b. Kiyadayawan da kaw sin panayam ta adlaw yan? Mayta? Mayta di?
c. Kansiyu tumpukan in dimaug ha panayam?
d. Unu in pananaman mu bang kaw dimaug ha panayam?
e. Unu in pananaman mu bang in tumpukan mu diyaug ha panayam?
f. Unu in pangaddatan subay hipakita sin dimaug pa diyaug?
g. Unu in pangaddatan subay hipakita sin diyaug pa dimaug?
h. Bang kaw diyaug ha panayam, unu in subay mu hinang supya
dumaug kaw pagbalik?
3. Talking about the experience: Create a story by encouraging the pupils to
share their experiences while playing.
4. Teacher writes the pupils experiences on the board sentence by
sentence. Teacher reads the experience then asks the pupil who told the
experience if he/she is sure about it. Ask pupils to check or rearrange the
sentences in the story.
5. Give a title to the story. Read the whole story following the reading
guide/plan.
a. Teacher reads the story.
47
b. Teacher reads with the pupils.

c. Call a pupil-volunteer to read the story. One, pair, group and entire
class read the story.
DAY 2
A. Review
1. Unu in piyanayam ta khapun?
2. Kiyadayawan kaw sin panayam?
3. Unu tumpukan in dimaug ha panayam?
B. Presentation
What other objects begin with Uu? Teacher presents picture with initial /u/
sound.
unud
umbul
ulan
utuk
What sound do you hear at the beginning of the word?

What is the initial letter of the set of pictures?
C. Modeling:
Producing Letter sound of /u/.
Teacher shows letter card with letter u. Tell the pupils that it gives the sound
/u/. Teacher produces the sound three times while pupils follow.
/u/ unud
/u/umbul
/u/ulan
/u/utuk
D. Primer Track Lesson (Key Letter: Uu)
1. Present the Key Picture and Key Word: Na Una
Na una
2. Ask: What does the picture tell? This is a picture of a_________.
3. Teacher points to the key word. This is how we write the key word. Write
the key word inside the box below the key picture. Read the key word 2-3
times with the pupils.
48
4. Syllable Box
a. Teacher points to the key word and reads it at normal speed.
b. Point to each syllable as teacher reads each syllable distinctly.
c. Read each syllable again, clapping once for each syllable. Do this
again and have the students clap for each syllable with you.
na
na
5. Word Breaking
a. Teacher writes the key word on the left side under the syllable box.
Read it to and then with the pupils.
b. Teacher writes the new letter directly under the new letter above.
Read it to then with the pupils.
c. Teacher continues writing each smaller part of the word and reading it
to and with the pupils.
d. Teacher writes the new letter directly under the new letter above.
Read the new letter to and with the pupils.
e. Teacher reads the whole Break-the-word column with the pupils.
6. Work Making
a. Teacher writes the new letter to the right of the break-the-word
column and read the new letter with the pupils.
b. Teacher writes the part of the word with the new letter so the new
letters are in a straight column. Then, read the parts of the word with
the pupils.
c. Follow that pattern, using as many steps as you did with the Break the
word activity. Finally, write the entire word so the new letters are in a
straight column and read the word with the pupils.
d. Pupils read the key word, syllable box, break the word and make the
word together; volunteers read alone.
u
na
una
7. Big Box
a.
b.
c.
d.
e.
inu
Nana
na
ani
Inu-inu
una
na
unu
Unu-unu
Pupils read letters/syllables as teacher point to each box.

First move the pointer across each row of the Big Box as pupils read.
Then, move the pointer down column as they read.
Then, point to different letters or syllables randomly.
Volunteers read each letter or syllable as teacher point to it. Teacher
corrects if mistakes are committed.
49
8. Finding the words in the Big Box.

a. Pupils find other words in the Big Box. These may be words they
already learned or, even better, words they had not learned
previously.
b. Read the words with the pupils as they identify them.
c. Ask the pupils, Amu in kabtangan? If yes, read it with the pupils. If
not, another pupil points to the correct letters.
d. Write each new word on the chalkboard.
e. Pupils read all the words in the word list together.
9. Sentence Breaking
unu-unu
unu unu na
unu unu
na
a. Teacher writes the Sentence Making Word. Point to it and read it with
the pupils. Tell the pupils that you will use this word to make a
sentence.
b. Teacher writes the whole sentence under the Big Box towards the left
side.
c. Teacher moves the pointer smoothly under the sentence as he/she
reads it with the pupils.
d. Teacher writes the part of the sentence with the sentence making
words that the word is directly under the same word above. Use the
pointer, as teacher reads that part of the sentence with the pupils.
e. Teacher writes the next smaller part of the sentence. Use the pointer,
as teacher reads that part of the sentence with the pupils.
f. Teacher writes the sentence-making word by itself so it is directly
under the same words in the rows above. Read it with the pupils.
10. Sentence Making
Na
unu unu
unu unu na.
a. Teacher tells the pupils, Now we will make the sentence again
b. Teacher writes the sentence making word under the Big Box but on
the right side.
c. Point to the word as teacher reads it with the pupils.
d. Teacher writes the next biggest part of the sentence under the
sentence making word above.
e. Use the pointer, as teacher reads that part of the sentence with the
pupils.
f. Now, write the entire sentence so that the sentence making word is
just under the same word above.
g. Use the pointer as teacher reads the sentence with the students.
50
11. Guided Practice

Pupils read from key word, syllable box, word breaking, word making, big
box, new word, sentence breaking and sentence breaking. Call a
volunteer, by twos, in group and the entire class.
DAY 3
A. Review:
Show letter card with /u/. Give the sound of letter then associate the letter
sound with the pictures begin with letter Uu.
B. Introducing Letter Uu.
Teacher shows letter cards with Big and Small Uu. Uu represent the sound
/u/. This is Ina U and Baby U. They both sound like /u/.
C. Modeling: Writing letter Uu.
Teacher shows the proper hand strokes in writing letter Uu. Count the stroke
while pupils follow. Write letter Uu on the air, palm, back of the classmate and
on the desk.
D. Guided Practice
1. Trace letter Uu using broken lines correctly following the proper hand
strokes.
51
2. Letter Box Teacher points to the letter one at a time and ask pupils if it
gives the sound /u/. Say Hep! Hep! If the letter sound is /u/ and say
Hooray! if not.
3. Show the syllable box. Help pupils form new words from the given
syllables.
Do the same with the other generated words (na, inu, na-inu,na-inuinu, unu, na-unu, na-unu-unu, ani, na-ani)
Guide pupils in reading the generated word from the letters learned
(a,n,i,u)
Teacher gives the meaning of the new words.
1. Teacher shows phrases and sentences from the generated word.
Teacher reads with the pupils then pupils read alone or in pair.
Na ani
ani na
Na unu
unu na
Na ani na hi Inna.
Na uunu unu na
Na-una na hi Ana.
52
Unu unu na in ma una.

Teacher asks the following questions:
1. Nag-uunu hi Inna?_________
2. Hisiyu in na-una? ______
3. Unu in na-una?______
Teacher presents a story. Then answer some given questions.
Na-una
Na-una na na-ani hi Ana.
Na-inu-inu hi Inna sin na-una na na-ani
hi Ana.
Ana, Ana na-una na kaw?
Unu na in na-ani mu?
Answer the following :
Hisiyu in na-una?________
Nag-unu hi Ana?____________
Hisiyu in na-inu-inu?__________
Unu in agi niya?__________
2. Spelling (if there is an extra time)
a. Ana
b. ani
c. una
d. inu
e. Inna
DAY 4
Primer Lesson (Key Letter: Kk)
A. Pre-Reading activities
1. Unlocking of Difficulties (through pictures and context clues)
a. kalitsin
b. kawman
c. kakuyagan
2. Motivation
Teacher prepares puzzle of turtle, rabbit and dragonfly.
a. Unu ngn in natibuuk? Baytaan bang unu in patta.
b. Hisiyu dayng kaniyu in nakasulay na diyaug? Unu in pananaman mu?
Biyadiin in paglawag mu sin lugal mu?
3. Book Orientation
Ask: Unu in ha pais sin bk?
Hikabayta/katukuran mu bang pasal unu in suysuy?
53
Pupils describe the cover, ask question about the story, predict what the
story is all about. Teacher introduces the writer and illustrator.
4. Motive Questions
Unu in jimatu ha bagay hi Durugan?
B. Reading the story
Interactive Reading: Teacher reads the story while pupils listen. Teacher
stops for a while then ask question. Pupils predict what will happen next.
Then continue reading.
Kalitsin Sin Baran
Awn hambuuk usug mahambug in pamaranan, bantug pa katan kawman.
In ngan niya hi Durugan piyag anak miskinan. In usaha niya bukun biya sin
kamatauran in hinang niya magdagang-dagang hadja ha higad dan. Ubus ha
pagdagangan; humarap siya pa kagimbahan, magpasu ha kura niya daga
sasang.
Hi durugan nahiluwakag pa kabudjangan, maas bata in tumunang.
Sabab, bukun sadja marayaw bustan sah, mahunit pa atuhan ha kura
magparagan. Hambuuk waktu iyasubu siya sin bagay niya. o kaw durugan
hantang aku imikag sin kahalan mo. Mabaya ako munyug kaimu imingat sin
paghinangun mo.
Daindidtu hi Durugan nagbubunyug na sadja iban bagay. Landu na inuinu in bagay niya in siya di pagkugdanan prublema tungud pa altah sin in siya
miskinan. Lagi in siya mataud bagay daing ha usug pa baba-i, maas bata ha
kawman. Hambuuk waktu nagmasusa in bagay hi Durugan natali niya bang
unu in hangkan hi Durugan masanyang.
Ha pag agad-agad niya kan Durugan hambuuk pangaddatan nakawa
niya amuna in paglitsin iban kakuyagan sin baran. Daing ha sabab ini dih
magkasakit hi Durugan hangkan in mausaha niya hi katau niya. Bukun biya
sin kaibanan, mataud in usaha sah daran nasakit in baran pasal
hapagmaadjulan hangkan in altah maubus hi pagpa-ubatan.
Daing ha sabab ini in bagay hi Durugan simambu in pamaranan salta
simanyang in kabuhianan. Bunnal tuud in paglitsin hambuuk kasanyangan
sin baran makapahgang sin musiba kumugdan pa baran in altah di
kausibaan.
C. Post Reading
1. Interactive Questions Questions ask during reading.
a. Hisiyu hi Durugan?
b. Unu in pamaranan hi durugan? Unu in hayup hi Durugan?
54
Mayta nahiluhakag in kabudjangan kan Durugan?

Hisiyu in na-inu-inu kaniya?
Mayta dih magkasakit hi Durugan?
Unu in nakawah pangaddatan sin bagay niya?
Unu in mataud kan Durugan?
Mayta baha mataud kaniya yadtu?
Unu in simambu ha bagay hi Durugan?
Unu baha in hinang sin bagay niya ha supaya sumambu in
kabuhianan?
2. Post Questions Questions ask after reading.
a. Biya diin ta katagahan in sakit?
b. Mayta simambu in usaha hi Durugan?
c. Unu in pangadjian pangaddatan nakawa sin bagay hi Durugan?
c.
d.
e.
f.
g.
h.
i.
j.
D. Guided Practice
Its Show Time Group pupils into three groups. Teacher gives situation for
each group to act out in front of the class.
Group 1 Nahiluhakag maas bata kan Durugan.
Group 2 - In bagay hi Durugan munyug kaniya.
Group 3- Nakatau na hi Durugan sin usaha niya.
DAY 5
A. Review:
Encircle the words in the story that begin with letter Kk?
kalitsinan
Kura
kabuhiananan
kumugdan
1. What is the beginning letter of the words in the story?

2. What other object/word begins with letter Kk. Teacher shows pictures of
object that begins with Kk.
kama
kilu
kambing
kata
In what sound does the name of the pictures begin? /k/

B. Modelling
Show Me Teacher shows letter card with Big and Small Kk. Introduce to
the class that the letter gives the sound /k/. Teacher produces the sound
three times as pupils follow. As teacher raises the letter card, pupils produce
the sound of /k/.
55
C. Primer Lesson (Key Letter: Kk)

1. Presenting a Key Picture and Key Word: Kambing
kambing
Ask: Unu in ha patta? Ini in patta sin_________.
2. Teacher points to the key word. This is how we write the key word. Write
the key word inside the box below the key picture. Read the key word 2-3
times with the pupils.
3. Syllable Box
a. Teacher points to the key word and read it at normal speed.
b. Point to each syllable as teacher read each syllable distinctly.
again and have the students clap for each syllable with you.
kam
bing
4. Word Breaking
a. Teacher writes the key word on the left side under the syllable box.
Read it to and then with the pupils.
b. Teacher writes the new letter directly under the new letter above.
Read it to then with the pupils.
c. Teacher continues writing each smaller part of the word and reading
it to and with the pupils.
d. Teacher writes the new letter directly under the new letter above.
Read the new letter to and with the pupils.
e. Teacher reads the whole Break-the-word column with the pupils.
kambing
kam
k
5. Work Making
a. Teacher writes the new letter to the right of the break-the-word
column and read the new letter with the pupils.
b. Teacher writes the part of the word with the new letter so the new
letters are in a straight column. Then, read that part of the word with
the pupils.
c. Follow that pattern, using as many steps as you did with the Break the
word activity. Finally, write the entire word so the new letters are in a
straight column and read the word with the pupils.
56
d. Pupils read the key word, syllable box, break the word and make the
word together; volunteers read alone.
k
Ka
kambing
6. Big Box
u
k
a
n
a.
b.
c.
d.
e.
un
a
an
i
ku
kan
na
in
ka
na
ni
nu
Pupils read letters/syllables as teacher point to each box.

First, move the pointer across each row of the Big Box as pupils read.
Then, move the pointer down column as they read.
Then, point to different letters or syllables randomly.
Volunteers read each letter or syllable as teacher point to it. Teacher
corrects if mistakes are committed.
7. Finding the words in the Big Box.

a. Pupils find other words in the Big Box. These can be words they
previously.
b. Read the words with the pupils as they identify them.
c. Ask the pupils, Is the word correct? If yes, read it with the pupils. If
not, another pupils points to the correct letters.
d. Write each new word on the chalkboard.
8. Sentence Breaking
Ani Ku
Naka ani na aku
Na ka a ni na a ku
na ka
a. Teacher writes the Sentence Making Word. Point to it and read it with
the pupils. Tell the pupils that you will use this word to make a
sentence.
b. Teacher writes the whole sentence under the Big Box towards the left
side.
c. Teacher moves the pointer smoothly under the sentence as teacher
reads it with the pupils.
d. Teacher writes the part of the sentence with the sentence making
words that the word is directly under the same word above. Use the
pointer as teacher reads that part of the sentence with the pupils.
57
e. Teacher writes the next smaller part of the sentence. Use the pointer
as teacher reads the part of the sentence with the pupils.
f. Teacher writes the sentence-making word by itself so it is directly
under the same words in the rows above. Read it with the pupils.
9. Sentence Making
Na ka
Na ka a ni na a ku
naka ani na aku.
a. Teacher tells the pupils, Now we will make the sentence again
b. Teacher writes the sentence making word under the Big Box but on
the right side.
c. Point to the word as teacher reads it with the pupils.
d. Teacher writes the next biggest part of the sentence under the
sentence making word above.
e. Use the pointer as teacher reads that part of the sentence with the
pupils.
f. Now, write the entire sentence so that the sentence making word is
just under the same word above.
g. Use the pointer as teacher reads the sentence with the pupils.
D. Guided Practice
1. Pupils read from the key word, syllable box, word breaking, word making,
big box, new word, sentence breaking and sentence breaking. Call a
volunteer, by twos, by group and all pupils.
2. Trace letter Kk using broken lines correctly following the proper hand
strokes.
58
I.
Objectives:
At the end of the week, the pupils are expected to:
1. Recite/sing with ease and confidence rhymes, jingles, riddles, chants, song,
lullaby in culturally appropriate manner.
2. Give/produce the beginning sound of letter (h) in a given word.
3. Orally segment a two to three-syllable word into its syllabic parts.
5. Give the letter that begins with the name of a given picture/objects.
6. Identify letter /h/, both upper and lower case.
7. Show relationship between sounds and written symbols.
9. Give the sounds of the specific letter/s in the alphabet.
10. Blend specific letters to form syllables/words.
11. Identify the correct way to spell words.
12. Spell and write words using phonemic awareness and letter knowledge.
13. Write upper case and lower case letters in print using proper proportion.
14. Write syllables and words and phrases correctly.
15. Use names of person, places, animals, and things appropriately in sentences.
Use the directional ini, yari, daindi, yan, yaun, duun, yadtu, didtu.
16. Develop and use vocabulary of words that begin with letter /h/.
17. Identify and use common noun markers.
18. Predict what the story is about on what one knows about character, setting
and events.
19. Confirm predictions after listening to a story.
20. Relate events in the story to personal experiences.
21. . Recall important details in experience story
22. Write the correct sequence of the events.
23. Show love for reading by listening attentively during story reading and making
comments.
II. Subject Matter

A. Topics:
1. Oral Language
Reciting/singing with ease and confidence rhymes, jingles, riddles,
chants, song, lullaby in culturally appropriate manner.
2. Phonological Awareness
a. Giving/producing the beginning sound of letter /h/ in a given word.
b. Orally segmenting a two to three-syllable word into its syllabic parts.
3. Book and Print Knowledge:
Making one-to-one correspondence between written and spoken
words.
59
4. Alphabetic Knowledge
a. Giving the letter that begins with the name of a given picture/objects.
b. Identifying letters /h/, both upper and lower case.
c. Showing relationship between sounds and written symbols
5. Word Recognition
a. Matching words with pictures and objects.
b. Giving the sounds of letter /h/.
c. Blending specific letters to form syllables/words.
6. Spelling
a. Identify the correct way to spell words.
b. Spell and write words using phonemic awareness and letter
knowledge
7. Handwriting
a. Writing upper case and lower case letter /h/ in print using proper
proportion.
b. Writing syllables and words and phrases correctly.
8. Grammar Awareness
a. Using names of person, places, animals, and things appropriately in
sentences.
b. Using the directional - ini, yari, daindi, yan, yaun, duun, yadtu, didtu
9. Vocabulary
a. Developing and using vocabulary of words that begin with letter /h/.
b. Identifying and using common noun markers.
10. Reading Comprehension
a. Predicting what the story is all about on what one knows about
character, setting and events.
b. Confirming predictions after listening to a story.
c. Relating events in the story to personal experiences.
d. Recalling important details in Experience story
e. Writing the correct sequence of the events.
f. Showing love for reading by listening attentively during story reading
and making comments.
B. References
- K to 12Curriculum
- Two-Track Approach to Teaching Children to Read and Write Their First
Language (Hh): 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
C. Materials:
Busy Picture (Children doing their favorite activities in a community);
Real: hawakan (hip); pencil; color, water color; scratch paper; Poster of
Human Body
Experience Story
Dialogue: Pupil A and Pupil B
Song: Siki, Tuhud, Hawakan, U
60
D. Theme: Things I love to Do (favorite activities, hobbies, sports)
III. Learning Activities
DAY 1
A. Preliminary Activities
1. Song:
Siki, Tuhud, hawakan, U (Tune of Paa, Tuhod, Balikat Ulo)
Siki, Tuhod, Hawakan, U (3X)
Tumuppak Isa, Duwa, Tu
2. Dialogue
Pupil A: Hay, yari kaw!
Pupil B: Huun bagay timibaw hulah.
Pupil A: Bakas kaw haunu?
Pupil B: Ha hansipak sin puh yaun.
Pupil A: Hi siyo in iban mo?
Pupil B: Hi Hassan in iban ku.
Pupil A: Nakahali-hali na kamu?
Pupil B: Huun, Alhamdulillah
3. Busy Picture: Children doing their favorite activities in a community.
Say: View the picture and point the scene:
Examples:
a. A girl playing jackstone.
b. A boy playing kite.
c. Children playing hide and seek.
d. Group of boys playing basketball.
e. Group of children attending a party.
f. Children helping their parents in doing household chores.
B. Before Experience Story Activities
1. Active Experience
Say: Today we will do something together. I want you to help me identify
the different parts of a human body.
Ask: What are the things we need? (Big poster of the human body,
papers, pencil, color or water color).
Teacher allows pupils to see and study the picture. She must supervise
and closely monitor the activity to prevent untoward incidents. She makes
sure that the experience of pupils is as active as possible.
2. Reporting Time
Allow the pupils to share their observation and experience during the
activity.
61
DAY 2
A. During Experience Story Activities
1. Review of yesterdays activity.
Ask: Biyadiin in paghinang ta sin karadja (activity)? Nagtabang-tabang
da kamu? Kiyarayawan da kamu sin karadja? Unu karadja kasban mu
paghinang sin baran-baran mu iban sin manga bagay mu? Unu in
pananaman mu bang kasban mu in karadja hihinang mu? Mayta?
2. Teacher guides pupils in making up a story about their experience. She
allows them to talk about what they did in the previous day.
Say: Now lets write our own story about what we did yesterday.
3. Teacher writes the story as the pupils dictate what they want to say first.
4. When one of the pupils tells a sentence, repeat the sentence.
Ask: Amu nay an kabayaan mu hibayta? If they agree say: Okay, let us
write it. Then the teacher writes the sentence just as they said it.
5. After the teacher writes the sentence, she reads it to the pupils.
Ask: Amu nay an in kabayaan mu hibayta?
If pupils want to change the sentence, let them change it so they are
satisfied.
6. Teacher again asks the pupils, Unu in kabayaan mu hibayta magbalik?
And she writes just what pupils tell. (Teacher may encourage pupils to
keep their story short at least 6-7 sentences.)
7. Teacher reads the story to the pupils. (She let them make changes if they
want. Then she reads it again).
8. Pupils give their story a title and teacher writes it above the story.
Ask: Unu in kabayaan mu hidihil maudu pa suysuy mu? (Teacher allows
the pupils to discuss this. She then writes the title just the pupils say it).
9. Teacher reads the story again, using the Reading Plan.
1. Teacher reads the entire text to the pupils.
2. Teacher reads the text with the pupils.
3. Teacher reads one part of the text with one or more pupil
volunteers.
4. One or two pupil volunteers read that part of the text by
themselves. (Note: Do not force anyone to read alone. If
no pupil volunteer, then go on to Step 5.)
5. Teacher reads the entire text again, with all the pupils.
DAY 3
A. Review previous day activity/ies.
(Preparation: Teacher copies the story neatly onto a large sheet of paper
and put it on the chalkboard/wall).
a. Teacher reads the story using the Reading Plan.
b. Teacher encourages pupils to draw one or more pictures about their
story on the sheet of paper.
62
B. Naming pictures/objects/word beginning with /h/.

1. Introduce the key picture and the key word.
hawakan
a.
b.
c.
d.
Ask: Unu in ha patta?

Say: Ini in patta sin hawakan sin tau.
Point to the word and say: Bihaini in pagsulat ta sin hawakan.
Read the key word 2-3 times with the pupils.
C. Syllable Box
1. Point to the key word and read it at normal speed.
2. Point to each syllable as you read each syllable distinctly.
ha
wa
kan
3. Read each syllable again, clapping once for each syllable. Do this again
and have the pupils clap for each syllable with you.
D. Break-The-Word
1. Write the key word on the left side under the syllable box. Read it to and
then with the students.
2. Continue writing each smaller part of the word and reading it to and with
the students.
3. Write the new letter directly under the new letter above. Read the new
letter to and then with the students.
4. Read the whole Break-the-word column with the students.
Break-the-word
hawakan
hawa
ha
h
Make-the-word
h
ha
hawa
hawakan
E. Make-The-Word
1. Write the new letter to the right of the Break the Word column and read
the new letter with the students.
2. Write the part of the word with the new letter so the new letters are in a
straight column. Then read that part of the word with the pupils.
3. Finally, write the entire word so the new letters are in a straight column
and read the word with the students.
4. Pupils read the Key word, Syllable Box, Break the Word and Make the
Word together; volunteers; read alone.
63
Teacher may also introduce the blending of the key symbol with
previously learned key symbols.
Examples:
h+i =hi
i+h =ih
ki+h= kih
hi+k=hik
h+a =ha
a+h =ah
ka+h= kah
ha+k=hak
h+u =hu
u+h =uh
ku+h=kuh
hu+k=huk
F. Big Box
Pupils read letters / syllables as you point to them.
1. First move the pointer across each row of the Big Box as they read.
2. Then move the pointer down each column as they read.
3. Then point to different letters or syllables randomly.
4. Volunteers read each letter or syllable as you point to it. Correct any
mistakes.
a
hi
haw
kan
nak
Ha
I
U
Ha
Wa
wa
sa
hu
la
ka
Ka
Na
Nu
Kus
Kan
5. Pupils find the new key word in the Big Box.

a. A pupil points to letters or syllables that make the new keyword. Read
the word with the pupil.
b. Ask, Amu in kabtangan? If yes, write the key word on the chalkboard
and read it with the pupils. If it is not correct, let another pupil point to
the parts of the key word.
the word with the pupil. (hawakan)
b. Pupils find other words in the Big Box. These can be words they
previously. (hawakan, anak, kaun, bugas, kusina, hula, aku,etc.)
c. Read the words with the pupils as they identify them.
d. Teacher writes each new word on the chalkboard.
f. Teacher may use Game: Forming Words
jTeacher prepares syllable cards (syllables are taken from the syllable
box.) She may prepare 3 or more cards for each syllable to be used
by pupils in forming words.
7. Introduce sight words (in, ku, ha, hi, hika) to pupils. Pupils may form
phrases with the help of the teacher. Teacher writes it on the chalkboard
and let the pupils read the phrases with her then ask some volunteers to
read:
in hula
hula ku
ha hansipak
hi ina
hika hangpu
64
8. Introduce terms use in directional (ini, yari, daindi, yan, yaun, yadtu,
didtu). Encourage pupils to give more examples using things/objects
inside the classroom.
Examples: Ini in hawakan (This is my hip.)
Yari hi amah. (Here is my mother.)
DAY 4
A. Review the Big Box and the phrases formed yesterday.
B. Break-The-Sentence
1. Write the Sentence Making Word (in). Point to it and read it with the
pupils. Tell them you will use this word to make a sentence.
2. Write the whole sentence under the Big Box towards the left side.
3. Move the pointer smoothly under the sentence as you read it with the
pupils.
Break-the-sentence
In hawakan hi inah masakit.
In hawakan hi inah
In hawakan hi
In hawakan
In
Make-the-Sentence
In
In hawakan
In hawakan hi
In hawakan hi inah
In hawakan hi inah masakit
C. Make-The-Sentence
1. Tell the pupils, Bihaun himinang kita bissara magbalik.
2. Write the sentence making word under the Big Box but on the right side.
3. Point to the word as you read it with the pupils.
D. Handwriting
1. Pupils practice writing the new letter
Say: Mabya aku himinang kamu bagu batang-sulat. Ini in batang-sulat H
malaggu. H in ngn sin batang-sulat. /h/ in tingug niya.
(Baytaan pa manga bata-iskul ha nakataykud kaw kanila) Jagahan in
tudlu ku magsulat ha hangin. (Tantuhun malaggu in batang-sulat supya
nila kakitaan in paghinang mu. Agarun in aturan ha pagsulat sin batangsulat H ha patut itungan ampa hibayta in tingug sin /h/).
a. Ask them to copy your movements and practice writing the letter in
the air 3-4 times.
b. Hold one hand in the air and show them how to write the letter on the
palm of one hand using the finger of their other hand. Have them do
this with you 3-4 times.
c. Write the new letter on the chalkboard. Write slowly and make the
letter large so everyone can see it. Write it 3 times like that.
d. Pupils practice writing the letter in their notebooks or activity sheets
10 times.
e. Follow the same procedure in writing small letter h.
65
2. Pupils practice writing the new keyword (hawakan).

a. Write the new key word in large letters on the chalkboard. Write it 3-4
times so everyone can see clearly how you write it.
b. Pupils write the new key word 10 times in their notebooks.
c. Walk around the room to see how they are doing. Help anyone that is
having trouble.
3. What words can you give that begin with H or h? (Ex. hablun, hayop).
4. Ngnan in patta. Hisulat in batang-sulat nalawa.
Examples:
____wakan
_____ yup
E. Spelling
1. Say the key word from todays lesson. Pupils write it. (hawakan)
2. Say the key word from the last lesson. Pupils write it. (kambing)
3. Say 2 to 5 other key words. Pupils write each one. (umbul, istah, nangka,
anak)
4. Write the spelling words correctly on the chalk board. Pupils check their
work and correct any mistakes.
66
F. Exercises
1. Name the pictures and give the beginning sound.
2. View the pictures. Write the missing letters to form the correct phrases
that describe the picture.
67
G. Forming Words
1. What word is formed when g at the beginning of the word is changed with
h
Gula = ____
2. What word is formed when h is added at the beginning of the word
__ilam =____
3. What word is formed when h is removed from the word
hamut = ____
H. How many syllables are there in a word? Tell the number of syllables for each
word.
1. hawakan
2. hagdan
3. hanger
4. hayup
5. hanig
I.
Read Sentences/Poem/Rhyme
1. Write the reading sentences/short story on the chalkboard.
Sentences:
Ha Hansipak dn in hula ku.
Miyamagad ha hangin in hilam.
Nagipit in hawakan hi Hamid ha hagdan.
Hangpu in taud sin hayop.
Mahamut in kahawa ha kahawahan.
2. Move the pointer smoothly under the sentences as you read them with
the pupils.
3. Pupils read the sentences together and then individual pupils read them
along.
4. Pupils answer simple comprehension questions:
a. Ha hansipak dan in hulah ku. Haunu in hulah mo?
b. Miyamagad ha hangin in hilam. Unu in miyamagad ha hangin?
c. Nagipit in hawakan hi Hamid ha hagdan. Kansiyu hawakan in nagipit
ha hagdan?
d. Hangpuh in taud sin hayop. Pila in taud sin hayop?
e. Mahamot in kahawa ha kahawahan. Haunu in kahawa mahamot?
DAY 5
A. Assessment
1. Batukun in kabtangan iban sin tiban niya patta. Sugpatun in Tirnnan A
iban Tirnan B.
68
2. Kitaun in patta. Write the missing words to form the correct phrases that
describe the picture.
B. Agreement
Hilukis in karadja kabayaan mu paghinangun sin baran-baran mu iban sin
pamilya mu. Hipakita ha klas iban mamayta pasal ini.
69

A. Objectives:
1. Tell their own stories related to the picture with ease and confidence.
2. Give/produce the beginning sound of letter/s/ in a given word.
5. Point out that spoken words are represented in written language by specific
sequence of letters.
7. Identify letter /s/, both upper and lower case.
10. Give the sounds of the specific letter/s/ in the alphabet.
17. Identify words that names, person, places or things, and actions.
and events.
20. Modify prior knowledge based on new knowledge from the story.
21. Recall important details in a story read.
comments.
B. Subject Matter
A. Topics:
1. Oral Language
Relating their own stories related to the picture presented with proper
phrasing and pausing
a. Giving/producing the beginning sound of letter/s/ in a given word.
b. Orally segmenting a two to three-syllable word into its syllabic parts.
a. Making one-to-one correspondence between written and spoken
words.
b. Pointing out that spoken words are represented in written language by
specific sequence of letters.
70
a. Giving the letter that begins with the name of a given picture/objects.
b. Identifying specific letters in the alphabet, both upper and lower case
5. Word Recognition
a. Maching words with pictures and objects.
b. Giving the sounds of the specific letter/s in the alphabet.
6. Spelling
a. Identify a correct way to spell words.
b. Spelling and writing words using phonemic awareness and letter
knowledge
7. Handwriting
a. Writing upper case and lower case letters in print using proper
proportion.
b. Writing syllables and words and phrases correctly.
Using names of person, places, animals, and things appropriately in
sentences.
9. Vocabulary
Identifying words that names, person, places or things, and actions.
a. Predicting what the story is about on what one knows about character,
setting and events.
c. Modifying prior knowledge based on new knowledge from the story
d. Recalling important details in a story read.
e. Writing the correct sequence of the events.
B. References
- K to 12Curriculum
Language (Ss): A Guidebook for Trainers (Susan and Dennis Malone,
2010)
- Activities for Early Grades of MTBMLE Program (Susan Malone, 2010)
MTBMLE Consultants.
C. Materials:
Real or pictures of objects/things, animals or places with their names that
begin with /s/;
Big Book: Magtali-anak Masanyang
Poem/Rhyme: Pagkasilasaand Kaun Kaw Iklug
D. Theme: My Family - members of families, characteristics of the family, pride
in my family
71
C. Learning Activities
DAY 1
1. Rhyme:
Kaun kaw iklug bat in baran kumusug.
Kaun kaw ista bat pikilan simigla.
Kaun kaw sayul bat in dugu humatul.
Inum kaw gatas bat in sakit humahwas.
2. Show Me Game
Teacher divides the class into 2 groups. She prepares 2 big boxes
containing objects/things with their names beginning with s for each
group.
Say: I have here a Magic Box for each group. Show me the things I want.
The first group to present these object will be given a point. The group
with the most number of points wins the game.
Examples: Show me picture of a hat (saruk)
B. Pre-Reading
1. Unlocking of Difficult words
a. masanyang (through picture or action/demonstration)
b. magtali-anak (through picture or action/demonstration)
c. tiyutukbal (through context)
d. ridjiki (through context)
e. ibadat (through context
2. Motivation/Activating Prior Knowledge
Using Real: Let pupils name some parts of their body.
Ask: Mahalga ba in simud mu? Kunu ta kagunahan in simud? Let the
pupils talk about their experience when their mouth is swelling and
encourage them to share their thoughts to the class.
C. During Reading
1. Read the title of the story. Introduce the author and the illustrator.
Say: Look at the cover. Unu in kta mu? Unu in kabayaan mu
hipangasubu pasal sin suysuy?
2. Open the book showing the first picture
Ask: Unu in kta mu?
Say: Bassahun ta in gikap ini.
(Teacher reads the text for that page, using the pointer smoothly under
the text as she reads.)
3. Do the same for each page, asking the pupils what they think will happen
next.
72
Magtalianak Masanyang
By Dr. Joel A. Alamia
Ha Hula Sahaya awn hambuuk magtalianak landu in sanyang sin
paghula-hula. In ngn sin ama hi Sakib. In ina hi Suhayla. Awn sila upat
anak, duwa usug iban duwa babaei In ngn sin magulang babai hi Kasra. In
duwa maas ini makusug mag ibadat, labi luba na magsambahayang. Salta
bihadtu ra isab in manga anak nila. In ina nag aaddat ha bana damikkiyan in
ama nag-aaddat ha asawa. In manga anak nila magsiyum lima bang manaw
atawa uwi dayng ha panawan.
Sara sin Tuhan in piyapanaw nila. Apabila awn ridjiki halal hitukbal
sin Tuhan kanila magsukul sila. Bang way ridjiki dumatung taymaun nila
kabayaan sin Allah. Sa, in duwaa nila daran tiyatayma, hinangun nila sadja
in sabab.
Dih in magtalianak ini magtayma pitna iban sasat sin saytan.
Tiyutukbal nila pa Tuhan in unu-unu dumatung, sibu da mangi iban
marayaw.
In Ina iban Ama nag-uusaha ha tabu salta di magpangakkal. In
panimbang iban tupungan nila sarang iban jukup, bukun saputi. Di
magbibitsara puting.
In manga anak damikkiyan, sahi sadja magbitsara. Bukun subra
magsin(money). Diin-diin in hidihil dih magriklamu. Bang Isnin pa Jumaat ha
iskul. Pagsabtu iban ahad pa madrasa.
Ha sabab sin sawasa sin pangatayan nila nakatalus katan mga anak sin
pag-iskul nila sambay nakabk usaha marayaw.
E. Post Reading
1. After reading the story, ask students some questions:
a. Unu in kabuhianan hinda Sakib kay Suhayla?
b. Unu in ppaghinangun sin manga bata ha sung iban uwi ha iskul?
c. Pakain hipagtukbal sin pamilya in manga prublima?
d. Biyadiin in pagpapata mu sin pamilya hi Sakib?
e. Mayta baha ddihilan halga sin pamilya nila in Pagmabuga pa
Tuhan iban Kabuntul (honesty)?
2. Group Activity
a. Group 1: Use clay or dough to mold the feature of Sakib in the story
and tell something about it.
b. Group 2: Act out part of the story when the children are kissing the
hands of their parents.
c. Group 3: Draw the family of Sakib while selling their goods in the
market.
73
d. Group 4: Retell the story using your own words.

3. Poster Making: Honesty is the best policy
Let the pupils draw the healthy habits/practices observed by their families
and let them tell about what they have drawn.
DAY 2
A. Read the story Magtali-anak Masanyang presented yesterday using the
Reading Plan.
1. Ask: Hinda siyu in tau ha suysuy?
2. Unu pangaddatan hi Sakib?
3. Unu in kabayaan mu pasal sin suysuy?
B. Naming pictures/real beginning with /s/.
simud
a.
b.
c.
d.
Ask: Unu in patta ini?

Say: Ini in patta sin simud.
Point to the word and say: This is how we write simud.
2. Syllable Box
a. Point to the key word and read it at normal speed.
b. Point to each syllable as you read each syllable distinctly.
si
mud
d
again and have the pupils clap for each syllable with you.
3. Break-The-Word
a. Write the key word on the left side under the syllable box. Read it to
and then with the students.
b. Continue writing each smaller part of the word and reading it to and
with the students.
c. Write the new letter directly under the new letter above. Read the
new letter to and then with the students.
d. Read the whole Break-the-word column with the students.
74
Break-the-word
simud
si
s
Make-the-word
s
si
simud
4. Make-The-Word
a. Write the new letter to the right of the Break the Word column and
read the new letter with the students.
b. Write the part of the word with the new letter so the new letters are in
a straight column. Then read that part of the word with the pupils.
c. Finally, write the entire word so the new letters are in a straight
column and read the word with the students.
d. Pupils read the Key word, Syllable Box, Break the Word and Make the
Examples:
s+i =si
i+s =is
ha+s= has
sa+k=sak
s+a =sa
a+s =as
hi+s= his
si+n=sin
s+u =su
u+s =us
u+sa=usa
5. Big Box
a. Pupils read letters / syllables as you point to them.
First move the pointer across each row of the Big Box as they
read.
Then move the pointer down each column as they read.
Then point to different letters or syllables randomly.
Volunteers read each letter or syllable as you point to it. Correct
any mistakes.
a
mis
kan
ta
u
ma
Si
kin
Ku
nak
nuk
tas
ha
wa
mud
b. Pupils find the new key word in the Big Box.

A pupil points to letters or syllables that make the new keyword.
Read the word with the pupil.
Ask, Amu in kabtangan? If yes, write the key word on the
chalkboard and read it with the pupils. If it is not correct, let
another pupil point to the parts of the key word.
c. Pupils find the new key word in the Big Box.
Read the word with the pupil. (simud)
75
DAY 3
A. Review the Big Box.
1. Pupils find other words in the Big Box. These can be words they already
learned or, even better, words they had not learned previously. (simud,
hawakan, anak, kissa, ,sukat, siku, sulat, sapa, suling, sampaluk, santul)
a. Read the words with the pupils as they identify them.
b. Teacher writes each new word on the chalkboard.
c. Pupils read all the words in the word list together.
Teacher may use Game: Forming Words
Teacher prepares syllable cards (syllables are taken from the
syllable box.) She may prepare 3 or more cards for each syllable
to be used by pupils in forming words.
2. Introduce sight words (in, kami, ku, sin, ha) to pupils. Pupils may form
phrases with the help of the teacher. Teacher writes it on the chalkboard
and let the pupils read the phrases with her then ask some volunteers to
read:
a. In siku ku
b. Dimungug Kami
c. In simud ku
d. In susa
e. Sin sambulaan
f. Sin sapi
g. Ha samin
h. Ha sapa
1. Write the Sentence Making Word (in) Point to it and read it with the
pupils.
Break-the-Sentence
Make-the sentence
In simud sin sambulaan simakit.
In
In simud sin sambulaan
In simud
In simud sin
In simud sin
In simud
In simud sin sambulaan
In
In simud sin sambulaan simakit.
1. Tell the pupils, Bigaun himinang kita bissara magbalik.
D. Handwriting
a. Say: I want you to write the new letter. This is big letter S. The name
of the letter is S. The sound of the letter is /s/. (With your back to the
76
b.
c.
d.
e.
f.
pupils, tell them) Watch my finger as I write the new letter in the air.
(Make sure you make the letter very large so they can see how you
make. Follow the standard in writing letter S with the correct counting
then say the sound /s/).
Ask them to copy your movements and practice writing the letter in
the air 3-4 times.
Hold one hand in the air and show them how to write the letter on the
Write the new letter on the chalkboard. Write slowly and make the
Pupils practice writing the letter in their notebooks or activity sheets
10 times.
Follow the same procedure in writing small letter s.
2. Pupils practice writing the new keyword (simud).

having trouble.
d. What words mentioned in the story that begin with S or s? (sin, sila,
sabab, salta, sarang, sadja, sawasa, sah, sakib, suhayla). Can you
give other words that begin with S or s?
77
3. Name the picture. Write the missing letter.

Examples:
_____mud
_____ruk
DAY 4
A. Review the standard in writing in writing letter uppercase S and lowercase s.
B. Spelling
1. Say the key word from todays lesson. Pupils write it. (simud)
2. Say the key word from the last lesson. Pupils write it. (hawakan)
3. Say 2 to 5 other key words. Pupils write each one. (susa, kissa, suka,
sambulaan, suling)
C. Exercises
1.
78
2.
3. Forming Words
a. Unu in kabtangan matibuuk bang in t ha panagnaan sin kabtangan
gentian sin s?
timud = ____
b. Unu in kabtangan matibuuk bang hisugpat in s ha duhulan sin
kabtangan?
gata =____
c. Unu in kabtangan matibuuk bang hig in panagnaan s dayng ha
kabtangan?
susa = ____
4. Read Sentences/Rhyme
Write the reading sentences/short story/rhyme on the chalkboard.
Poem/Rhyme:
Dungugun ta in kissa
Sin waktu pagkasilasa
Siyulat sama-sama
Sin simud siyuwara.
Manuk-manuk sambulaan
Ha sapa nagpasanyang
Bang samin sayangan
Sumuksuk mabiya sanam
the pupils.
along.
79

a. Unu in dungugun ta?
b. Unu in nagsuara?
c. Pasal unu in kissa?
d. Unu in nagpansanyang ha sapa?
e. Maunu in sambulaan bang surangan sin samin?
DAY 5
A. Assesment
Read the question and circle the correct answer.

1. Makusug mag ibadat in duwa maas hi Kasra. Hi siyu in makusug mag
ibadat?
Duwa anak usug
Duwa anak babai
Duwa maas
2. Tiyutukbal nila pa Tuhan in unu-unu paratungun kanila, mangih iban
marayaw. Pakain nila hitukbal in unu-unu dumatung kanila, mangi iban
marayaw?
Pa sara
pa Tuhan
pa Tau
B. Agreement
Show and Tell: Bring picture of your family. Tell something about the traits/
characteristics of your family that you can be proud of.
80

I.
Objectives:
2. Give/produce the beginning sound of letter (M) in a given word.
7. Identify specific letters in the alphabet, both upper and lower case.
10. Give the sounds of letter (M).
16. Use names of persons, places, animals, and things appropriately in
sentences.
and events.
comments.
II. Subject Matter

A. Topics:
1. Oral Language
Tell their own stories related to the picture with ease and confidence.
a. Give/produce the beginning sound of letter/s in a given word.
b. Orally segment a two to three-syllable word into its syllabic parts.
a. Make one-to-one correspondence between written and spoken words.
b. Point out that spoken words are represented in written language by
a. Give the letter that begins with the name of a given picture/objects.
81
5.
6.
7.
8.
9.
b. Identify specific letters in the alphabet, both upper and lower case.
c. Show relationship between sounds and written symbols
Word Recognition
a. Match words with pictures and objects.
b. Give the sounds of the specific letter/s in the alphabet.
c. Blend specific letters to form syllables/words.
Spelling
a. Identify a correct way to spell words.
knowledge
Handwriting
a. Write upper case and lower case letters in print using proper
proportion.
b. Write syllables and words and phrases correctly.
Grammar Awareness
Use names of persons, places, animals, and things appropriately in
sentences.
Reading Comprehension
a. Predict what the story is about on what one knows about character,
setting and events.
b. Confirm predictions after listening to a story.
c. Modify prior knowledge based on new knowledge from the story.
d. Recall important details in a story read.
e. Write the correct sequence of the events.
f. Show love for reading by listening attentively during story reading and
making comments.
B. References
1. K to 12Curriculum
2. Two-Track Approach to Teaching Children to Read and Write Their First
Language (Mm): A Guidebook for Trainers (Susan and Dennis Malone,
2010)
3. Activities for Early Grades of MTBMLE Program (Susan Malone, 2010)
4. Language Curriculum Guide by SIL International and SIL Philippines
5. MTB-MLE Consultants
C. Materials:
- Realia or pictures of objects/things, animals or places with their names
that begin with /m/, mata (eye).
- Big Book: Anak Miskin
- Poem/Rhyme: Mamah:
D. Theme: My Family and Our Roles - helping the family, family rules.
82
DAY 1
1. Tongue Twister:
Let the pupils say the lines in slow, moderate or fast pace.
Examples:
Siyupa hi ama in mama. Hi ama siyupa in magmama
Biya hi ama amu sung timugpa. Biya amu sung tumugpa hi ama .
2. Game: Magic Box
Teacher prepares a magic box. Pupils draw a picture from the magic
box and describe it using a phrase.
Examples:
Amu sung tumugpa
Ama nagmamama
B. Pre-Reading
a. mata (through picture or real objects)
b. miskin (through context)
c. magtabang (through context or picture)
d. halaman (through context or picture)
Using Realia:Teacher shows cans of different sizes.
Ask: How are you doing with your eyes? Are your eyes important? Why?
C. During Reading
Interactive Reading
Say: Kitaun in pais. Unu in kta mu? Unu in kabayaan mu hipangasubu
pasal sin suysuy?
Ask: Unu in kta mu?
Say: Lets read this page.
next.
Anak Miskin
Awn magtali-anak landu in kamiskin. Huwatun makakaun bang
iyaalup na in kakaun ha lamisahan. In ngn sin ama hi Hassan. In ina hi
Nursa. Awn duwa anak nila hi Jamli (usug) iban hi Hawla (babai). In magtalianak tabang-tabang sila maghinang mangusaha. In ama mag ipat sapi iban
83
manuk, salta magbadja iban mag-uma. In inah magtabu, maghinang

kakaun iban mag ayuput ha manga anak nila. Siya in mata-taynga sin
magtali-anak. In anak magdakdak, maglanu sin halaman iban maghugas
ly. Misan sila miskin dih da masusa basta magtabang iban maglasa, salta
masanyang in paghula-hula nila.
Hambuuk adlaw, napikil hi Jamli mag-iskul. Laung niya ha baran niya
bang masi-masi na hadja siya ha by iban halaum ktian dih mapinda in
kahalan nila labi luba in baran niya. Lumaas na hadja siya binsana. Haupu
niya diya niya nagbitsara in duwa maas niya sin mag-iskul siya salta diyulan
da isab siya sin maksud niya. Sambil siya nakatalus salta nakasud hinang ha
parinta. Ha hal yadtu simanyang iban simambu in baran niya dna in
tawtalianak niya. Sambil limaas na in ina iban ama hi Jamli siya na in
gimanti nangabuhianan.
D. Post Reading
a. Unu in hihinang sin manga bata ha by?
b. Unu in nngusaha ha pamilya?
c. Unu in hihinang sin ina ha by?
d. Bang ikaw in hambuuk dayng ha manga bata singuran mu ra ba in
hihinang nila? Mayta atawa mayta di?
e. Mayta masamut nila magkaubus in hinang nila?
Mayta baha mahalga in magtulung-tabang ha paghinang sin manga
hinang ha by?
2. Group Activity
a. Tumpukan 1: Hilukis in tau kabayaan mu tuud ha suysuy ampa
mamayta pasal niya.
b. Tumpukan 2: Hinangun in bahagi sin suysuy kabayaan mu tuud.
c. Tumpukan 3: Hibayta magbalik in suysuy.
3. Emergent Writing: Magtabang aku ha maas ku maghinang ha by
Let the pupils draw the practices observed to make their surroundings
clean. Let them tell about what they have drawn.
DAY 2
A. Read the story Anak Miskin using the Reading Plan.
Ask: Hinda siyu in manga anak ha suysuy?
Mayta nagtutulung-tabang in manga anak?
B. Naming pictures/realia beginning with /m/.
mata
84
2.
3.
4.
5.

Say: Ini in patta sin mata.
Point to the word and say: This is how we write mata.
C. Syllable Box
ma
ta
D. Break-The-Word
the students.
Break-the-word
mata
ma
m
Make-the-word
m
ma
mata
E. Make-The-Word
Examples:
m+i = mi
i+m =im
mi+s=mis
si+m=sim
m+a =ma
a+m =am
sa+m=sam
ma+s=mas
m+u =mu
u+m =um
mu+s=mus
su+m=sum
85
F. Big Box
1. Pupils read letters / syllables as you point to them.
a. First move the pointer across each row of the Big Box as they read.
b. Then move the pointer down each column as they read.
c. Then point to different letters or syllables randomly.
d. Volunteers read each letter or syllable as you point to it. Correct any
mistakes.
A
Ma
Na
ta
mis
Ki
nis
Kin
Num
nuk
bu
ma
Bi
tang

A pupil points to letters or syllables that make the new keyword. Read the
word with the pupil. (mata)
DAY 3
learned or, even better, words they had not learned previously. (mata,
manuk, miskin, ama, unum, makina, inum, manis, mistang)
2. Read the words with the pupils as they identify them.
3. Teacher writes each new word on the chalkboard.
4. Pupils read all the words in the word list together.
5. Teacher may use Game: Forming Words
Teacher prepares syllable cards (syllables are taken from the syllable
box.) She may prepare 3 or more cards for each syllable to be used by
pupils in forming words.
B. Introduce sight words (in, hi, hika, sin, da, iban, ha)
Pupils may form phrases with the help of the teacher. Teacher writes it on the
chalkboard and let the pupils read the phrases with her then ask some
volunteers to read:
in mata ku
in makina
hi ama
miskin hi
86
hika unum
sin manuk
in inum ku
C. Break-The-Sentence
1. Write the Sentence Making Word (miskin) Point to it and read it with the
pupils.
Break-the-Sentence
Miskin in maas ku.
Miskin in maas
Miskin in
Miskin
Make-the sentence
miskin
miskin in
miskin in maas
miskin in maas ku
D. Make-The-Sentence
1. Tell the pupils, Now we will make the sentence again.
E. Handwriting
a. Say: Mabaya aku sumulat kamu bagu batang-sulat. This is big letter
M. The name of the letter is M. The sound of the letter is /m/. (With
your back to the pupils, tell them) Watch my finger as I write the new
letter in the air. (Make sure you make the letter very large so they can
see how you make. Follow the standard in writing letter M with the
correct counting then say the sound /m/).
b. Ask them to copy your movements and practice writing the letter in
the air 3-4 times.
c. Hold one hand in the air and show them how to write the letter on the
d. Write the new letter on the chalkboard. Write slowly and make the
Pupils practice writing the letter in their notebooks or activity sheets
10 times.
e. Follow the same procedure in writing small letter m
87
2. Pupils practice writing the new keyword (mata).

having trouble.
3. What words mentioned in the story that begin with M or m? (Example:
magtalianak, maksud, mapinda,).
Can you give other words that begin with M or m?
Examples :
____ata
____nuk
88
DAY 4
A. Review the standard in writing in writing letter uppercase M and lowercase m.
B. Spelling
1. Say the key word from todays lesson. Pupils write it.
(mata)
2. Say the key word from the last lesson. Pupils write it.
(simud)
3. Say 2 to 5 other key words. Pupils write each one.
(hawakan, kambing, umbul)
C. Exercises
1.
2. Divide the words into syllables. Pila in undang-undang ha tiyap-tiyap

kabtangan?
1. mata
2. mama
3. kama
4. makina
5. sanam
89
3. Forming Words
a. Unu in kabtangan matibuuk bang gantian sin ma in panagnaan
undang-undang sin kabtangan?
lata = ____
b. Unu in kabtangan matibuuk bang hisugpat in mu ha duhulan sin
kabtangan?
na =____
c. Unu in kabtangan matibuuk bang hig in panagnaan undang-undang
dayng ha kabtangan?
gulamay = ____
D. Read Sentences/Poem/Rhyme
a. Sentences:
Miskin in maas ku.
Unum bulan in ummul sin manuk.
Siyaggaw hi ama in manuk-manuk.
Kiyaun sin sanam in mamun.
Masawa in mata sin amu
b. Poem/Rhyme
Mama
Masa ini gimuwa
Timaud in nagmama
Bang sumupa hi ama
Biya amu sung tumugpa
Mama piyag-agawan
Kunu makatugas baran
Misan simud musingan
Masi ra maghihinang.
the pupils.
along.
a. Unu in timaud ha masa ini?
b. Hi siyu in simupa sin mama?
c. Unu in sung tumugpa?
90
DAY 5
A. Assessment
1.
2.
3. Read the sentences and circle the correct answer.

a. In magtalianak landu in kamiskin. Hinda siyu in landu in kamiskin?
Hi ama
magtalianak
manga anak
b. In manga anak maglanu sin halaman. Hinda siyu in maglanu sin
halaman?
Magtalianak
manga anak
ama
c. Nagtuyu nag-iskul hi Jamli pasal miskin in maas niya. Pasal unu in
piyagtuyuan hi Jamli nag-iskol?
Matibut siya
miskin sila
masanyang sila
B. Agreement
Arts and Crafts: Use your creativity to recycle a tin can. Bring your output and
show to the class. Tell something about it.
91

A. Objectives:
1. Relate their own stories related to the picture presented with proper phrasing
and pausing.
2. Give/produce the beginning sound of letter/b/ in a given word.
10. Give the sounds of the specific letter/b/ in the alphabet.
and events.
comments.
B. Subject Matter
A. Topics:
1. Oral Language
Relate their own stories related to the picture presented with proper
phrasing and pausing.
a. Give/produce the beginning sound of letter/s in a given word.
92
c. Show relationship between sounds and written symbols.
5. Word Recognition
b. Give the sounds of the specific letter/s in the alphabet.
6. Spelling
knowledge.
7. Handwriting
proportion.
Use names of person, places, animals, and things appropriately in
sentences.
setting and events.
making comments.
B. References
- K to 12Curriculum
Language (B): A Guidebook for Trainers (Susan and Dennis Malone,
2010)
MTBMLE Consultants
C. Materials:
- Realia or pictures of objects/things, animals or places with their names
that begin with /b/;
- Listening Story: Bakas Bulaug
- Poem/Rhyme: Isa, Duwa
D. Theme: My Family and Our Roles - activities our family does together /
individually (basic needs i.e. fetching water, grocery / marketing, cleaning,
laundry, playing.
93
C. Learning Activities
DAY 1
1. Let us recite this rhyme to tune of One, two Tie my Shoe.
Rhyme
Isa, duwa in bula;
Duwa, tu in basu;
Tu, upat in pilak
Upat, lima bulawan na
2. Listening Activity: Let the pupils close their eyes while you shake a tin can
containing something. Then let them try to guess whats in a can.
Possible Answers:
Keys in a can
Pebbles in a can
Grains in a can, etc.
3. Unlocking of Difficult Words
a. bulaug (through context)
b. badja (through picture or context)
c. hablun (through picture or context)
a. Teacher shows picture of children playing and chasing one another.
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.
b. Ask: Sibu in kiyalabayan niyu iban sin manga bata ha patta? Unu in
pagkakitaan mu sung pa iskul? Unu in subay mu hinangun pag-uwi
mu dayng ha pagnayaman? Mayta?
c. Say: Bihaun, Mabaya aku dumungug kamu ha suysuy pasal sin bata
usug matagi magpanayam iban maglumba iban sin manga bagay
niya ubus magklas. Kitaun bang unu in jimatu kaniya.
d. Motive Questions: Unu in kabayaan mu hipangasubu pasal sin
suysuy?
B. Listening Story
Teacher reads the story to the whole class. He tells the story in a lively and
interesting manner then she stops once in a while to ask pupils
comprehension questions.
Bakas Bulaug
Hi Baki piyag-anak siya ha gimba. Dayng ka bata-bata niya ha bd
siya maglihan-lihan. Biya na hadja hayan in hinang niya magtabang ha ina,
ama iban taymanhud niya. In hinang sin ama niya magbadja, In ina niya
94
maghablun iban mag hinang ambung. In taymanghud niya babai magdakdak, maglutu, iban maglanu sin by iban halaman. Hambuuk dayng ha
manga pangaddatan niya dih siya magtabang ha maas niya misan unu
hinang. In siya magdakag sadja. Piya-iskul siya way ra siya timalus. Dih pa
butta nagbulaug pa siya; nag-inum ubat, barkada, nagpanayan iban naginum alak. Sambil miyabut in waktu nakaasawa siya iban nakabaak anak ha
lawm siya nagbubulaug iban way usaha.
Biya na han in kahalan niya sambil panyap badju, pantalun iban
katan panyap niya iban bulawan sin maas iban asawa niya kiyadagang na.
Awn hambuuk adlaw tiyunyukan siya sin Tuhan pikilan biyayaan siya timulak
pa Sabah. Didtu ha Sabah kiyananaman niya in kabinsanaan. Pagbinasahun
siya sin pulis. Nakahinang siya subra in buhgat. Ha pasal ini way niya niya
kiyagausan in sigpit minuwi siya balik pa hula salta napinda na in addat
niya. Naig in pagbulaug niya. Magtabang na siya ha maas niya sin hinang ha
by iban mag-usaha. Mahinaat pa bati na siya, magsauk tubig, magpakaun
sapi, iban magbadja.
C. Engagement Activities:
1. Ask some focus questions: Unu in tiyatagan sin ina hi Yuri hinangun niya
sung kumaun? Bang ikaw hi Yuri kumaun kaw misan di
makapanghugas? Mayta atawa mayta d? Unu in manga kawjiban sin
manga bata biya kaymu?
2. Ask pupils to act out part of the story they like most.
DAY 2
A. Review the story heard yesterday Magtalianank Masanyang
B. Naming pictures/realia beginning with /B/
Introduce the key picture and the key word.
basu
Say: Ini in patta sin bsu.
Point to the word and say: This is how we write bsu.
C. Syllable Box
95
su
D. Break-The-Word
the students.
Break-the-word
bsu
ba
b
Make-the-word
b
ba
bsu
E. Make-The-Word
the new letter with the students. (See illustration above)
Examples:
b+i =bi
i+b =ib
bi+m= bim
mi+b=mib
b+a =ba
a+b =ab
ma+b= mab
ba+m=bam
b+u =bu
u+b =ub
mu+b=mub
bu+m=bum
F. Big Box
mistakes.
ba
a
bi
bu
bu
Bas
Sa
Gay
Lu
Kag
La
Su
I
bul
Tu
96
sa
tay
ta
u
ya
ya
gu
kit
huk
kab

b. Ask, Is the word correct? If yes, write the key word on the
chalkboard and read it with the pupils. If it is not correct, let another
pupil point to the parts of the key word.
A pupil points to letters or syllables that make the new keyword. Read
the word with the pupil. (bsu)
DAY 3
learned or, even better, words they had not learned previously. (baso,
baskit, balu, buhok, bula, bulsa, ukab, bilu, bay, bato, bakag, biyabas)
B. Introduce sight words (in, ha, sin, na, pa)
Pupils may form phrases with the help of the teacher. Teacher writes it on the
volunteers to read:
in bsu
in buhuk
ha laum baskit
ha by
sin bula
ukab na
pa batu
C. Break-The-Sentence
1. Write the Sentence Making Word (pa) Point to it and read it with the
pupils.
97
Break-the-Sentence
Biyutang pa ambung in bla bilu.
Biyutang pa ambung in bla
Biyutang pa ambung in
Biyutang pa ambung
Biyutang pa
Biyutang
Make-the sentence
Biyutang
Biyutang pa
Biyutang pa ambung
Biyutang pa ambung in
Biyutang pa ambung in bla
Biyutang pa ambung in bla bilu.
D. Make-The-Sentence
E. Handwriting
a. Say: Mabaya aku sumulat kamu bagu batang-sulat. This is big letter
B. The name of the letter is B. The sound of the letter is /b/. (With your
back to the pupils, tell them) Watch my finger as I write the new letter
in the air. (Make sure you make the letter very large so they can see
how you make. Follow the standard in writing letter B with the correct
counting then say the sound /b/).
the air 3-4 times.
e. Pupils practice writing the letter in their notebooks or activity sheets
10 times.
Follow the same procedure in writing small letter b
98
2. Pupils practice writing the new keyword (basu).

having trouble.
3. What words mentioned in the story that begin with B or b? (bata-bata,
bulaug, bud, badja, bati). Can you give other words that begin with B or
b?
Examples :
_____su
_____sa
DAY 4
A. Review the standard in writing in writing letter uppercase Y and lowercase y.
B. Spelling
(bsu)
(mata)
(simud, hawakan, kambing, umbul)
C. Exercises
1.
2.
99
3. Pila in undang-undang ha kabtangan? Hibayta in taud sin undangundang ha tiyap-tiyap kabtangan.

1. buling
2. biyaning
3. bulawan
4. bagay
5. balu
1. Write the reading sentences/short story/rhyme on the chalkboard.
Sentences:
a. Liyuun in basu pa laum ambung.
b. Biyutangan walna biyaning in buhuk sin bata-bata.
c. Ukab na in by batu.
d. Kiyugdan sin bula in bayhu ku.
e. Walung-ibu pilak in kiyabayad ku sin bulawan.
the pupils.
along.
a. Unu in liyuun pa lawm ambung?
b. Kansiyu buhuk in biyutangan walna biyaning?
c. By unu in ukab?
d. Unu nakakugdan ha bayhu mu?
e. Pila in kiyabayad sin bulawan?
DAY 5
A. Assessment
1.
100
2. Bahagiun in kabtangan pa undang-undang. Hisulat in taud sin undangundang ha tiyaptiyap kabtangan.

a. biyabas
b. bhibu
c. by-by
d. bulaug
e. biyaning
3. Bassahun in manga bissara iban tibulungan in patut jawab.
a. Liyuun in basu pa lawm ambung. Unu in liyuun pa ambung?
Bla
bsu
biyabas
b. Biyutangan walna biyaning in buhuk sin bata-bata. Unu in biyutang
ha buhuk sin bata-bata?
c. Ukab na in by batu. Bay unu in ukab?
Batu
bilu
by-by
d. Kiyugdan sin bula in bayhu ku. Unu in kiyugdan sin bula?
buhuk
bihtis
bayhu
e. Walung-ibu pilak in kiyabayag ku sin bulawan. Pila in kiyabayad sin
mu sin bulawan?
Walung-ibu
walunggatus
walu pilak
B. Agreement
Draw and Tell: Glass is used for drinking water, juice, milk, tea and coffee. They
are kept in a safe place in the kitchen. Draw and tell about it.
101

I.
Objectives:
and pausing.
2. Give/produce the beginning sound of letter/Tt/ in a given word.
7. Identify letter /Tt/ in the alphabet, both upper and lower case.
15. Write words, phrases and sentences correctly.
16. Get the meaning of words presented through illustrations or demonstrations.
17. Name things that begin with /Tt/.
18. Identify the pronoun in the sentence.
and events.
23. Give the correct sequence of three events.
comments.
II. Subject Matter

A. Topics:
1. Oral Language:
2. Phonological Skills:
a. Giving/producing the beginning sound of letter/s in a given word.
words.
102

4. Alphabet Knowledge:
a. Giving the letter that begins the name of a given object/picture.
b. Identifying letter Hh in the alphabet, both upper and lower case.
5. Word Recognition:
6. Spelling:
knowledge.
7. Handwriting:
proportion.
b. Writing words, phrases and sentences correctly.
8. Grammar Awareness:
a. Getting the meaning of words presented through illustrations or
demonstrations.
b. Naming things that begin with /Tt/.
9. Vocabulary:
Identifying the pronoun in the sentence.
setting and events.
c. Modifying prior knowledge based on new knowledge from the story.
e. Giving the correct sequence of three events.
B. References
- K to 12Curriculum
Language (Tt): A Guidebook for Trainers (Susan and Dennis Malone,
2010)
C. Materials:
Picture of tsa; Realia, Big book (Pagpudji Sin Ramadhan); activity
sheets for writing the big and small letter/Tt/
Song: Siki Tuhud, Agaba, (Paa Tuhod, Balikat, Ulo
103
D. Theme: Family traditions- celebrations
DAY 1
A. Preliminary Activity
1. Share an experience activity. I like this thing because
2. Teacher prepares real objects/pictures. The names of these objects begin
with /Tt/ (e.g. tsa, tau, tubig, etc.).
3. Say: Pick up one thing/ picture and tell something about your experience
using it.
B. Pre-Reading
a. haylaya (through picture or context)
b. ibadat (through picture or demonstration)
c. taubat(through picture or context))
d. paglami-lami (through picture or demonstration)
a. Using Realia: Teacher allows pupils to share their experience during
Ramadhan and Hari-Raya festival.
b. Ask: What month do we celebrate Hari-Raya festival ? Is this festival
important to you? Why?
c. Today, I will share to you a story about Ramadhan and Hari-Raya
festival.
C. During Reading
Interactive Reading
2. Say: Kitaun in pais. Unu in kta mu? Unu in kabayaan mu hipangasubu
pasal sin suysuy?
Ask: Unu in kta mu?
next.
Pagpudji Sin Ramadhan

Sakahaba dumatung in bulan Ramadhan, tantu hulmatun sadja sin
manga talbilang ummat muslim ha katilingkal dunya. Ha waktu ini tumaud in
mag-ibadat iban maglami-lami. Magpuasa iban magjakat in manga muslim
104
sin manga altah nila halauman sin bulan Ramadhan. Salta dih matangbus in
bulan bang way paglami-lami.
Hambuuk adlaw puas matangbus in bulan Ramadhan, amuna in
pagtawagun Haylaya Puasa, magsambahayang sunnat in mga Muslim iban
maghutba in imam. Ampa na isab maglutu na pakaniya-pakaniya by sin
masarap pagkaun. Magbisita pa manga lahasiya iban bagay salta magjiyara
iban magmaap-miyaapi. Hati niya ha waktu ini tammat in mga nagtangka sin
pagkaun iban pag-inum ha sakaba iyadlawan sin bulan Ramadhan.
Pagpawnun da isab in paglami-lami biya na sin pagsipa maligay,
paglumba ha karut, magpaluuyan bang, iban maglumba tricycle atawa
pambut. In manga ini pangunahan sin imam iban taumaas sin kauman. Sila
ra isab in magpi sin tampat paglami-lamihan iban magpawn sin sallamata ha
mangdaug. In sallamata yan tatabangan sin hisiyu-siyu na makagaus dimihil.
In bulan Ramadhan magdihil dn ha manga tau mabaya taubatun in
mga dusa nila.
Saltaa maglasa iban maghambuuk sila dayng naman ha antara sin tau pa
tau labi luba ha antara sin tau iban sin tuhan niya.
D. Post Reading
After reading the story, ask students some questions:
1. When is Hari-Raya festival celebrated?
2. What do Muslims do during Ramadhan? After Ramadhan?
3. Why is Ramadhan and Hari-Raya festival important?
E. Group activity
1. Recall three events that you love most in the story and share it in correct
sequence to your classmates.
2. Emergent Writing: My Favorite Possession
Let the pupil draw their favorite possession and let them tell about what
they have drawn.
DAY 2
A. Review the story, Pagpudji Sin Ramadhan
Ask: Unu bulan kita magsabu sin Haylaya? (Ramadhan)
Unu in paghinangun sin manga Muslim ha lawman sin bulan
Ramadhan? ( puasa, jakat, sambahayang, etc)
Mayta mahalga in Ramadhan?
Hipakilal in key picture iban key word.
tsa
105
1.
2.
3.
4.

Say: Ini in patta sin tsa.
Point to the word and say: This is how we write tsa
B. Syllable Box
t
sa
C. Break-The-Word
the students.
Break-the-word
tsa
t
t
Make-the-word
t
t
tsa
5. Ask: Give other names of things that begin in letter Tt.

D. Make-The-Word
The teacher may introduce blending of the key symbols from the
previously learned lessons.
t+u=tu
u+t=ut
tu+b=tub
bu+t=but
t+a=ta
a+t=at
ta+b=tab
ba+t=bat
t+i=ti
i+t=it
ti+b=tib
bi+t=bit
E. Big Box
106
mistakes.
ta
tay
u
yuk
tam
Ta
Hi
Tu
Hu
Say
a
sa
lu
tu
bu
ling
pat
s
ha
sa
sa
bis
lum
nga
hud

the word with the pupil. (tsa)
previously. (tsa, talum, tu, tuhud, taynga, tambis, tamban, tampat,
tabu, tukling, tukki, batu, mata, hamut, bati)
DAY 3
A. Review the Big Box and the words formed yesterday.
Use some of the sight words previously learned (sin, in, hika, ha) let the
pupils form phrases with the help of the teacher. Teacher writes it on the
volunteers to read:
sin tsa
sin talum
hika t
in tuhud
ha taas tambis
in tampat
ha tabu
sin tukling
in tukki
ha batu
in mata
in tinapay
The teacher may prepare 3 syllable cards of each syllable found in the big
box so pupils in group could manipulate them and be able to form more
words
1. Write the Sentence Making Word (ha). Point to it and read it with the
pupils.
107
Break-the-Sentence
Ha tabu mataud ta nam tamban.
Ha tabu mataud ta nami
Ha tabu mataud ta
Ha tabu mataud
Ha tabu
Ha
Make-the sentence
Ha
Ha tabu
Ha tabu mataud
Ha tabu mataud ta
Ha tabu mataud ta nami
Ha tabu mataud ta nami tamban.
D. Handwriting
Say: Mabaya aku sumulat kamu bagu batang-sulat. This is big letter T.
The name of the letter is T. The sound of the letter is /t/. (With your back
to the pupils, tell them) Watch my finger as I write the new letter in the
air. (Make sure you make the letter very large so they can see how you
make. Follow the standard in writing letter T with the correct counting then
say the sound /t/).
a. Ask them to copy your movements and practice writing the letter in
the air 3-4 times.
b. Hold one hand in the air and show them how to write the letter on the
c. Write the new letter on the chalkboard. Write slowly and make the
d. Pupils practice writing the letter in their notebooks or activity sheets
10 times.
Follow the same procedure in writing small letter t
108
2. Pupils practice writing the new keyword (tsa).

having trouble.
3. Unu in manga kabtangan nasabbut ha suysuy nagtagna ha batang-sulat
T atawa t?
Makadihil pa kamu dugaing kabtangan magtagna ha batang-sulat T
atawa t?
4. Ngnan in patta. Hisulat in batang-sulat nalawa.
Sawpma:
_____asa
______alum
DAY 4
A. Review the standards in writing upper case and lower case letter
B. Spelling
(tsa)
2. Say the key word from the last lessom. Pupils write it.
basket
3. Say other words learned in the lesson. Pupils write it.
(mata, simud, hawakan, kambing)
C. Guided Exercise
1.
2.
109
D. Read Sentences
Sentences:
a. In Tausug daran magduwaa pa tampat.
b. Hnang na tabiat bang awn masakit tunggaan in kubul hi apu
nawapat.
c. Tuy kumawa tau-maas magputika kitaun in gaggat.
d. Mami pa tabu ista, tambayangan, tabulla iban jukup in panyap.
the pupils.
along.
a. Pakain daran magduwaa in Tausug?
b. Unu in tunggaan bang in Tausug masakit?
c. Mayta kumawa taumaas?
d. Unu in bihun pa tabu?
DAY 5
Ask: What word is formed when the final/ending letter is taken?
1. talum - ____
3. Ubat - ____
2. gatas - ____
4. Tulay - ____
B. Assessment
1.
2.
C. Agreement
Draw your favorite possession that begins with letter (T). Tell something
about it in the class.
110

I.
Objectives:
and pausing.
2. Give/produce the beginning sound of letter/Ll/ in a given word.
7. Identify letter /Ll/ in the alphabet, both upper and lower case.
17. Name things that begin with /Ll/.
and events.
comments.
II. Subject Matter

A. Topics:
1. Oral Language:
words.
111

b. Identifying letter Ll in the alphabet, both upper and lower case.
6. Spelling:
knowledge.
7. Handwriting:
proportion.
demonstrations.
b. Naming things that begin with /Ll/.
9. Vocabulary:
setting and events.
B. References
- K to 12Curriculum
Language (Ll): A Guidebook for Trainers (Susan and Dennis Malone,
2010)
MTB-MLE Consultants
C. Materials:
Picture of tasa; Realia, Big book (Lingkat Sin Lupah Sug); activity sheets
for writing the big and small letter /Ll/
Song: Awn Duwa Lima Ku (I have Two Hands)
112
D. Theme: Family traditions - celebrations
DAY 1
with /Ll/ (e.g. , labuyu, lahing, lingkuran, etc.).
using it.
B. Pre-Reading
a. bulawan (through picture or context)
b. kapu-puan (through picture or demonstration)
c. juwalmura (through picture or context))
d. labuyu (through picture or demonstration)
Using Realia: Teacher discusses with the pupils short history of Sulu
(Lupah Sug).
3. Ask: Do you love Lupah Sug? Why?
Today we will read a story about Lupah Sug.
C. During Reading
Interactive Reading
Say: kitaun in pais. Unu in kta mu? Unu in kabayaan mu hipangasubu
pasal sin suysuy?
2. Open the book showing the first picture.
Ask: Unu in kta mu?
next.
Lingkat Sin Lupah Sug (story)

In Sulu hipu sin malilingkat lugal, biya na sin mga bd, pu, higad
dagatiban buhangin puti. Katilibut nila mgapanghiyanum, bungangkahuy
iban kasayul-sayulan, biya na sin labanus, duyan, buwahan, luuya, paliyah,
lanut, kahawa iban lahing. Mataud da isab mga tubu amuin paghinangun
113
sukal. Mataud da isab mga hayup, biya sin sapi, kura, kambing, manuk,
labuyu, lahipan.
In Lupah Sug piyalibutan sin kapu-puan. Dayahan da isab siya ha
mga lumput laut dagat biya na sin panit, kulapu, mangku, lumahan,
lambanag, tamban, las-las, lappas, lambi, gamay, agal-agal, tihih-tihih
gullaman.
Siya in hulaan sin Tausog, lannang, maranaw, bisaya iban samal.
Daindi sila nagpasaplag sin pag-usaha, paglitu ha tabuh, ha pasal, ha
juwalmura iban ha dugaing-dugaing lugal.
Dayahan da isab in Lupah Sug sin pangalta biya sin mutsah,
kumalah, pilak iban bulawan. Magsinglab in mga tamungun sin Tausug.
Salta mataud walna biya na sin pula, puti, bilu, gaddung iban kulit.
In Tausug hipu sin bunga lima kapandayan, biya na sin hablun,
magtahi, mag-anyam baluy, pangalay, lugu, magkalang. Bang awn na
imun-imun lapat na lima, li-ug iban U sin pamakay bulawan, pilak, iban
palmata mutsah.
D. Post Reading
1. Unu in manga pangalta kabkan ha Lupah Sug?
2. Hinda siyu in manga tau naghuhula ha Lupah Sug?
3. Mayta mabaya in manga Samal, Lannang, iban Maranaw maghula ha
Lupah Sug?
4. Describe Lupah Sug
E. Group activity
1. Recall three events that you love most in the story and share it in correct
sequence to your classmates.
2. Emergent Writing: My Favorite place/scene
Let the pupil draw their favorite place/scene and let them tell about what
they have drawn.
DAY 2
A. Review the story, Lingkat Sin Lupah Sug
1. Ask:
Unu in manga pangalta kabkan ha Lupah Sug?
Mayta mataud in tau mabaya maghula ha Lupah Sug?
Unu in kabayaan mu tuud ha Lupah Sug?
114
a.
b.
c.
d.
lima
Say: Ini in patta sin lima.
Point to the word and say: This is how we write lima
Read the key word 2-3 times WITH the pupils.
B. Syllable Box
li
ma
C. Break-The-Word
the students.
Break-the-word
lima
li
l
Make-the-word
l
li
lima
Ask: Dumihil dugaing panyap magtagna ha batang-sulat Ll.

D. Make-The-Word
115
The teacher may introduce blending of the key symbols from the
l+u=lu
u+l=ul
lu+t=lut
tu+l=tul
l+a=la
a+l=al
la+t=lat
ta+l=tal
l+i=li
i+l=il
li+t=lit
ti+l=til
E. Big Box
mistakes.
la
li
lu
Ta
Mi
Nut
ma
tu
bu
sa
ha
sa
han
hing
Gu

a. A pupil points to letters or syllables that make the new key word. Read
the word with the pupil. (lima).
previously. (lima, talum,lamisahan, lingkuran, tukling, lappas, lugu,
labuyu, lahing, lanut, lasa, lungun-lungun).
DAY 3
1. Use some of the sight words previously learned (in, ha, aun, sin) let the
volunteers to read:
a. in lima
b. in bukal
c. in lunas
d. ha lamisahan
e. awn lahing
116
f. sin talum
g. sin sukal
h. sin lassun
2. The teacher may prepare 3 syllable cards of each syllable found in the big
words.
1. Write the Sentence Making Word (ha). Point to it and read it with the
pupils.
Break-the-Sentence
Make-the sentence
In lima sin Tausug lapat sin bulawan.
In
In lima sin tausug lapat sin
In lima
In lima sin tausug lapat
In lima sin
In lima sin tausug
In lima sin tausug
In lima sin
In lima sin tausug lapat
In lima
In lima sin tausug lapat sin
In
In lima sin tausug lapat sin bulawan
D. Handwriting
a. Say: Mabaya aku himinang kamu bagu batang-sulat. This is big letter
L.The name of the letter is L. The sound of the letter is /l/.
(With your back to the pupils, tell them) Watch my finger as I write the
new letter in the air. (Make sure you make the letter very large so they
can see how you make. Follow the standard in writing letter T with the
correct counting then say the sound /l/).
the air 3-4 times.
10 times.
f. Follow the same procedure in writing small letter l
117
2. Pupils practice writing the new keyword (lima).

having trouble.
3. Unu in manga kabtangan nasabbut ha suysuy magtagna ha batang-sulat
L atawa l? (lima, Lupah Sug, lahing, lapat).
Makarihil pa kamu dugaing kabtangan magtagna ha batang-sulat L
atawa l?
4. Ngnnan in patta. Hisulat in batang-sulat nalawa.
Sawpma :
____ima
___amisahan
DAY 4
A. Review the standards in writing upper case and lower case letter.
B. Spelling
(lima)
118

(lunas, sukal, lami-lami, luuya)
C. Guided Exercise
1.
2. Bahagiun in kabtangan pa undang-undang. Pila in taud sin undangundang ha tiyaptiyap kabtangan?

a. labuyu
b. bukal
c. lumut
d. lingkuran
e. labanus
Ask: Unu in kabtangan matibuuk bang hig in panganaan batang-sulat sin
kabtangan?
a. labu ____
c. lutu ____
b. lupa____
d. lasa ____
D. Read Sentences
Sentences:
a. Lapat sin bulawan in lima sin Tausug bang awn imun-imun.
b. Tausug, lannang, iban samal in naghuhula ha Sulu.
c. Kabaakan mu in labanus, luuya, lappas, lahing iban lanut ha Lupah
Sug.
d. Lamud ha pangaddatan Tausug in pangalay, lami-lami iban lugu.
119
the pupils.
along.
a. Unu in lapat sin bulawan bang aun imun-imun sin Tausug?
b. Hinda siyu naman in naghuhula ha lupah sug?
c. Unu naman in kabakan ta ha lupah sug?
d. Unu in mga lamud ha pangaddatan sin Tausug?
DAY 5
Ask: What word is formed when the final/ending letter is taken?
1. talu - ____
3. lansang - ____
2. lahing - ____
4. tulay - ____
B. Assessment
C. Agreement
Draw your favorite possession that begins with letter (L). Tell something
120

1st Quarter Examination
DAY 1 AND 2 Review for the first quarter Exam
DAY 3 AND 4 Examination
DAY 5 Go over the result of the Examination

I.
Objectives:
2. Give/produce the beginning sound of letter/g/ in a given word.
10. Give the sounds of the specific letter Gg in the alphabet.
12. Recognize the correct way to spell words.
and events.
23. Show love for reading by listening attentively during story reading and
making.
121
II. Subject Matter:

A. Topics:
1. Oral Language
a. Give/produce the beginning sound of letter Gg in a given word.
5. Word Recognition
b. Give the sounds of the specific letter Gg in the alphabet.
6. Spelling
a. Recognize the correct way to spell words.
knowledge.
7. Handwriting
proportion.
sentences.
9. Vocabulary
Identify words that names, person, places or things, and actions
setting and events.
making comments.
122
B. References
- K to 12 Curriculum
2010)
C. Materials:
- Real or pictures of objects/things, animals or places with their names that
begin with letter Gg;
- Big Book: Paglitsin Sin Baran Hangtunga Sin Pag-Iman Siyulat hi:
Mr. Esquierdo S. Jumadain, RN, MAED
- Action Song/Rhyme: Awn Duwa Lima kuand Minum Gatas
D. Theme: Personal Hygiene and Sanitation, Washing our hands and feet
DAY 1
A. Preliminary Activities:
1. Action Song: Awn Duwa Lima Ku
Awn Duwa Lima Ku
Awn duwa lima ku
Tuu iban lawa
Pataas-taasa, pababa-a
Hituppak maagak isa, duwa, tun
lima ku malanu, masawa.
2. Show Me Game
a. Teacher divides the class into 2 groups. She prepares 2 big boxes
containing objects/things with their names beginning with Gg for each
group.
b. Say: I have here a Magic Box for each group. Show me the things I
want.
c. The first group to present these objects will be given a point. The
group with the most number of points wins the game and the prize is
at stake.
Examples:
Show me picture of a glass of milk (gatas)
123
B. Pre-Reading:
a. Toss n Talk card game: using a picture of a strong boy.
b. Ask: Is the boy strong? What makes him strong? Let the pupils talk
about their reasons that makes the boy strong and encourage them
to share their thoughts in the class. (Pupils might give an answer due
to frequent drinking of milk) Do you think milk is important to the
body? Why? (Teacher praises pupils answers and star stamp will be
stamped in their hands).
a. ginisan (through picture or action/demonstration)
b. panginduwaa (through picture or action/demonstration)
c. Allahu Subhanahu Wa taala (through context)
d. Sahabat (through context)
e. iman (through context)
3. Setting up of motive questions.
C. During Reading:
Say: Kitaun in pais. Unu in kta mu? Unu in kabyaan mu hipangasubu
pasal sin suysuy?
Ask: Unu in kta mu?
3. Teacher reads the text for that page, using the pointer smoothly under the
text as she reads.
next.
In Paglitsin Hangtunga Sin Pag Iman
Siyulat hi: Mr. Esquierdo S. Jumadain, RN
March 6, 2012
Ha jaman sin kusug sin pagpasaplag sin Agama Islam; Nasusa
landuh in Sahabat sin Nabi MOHAMMAD S.A.W. ha waktu sila nanginduwaa
pa Allahu Subhanallahu Wa Taala dih pagtaymaun iban dih magmunakun in
panginduwaa nila ginisan na in dumatung musiba pa baran nila ha waktu sila
nagpaparrang. Hambuuk ha manga sahabat nagsabda laung niya
Panumtum kamu bang unu in paghinangun sin Nabi Mohammad S.A.W.
wala natuh nahinang. In sambag sin hangkatau maglitsin in ipun sin siki
iban lima. Magtuytuy hinang nag-us-us sin katan sahabat ampa sila
nanginduwaa.saruunduun tiyayma iban nagmakbul in hajat nila ha duwaa.
Ha sabab ini bunnal tuud lamud ha mag ibadat in subay maglitsin
biyah na sin mag wudu atawa maglitsin ha tiyaptiyap huminang sin ibadat pa
Allahu Subhanallahu Wa Taala ha supaya taymaun niya.
124
D. Post Reading:
a. Hinda siyu in manga tau ha suysuy?
b. Haunu jimatu in suysuy?
c. Unu in piyagkasusahan nila?
d. Unu in hnang nila supya mag in susa nila?
e. Kansiyu sila nangayu ridjiki iban tabang?
f. Bang kamu in manga Sahbat, hinangun niyu ra isab in hnang nila
supya kadihilan ridjiki iban malappas dayng kamumulahan? Mayta?
2. Group Activity
a. Group 1: Use clay or dough to mold the feature of soap as used for
washing the hands in the story and tell something about it.
b. Group 2: Act out part of the story when Sahabat were worried for not
accepting their duwaa.
c. Group 3: Draw/illustrate the Sahabat washing their hands and feet.
d. Group 4: Retell the story using your own words.
3. Poster Making: Cleanliness is next to Godliness
a. Let the pupils draw the healthy habits/practices being observed and
done at home with their families and let them tell about what they
have drawn.
b. Ask: Why does personal hygiene and sanitation like washing our
hands and feet is badly needed? What makes them so important in
our day-to-day living?
DAY 2
A. Review the story Paglitsin sin Baran Hangtunga sin Pag-iman
presented yesterday using the Reading Plan.
B. Naming pictures/real beginning with /g/.
1. Introduce the letter. Tell the pupils of the correct way of the letter; its
name and souns.
gatas
a.
b.
c.
d.
e.

Say: Ini in patta sin gatas.
Unu batang-sulat siya nagtagna?
Point to the word and say: Bihaini in pagsulat sin gatas.
125
C. Syllable Box
ga
tas
D. Break-The-Word
the students.
Break-the-word
gatas
ga
g
Make-the-word
g
ga
gatas
E. Make-The-Word
1. Write the new letter to the right of the Break-the-Word column and read
5. Teacher may also introduce the blending of the key symbol with
Examples:
g+a =ga
a+g =ag
ta+s= tas
g+i = gi
i+g = ig
ti+s= tis
g+u =gu
u+g =ug
ta+as=taas
F. Big Box
mistakes.
126
a
ga
ad
mi
bat
ku
law
in
tas
num
mu
sug
Bu
U
Kug

b. Ask, Amu in kabtangan? If yes, write the key word while, another
A pupil points to letters or syllables that make the new keyword. Read the
word with the pupil. (gatas)
DAY 3
learned or, even better, words they had not learned previously. (gatas,
minum, bukug, adlaw, sug, kusug, kumusug, unum, utas, ubu, usug abat,
abu, aku, amu, atas
2. Teacher may use Game: Forming Words
box.) She may prepare 3 or more cards for each syllable to be used by
pupils in forming words.
3. Introduce sight words (in, aku, na, ku, sin, bat, ha) to pupils. Pupils may
form phrases with the help of the teacher. Teacher writes it on the
volunteers to read:
In gatas
Minum aku
Kumusug in
ha unum
Sin bukug
Bat bukug
Ha sug
Ha adlaw
Na utas
In usug
1. Write the Sentence Making Word (minum) Point to it and read it with the
pupils.
Break-the-Sentence
Minum aku gatas bat in bukug kumusug.
Minum aku gatas bat in bukug
Minum aku gatas bat in
127
Make-the sentence
Minum
Minum aku
Minum aku gatas
Minum aku gatas bat

Minum aku gatas
Minum aku
Minum
Minum aku gatas bat

Minum aku gatas bat in
Minum aku gatas bat bukug
Minum aku gatas bat bukug kumusug
D. Handwriting
1. Pupils practice writing the new letter.
a. Say: I want you to write the new letter. This is big letter G The name
of the letter is g. The sound of the letter is /g/.
b. (With your back to the pupils, tell them) Watch my finger as I write the
can see how you make. Follow the standard in writing letter G with the
correct counting then say the sound /g/).
c. Ask them to copy your movements and practice writing the letter in
the air 3-4 times.
d. Hold one hand in the air and show them how to write the letter on the
e. Write the new letter on the chalkboard. Write slowly and make the
f. Pupils practice writing the letter in their notebooks or activity sheets
10 times.
g. Follow the same procedure in writing small letter g
128
2. Pupils practice writing the new keyword (gatas).

having trouble.
3. What word mentioned in the story that begins with G or g? (ginisan)
Can you give other words that begin with G or g?
Examples: gamut, ginisan, etc.
DAY 4
A. Review the standard in writing in writing letter uppercase G and lowercase.
B. Spelling
(gatas)
(lima)
(gatas, ginisan, garapun, gaddung, galun)
C. Exercises
1.
2.
3. Magtibuuk Kabtangan
a. Unu in kabtangan matibuuk bang gentian in m ha panagnaan sin
kabtangan sin g?
matas = ____
129
b. Unu in kabtangan matibuuk bang higanap in g ha duhulan sin

kabtangan?
ba =____
c. Unu in kabtangan matibuuk bang hig in panagnaan batang-sulat g
dayng ha kabtangan?
gusuk = ____
D. Read Sentences/Rhyme
Poem/Rhyme:
Minum Gatas
In gatas makarayaw
Subay minum adlaw-adlaw
Bat sakit lumayu
Magtayakkup maglanuh
the pupils.
along.
a. Unu in subay inumun?
b. Mayta kita minum adlaw-adlaw?
c. Mayta kalagihan maglanuh?
d. Unu in pagtayakkupan?
DAY 5
A. Assesment
1.
130
2.
3. Bassahun in manga bissara iban tibulungan patut jawab sin walna

gaddung.
a. Minum gatas in bata-bata adlaw-adlaw. Hi siyu in subay minum
gatas adlaw-adlaw?
in bata- bata
in usug sadja
in baba-i sadja
b. Subay ra maglitsin bat taymaun in duwaa ta. Unu in hinangun ta
hasupaya taymaun in panginduwaa ta?
maglummi
maglitsin
magkanat
c. Pa Allahu Subhanallahu Wa Taala kita mangayuh duwaa. Pa kansiyu
kita mangayuh duwaa?
Pa Allahu Subhallahu Wa Taala
pa ina
pa ama
B. Agreement
Walking Gallery: On the DOs wall post the picture/drawing of your family,
friend and even cut-outs showing traits of personal hygiene. On the DONTs
wall with an arrow pointing to the DOs wall; let the pupils write down the
malpractices and make their oath to change their bad habit into a good one.
131

I.
Objectives:
and pausing.
2. Give/produce the beginning sound of letter Dd in a given word.
7. Identify letter Dd in the alphabet, both upper and lower case.
17. Name things that begin with letter Dd.
and events.
comments.
II. Subject Matter:

A. Topics:
1. Oral Language:
words.
132

b. Identifying letter Dd in the alphabet, both upper and lower case.
6. Spelling:
knowledge.
7. Handwriting:
proportion.
b. Writing word, phrases and sentences correctly.
demonstrations.
b. Naming things that begin with letter Dd.
9. Vocabulary:
setting and events.
e. Giving the correct sequence of three events
B. References
2010)
C. Materials:
Picture of a Clean and Safe Community; Realia, Big book: Dakula Baha
Ha Kawman Darayan Siyulat hi: Dr. Mussah M. Ladja; activity sheets for
writing the big and small letter Dd; CD or DVD player and disc.
Song: Panglima kaw sin Hulah Biyaktul hi: Mayor Hji. Munib Estino
133
D. Theme: Kawman Ta Pangdaig Ta, Pag-Ayad Sin Katilibut Ta
DAY 1
1. Introduce the song entitled Panglima kaw sin Hulah
Panglima sin Hulah
Panglima kaw sin hulah asal gagandilan
Kaymu nagmahardikah in kamatauran
In babakti-an way mu piyasasaran
Daran mu siyasagda ha kawman pa kawman.
Bang awn umalup kaymu mangayuh tabang
Dih nila pa hikabungat magtuy mu duhalan
In kasigpitan nila ikaw in nagpahayang
Hisiyu baha kaw yan Panglima pagnganan.
(Chorus)
Panglima kaw sin hula mapatut magnakura
Hukuman mu adil ha Quran piyagkawah
Panglima kaw sin hulah nahinang ina, ama
Huppiyan kaw sin kami labi in huling bata
Mabut pa kabataan subay mo pa kalamuran
Hatas huminang sabab ma-awn in kalasigan
Pagkug-kuyag sin Raayat kaymu kabaakan
Di kaw tuud mabayah sin hinang karupangan
In ngan sin hulah mu piyagdanglay duun kaymu
Hulah mu in Punay, Panglima Estino
Maas bata nagkakuyagan, nagparasahan
Way na paghalli-an ha laum sin kawman.
(Repeat Chorus 2x)
2. Teacher reads the lyrics of the song as she smoothly pointing to the text.
Ask pupils to follow on the second reading of the lyrics.
Group Activity: Spider Web Strategy: Using the yarn turn it to the
forefinger of the one who can share/tell something about the picture
shown. I like this thing because
with letter Dd (e.g. , dunya, daghal, daigbay, dahun etc.).
Say: Kumawa panyap/patta ubus mamayta pasal sin kiyalabayan mu
iyuusal siya.
134
B. Pre-Reading
a. nagtatayakkup (through picture or context)
b. dakulah bahah (through picture or demonstration)
c. agung (through picture or context))
d. piyungpung (through picture or demonstration)
Using Realia: Teacher discusses with the pupils the important of
cooperation in saving the environment, not just environment but saving
the world in general. The concept of cleanliness through cooperation will
enhance the value of teamwork and unity. Today we will read a story
entitled Dakulah Bahah ha Kawman Daplakan and even familiarize the
song Panglima Kaw sin Hula.
C. During Reading
Interactive Reading
1. Read the title of the story. Introduce the author and the illustrator. Say:
Kitaun in pais. Unu in kta mu? Unu in kabayaan mu hipangasubu pasal
sin suysuy?
Ask: Unu in kta mu?
3. Teacher reads the text for that page, using the pointer smoothly under
the text as she reads.
next.
Dakula Baha Ha Kawman Daplakan
March 6, 2012
Ha jaman sin kawman Daplakan, landuh in kahanungan. Pakaniyapakaniya pamaybay way paruli sin kahalan. Hambuuk adlaw awn maas in
ngan hi Dumli dimatung pa kawman landu in kainu-inu sin kahantang sin
naghuhula ha Daplakan. Sambil siya nakagaban pa hambuuk bay nangayu
tabang pagka in siya hiyapdi na nakaasubu siya bang mayta in tau ha hula
yaun di mag iyasipi sin way piyagkaluhan. In sambag sin tau ha bay
nagaban sin maas in tau di; masigpit iban miskin. Sabab kakahaba
pangulan magtuy in dakula baha umanud di ha hula namu; hangkan, bukun
sadja hiyanum namu in magkangi da pa sambil kapanyapan ha pamaybay
namu in agi sin mangita in hula hangkan pagdatungan aramala sabab sin
kajahil sin manusiya. Hangkanda mubuga kami umasip iban mangandul
pahambuuk-pahambuuk pasalan nag-aawal kami.
Way pagduwa-duwa in maas nimaug sin bay ampa tigi in Agung.
Nahiluhala in tau ha kawman himanung ha bang maytah in Agung piyukpuk
sin maas. Natipun mayan in katan sin manusiya ha kawman Daplakan; in
135
maas kimawah magtuy hangsulag lituk ampa niya kiyas in lummi laung sin
tau natipun ya kaw maas di mu sayan masapu in lummi bang hambuuk da
lituk in usalun mu subay mu pataurun. Piyungpung sin maas in lituk mataud
ampa nagsapu saruun-duun limanu in katilibut. Namung in maas pa tau
nagtitipun kiyahatihan tuwih niyu in lituk di makada imig sin lummih subay
mataud; biya sasapu ampa makalanuh.. hangkan sapantun da sin kamu di
ha kawman niyu ini; bang magtibuuk biya sasapu lumanuh in kawman
Daplakan ha di na siya magbahah dakulah kakahaba umulan.
Natali sin katan tau ha kawman Daplakan sin bunnal in pikilan sin maas.
Nagtaayun sila naghambuuk naglanuh sin kawman. Daindidtu na-ig in
pagbaha ha kakahaba umulan ha kawman Daplakan.
D. Post Reading
a. Haunu jimatu in suysuy?
b. Unu in piyagmasusahan sin manga tau ha kawman?
c. Mayta tktik sin maas-usug in agung?
d. Unu in iyusal niya manunjki pagtulung-tabang?
e. Natali ba sin manga tau sin subay sila magtulung-tabang?
2. Group activity
a. Recall three events that you love most in the story and share it in
correct sequence to your classmates.
b. Emergent Writing: My Favorite place/scene
Let the pupils draw their favorite place/scene and let them tell about
what they have drawn.
DAY 2
A. Sing again the song, Panglima Kaw sin Hulah
1. Ask: Unu in pamaytai sin kalangan?
2. Magbalik pa suysuy, unu in pangaddatan nakawa mu ha suysuy?
B. Introduce the key picture and the key word.
dunya
1. Ask: Unu in patta ini?
2. Say: Ini in patta sin dunya. Explain to them that Lupah Sug is a place in
the Philippines; wherein it can be seen in the picture of the world.
3. Point to the word and say: This is how we write dunya
4. Read the key word 2-3 times with the pupils.
136
C. Syllable Box
dun
ya
D. Break-The-Word
the students.
Break-the-word
dunya
dun
d
Make-the-word
d
dun
dunya
5. Ask: Magdihil ngn sin panyap magtagna ha batang-sulat Dd.

E. Make-The-Word
5. The teacher may introduce blending of the key symbols from the
d+u=du
u+d=ud
du+n=dun
nu+d=nud
d+a=da
a+d=ad
da+n=dan
na+d=nad
d+i=di
i+d=id
di+n=din
ni+d=nid
F. Big Box
137
mistakes.
a
an
dan
ya
da
na
li
i
in
du
la
ma
dun
hun
u

the word with the pupil. (dunya)
previously. (dunya, lima, uan, indan, una, lian, dahun, ina, uma,
lahun, etc.)
DAY 3
1. Use some of the sight words previously learned (in, ha, na, awn) let the
volunteers to read:
in dunya
in lima
ha lima
sin lima
in indan
na una
na lian
ha dahun
hi ina
in ina
awn ina
in uma
ha uma
na uma
words
pupils.
138
Break-the-Sentence
In dunya subay ayaran.
In dunya subay
In dunya
In
Make-the sentence
In
In dunya
In dunya subay
In dunya subay ayaran.

C. Handwriting
a. Say: Mabaya aku sumulat kamu bagu batang-sulat. Ini in batangsulat malaggu D. D in ngn sin batang-sulat. /d/ in tingug niya. (With
your back to the pupils, tell them) Watch my finger as I write the new
letter in the air. (Make sure you make the letter very large so they can
see how you make. Follow the standard in writing letter D with the
correct counting then say the sound /d/).
the air 3-4 times.
10 times.
139
2. Follow the same procedure in writing small letter d

a. Pupils will practice writing the new keyword (dunya).
b. Write the new key word in large letters on the chalkboard. Write it 3-4
c. Pupils write the new key word 10 times in their notebooks.
d. Walk around the room to see how they are doing. Help anyone that is
having trouble.
3. Unu in manga kabtangan nasabbut ha suysuy magtagna ha batang-sulat
D atawa d? (dakula, Daplakan, Dm)
Makadihil pa kaw dugaing kabtangan magtagna ha batang-sulat D atawa
d?
Sawpma: daran, dulang, etc
DAY 4
A. 1. Review the standards in writing upper case and lower case letter
B. Spelling
(dunya)
(dakulah, Daplakan, Dumli,etc)
works and correct any mistakes.
C. Guided Exercise
1.
140
2. Bahagiun in kabtangan pa undang-undang. Gudlisan ha baba in

tiyaptiyap undang-undang ubus hibayta in taud sin undang-undang ha
tiyaptiyap kabtangan?
a.
b.
c.
d.
e.
Word
dunya
daghal
dila
dakulah
duruh
Number of Syllable
__________
__________
__________
__________
__________
=
=
=
=
=
3. Ask: Unu in kabtangan matibuuk bang higanap in batang-sulat Dd pa

utlang (blank)?
1. ___unya
= _________
3. ___aghal = ________
2. hi___yat = _________
4. Hag__an = ________
D. Read Sentences
Sentences:
a. In dunya subay ayaran.
b. Dilah in magnanam sin kakaun.
c. Dakulah in bahah bang umulan.
d. In bata-bata nagduduruh ha ina.
e. Masakit in daghal sin tau magprublima.
the pupils.
along.
a. Unu in subay ayaran?
b. Unu in magnananam sin kakaun?
c. Biyah diin in lagguh sin bahah bang umulan?
d. Unu in hihinang sin bata-bata?
e. Unu in masakit ha tau nagpruprublima?
DAY 5
Ask: can you write a phrase or a sentence using the key word (dunya)?
(expected answer: ha dunya, in dunya, Ha dunya mataud kakitaan. In
dunya subay malanuh, In dunya subay ayaran.,etc.)
141
B. Assessment
C. Agreement
You can interview your parents and ask them to write a song entitled Lupah
Sug and familiarize the tune.
142

I.
Objectives:
and pausing.
2. Give/produce the beginning sound of letter Yy in a given word.
7. Identify letter Yy in the alphabet, both upper and lower case.
17. Name things that begin with letter Yy.
and events.
comments.
II. Subject Matter:

A. Topics:
1. Oral Language:
words.
143

b. Identifying letter Yy in the alphabet, both upper and lower case.
6. Spelling:
knowledge.
7. Handwriting:
proportion.
demonstrations.
b. Naming things that begin with letter Yy.
9. Vocabulary:
setting and events.
c. Modifying prior knowledge based on new knowledge from the story
e. Giving the correct sequence of three events
B. References
- K to 12Curriculum
2010)
C. Materials:
Map of Sulu or Jolo in particular; Realia, Big book Kapagngan Ha Lupah
Sug Siyulat hi: Dr. Mussah M. Ladja; activity sheets for writing the big and
small letter Yy
Song: Lupah Sug
144
D. Theme: History of our Community How the Community got its name
DAY 1
1. Solicit pupils work if there is; about the song Lupah Sug; if theres none
then, ask pupils to listen attentively to the music in the CD entitled Lupah
Sug Teacher discusses with the pupils the uniqueness of Sulu from the
other lands in Mindanao (Lupah Sug).
2. Ask: Malasa kaw ha Lupah Sug? Mayta?
Today we will read a story about the people in Lupah Sug.
3. Group Activity: Spider Web Strategy: Using the yarn turn it to the
forefinger of the one who can share/tell something like events, resources
or anything which pupils know about the place Lupah Sug shown. I like
this place because
4. Introduce the lyrics of the song entitled Lupah Sug
Teacher reads the lyrics of the song as she smoothly pointing to the text.
Ask pupils to follow on the second reading of the lyrics.
with letter Yy (e.g. yakut, yan, yari, yaun, yanpa, yakal, etc.).
using it.
B. Pre-Reading
a. hahlu (through picture or context)
b. nagbabayu (through picture or demonstration)
c. Kumodor (through picture or context))
d. Tau Putih (through picture or demonstration)
a. Using Realia: Teacher discusses with the pupils the song learned and
the origin of its name (Panglima Estino).
b. Ask: Malasa kaw ha kawman mu? Mayta?
Today we will read a story about the history of our place (Lupah Sug)
How the place got its name like the song that we have learned; which
emphasize the origin of its name (Panglima Estino).
C. During Reading
Interactive Reading
Say: Kitaun in pais. Unu in kta mu? Unu in kabayaan mu
hipangasubu pasal sin suysuy?
Ask: Unu in kta mu?
145
(Teacher reads the text for that page, using the pointer smoothly
under the text as she reads.)
next.
KAPAGNGAN HA JOLO SIN LUPA SUG
March 6, 2012
Ha pagdatung sin Tau Puti pa Lupa Sug, duwa maas in kiyahugpaan
sahbu nagbabayu sin pay ha lusung.. Agi sin Kumodor sin Tau Putih iban
pag tudlu pababa Whats the name of this place?. Sambag sin maas usug
Hahlu. In pangarati sin duwaa maas in iyasubu kanila sin Tau Puti bang
unu in kiyakamputan nila ha lima pagka nagtudlu hangkan in ngiyanan nila
bang unu in ha lima nila kiyakamputan. Laung sin tau puti ahhh .
Jolo?. Bihadtu in panaawil sin Tau Putih ha baytah kanila sin duwa maas.
Daindidto in pangarati sin Tau Puti wala napinda; hangkanda natawag
nila in Lupa Sug Jolo. Sambil pa jaman ini in tawag ha Lupa Sug masimasira; daing ha sabab yadtu.
D. Post Reading
1. After reading the story, ask students some question:
a. Haunu jimatu in suysuy?
b. Hinda siyu in nag-uusal halu?
c. Hinda siyu in nangasubu sin ngn sin lugal?
d. Hipapata in Lupah Sug ha pikilan mu?
e. Biyadiin in pagngn sin Jolo?
2. Group activity
b. Emergent Writing: My Favorite place/scene
Let the pupils draw their favorite place/scene and let them tell about
DAY 2
A. Sing again the song, Lupah Sug
1. Ask: Unu in manga pangalta kabkan ha Lupah Sug?
2. Mayta mataud in Tausug mabaya maghula ha Lupah Sug?
3. Unu in kabayaan mu tuud pasal Lupah Sug?
146
Yatim
1. Ask: Unu in patta ini?
2. Say: Ini in patta sin Yatim. Hipasawa kanila in htihan sin Yatim. Tell the
pupils that there are many of them after the 1974 incident in Lupah Sug.
3. Point to the word and say: Bihaini in pagsulat ta sin Yatim.
4. Read the key word 2-3 times with the pupils.
C. Syllable Box
ya
tim
D. Break-The-Word
the students.
Break-the-word
Yatim
Ya
Y
Make-the-word
Y
Ya
Yatim
Ask: Dihili niyu aku dugaing kabtangan magtagna ha batang-sulat Yy.

E. Make-The-Word
147
Y+a =Ya
Y+i =Yi
Y+u =Yu
a+y = ay
i+y = iy
u+y = uy
ya+n = yan
ya+d = yad
ya+t = yat
F. Big Box
mistakes.
ya
si
un
kal
ri
da
han
yang
tim
tun
hu
ni
Kut
Di
Lag

b. Ask: Amu in kabtangan? If yes, write the key word on the chalkboard
of the key word.
the word with the pupil. (Yatim)
previously. (Yatim, dayahan, siyanglag, yari, yatun, yakal, yaun, siya,
niya, yakut, etc.)
DAY 3
1. Use some of the sight words previously learned (in, ka, awn, nagka) let
the pupils form phrases with the help of the teacher. Teacher writes it on
the chalkboard and let the pupils read the phrases with her then ask
some volunteers to read:
148
in Yatim
awn siyanglag
in yakal
ka niya
in dayahan
in yari
in yaun
nagkadayahan
in yatun
in siya
words.
pupils.
Break-the-Sentence
In Yatim sah kumaun siyanglag.
In Yatim sah Kumaun
In Yatim sah
In Yatim
In
Make-the sentence
In
In Yatim
In Yatim sah
In Yatim sah kumaun
In Yatim sah kumaun siyanglag.
1. Tell the pupils, Bihaun maghinang kita bissara magbalik.
D. Handwriting
a. Say: Mabaya aku himinang kamu bagu batang-sulat. Ini in Batangsulat malaggu Y. Y in ngn sin batang-sulat. /y/ in tingug niya.
can see how you make. Follow the standard in writing letter Y with the
correct counting then say the sound /y/).
the air 3-4 times.
10 times.
149
2. Follow the same procedure in writing small letter yPupils practice writing
the new keyword (Yatim).
having trouble.
3. What other words in the big box that begin with Yor y? (Yakal, yari, yaun).
Can you give other words that begin with Y or y?
Example: dayahan, yasin, yadtu, etc.
DAY 4
B. Spelling
(Yatim)
(yakal, yan, yari,etc..)
150
C. Guided Exercise
D. Read Sentences
Sentences:
a. In Yatim way na ina iban ama.
b. Mataud sin in tau dayahan.
c. Way agama sin Yahudi.
d. Yakal in kahuy landuh tugas.
the pupils.
along.
a. Hisiyu in way na ina iban ama?
b. Hisiyu in mataud in sin?
c. Hisiyu in way agama?
d. Unu in kahuy matugas?
DAY 5
1. Ask: Makasulat kaw tumpuk-kabtangan atawa bissara dayng ha key word
(Yatim)?
2. (expected answer: in Yatim, ha Yatim., In Yatim hambuuk bata-bata
makaulung. Ha Yatim in mataud barakat.,etc)
151
B. Assessment
C. Agreement
Draw your favorite possession that begins with letter (T). Tell something
152

I.
Objectives:
and pausing.
2. Give/produce the beginning sound of letter Pp in a given word.
7. Identify letter Pp in the alphabet, both upper and lower case.
17. Name things that begin with /p/.
and events.
comments.
II. Subject Matter:

A. Topics:
1. Oral Language:
words.
153

b. Identifying letter Pp in the alphabet, both upper and lower case.
c. Showing relationship between sounds and written symbols.
6. Spelling:
a. Recognize that the correct way to spell words.
knowledge.
7. Handwriting:
proportion.
demonstrations.
b. Naming things that begin with /p/.
9. Vocabulary:
setting and events.
B. References
- K to 12Curriculum
Language (Tt): A Guidebook for Trainers (Susan and Dennis Malone,
2010)
C. Materials: Picture of tasa; Realia, Big book Pilihan In Tausug Daing Ha
Katan Tau Ha Likusan Sin Pilipinas Siyulat hi: Dr. Mussah M. Ladja;
activity sheets for writing the big and small letter/Pp/ Song: Maytah Bihan
D. Theme: Our Community Today (e.g. how many we were before and now)
154
DAY 1
1. Song: Maytah Bihan
Mayta Bihan
Awn baha kita mu ha laum kauman
Nakanat in manga bata-bata ha jajakan
In pagtaud di nabaha masangsang
Masigpit na sambil in kabuianan
Chorus:
Way na makaun;
Way pa katugan
Nanggiyul-giyul in anak
Bisan in tiyaumpaan wayruun da
Biya sapantun asibih singan namuh
Siyam na in anak di pa mamarahi
In kabayaan niya kaganapan pa
In kahalan wala na niya kiyalimpal
(Repeat Chorus)
Way na makaun;
way pa katugan
Nanggiyul-giyul in anak
buslut na in bulsa
maytah bihan3x pagplanu kaw!
2. Toss n Talk Activity (Share an experience activity). I like this thing
because
with /Pp/ (e.g. panayamam, pitaka, panyu, pulbus, payguh, etc.).
using it.
B. Pre-Reading:
a. sultan (through picture or context)
b. panglima (through picture or demonstration)
c. pilihan(through picture or context))
d. paglami-lami (through picture or demonstration)
e. pagbaug-bug (through text or demonstration)
155

a. Using Realia: Teacher allows pupils to share their experience every
morning before going to school.
b. Ask: Unu in subay hinangun sin hangkatau pa hangkatau bang sung
pa iskul supya masanyangan, malanu iban mahamut adlaw-adlaw?
Mayta mu kagunahan hinagun ini? Pag-ubus magpanayam, unu in
subay hinangun hambuuk tau supya tumattap malanu iban
masambu in baran?
c. Bihaun, Bahagian ta kamu suysuy pasal sin manga tau nakauna pa:
pangaddatan nila iban sin manga panayam pagpanayamun nila.
C. During Reading:
Interactive Reading
Say: kitaun in pais. Unu in kta mu? Unu in kabyaan mu hipangasubu
pasal sin suysuy?
Ask: Unu in kta mu?
3. Teacher reads the text for that page, using the pointer smoothly under
the text as she reads.
next.
PILIHAN IN TAUSUG DAING HA KATAN TAU HA LIKUSAN SIN
PILIPINAS
Ha jaman sin waktu nakauna, limabay gatus tahun na pa masa ini; in tau
ha Lupah Sug awn na pamarinta, way pa in kaibanan binaybayan sakup sin
hulah Pilipinas in di ha Lupah Sug mahatul na daing naman ha pamarinta
mabut pa kabuianan. Sug Samal madtu mari way kabugaan. In dum biyah
sapantun adlaw waktu hipagpamamasyal pa plasa simasakat kalisa. Kulang
pa in nag-iiskul malaingkan in kabataan pangadji Quran way biyubugtuan.
Bang awn panayamnayam; piyangungunahan sin Sultan iban sin katan
Panglima sin pakanya-pakanya kawman, yaun na in pagpasu kurah,
panayamnayam hi Maas Ilidji ha kabaw, pagpangalay sin kababaihan ha
alupan sin Sultan. Bisan kulang in pamaham ha pag-iskul, in manusiyah
masanyang sabab bang awn maghinang sin kajahilan magtuy bantangan
sarah sin Islam kiyawah ha Quran. Taghah san dimatung pa binaybayan sin
Pilipinas in Kastila harap magtuy pa Mactan gantah sakupun sambil in Lupah
Sug bat malaingkan, karnah sin isug iban pagbaugbug sin Tausug; dih sila
makalikus sin pangaddatan iban pag-anggawtah, pagtibuuk sin Tausug,
way sila nahinang unu-unu sabab in katan Panglima sin Kawman
nagbaugbug nagtayakkup umatubang ha manga Kastila bang sakupun in
hulah ta Lupah Sug; daing ha masa yadtu, kiyabansagan in Tausug, Muru
sabab sin isug ta ha kapatutuan ta. Hangkan pakarang ha masa ini, in
156
Tausug way kiya haybulan sin tau dugaing labi apdal na in Tau guwah hulah.
In pagbaugbug biyah sin hinang sin kaapuan ta subay masi-masi
piyakikitah iban piyagtatayakkupan karnah, bang in tau ha Lupah Sug
nagtatayakkup bukun mahunit lutasun biyasan pa biyah diin in lagguh sin
prublima harapun sin kawman.
D. Post Reading:
a. Hisiyu in nakura sin parinta ta nakauna?
b. Unu in paghinangun sin manga bata? Kausugan? Kababaihan?
c. Unu in manga pangaddatan marayaw sin manga Tausug?
2. Group activity
b. Emergent Writing: My Favorite Possession
Let the pupil draw their favorite possession and let them tell about
DAY 2
A. Review the story, Pilihan in Tausug daing ha katan Tau ha Likusan sin
Pilipinas
1. Ask: Biyadiin in pagpapata mu sin manga tau ha Sulu/Lupah Sug?
2. Unu in mmanga pangaddatan sin manga Tausug ?
Panayaman
1.
2.
3.
4.

Say: Ini in patta sin panayaman.
Point to the word and say: Bihaini in pagsulat ta sin panayaman
C. Syllable Box
pa
na
ya
157
man
D. Break-The-Word
the students.
Break-the-word
panayaman
panaya
pana
pa
p
Make-the-word
p
pa
pana
panaya
panayaman
5. Ask: Dimihil ngn sin dugaing panyap magtagna ha batang-sulat Pp.

E. Make-The-Word
p+u=pu
p+a=pa
p+i=pi
u+p=up
a+p=ap
i+p=ip
pu+d=pud
pa+g=pag
pa+y=pay
pu+l=pul
pa+t=pat
pi+b=pib
F. Big Box
mistakes.
pa
pi
pu
pay
pul
ta
na
guh
tan
bu
ka
ta
gut
sang
pan
158
lun
yung
pun
man
bus
Da
Yu
Gri
Du
Run

the word with the pupil. (panayaman)
previously. (panayaman, paygu, pitaka, pantalun, pisang, pugut,
pulburun, putan, gripu, dupun, dupa, etc)
DAY 3
1. Use some of the sight words previously learned (sin, in,nag, naka, ha,
hang) let the pupils form phrases with the help of the teacher. Teacher
writes it on the chalkboard and let the pupils read the phrases with her
then ask some volunteers to read:
in panayaman
sin panayaman
ha panayaman
nagpayguh
ha pitaka
in pitaka
ha pantaloon
in pantaloon
in pisang
in pugut
in pulburun
in putan
ha gripu
sin gripu
nakadupun
hangdupa
words.
pupils.
Break-the-Sentence
Make-the sentence
In panayaman kasuban sin kabataan.
In
In panayaman kasuban sin
In panayaman
In panayaman kasuban
In panayaman kasuban
In panayaman
In panayaman kasuban sin
In
In panayaman kasuban sin kabataan.
159
D. Handwriting
a. Say: Mabaya aku sumulat kamu bagu batang-sulat. Ini in batangsulat malaggu P. P in ngn sin batang-sulat. /p/ in tingug niya.
can see how you make. Follow the standard in writing letter P with the
correct counting then say the sound /p/).
the air 3-4 times.
10 times.
g. Follow the same procedure in writing small letter p
2. Pupils practice writing the new keyword (panayaman).

160
having trouble.
d. What are the words mentioned in the story that begin with P or p?
(Pilipinas, pilihan, pangadji, panayaman, pangalay, pagpasu,
piyangunguhanan, etc).
e. Makarihil kaw dugaing kabtangan magtagna ha batang-sulat P atawa
p?
f. Ngnan in patta. Hisulat in batang-sulat nalawa.
Example:
nag ___mayguh
____yu
DAY 4
B. Spelling
(panayaman)
(panyu, payguh,pantaloonetc.)
C. Guided Exercise
161
D. Read Sentences
Sentences:
a. In panayaman kasuban sin kabataan.
b. Nagpayguh ha dagat in magtalianak.
c. Subay in panyuh dih pagkalupahan dahun.
d. Binihan aku hi ina pantalun.
e. Daran aku kimakaun pisang.
the pupils.
along.
a. Unu in kasuban sin kabataan?
b. Unu in hinang sin magtalianak ha dagat?
c. Unu in subay dih pagkalupahan pagdahun?
d. Unu in bini kaku sin ina ku?
e. Unu in daran ku kiyakaun?
DAY 5
Ask: What word is formed when the beginning letter is taken?
1. pusal - ____
3. pisang - ____
2. pad - ____
4. pilung - ____
B. Assessment
162
C. Agreement
Hilukis in kasban mu tuud panyap magtagna ha batang-sulat (P). Mamayta
pasal ini ha klas.
163

I.
Objectives:
2. Give/produce the beginning sound of letter NGng in a given word.
10. Give the sounds of the specific letter NGng in the alphabet.
and events.
making.
II. Subject Matter:

A. Topics:
1. Oral Language
a. Give/produce the beginning sound of letter NGng in a given word.
164
5. Word Recognition
b. Give the sounds of the specific letter NGng in the alphabet.
6. Spelling
knowledge
7. Handwriting
proportion.
sentences.
9. Vocabulary
Identify words that names, person, places or things, and actions.
setting and events.
making comments.
B. References:
2010)
MTBMLE Consultants
C. Materials:
Real or pictures of objects/things, animals or places with their names that
begin with letter NGng; Big Book: Maytah Awn Mahakuttah Sin Biyabas
Siyalin hi: Dr. Mussah M. Ladja
Song/Rhyme: Panglima kaw sin Hulahand Panglima Biyaktul hi:
Mayor Hji. Munib S. Estino
D. Theme: People in our Community Our Community leaders, Helpers
165
DAY 1
1. Song: Panglima kaw sin Hulah
Panglima sin Hula
Panglima kaw sin hula asal gagandilan
Kaymu nagmahardikah in kamatauran
In babai ran way mu piyasasaran
Daran mu siyasagda ha kawman pa kawman
Bang awn umalup kaymu mangayu tabang
Di nila pa hikabungat magtuy mu duhalan
In kasigpitan nila ikaw in nagpahayang
Hisiyu baha kaw yan Panglima pagnganan.
(Chorus)
Panglima kaw sin hulah mapatut magnakura
Hukuman mu adil ha Quran piyagkawa
Panglima kaw sin hula nahinang ina, ama
Huppiya kaw sin kami labi in huling bata
Mabut pa kabataan subay mo pa kalamuran
Atas huminang sabab ma-awn in kalasigan
Pagkug-kuyag sin Raayat kaymu kabaakan
Di kaw tuud mabaya sin hinang karupangan
In ngan sin hulah mu piyagdanglay duun kaymu
Hula mu in Punay, Panglima Estino
Maas batah nagkakuyagan, nagparasahan
Way na paghalli-an ha laum sin kawman.
(Repeat Chorus 2x)
2. Show Me Game
a. Teacher divides the class into 2 groups. She prepares 2 big boxes
containing objects/things with their names beginning with NGng for
each group.
b. Say: I have here a Magic Box for each group. Show me the things I
want. The first group to present these objects will be given a point.
The group with the most number of points wins the game and the
prize is at stake.
Examples:
Show me picture of the highest civil official under the sultanate
(panglima)
166
B. Pre-Reading:
a. panglima (through picture or action/demonstration)
b. mahakutta (through picture or action/demonstration)
c. piyagdanglay (through context)
Toss n Talk card game:
a. Ask: Kaingatan niyu in Governor ta? Mayor ta? Barangay captain ta?
Mayta sila makusug iban makawasa?
b. Let the pupils talk about their reasons that make them strong and
powerful and encourage them to share their thoughts in the class.
(Pupils might give an answer; they are powerful because they are our
leaders).
3. Show: using a picture of the highest civil official.
Tell: During the Sultanate Government, the highest civil official is the
Panglima. He can be compared to the local officials nowadays. (Teacher
praises pupils answers and star stamp will be stamped in their hands).
C. During Reading:
Say: kitaun in pais. Unu in kta mu? Unu in kabyaan mu hipangasubu
pasal sin suysuy?
Ask: Unu in kta mu?
next.
MAYTAH AWN MAHAKUTTA SIN BIYABAS
Siyalin hi: Dr. Mussah M. Ladja
Awn hambuuk sultan landu tuud in kayug. Mataud in madugal
kaniya sabab mangi kasuddahan niya. Dum adlaw iyuusal niya sadja in
mahakutta niya ha supaya kahatihan sin mahadjana sin in siya
sultan.Hambuuk adlaw ha sahbu kimakaun mataas suga sin masarap
pagkaun in Sultan Biyabas, hambuuk bata-bata ilu-lu, malummih in baran in
simuuk kaniya saltah nangayuh kakaun kanya.
Anduh mauling kaw kaku, Sultan Biyabas. Anak ilu na aku. Tu
adlaw na aku way nagpakakaun. Way aku katugan, in baytah sin batabata.
Aaaaaahhisiyu kaw sumuuk kaku sin sahbu aku nagkakaun? Ha
manga ipatan kaw mangayuh pagkaun, agi sin Sultan.
167
Nangayuh na aku kanila sah, dih nila aku dihilan tumangis dakuman
in bata-bata.
Ig kaw ha alupan ku, layuh kaw madtu! Lawaan aku napsu sin
dagbus mo, nangdalising in Sultan.
Sa pad pad lumayu ampa na simuuk in bata-bata. Landu na tuud
diyugalan in Sultan. Way paghantang tindug, magtuy niya biyatu sin pinggan
nahihipu sin sabaw manuk. Kiyublaan siya sin bigla nalawa in bata-bata
nagtatangis. Nakatindug siya mag-us-us ha lingkuran niya. Kiyuddan siya
sin sakit ha jantung.
Simuuk pa Sultan in manga ipang-ipang na ganta siya tabangun.
Sumagawa, way ra nahinang. Miyatay ra in Sultan saltah way ra misan
simuuk kanya.
Pagka sin miyatay na in Sultan Biyabas, nahinumpung na in manga tau
ha kawman ha supaya makapih na sila sin mapatut mahinang sultan gumanti
ha sultan miyatay.
Hambuuk adlaw, hangus na harap pa bahgu sultan in hambuuk ha
manga ipang-ipang niya saltah namayta kaniya sin awn timubuh kahuy ha
tungud sin kubul sin Sultan miyatay. Ha supaya mamunakun sin suysuy
kaniya; miyagad kimita in bahgu sultan.
Mataud tuud in bunga sin kahuy timubuh. Pa kanya pa kanya bunga
awn siya mahakutta. In agi sin bahgu sultan. Way paghantang tingug,
piyapitas sin sultan in hambuuk ha manga tau niya. MasaAllah! Landuh in
taud sin bigi niya; ampa ini katutugas, biya sin tugas sin pangatayan hi
Sultan Biyabas, in agi sin maas baba-i.
Hambuuk maas usug na isab in kiminam sin bunga.
Landuh tuud maaslum! Biyah tuud sin aslum sin pamayhu-an sin
Sultan Biyabas! in sambung sin maas usug.
Limabay pila adlaw, way na mag-inu-inu ha bunga sin kahuy sambil na
limagguh iban limimuh na siya pasal sin hinug na in bunga niya. Pagka sin
himinug na tuud, simulay kimaun in manga bata-bata. Landuh in limuh niya
saltah, nakadihil ini bitamin pa baran. Daindidtu, kiyanganan in bunga niya
Biyabas piyagdanglay ha Sultan Biyabas.
D. Post Reading:
a. Hinda siyu in manga tau ha suysuy?
b. Haunu sila naghuhula?
c. Unu in pangaddatan sin Sultan ha suysuy?
168
d. Bandingun in pangaddatan sin Panglima ha kalangan iban sin Sultan

ha suysuy?
e. Unu in kabayaan mu? Pangaddatan sin nakura ha suysuy? Atawa
ha kalangan?
f. Unu in ha sin Sultan? Unu in pagtawag mu sin crown ini;
Kalagguan? Paminsana? mayta?
g. Bang kaw mahinang nakura ha susngun, mabaya kaw nakura
mang atawa nakura mapanabangun? Mayta? Atawa mayta d?
2. Group Activity
a. Tumpukan 1: Umusal clay hiukkil in dagbus sin Panglima ha kalangan
ubus mamyata pasal niya.
b. Tumpukan 2: Hipakita in bahagi sin suysuy amu in nagkakaun in
Sultan ubus nngayu kakaun in bata-bata.
c. Tumpukan 3: Lumukis venn diagram hibayta in kawasa sin nakura,
iban sin kawjiban nila.
d. Tumpukan 4: Hibayta magbalik in suysuy dayng ha mmanga
kabtangan mu.
3. Poster Making: In nakura amu in tau marayaw in pangaddatan iban
mabuntul
a. Let the pupils draw or cut-out of pictures that emphasize the quality of
a -good leader who has a high integrity and character and let them tell
about what they have drawn or rearrange in their cut-outs.
b. Ask: Mayta subay marayaw in pangaddatan sin nakura iban
mabuntul?
DAY 2
A. Read the story Mayta awn Mahakutta sin Sultan presented yesterday using
the Reading Plan.
Ask: Hina siyu in manga tau ha suysuy?
1. Unu in pangaddatan niya?
2. Kiyarayawan kaw sin suysuy? Mayta? Atawa mayta d?
B. Naming pictures/real objects beginning with /ng/.
Panglima
2. Say: Ini in patta sin Panglima.
3. Point to the word and say: This is how we write panglima.
4. Read the key word 2-3 times WITH the pupils.
169
C. Syllable Box
pang
li
ma
D. Break-The-Word
the students.
Break-the-word
panglima
pang
p
Make-the-word
p
pang
panglima
E. Make-The-Word
1. Write the new letter to the right of the Break-the-Word column and read
the new letter with the students. (See illustration above)
5. Teacher may also introduce the blending of the key symbol with
Examples:
n+g =ng
ng+a =nga
a+ng= ang
ng+i= ngi
pa+ng =pang
i+ng= ing
ng+u =ngu
u+ng =ung
pi+yang=piyang
F. Big Box
mistakes.
170
pang
ngi
pa
nga
ngu
rut
Lay
Li
Lu
ngit
ma
mit
ngan
ka
si

b. Ask, Amu in kabtangan? If yes, write the key word while the other
d. A pupil points to letters or syllables that make the new keyword. Read
the word with the pupil. (panglima)
DAY 3
learned or, even better, words they had not learned previously. (panglima,
ngilu ngit, pangalay, ngurut, ngumit, lima, lurut, pali, lay, lungu, lupa,
ngan nganga, ngi, kangi, kapang, sipa, singit, kasi, kama)
d. Teacher may use Game: Forming Words
2. Introduce sight words (in, aku, na, ku, sin, nag, ha) to pupils. Pupils may
volunteers to read:
In panglima
Ha panglima
Ngilu ku
In ngilu
Nag ngit
nag pangalay
in pangalay
na ngurut
Ha lima
In lima
Na lurut
In pali
pupils.
Break-the-Sentence
Make-the sentence
In panglima makusug ha nakauna.
In
In panglima makusug ha
In panglima
In panglima makusug
In panglima makusug
In panglima
In panglima makusug ha
In
In panglima makusug ha nakauna.
171
D. Handwriting
a. Say: I want you to write the new letter. This is big letter NG The name
of the letter is ng. The sound of the letter is /ng/.
can see how you make. Follow the standard in writing letter NG with
the correct counting then say the sound /ng/).
the air 3-4 times.
10 times.
f. Follow the same procedure in writing small letter ng.
2. Pupils practice writing the new keyword (panglima).

172

having trouble.
3. What words mentioned in the story that has NG or ng?
(mangi, nangayuh, manga, mangayuh,tumangis, nangdalising, pinggan,
nagtatangis, lingkuran, jantung, ipang-ipang, nahinumpung, etc).
Can you give other words that begin with NG or ng?
Examples : nga-nga, ngit
DAY 4
A. Review the standard in writing in writing letter uppercase NG and lowercase
ng.
B. Spelling
(ngilu)
(panglima)
(ngilu, ngan, ngit, ngurut, ngi)
C. Exercises
1.
2.
173
3. Forming Words
Unu in kabtangan matibuuk bang gentian in batang-sulat b sin ng
a. bn
=
______
b. bilu =
______
c. bt
=
______
d. bk
=
______
e. lubak =
______
D. Read The Sentence/Rhyme
Poem/Rhyme:
In ngilu subay ayaran
Makadihil kalingkatan
Pag toothbrush maka tu
Batda kikkih dih jumatu
the pupils.
along.
a. Unu in subay ayaran?
b. Unu in hikadihil?
c. Makapila subay magtoothbrush?
d. Unu in tahgahan hasupaya dih jumatu?
DAY 5
A. Assesment
1. Hisulat in undang-undang nalawa.
a.
b.
c.
d.
Way of thinking
pa___nnal
To study
pa____ji
Stench of urine
pa____k
Confidence/trust
pa____dul
174
2. Hisulat in patut ngn sin patta ha tuung.
3. Bassahun in manga bissara iban tibulungan in patut jawab sin walna

pula.
a. In ngilu subay ayaran. Unu in subay ayaran?
In ngilu
in ngan
nagngingit
b. Panglima in banua ha kawman ha waktu nakauna. Hisiyu in banua ha
kawman ha waktu nakauna?
panglima
pangandul
pangadji
B. Agreement
Walking Gallery: (to be done anytime of next week on their leisure hour) On
the DOs wall post the picture/drawing of your family, friend and even cut-outs
showing traits of good deeds. On the DONTs wall with an arrow pointing to
the DOs wall; let the pupils write down the malpractices and make their oath
to change their bad deeds into a good one.
175

I.
Objectives:
1. Identify letter /w/ of the alphabet, both upper and lower case.
2. Write letter /w/ of the alphabet, both upper and lower case.
4. Identify the letter /w/ in the given words.
5. Give the sound of the letter in the alphabet.
6. Show how spoken words are represented by written letters that are arranged
in a specific order.
7. Blend specific letters to form words.
8. Match words with pictures/objects.
9. Read words using phonic knowledge.
10. Sound out unfamiliar words by using phonic knowledge.
11. Read by sight words listed in appendix.
12. Read phrases, sentences and short stories containing high frequency words
and words studied.
13. Correctly spell previously studied words.
14. Write using a comfortable and efficient pencil grip letter(W).
15. Write upper and lower case letter /W/ in print using proper proportion.
16. Write using letter forms/invented spelling to represent thoughts and ideas.
17. Identify the directional-ini, yan, yaun, etc-preposition in sentences.
18. Use the preposition correctly in constructing own sentences.
19. Identify the pronouns used in sentences
20. Use pronouns correctly in talking and in writing.
21. Draw on experiences to bring meanings to words in context.
22. Discuss meaning and develop vocabulary through meaningful and concrete
experiences.
23. Begin to identify and use synonyms, antonyms, homonyms and multiple
meaning words correctly.
24. Make inferences on what is likely to happen next based on the events in the
story.
25. Cite the problem and the most likely situation
26. Locate specific information in the text to find answers to simple questions.
27. Manifest enjoyment of rhymes and short poems by clapping, repeating some
lines and reciting them.
comments.
29. Express love for stories by browsing the story books read to them and asking
to be read more.
176
II. Subject Matter

A. Topics:
a. Identifying letter /w/ of the alphabet, both upper and lower case.
b. Writing letter /w/ of the alphabet, both upper and lower case.
c. Giving the letter that begins with the name of a given picture/objects.
d. Identifying the letter /w/ in the given words.
a. Giving the sound of the letter in the alphabet.
b. Showing how spoken words are represented by written letters that are
arranged in a specific order.
c. Blending specific letters to form words.
d. Matching words with pictures/objects.
e. Reading words using phonic knowledge.
f. Sounding out unfamiliar words by using phonic knowledge.
g. Reading by sight words listed in appendix.
h. Reading phrases, sentences and short stories containing high
frequency words and words studied.
3. Spelling:
a. Spelling and writing words using phonemic awareness and letter
knowledge.
b. Correctly spelling previously studied words.
4. Handwriting:
a. Writing using a comfortable and efficient pencil grip letter(W).
b. Writing upper and lower case letter /W/ in print using proper
proportion.
5. Composing
a. Writing using letter forms/invented spelling to represent thoughts and
ideas.
b. Writing using phonics knowledge, words, phrases and short
sentences to represent ideas.
c. Writing using phonics knowledge for different purposes-resources,
short stories, lists, etc.
a. Identifying the directional-ini, yan, yaun-preposition in sentences.
b. Using the preposition correctly in constructing own sentences.
c. Identifying the pronouns used in sentences.
d. Use pronouns correctly in talking and in writing.
7. Vocabulary:
a. Drawing on experiences to bring meanings to words in context.
b. Discussing meaning and develop vocabulary through meaningful and
concrete experiences.
c. Beginning to identify and use synonyms, antonyms, homonyms and
multiple meaning words correctly.
8. Comprehension of Literary Texts
a. Making inferences on what is likely to happen next based on the
events in the story.
177
b. Giving the cause or the effect of certain events in the story.

c. Citing the problem and the most likely situation
9. Comprehension of Informational Text
Locating specific information in the text to find answers to simple
questions.
10. Attitude Toward Language, literacy and literature
a. Manifest enjoyment of rhymes and short poems by clapping,
repeating some lines and reciting them.
b. Show love for reading by listening attentively during story reading and
making comments.
c. Express love for stories by browsing the story books read to them and
asking to be read more.
B. References
Language (W): A Guidebook for Trainers (Susan and Dennis Malone,
2010)
C. Materials:
Picture of number 8; Realia, Big book (Salsila Kan Apu Ilidji);
activity sheets for writing the big and small letter/w/
Song: Isa, Duwa, Tu, Bata-Bata (Ten Little Indians)
D. Theme: Our Local Heroes (our artists/singers/scientists/writers/role models).
DAY 1
1. Action Song: Isa, Duwa, Tu, Bata-Bata (Ten Little Indians)
Bunu Hi Wallasan (Tune of Ang Giyera Ni Lapu-Lapu)
In bunu hi Wallasan ayaw maghaman-haman
In bunu hi Wallasan walla way na atrasan
In daakan sin nakura ha manga bubunu niya
Waktu na! yah! Tigidig! Ras!
hambuuk lima
duwa lima
hambuuk siki
duwa siki
U
2. Game: Count, Stop and Give the Word/s
178
B. Pre-Reading
1. Unlocking of Difficult words throught picture/demonstration/context. e.g
sawasa, mabuntul, wajib)
2. Motivation
3. Show and discuss picture of the Filipino heroes.
C. During Reading
Interactive Reading
1. Reading the story by page. (Asking the pupils what they think will happen
next.
2. Do the same for other page/s.
Salsilah Kan Apu Ilidji
By Dr. Joel Alamia
Hi Ilidji hambuuk siya Tausug bubunu, masug iban kunu ilmuan.
Laung sin kamaasan in pagtawagun Ilidji ini amuna in hi Lapu-Lapu. Hangkan
niya napatay hi Magellan pasal sin ilmu niya pagkausugan. Tanda sin
paslud sin ilmu niya naabut kiyaiskis in gimpaisan niya. Pakain-pakain siya
manaw takus niya in utak niya mahaba. Misan sinapang unu umatu ra siya
misan utak da in kaniya.
Hambuuk sa isab hi Apu Ilidji nakura mabuntul iban wjil siya sin
pakaniya-pakaniya kawman ha katilingkal Mindanao. Magtabang siya magagpang bang awn kawman lummuun sin tau dayng ha guwa hula. Way
buga niya misan masalay in jasad iban nyawa basta dih mahina iban
majuljana in raayat.
Marayaw iban sawasa in pangatayan hi Apu Ilidji. Bang awn
mangayu kaniya tabang dih siya mag-iyan ayaw misan amu-amu ra in alta
atawa sin niya tuy niya ra hipagdihil. Unu-unu waktu basta siya kagunahan
sin ta tabu yadtu hadja siya. Sakap tumabang, magpalindug sin hula,
bangsa iban agama.
Hambuuk da isab hi Apu Ilidji kikilal bar-akkal. Maha-it in pikilan niya.
Daran siya nangdaraug bang awn panayam-nayam dunya.
Wajib ta tumtumman sin huling jaman sabab karna palmata siya sin hula
iban raayat.
Awn hambuuk waktu, naawn in pagpanayam-nayam pagtanduk kabaw ha
Malaysia. In kabaw yawn landu in kusug salta dih pagdaugun. In hnang hi
Apu Ilidji kimawa siya anak kabaw amu ampa gimuwa in tanduk.
Biyutangan niya lassun in tanduk. Ubus way nila piyaduru in anak kabaw
halawn sin walu adlaw. In kahawpuan niya miyabut na in waktu pagtanduk.
Na unu pa pagbutawan niya sin anak kabaw way paghantang tindug tuy
limungtud pa kabaw maas ampa simuksuk pa sawm tiyan dimuru.
179
Paghantuk niya sin U niya natugsuk in tiyan sin ama kabaw sin tanduk niya
tagalassun amuna in kiyamatay ha ama kabaw.
D. Post Reading
1. Who is Apu Ilidji?
2. What do you think would happen during those times without Apu Ilidji?
3. How do you describe the situation during the time of Apu Ilidji?
DAY 2
1. Song: Isa, Duwa, Tu, Bata-Bata (Ten Little Indians)
2. Review the story (Salsila Kan Apu Ilidji)
B. Lesson Proper
1. Introduce the letter /Ww/, both upper case and lower case.
2. Writing the /Ww/, both upper case and lower case with comfortable and
efficient pencil grip.
walu
a.
b.
c.
d.
e.
f.
Ask: What is this picture?

Say: This is a picture of umbul walu.
Point to the word and say: This is how we write walu.
What is the initial letter of this word?
Give other words with letter /Ww/ at the beginning, middle or ending,
let pupils identify the letter /Ww/ in each word. (e.g. wanni, walna,
way, adlaw, meow, ikaw, hilaw, andahaw)
4. Giving the sound of letter /W/.

Show that spoken words are represented by letters that are arranged in a
specific order. (e.g. walu is represented by leters w,a,l,u.)
C. Break-The-Word
the students.
180
3.
Write the new letter directly under the new letter above. Read the new
Break-the-word
walu
wa
w
Make-the-word
w
wa
walu
D. Make-The-Word
DAY 3
1. Song/Motivation
2. Review of the previous lesson
B. Lesson Proper
1. Introduce the blending of the key symbol with previously learned key
symbols.
Examples:
w+i wi
i+w =iw
wi+ng=wing
wi+p=wip
w+a =wa
a+w =aw
nga+w=ngaw
wa+ng=wang
w+u =wu
u+w =uw
wu+p=wup
pu+w=puw
w+a=wa+lu=walu
a+m+b+a+w=am+ba+w=ambaw
2. Syllable Box
wa
lu
181
3. Big Box
a. Pupils read letters/syllables as you point to them.
read.
any mistakes.
a
mis
hi
sa
wa
i
tu
Na
wak
ki
du
bi
na
nis
I
law
wal
Jib
law
baw

Ask, Is the word correct? If yes, write the key word on the
Read the word with the pupil. (waktu)
d. Pupils find other words in the Big Box. These can be words they
previously. (waktu, walu, wanni, walna, way, wajib, dulaw, meow,
ambaw, sabaw, andahaw, babaw, hilaw, ikaw, ilaw, ayaw)
Read the words with the pupils as they identify them.
Teacher writes each new word on the chalkboard.
4. Sugpatun in kabtangan iban patta/panyap. Hisulat in batang-sulat
nalawa.
Sawpma :
____lu
____tu
5. Giving the synonyms of those studied words (e.g. walna=dagbus)

6. Develop pupils love for reading.
182
DAY 4
1. Song/Motivation
2. Review the Big Box.
3. Introduce sight words (in, hi, hika, sin, da, iban, ha) to pupils. Pupils may
volunteers to read:
awal waktu
walu in ambaw
ha taas wanni
in walna
in wajib
sin sabaw
ha babaw
in ikaw
in ilaw
way dulaw
meow sin kuting
sahbu andahaw
1. Write the Sentence Making Word (walu) Point to it and read it with the
pupils.
Break-the-Sentence
Walu in ambaw ha lawm dulaw.
Walu in ambaw ha lawm
Walu in ambaw ha
Walu in ambaw
Walu in
Walu
Make-the sentence
Walu
Walu in
Walu in ambaw
Walu in ambaw ha
Walu in ambaw ha lawm
Walu in ambaw ha lawm dulaw
Sentences:
a. Awal waktu in ambaw maghundaw-hundaw.
b. Walu in taud sin kabaw ha buli usaw.
c. In halimaw ha taas wanni nagsasanaw.
d. In walna sin ilaw magsinglab biya dulaw.
e. Meow, meow laung sin kuting naglawag sabaw.
the pupils.
along.
183
4. Identifying the directional preposition and pronouns used in the

sentences.
E. Handwriting
a. Say: I want you to write the new letter. This is big letter W The name
of the letter is ng. The sound of the letter is /Ww/.
can see how you make. Follow the standard in writing letter Ww with
the correct counting then say the sound /Ww/).
the air 3-4 times.
10 times.
f. Follow the same procedure in writing small letter Ww.
2. Pupils practice writing the new keyword (walu).

184
having trouble.
3. What words mentioned in the story that has W or w?
Can you give other words that begin with W or w?
DAY 5
A. Assessment
185
Bahagiun in kabtangan pa undang-undang. Pila in taud sin undang-undang

ha tiyaptiyap kabtangan?
a. ayaw
b. lutaw
c. wajib
d. walna
e. ilaw
Forming Words
a. Unu in kabtangan matibuuk bang gentian sin ba in panagnaan undangundang?
ambaw = ____
b. Unu in kabtangan matibuuk in hig in panagnaan batang-sulat?
hilaw =____
c. Unu in kabtangan matibuuk bang hig in hinapusan batang-sulat dayng ha
kabtangan?
adlaw = ____
B. Agreement
Draw picture of famous personality that contain the letter /w/.
186

I.
Objectives:
1. Identify letter /R/ of the alphabet, both upper and lower case.
2. Write letter /R/ of the alphabet, both upper and lower case.
4. Identify the letter /R/ in the given words.
10. Sound out unfamiliar words by using phonic knowledge.
and words studied.
15. Write using a comfortable and efficient pencil grip letter(R).
16. Write upper and lower case letter /R/ in print using proper proportion.
18. Write using phonics knowledge, words, phrases and short sentences to
represent ideas.
19. Write using phonics knowledge for different purposes-resources, short
stories, lists, etc.
22. Identify the pronouns used in sentences.
experiences.
story.
28. Give the cause or the effect of certain events in the story.
29. Cite the problem and the most likely situation.
comments.
187
to be read more.
II. Subject Matter

A. Topics:
a. Identifying letter /R/ of the alphabet, both upper and lower case.
b. Writing letter /R/ of the alphabet, both upper and lower case.
d. Identifying the letter /R/ in the given words.
f. Sounding out unfamiliar words by using phonic knowledge
3. Spelling:
knowledge.
4. Handwriting:
a. Writing using a comfortable and efficient pencil grip letter(R).
b. Writing upper and lower case letter /R/ in print using proper
proportion.
5. Composing
ideas.
a. Identifying the directional-ini, yan, yaun, etc-preposition in sentences.
c. Identifying the pronouns used in sentences.
7. Vocabulary:
188

questions.
making comments.
B. References
Language (R): A Guidebook for Trainers (Susan and Dennis Malone,
2010)
MTBMLE Consultants
C. Materials:
Picture of radyu; Realia, Poem (Paburitu Ku Iskul); activity sheets for
writing the big and small letter/R/
D. Theme: Important Places in Our Community-Map of School Campus)
DAY 1
(e.g. radio, robot, etc.)
2. Review of previous lesson
B. Pre-Reading
1. Unlocking of Difficult words through picture, demonstration/context (e.g.
ridjiki, raayat).
2. Motivation
Talk about beautiful school.
189
C. During Reading
Interactive Reading
Reading the poem by the teacher, by the teacher and pupils and by the pupils
In Kasban Ku Iskul
In kasban ku iskul sarang in lingkat.
Maglibut kaw sin bariyu way ra makaapas.
Bang sapantun alta dih kabayaran pilak.
In kabantugan kaniya mara hikapagpihak.
Tanug ha kawman sampay pa raayat
Ha radyu simaplag sin tuhan piyagbarakat
In panumtuman sin ta kaniya simangpat
Surun liyang lahad sambil iskul malarak.
In katilibut niya iyararu ampa tiyanuman
Hipu sin kahuy iban sari-sari jambangan
Bang in ridjiki dumatung na dayng ha tuhan
Mapulikit in bunga sin duyan iban rambutan
In mastal manghihindu sarang in tuyu
Bang muwi na in bata hipu sin ilmu
Libri kaw mangasubu iban magpagpahindu
Bang man hikarayaw ra way pagjuru.
D. Post Reading
Ask: Unu in biyayta sin tarasul? Papatahan in iskul kabayaan mu? Mayta in
manga tau mabaya ha iskul?
DAY 2
1. Song: Isa, Duwa, Tu, Bata-Bata (Tune of Ten Little Indians)
2. Review the story (In Paburitu Ku Iskul)
B. Lesson Proper
1. Introduce the letter /R/, both upper case and lower case.
2. Writing the /R/, both upper case and lower case with comfortable and
190
radyu
Say: Ini in patta sin radyu.
Point to the word and say: This is how we write radyu.
What is the initial letter of this word?
Give other words with letter /R/ at the beginning, middle or ending, let
pupils identify the letter /R/ in each word. (e.g. rambutan, radis, ridjiki,
raayat, barkat, baryu, burak, larak)
4. Giving the sound of letter /R/.
5. Show that spoken words are represented by letters that are arranged in a
specific order. (e.g. radyu is represented by leters r,a,d,y,u.)
a.
b.
c.
d.
e.
f.
C. Activity
1. Break-The-Word
with the students.
Break-the-word
radyu
ra
r
Make-the-word
r
ra
radyu
2. Make-The-Word
DAY 3
1. Song/Motivation
191
B. Lesson Proper
symbols.
Examples:
r+i=ri, ri+d=rid, j+i=ji, k+i=ki, rid+ji+ki=ridjiki
2. Syllable Box
rad
yu
again.
d. and have the pupils clap for each syllable with you.
3. Big Box
read.
any mistakes.
ra
ji
ta
ba
a
i
bu
Na
wak
ki
du
rak
ra
dis
rak
ryu
yat
rid
dyu
kat

the word with the pupil. (radyu)
d. Pupils find other words in the Big Box.
These can be words they already learned or, even better, words they
had not learned previously. (rambutan, radis, ridjiki, raayat, barakat,
baryu, burak, larak, tarak)
Pupils read all the words in the word list together.
192
e. Teacher may use Game: Forming Words

4. Sugpatun in kabtangan iban patta/panyap. Hisulat in kabtangan nalawa.
Sawpma :
_____butan
ra_____
5. Giving the synonyms of those studied words (e.g. raayat=mnusiya).

6. Develop pupil love for reading.
DAY 4
1. Song/Motivation
volunteers to read:
a. pa taas rambutan
b. in radis
c. sin ridjiki
d. sin raayat
e. in barakat
f. pa baryu
g. sin burak
h. na larak
pupils.
Break-the-Sentence
In tarak sin raayat sin bariyu nalarak.
In tarak sin raayat sin bariyu
In tarak sin raayat sin
In tarak sin raayat
193
Make-the sentence
In
in tarak
in tarak sin
in tarak sin raayat
In tarak sin
In tarak
In
in tarak sin raayat sin

in tarak sin raayat sin bariyu
in tarak sin raayat sin bariyu nalarak
Sentences:
Masarap sumakat pa taas rambutan.
Kiyaun sin kura in radis.
Kimaruk in taud sin ridjiki sin raayat.
Pa bariyu dimatung in barakat in barakat.
Nalarak in piyagbubutangan sin burak ha taas tarak.
the pupils.
along.
sentences.
5. Develop pupils love for reading.
E. Handwriting
a. Say: I want you to write the new letter. This is big letter R The name of
the letter is ng. The sound of the letter is /Rr/.
can see how you make. Follow the standard in writing letter Rr with
the correct counting then say the sound /Rr/).
the air 3-4 times.
10 times.
f. Follow the same procedure in writing small letter Rr.
194
2. Pupils practice writing the new keyword (radyu).

having trouble.
3. What words mentioned in the story that has R or r?
Can you give other words that begin with R or r?
DAY 5
A. Assessment
195
Bahagiun in kabtangan pa undang-undang. Pila in taud sin undang-undang

1. ayaw
2. lutaw
3. wajib
4. walna
5. ilaw
Forming Words
1. Unu in kabtangan matibuuk bang gentian sin ba in panagnaan undangundang?
ambaw = ____
2. Unu in kabtangan matibuuk bang hig in panagnaan batang-sulat.
hilaw =____
3. Unu in kabtangan matibuuk bang hig in hinapusan batang-sulat sin
kabtangan?
adlaw = ____
B. Agreement
Draw an ideal school. Tell something about it.
196

I.
Objectives:
1. Identify letter /J/ of the alphabet, both upper and lower case.
2. Write letter /J/ of the alphabet, both upper and lower case.
4. Identify the letter /J/ in the given words.
10. Sound out unfamiliar words by using phonic knowledge
and words studied.
15. Write using a comfortable and efficient pencil grip letter(J).
16. Write upper and lower case letter /J/ in print using proper proportion.
18. Write using phonics knowledge, words, phrases and short sentences to
represent ideas.
19. Write using phonics knowledge for different purposes-resources, short
stories, lists, etc.
22. Identify the pronouns used in sentences
experiences.
story.
28. Give the cause or the effect of certain events in the story.
29. Cite the problem and the most likely situation
comments.
197
to be read more.
II. Subject Matter

A. Topics:
a. Identifying letter /J/ of the alphabet, both upper and lower case.
b. Writing letter /J/ of the alphabet, both upper and lower case.
d. Identifying the letter /J/ in the given words.
f. Sounding out unfamiliar words by using phonic knowledge.
3. Spelling:
knowledge.
4. Handwriting:
a. Writing using a comfortable and efficient pencil grip letter(J).
b. Writing upper and lower case letter /J/ in print using proper proportion.
5. Composing
ideas.
a. Identifying the directional-ini, yan, yaun, etc-preposition in sentences.
c. Identifying the pronouns used in sentences
7. Vocabulary:
198

questions.
making comments.
B. References
- K to 12Curriculum
Language (W): A Guidebook for Trainers (Susan and Dennis Malone,
2010)
C. Materials: \
Picture of picture of a heart; Realia, Big book (Pag-iskul piyakut-kut Ha
Jantung; activity sheets for writing the big and small letter/J/
Adventure Song: Lets Have a Walk
D. Theme: Important Places in the Community-Community Map With School at
Center and Residence of Students, Market, Cemetery, Church/Mosque,
Hospital, Community Health Center, Police Station/Fire Station, Park/Play
GroundMunicipal Hall/Barangay Center, etc.
DAY 1
1. Adventure Song: Lets Have A Walk
Adventure Song
Manaw kitaniyu(starting to walk in place)
Malayu in panawn! O atud! awn tubig! Malu-ag in tubig!
Manjari kita pa babaw! Mkadtu kita pa bulian ubus
lumanguy.
199
Malayu in panaw! O atud! awn kahuy! Malaggu in kahuy!

Manjari kita pa taas! Manjari kita pa sawm ubus dumg!
Malayu in panaw! O atud! Awn lungag! Malaggu in lungag!
Manjari kita pa babaw! Manjari kita pa lawm ubus lilingun! O
Awn kiya giikan ku! Mahagnul! Malaggu! Mahaba! Hs!
Dagan!
B. Pre-Reading
1. Unlocking of Difficult words through picture/demonstration/context. e.g
jantung, janji)
2. Motivation
Talk about a boy or a girl who helps his/her parents at home.
3. Introduce the motive questions (e. g. Describe the Character trait of
Jumli?)
C. During Reading
Interactive Reading
1. Reading the story by page. (Asking the pupils what they think will happen
next).
2. Do the same for other page/s.
Pag-iskul Piyakut-kut Ha Jantung

Awn hambuuk magtali-anak naghuhula ha hambuuk kawman
mahinnuk, masambu, iban malanu. In kawman nila malayu dayng ha kalu
iban jangki.
In ngn sin ama hi jamil. In ina hi Hajal. In anak nila tunggalan hi Jumli
in ngn niya iban awn manghud niya bata-bata pa. Naghihinang hi ama
niya ha jambatan. Hi ina niya ta by sadja iban magjambangan. Hi Jumli ini
isa-isa niya mag-ayura sin baran niya. Magjaga pa siya ha manghud niya
salugay in ina iban ama niya ha lupah nangusaha iban ha jambangan nila.
Janji niya ha baran niya dih siya humuwat-huwat ha duwaa maas niya.
Awal waktu mahinaat magbati na hi Jumli. Ty niya pa lawm kusina
maglutu pagkaun. Jukupun niya in lutu iban sin kagunahan niya ha iskul.
Ampa siya sumauk tubig ganta kagunahan nila ha by, labi apdal
hipamaygu nila. Misan siya usug bibista niya ra budjang in baran niya sabab
sin nr niya in hinang usug iban babai.
Way hinang hi Jumli dugaing puas dain sin pa bay ubus pa iskul. Jaga
waktu siya ha pagsambahayang iban pagjikir pa tuhan. In pangayu niya
junjung bang man dulan da sin tuhan makatalus mag-iskul salta makalawag
200
hinang ha parinta iban anugharaan ridjiki halal. Bang ha by, bassa hi Jumli
sin notebook atawa textbook iban maghinang project.
In iskul hinda Jumli panawn niya sadja dayng ha by nila. Awn waktu
jgingun niya sadja pa iskul. Damikkiyan malanu iban mahinnuk da isab isn
iskul yaun. Bukun siya jajakan sin mga bulaug iban magpapanayam hapus
biya sin uwahuy, binggo iban majung. Bang siya ha iskul ha way pa klas
atawa ubus magklas maglingku-lingkud siya ha jala-jala sin iskul.
In iskul nalibut sin mga kahuy biya na sin giant tree, jati, mangga, usaw
iban mataud pa sari-sari jambangan. In mga kakahuy-kahuyan ini magdihil
sila lambung bat awn pagsilungan sin mga bata iskul iban mastal. Masuuk
da isab siya pa tabu, barangay health center, iban masjid, upis sin municipal,
gibyan pulis, gibyan magpapatay sunug iban pagpapanayam-nayaman sin
mga bata-iskul.
Ha sabab sin dayaw sin ihtikad niya nagmustajab in duwa niya, salta da
isab sin lingkat sin iskul iban sin katilibut niya, nakatalus siya nag-iskul salta
nakabak hinang iban iyanugharaan ridjiki dayng ha tuhan. Bihan da isab in
kamatauran sin manga bata ha kawman amuin nanuntut ilmu duun ha iskul
hinda jamli.
D. Post Reading
1. Hi siyu hi Jumli?
2. Mayta simambu in kabuhiannnan hi Jumli?
3. Biyadiin pagpapata mu sin pamilya hi Jumli?
DAY 2
1. Motivation
2. Review the story (In Pag-iskul Piyakut-kut Ha Jantung)
B. Lesson Proper
1. Introduce the letter /J/, both upper case and lower case.
Writing the /J/, both upper case and lower case with comfortable and
Introduce the key picture and the key word.
jantung
201
a.
b.
c.
d.
e.
f.

Say: Ini in patta sin jantung.
Point to the word and say: This is how we write jantung.
Unu in panagnaan batang-sulat sin kabtangan ini?
Give other words with letter /J/ at the beginning, middle or ending, let
pupils identify the letter /Ww/ in each word. (e.g. jambatan, jala-jala,
jacket, jaga, jaging jipun, hadji, adjung, majung, budjang, budjak,
budjul, badju, udju)
2. Giving the sound of letter /J/.

Show that spoken words are represented by letters that are arranged in a
specific order. (e.g. jantung is represented by leters j,a,n,t,u,n,g.)
C. Activity
1. Break-The-Word
with the students.
Break-the-word
jantung
jantu
jan
ja
j
Make-the-word
j
ja
jan
jantu
jantung
2. Make-The-Word
DAY 3
1. Song/Motivation
202
B. Lesson Proper
symbols.
Examples:
J+a=ja
g+a=ga
ja+ga=jaga
H+a=ha
ha+d=had
j+i=ji
had+ji=hadji
2. Syllable Box
had
ji
3. Big Box
read.
any mistakes.
ad
ji
hi
ga
had
I
tu
Na
Jam
Ki
Du
Ging
Ja
Nis
Ji
Law
tan
jung
pun
baw

the word with the pupil. (jantung)
d. Pupils find other words in the Big Box. These can be words they
previously. (jambatan, jala-jala, adjung, budjak, budjang budjul, jacket,
janji jipun jaga, jasad, hadji)
Pupils read all the words in the word list together.
203

4. Sugpatun in kabtangan iban patta/panyap. Hisulat in batangsulat
nalawa.
Examples:
____tung
____ga
5. Giving the synonyms of those studied words (e.g. jaga=sekyusity,

budjul=butig)
6. Develop pupils interest in reading.
DAY 4
1. Song/Motivation
volunteers to read:
ha jantung
pa jambatan dayng ha jala-jala
ha taas adjung
sin budjak
in budjang
in budjul
sin jacket
in janji
sin jipun
in jaga
iban jasad
hi hadji
pupils.
Break-the-Sentence
In jaga ha jambatan jipun.
In jaga ha jambatan
In jaga ha
In jaga
In
Make-the sentence
In
In jaga
In jaga ha
In jaga ha jambatan
In jaga ha jambata jipun
204
2. Write the sentence making word under the Box but on the right side.
Sentences:
a. Kiyugdan in jipun sin budjak ha jantung.
b. Hi Hadji nagjaga dayng ha jambatan pa jambatan.
c. Nahulug in budjang dayng ha taas jala-jala.
d. Nalunud in adjung.
e. Nasalay in nyawa iban jasad
the pupils.
along.
sentences.
E. Handwriting
a. Say: I want you to write the new letter. This is big letter J The name of
the letter is ng. The sound of the letter is /Jj/.
can see how you make. Follow the standard in writing letter Jj with the
correct counting then say the sound / Jj/).
the air 3-4 times.
10 times.
f. Follow the same procedure in writing small letter Jj.
205
2. Pupils practice writing the new keyword (jantung).

having trouble.
3. What words mentioned in the story that has J or j?
Can you give other words that begin with J or j?
206
DAY 5
A. Assessment
Bahagiun in kabtangan pa undang-undabg. Pila in taud sin undang-undang

1. jaga
2. jambatan
3. wajib
4. majung
5. midjas
Forming Words
1. Unu in kabtangan matibuuk bang gentian sin k in hinapusan duwa
batang-sulat?
budjang = ____
2. Unu in kabtangan matibuuk bang gentian si j in panagnaan batangsulat
sin kabtangan?
kanji =____
3. Unu in kabtangan matibuuk bang gentian sin batang-sulat T in
batangsulat L ha kabtangan?
Jali = ____
B. Agreement
Draw your dreamed community. Say something about it.
207

I.
Objectives:
1. Talk about family, friends, school and significant people and places in
culturally appropriates manner.
2. Read by sight words listed in the appendix.
and words studied.
4. Read aloud grade one level text at a rate of approximately 60 words per
minute.
5. Read grade one level text in three-to-four word phrases with appropriate
intonation, expression and punctuation cues.
6. Correctly spelled previously learned words.
7. Correctly spell proper names of persons, places and things.
8. Write simple sentences, phrases, paragraph, and stories observing correct
punctuation marks, capitalization, indentions and format.
9. Write using phonetic knowledge for different purposes-sentences, lists, jokes,
poems, songs, riddles, short stories, etc.
10. Identify names of person, places and things.
11. Discuss meanings and vocabulary through meaningful and concrete
experiences.
12. Predict what the story, fables, legends, school and community events/
situations/ issues, radio broadcasts and local news based on context.
13. Make inferences on what is likely to happen next based on the story/ fables/
legends read.
14. Locate specific information in the text to find answers to the simple questions.
15. Make inferences on what is likely to happen based on the events in the
school and community events/situations/issues, radio broadcasts and local
news.
II. Subject Matter

A. Topics:
1. Oral Language:
Talking about family, friends, school and significant people and places
in culturally appropriates manner.
a. Reading by sight words listed in the appendix.
b. Reading phrases, sentences and short stories containing high
208
3. Fluency:
a. Reading aloud grade one level text at a rate of approximately 60
words per minute.
b. Reading grade one level text in three-to-four word phrases with
appropriate intonation, expression and punctuation cue.
4. Spelling:
a. Writing the correct spelling of previously learned words.
b. Writing the correctly spelling of proper names of persons, places and
things.
5. Handwriting:
Writing the simple sentences, phrases, paragraph, and stories
observing correct punctuation marks, capitalization, indentions and
format.
6. Composing:
Writing using phonetic knowledge for different purposes-sentences,
lists, jokes, poems, songs, riddles, short stories, etc.
a. Identifying proper names of person, places and things.
8. Vocabulary:
b. Discussing meanings and vocabulary through meaningful and
9. Reading Comprehension:
c. Making inferences on what us likely to happen next based on the
story/fables/legends.
d. Locating specific information in the text to find answers to the simple
questions.
e. Making inferences on what is likely to happen based on the events in
the school and community events/ situations/ issues, radio broadcasts
and local news
f. Expressing love for stories by browsing the storybooks read to them
and asking to be read more stories.
B. References
Language (L1): A Guidebook for Trainers (Susan and Dennis Malone,
2010)
C. Materials: Recorded Tausug songs, chart
D. Theme: Our cultural music
E. Value Focus: Love of our cultural heritage
209
DAY 1
A. Pre-reading
1. Unlocking of Difficulties (through context clues)
a. Kakkal salama-lama
O! Lupah Sug hula kakkal.
b. Awwal - naka-una.
Pusaka dayng sin awwal.
c. Bansag - bantug.
Hikapagbansag pa katan bangsa.
2. Activating Prior Knowledge
Developing Motivation for the story.
Have the pupils listened to a bedtime song Paglalangan
Ask: Unu in baita sin kalangan ha bata?
Say: Mataud ginisan kalangan, pagkalangun sin manga kamaasan ta ha
ha dugaing dugaing kahalan.
Ask: Kaingatan mu in kaibanan kalangan Tausug?
3. Developing a purpose for reading
Say: Bassahun ta in manga suysuy pasal sin kalangan Tausug ha
dugaing - dugaing kahalan.
B. During reading
The lyrics of the song will be placed on a chart.
The pupils will read with appropriate intonation, expression and punctuation
cues by whole group, by pair and individually.
C. Post reading
Discussion questions (Literal and Motive)
a. Unu in piyahimati atawa piyahati sin kalangan biyassa ta?
b. Unu naman in manga kalangan sin kamaasan?
c. Unu in kalangan Tausug kaingatan mu kalangun?
d. Pla in kalangan Tausug dayng ha manga siyulat ini:
Baleleng
Panglima kaw sin Hula
Si Pilimon
Ista Ista
Lupah Sug
210
DAY 2
( Review the lyrics of the songLupah Sug)
A. Engagement Activities
1. Dungugun Natu
Pupils listen to a song.
Lupah Sug
O! Lupah Sug hula kakkal, ngan mu landu matampal
Psaka dayng sin awwal, kamaasan timukbal
Hikapagbantug pa katn bangsa, ngan mu landu masawa
Uttara, Satan. Subangan, Sadlupan, ngan mu way halinan
2. Kalangun Natu
Have pupils sing the song until they will be able to sing it very well.
3. Hinangun Natu
Group the pupils. Have them sing the song with their own dance steps.
B. Discussion:
1. Unu in natugila ha kalangan?
2. Unu papata in kiyarihil pa hula namu (Lupah Sug) ha kalangan?
C. Enrichment Activity
Read the following sentences
Examples:
Nakabati hi apu pagdungug sin kalangan Lupah Sug.
Masb magkalang in manga bata sin Tausug kalangan.
.
DAY 3
Grammar Lesson
A. Preparatory Activity
Question and Answer
Say: Mangasubu aku. Hisiyu in makaingat sin patut sambung, angkata in lima
ampa sulata pa blackboard.
1. Hisiyu in mastal mu?
2. Hariin kaw naghuhula?
3. Unu in ngn sin iyuusal mu pinsil?
(The teacher will add more questions)
B. Presentation
Ask: Dayng ha manga ngn nakasusulat ha blackboard , hariin dayng di in
ngn sin kapanyapan; tau; hula?
211
(Have pupils write them on a table)

Ngn sin Tau
Ngn sin Lugal
Ngn sin Kapanyapan
Teacher presents the proper names of person, place and things.

C. Generalization
Ask: Unu in piyagsibuan manga tau, manga hayup, manga lugal?
Proper name of person, place or thing begins in capital letter.

Example: Sitti, Lupah Sug, Adidas
Saupama:
Ngn sin Tau
ama
Jose
mastal
Mrs. Cruz
Ngn sin Lugal

city
Zamboanga
iskul
Lima Elementary School
Ngn sin Kapanyapan

pinsil
Mongol
gatas
Alaska
DAY 4
A. Guided Practice
1. Partner Talk/Dialogue: (Teacher should encourage pupils to talk about
the name of the things found inside the box given to them.
Example: Kuting (cat)
Partner 1: Awn aku ipatan kuting ha by. Kitty in ngn niya.
Partner 2: Awn da isab ipatan ku kuting ha by. Kurt in tawag namu
kaniya.
Partner 1: Kalasahan ku hi Kitty. Iban ku siya magpanaw.
Partner 2: Sibu da kita. Kalasahan ku ra isab hi Kurt.
2. Busy Picture: (The picture contains things the pupils can name.)
Say: In patta nagpakikita sin dagat, daindi kakitaan in manga inda jinis
hayup.
(Teacher gives pupils few minutes to study the picture. Then she would
ask question/s that would require their answers to use proper nouns.)
Ask: Unu in ngn sin tampat ha patta?
Unu in manga kapanyapan kita mu ha patta?
Tugilaa in kita mu. Ampa sulata ha blackboard.
(Teacher should correct the spelling, capitalization, punctuations, etc.)
Possible Answers:
a. Mataud bungangkahuy ha Lupah Sug.
b. In Tiyulah Itum mawmu kakitaan ha pagparklaan.
212
B. Independent Practice
Daaka in manga bata sumulat 5 ngn ha laum gudlis pasagi.
Ngn sin Tau
Ngn sin Lugal
Ngn sin
Kapanyapan
DAY 5
A. Application
Lets Create:
Huminang kalangan pasal sin magtali-anak. Usala in patut punctuation
marks, capitalization, indentions iban suntuan. Sulata ha katas ampa gudlisi
babag in proper nouns uyusal ha bissara.
(Teacher may ask a volunteer to read his work to the whole class. Teacher
should check/correct the work of the pupils and give appropriate praises or
comments. All pupils outputs should be published.)
B. Evaluation
213
APPENDICES
Appendix A
Song: Baleleng
Pila na baleleng layulayu
Bud Bonggao baleleng pa malayu
Bang kaw bunnal baleleng bat matuyu
Urul kaw Baleleng pa malayu
Appendix B
Basic Sight Words
In mga
in
sin
Ku
pa
kaku
kami
in
sin
kaw
sin
Pa
ha
na
hi
Sin
Aun
214

I.
Objectives:
1. Talk about family, friends, school and significant people and places in
and words studied.
minute.
5. Read grade one level text in three-to-four word phrases with appropriate
7. Correctly spell proper names of persons, places and things.
punctuation m arks, capitalization, indentions and format.
9. Write using phonetic knowledge for different purposes- sentences, lists,
jokes, poems, songs, riddles, short stories, etc.
10. Identify proper names of person, places and things.
11. Use proper nouns in sentences.
12. Discuss meanings and vocabulary through meaningful and concrete
experiences.
situations/ issues, radio broadcasts and local news based on context.
14. Mainferences on what is likely to happen next based on the
story/fables/legends.
15. Locate specific information in the text to find answers to the simple questions.
16. Make inferences on what is likely to happen based on the events in the
school and community events/situations/issues, radio broadcasts and local
news
II. Subject Matter

A. Topics
1. Oral Language:
Talk about family, friends, school and significant people and places in
a. Read by sight words listed in the appendix.
b. Read phrases, sentences and short stories containing high frequency
words and words studied.
215
3. Fluency:
a. Read aloud grade one level text at a rate of approximately 60 words
per minute.
b. Read grade one level text in three-to-four word phrases with
appropriate intonation, expression and punctuation cues.
4. Spelling:
a. Correctly spelled previously learned words.
b. Correctly spell proper names of persons, places and things.
5. Handwriting:
Write simple sentences, phrases, paragraph, and stories observing
correct punctuation m arks, capitalization, indentions and format.
6. Composing:
Write using phonetic knowledge for different purposes- sentences,
a. Identify proper names of person, places and things.
b. Use proper nouns in sentences.
8. Vocabulary:
Discuss meanings and vocabulary through meaningful and concrete
experiences.
a. Make inferences on what is likely to happen next based on the story/
fables/legends.
b. Locate specific information in the text to find answers to the simple
questions.
c. Make inferences on what is likely to happen based on the events in
the school and community events/situations/issues, radio broadcasts
and local news
d. Express love for stories by browsing the storybooks read to them and
asking to be read more stories.
B. References
- K to 12Curriculum
2010)
MTBMLE Consultants
C. Materials: pictures, chart, flashcards, bamboo sticks.
D. Theme: Our cultural dances
216
DAY 1
A. Pre-Reading
1. Unlocking of Difficulties (through pictures)
a. Panglay dance
b. Linggisan dance
c. Kuput dance
2. Activating Prior Knowledge.
Developing Motivation for the story
a. Have the pupils imitate a bird flying.
b. Show picture of linggisan dance.
Ask: Unu in piyakita sin pangalay ini?
Say: Mataud manga pangalay amu magpakita sin hibal sin hayup,
kakahinang iban pagtunang-tunang sin Tausug.
Ask: Unu pa in kaingatan niyu manga pangalay di ha hula ta?
Say: Bihaun massa kasulatan pasal manga pangalay sin Tausug.
B. During Reading
The article will be placed on a chart. The pupils will read with appropriate
intonation, expression and punctuation cues by whole group, by pair and
individually.
C. Post Reading
1. Pasal unu in biyassa ta?
2. Unu naman in manga jinisan bayla sin Tausug?
3. Unu pakaradjaan paghinangun in pangalay?
4. Unu pakaradjaan paghinangun in linggisan?
5. Unu pakaradjaan paghinagun in tawti?
DAY 2
( Review the article)
1. Aturun natu Film viewing sin liggisan and pangalay .
2. Singuran natu Singuran sin manga bata iskul in pagpangalay.
B. Discussion
1. Unu in piyakita sin manga pangalay ta?
2. Piyagbabantug niyu in manga pangalay ta? Mayta?
217
Read the following sentences.
Examples: In manga pangalay linggisan iban dalling magpakita bang unu in
Pangaddatan sin Tausug. Magkahinang in manga pangalay ini bang awn
pagtiyaun atawa pagbunyi-bunyi ha lawm hula.
DAY 3
Grammar Lesson
Huminang tumpukam taga 5 talbilang, magpanayam sin panayam Give Me.
In sakahaba tumpukan umangkat sin lima supaya makadihil sumambung ha
manga pangasubu. Bang patut in sambung, makakawa hangka puntus in
tumpukan.
In tumpukan taga mataud puntus amuin mangdaug.
Ask: Dumihil 5 ngn sin tau.
Dumuhil 3 ngn lugal
Dumihil 4 ngn sin hayup
Dumihil 2 ngn sin bungang kahuy.
B. Presentation
Using the same group, have the pupils play the game (Group Game). Give
each group box with different words/names inside. Have each group/classify
the names according to:
1. Group I Independent Grouping
Ask the pupils to group the different words into 3 groups depending on
how they would want it to be grouped.
2. Group II Classified Grouping
Ask the pupils to group the different words into 3 groups following label.
Ngn sin manga
Ngn sin manga
Ngn sin manga Tau
Lugal
Kapanyapan
3. Group III Modified Grouping

Ask the pupils to group the different words into 2
Kabtangan magtagna dayng ha
Kabtangan magtagna dayng
batang sulat dakula
ha batang sulay asibi
218
4. Group IV- Name and Group

Ask pupils to give 10 words that name
Ngn sin Tau
Ngn sin Lugal
5. Group V- Specified Grouping

Ask the pupils to group the words according to:
Ngn sin manga
Ngn sin manga
Tau
lugal
Ngn sin
Kapanyapan
Ngn sin manga

kapanyapan
Siyusulat ha batang sulat dahula ibang batang sulat asibi

Have each group present their outputs:
Discussion questions:
a. Biyadiin in paghinang sin tumpukan?
b. Unu in pagtawag ta sin ngn ha babaan sin manga tumpukan?
c. Biyadiin in pagsulat sin manga kabtangan/
d. Mayta bihaini in pagsulat sin manga ngn ini?
e. Unu in pagtawag natu ha manga ngn ini.
Elicit from the learners the concept of commom and proper nouns.
C. Generalization
Ask: Kunu natu hikabayta bang
in patut ngn sin tau, lugal atawa
kapanyapan?
Biyadiin in patut pagsulat ta sin ngn tau, lugal, atawa kapanyapan?
Proper name of person, place or thing begins in capital letter.

Example: Anang, Patikul, Tawmpa
219
DAY 4
A. Guided Practice
the names of things found inside the bag given to them. Example:
ama(father)
Partner 1: Mastal in ama ku. Ahmad in ngan niya.
Partner 2: Plitu in ama ku. Lukman in ngan niya.
Partner 1: Marayaw hi ama Ahmad. Kalasahan niya aku.
Partners 2: Marayaw ra isab hi ama Lukman. Di niya aku paglubakun.
2. Magic box: (The box contains things the pupils can name.)
Say: In labban taga luun kapanyapan nab dayng ha tinda .
(Teacher gives pupils few minutes to study the things. Then she would
ask question/s that would require their answers to use proper nouns.)
Ask: Unu-unu in manga kapanyapan kita mu dayng ha laum labban.
Tugilaa in kita mu ha laum labban. Ngni ampa sulata ha blackboard.
(Teacher should correct the spelling, capitalization, punctuations, etc.)
The teacher may encourage the pupils to use their answers in a
sentence.
Bassaha in manga ngn ha flashcards. Sulata in ngn ha patut gudlis
pasagi.
Ngn sin Tau
Ngn sin Lugal
Ngn sin
Kapanyapan
DAY 5
A. Application
Dance your way
Using the bamboo sticks create a rhythm in which you and your group will
dance to it using the groups invented/ dance steps.
220
B. Evaluation
APPENDICES
Manga Pangalay Sin Tausug

In Tausug mataud jinisan pangalay.
In pangalay sin Tausug amuna in , Tawti,Dalling, Linggisan, iban
Singkil.
In manga pangalay sin Tausug paghinangun bang awn pagtiyaun,
atawa paglami-lami ha kawman.
In mngalay nagbabadju Kuput.
In magtatawti usug, nagbabadju Lapi.
In Linggisan paghinangun sin tumpukan manga usug iban babai.
In manga babai nagdar kab-kab.
221

A. Objectives:
1. Talk about family, friends, school, community and significant people and
places in culturally appropriate manner.
2. Read by sight words listed in Appendix
and words studied.
minute.
5. Read grade one text in three-to-four word phrases with appropriate
7. Correctly spell pronouns used in sentences.
8. Write simple sentences, phrases, paragraph and stories observing correct
9. Write using phonic knowledge for different purposes sentences, lists, jokes,
10. Identify the pronouns used in sentences.
11. Use clues from context to figure out what the words mean.
situations/issues, radio broadcast and local news based on context.
13. Give the cause or effect of certain events in the school and community
events/situations/issues, radio broadcast and local news, etc. read.
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 broadcast and local news, etc. read.
II. Subject Matter
A. Topics:
1. Oral Language
a. Talking about family, friends, school, community and significant
people and places in culturally appropriate manner.
b. Word Recognition
c. Reading by sight words listed in Appendix
d. Reading phrases, sentences and short stories containing high
2. Fluency
words per minute.
222
3.
4.
5.
6.
7.
8.
b. Reading grade one text in three-to-four word phrases with appropriate

Spelling
b. Writing the correct spelling of pronouns used in sentences.
Handwriting
Writing simple sentences, phrases, paragraph and stories observing
correct punctuation marks, capitalization, indentions and format.
Composing
Writing using phonic knowledge for different purposes sentences,
Grammar Awareness
Identifying pronouns used in sentences.
Vocabulary
Using clues from context to figure out what the words mean.
a. Predicting what the story, fables, legends, school and community
events/situations/issues, radio broadcast and local news base on
context.
b. Giving the cause or effect of certain events in the school and
community events/situations/issues, radio broadcast and local news,
etc. read.
c. Locating specific information in the text to find answers to higher level
questions.
d. Answering higher level questions about the school community events/
situations/issues, radio broadcast and local news, etc.
e. Expressing love for stories by browsing the storybooks read to them
B. References
2010)
- Developing Comprehension in Young Readers (Lesson Plans from RAP
Conventions -Vol. 1)
C. Materials:
How toReading Material: Ingat Bunga Lima sin Tausug; pictures /realia of
local arts and crafts like fan, wall dcor, placemat, fruit tray etc.; activity
sheets.
D. Theme: Our local arts and crafts
E. Value Focus: Patronize local products
223
DAY 1
A. Pre- Reading
1. Unlocking of Difficulties through context clues
a. ukkil malingkat in kaukkil sin phan utak hi bapah
b. hablun mahalgah in kakanah ini, hablun pa ini daing ha guwah
hulah.
c. pis siyabit marayaw ra isab hinangun panyu in pis siyabit.
2. Activating prior Knowledge
Exhibit of pictures of Local Arts and Crafts
Teacher will present and show pictures of local arts and crafts like
paintings, mat, fruit tray, fan, wall dcor, etc. and allows them to talk
about it.
Ask: Kita mu ini ha lugal niyu? Kaingatan mu bang hisiyu maingat
huminang biha ini? Hariin di in kabayaan mu hinangun? maita?
3. Developing the purpose for reading
Say: Ha adlaw ini kaingatan natu, bang biyadiin in manga Tausug biya
katu in kapadayan like us are talented in making arts and crafts made of
local materials as what we have seen in the pictures.
B. During Reading
The reading material Ingat Bunga Lima sin Tausug should be written on a
chart. The pupils will read it with appropriate intonation, expression and
punctuation cues (whole group, pair or individually).
Teacher asks questions that would make pupils to predict situations/events
based on what they are reading.
Ingat Bunga Lima Sin Tausug

Biyah da isab sin kaibanan bangsa, in Tausug mataud bunga lima
kaingatan. Panday pandikal sila ha antarah Arts iban Crafts.
Ha salsih sin Tausug, mataud kanila tanug ha katilingkal dunya
maingat mag pinta, iban mag ukkil. In tandah niya yaun ha museum naka
hiklad in manga paintings hinda Mr. Imao, iban sin kaibanan pa mag pipinta.
Mataud da isab manga istatuwa kakitaan ta biyah hinda Dr. Jose Rizal iban
sin manga iban niya yaun ha plaza Rizal ha Muninsipal sin Jolo, iban sin
Museum kabakan daig sin upis sin kapitul. (Provincial Government of Sulu)
Tanug da isab in Tausug ha tungud handicrafts, biyah na sin pag anyam
hablun. Mataud in maingat ha ini yaun ha Munisipal sin Parang, ha lupah
Sug. Hambuuk daing ha manga ka-inginan sin kamatauran hinang daing ha
hablun amuna in pag tawagun Pis Siyabit. Hambuuk siya salagkuh-lagkuh
224
pamakay sin Tausug. Biyah hibutang ta, Sultan, Mag bubunuh, iban kaibanan
pa manga llalagkuun tau. In kaibanan hi pag butuk ha U. In kaibanan, hi
bagkut ha hawakan, ginis pa kalagihan kaniya.
Damikkiyan mahunit da isab sibu-an in Tausug tungud pag anyam
baluy. Kabakan ta in mamga ini ha katan binaybayan sin Lupah Sug. Pag
hinangun in baluy ini daing ha pangdan. In tandah niya misan kaw
makapakain pasisil sin Lupah Sug makabak sadja kaw pangdan tiyatanum
sin manga katwtaymanghuran ta Tausug.
Tanug da isag in bangsa Tausug ha pag hinang ambung. Kakitaan mu in
ginis babarapa ambung. Saltah ginis-ginis in lagguh nila, depende bang para
unu siya kagunahan. Saupama niya niya, mabayah kaw pag luunan istah
atawa unu-unu na kapin kakun ha bay, lumawag kaw isab ambung amun
sarang-sarang in lagguh niya. In kaibanan pag luunan panagatun atawa pag
luunan mga panyap pamakay nila biyah na sin bulawan, burak, atawa unuunu na.
Makabak da isab kita manga kaibanan pa iyanyam sin Tausug biyah na
sin pitaka, bag, panyuh, sinturun, pag luluunan cellphone, iban mataud pa. In
manga ini diyaragang ha manga tinda. Kikataan tar a isab in manga ini duun
ha Notre Dame of Jolo Cottage, Jolo, Sulu.
C. Post Reading
1. Discussion Questions (Literal and Motive)
a. Unu arts and crafts in mahinang sin Tausug ha hula nila?
b. Dayng ha unu panyap mahinang in manga ini?
c. Hariin nila kiyawa in manga panyap ini?
d. Hariin dayng ha manga nasabbut arts iban crafts in hinagun mu bang
kaw lumaggu? Mahi baha?
DAY 2
(Review the passage Ingat Bunga Lima sin Tausug
1. Divide the class into 5 groups and give each group an activity.
a. Kapanyapan dayng ha patung, pangdan, tanud.
b. Lukisa in manga kapanyapan hnang dayng ha patung kabaakan ha
lugal hi Allan iban Aloha. Tugilaa bang biyadiin in pagpakay ha
manga kapanyapan ini.
225
Panyap hinang ha
patung
pangdan
tanud
Pag-usalun ha
c. Manga paghinang subay agarun

Pagbissarahan bang unu-unu in hinangun supaya lumami.
Paghinang sin kikiyab:

1.
2.
3.
4.
5.
6.
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
e. Ibaytah bng unu in maawun bang:

Tugilaa bang unu in jumatu:
Hinduan in manga
bata sin paghinang
mga panyap daing ha
patung.
Mataud manga turista
dayng ha dugaing hula
maibug mami sin manga
ingat bunga lima sin
Tausug.
f.
Pamaita kaw sin sabab maita in manga turista masuub mami sin
manga ingat bunga lima sin Tausug.
g. Manga kapanyapan mahinang daing ha patung amuin
Kand dayng ha manga nasabbut nakauna. Unu pa in manga panyap
manjari hinangun dayng ha patung? Lukisa iban manuysuy hal sin
manga ini.
226
Manga Panyap mahinang daing ha patung

1. _______________________________
2. _______________________________
3. _______________________________
4. _______________________________
5. _______________________________
h. Ipagbantug ta in Hinangan sin Bangsa Ta.

Bang ikaw hi Alih iban hi Sarah, biyadiin mu hikapagbantug in
manga bunga lima sin manga tausug? Huminang pagbantug.
B. Discussion
1. In manga Tausug nababantug sin ingat kapandayan nila huminang
kapanyapan dayng ha patung. Dungugun ta in baita sin tumpukan 1
tugilaun nila in kapunyahan sin jinisan panyap dayng ha manga patung.
2. Unu in manga suntuan kagunahan supaya makahinang Kabkab
malingkat. Dungugun natu habal sin tumpukan 2.
3. Bang kamu mag-anad iban huminang sin labi marayaw hinang asal
sadya malingkat in guwa, sin hinang niyu. Dungugun natu in baita sin
tumpukan hika 3.
4. Liyu dayng ha manga bunga lima dayng ha patung kiyabaita nakauna,
awn pa manga dugaing kapanyapan mahinang dayng ha patung.
Dungugun ta in baita sin tumpukan hika 4.
5. Hipagbantug iban Gunahun natu in manga kapanyapan bunga lima ta.
Himahalayak ta pa katn supaya umibug sila mam sin manga bunga lima
ta. Kitaun ta bang biyadiin nahinang ini sin tumpukan hika 5, amuin
biyayaan mami in tau ha laum hula nila sin manga kapanyapan dayng ha
patung.
C. Processing of the Activity
Teacher should process the activity done by 5 groups. Responses are written
on the chart.
TUMPUKAN
(Group)
HINANG
(Activity)
227
KAPANDAYAN
SUBAY HINANGUN
(Focus Skill)
DAY 3
Grammar Lesson
Big Picture (Proudly Philippine made products From ones own locality)
Say: Mabaya ku kitaun in patta. Hariin dayng ha manga nahinang ini in
kabayaan mu? Mahi baha?
(e.g. bags, taumpa, bang, gallang, kambut, mesa, bangku, siya, baluy,
kabinit, iban mataud pa.)
B. Presentation
Using the realia, teacher presents demonstrative pronouns and how it is used
in a sentence.
1. Ini in kabayaan ku bag. Hinang ini daing ha patung (Teacher holds the
bag as she says the sentences.)
2. Yan in lamisahan hinang ku nakauna. Mapagun in lamisahan yan.
(Teacher points to the table that is near to the addressee.)
3. Yadtu in panyap dihil kaku sin adlaw kapaganak kaku . Hnang yadtu
daing ha patung. (Teacher points to the wall dcor away from her and the
addressee.)
Teacher must also present the use of other demonstrative pronouns: yari,
didtu.
C. Generalization
Ask: Kuhnu natu usalun in ini? yan? yadtu?
Kuhnu natu usalun in di? dira? didto?
Demonstrative Pronoun
The speaker
holds the object
being referred to
The speaker
points to the
object that is
near to the
addressee
The object is
away from the
speaker and the
addressee
ini (this)
Nearest to the
speaker
yari (here)
yn(that)
Near to the
addressee
yatun(there)
yadtu (there)
Remote
didtu (there)
228
DAY 4
A. Guided Practice
Outdoor Activity: Bring children outside the classroom (to the school garden
or playground).
1. Whole Group
Teacher encourages pupils to talk about what they see, touch, or hear in
the garden or playground using demonstrative pronouns.
2. Dyad
Teacher asks pupils to work in pairs and talk about their outdoor
experiences using demonstrative pronouns.
DAY 5
A. Application
Lets Write:
Sumulat, tarasul, kalalangugan, tigumtigum atawa suysuy dayng ha
kiyalabayan mu bang magpamam pagkaun, tamungun, panayaman, in
jinisan dayng ha tinda atawa tabu. Subay patut in punctuation marks,
capitalization, indentions atawa suntuan. Sulata ha katas ampa gudlisi babag
sin katn pronouns uyusal ha bissara. (Teacher may ask a volunteer to read
his work to the whole class. Teacher should check/correct the work of the
pupils and give appropriate praises or comments. All pupils outputs should
be published.)
229
B. Evaluation
C. Assignment
Show and Tell: Bang awn purrul (native) ingat bunga lima (product ) niyu ha
by daha ampa salsilaha in pasal niya .
230

I.
Objectives:
1. Talk about family, friends, school, community and significant people and
places in culturally appropriate manner.
2. Read by sight words listed in Appendix.
and words studied.
minute.
5. Read grade one text in three-to-four word phrases with appropriate
7. Correctly spell pronouns used in sentences.
9. Write using phonic knowledge for different purposessentences, lists, jokes,
10. Use pronouns in sentences.
12. Predict what the story, fables, legends, school and community
events/situations/issues, radio broadcast and local news based on context.
13. Give the cause or effect of certain events in the school and community
events/situations/issues, radio broadcast and local news, etc. read.
questions.
15. Answer higher level questions about the school and community events/
situations/issues, radio broadcast and local news, etc. read.
II. Subject Matter

A. Topics:
1. Oral Language
a. Talking about family, friends, school, community and significant
people and places in culturally appropriate manner.
b. Word Recognition
c. Reading by sight words listed in Appendix.
d. Reading phrases, sentences and short stories containing high
2. Fluency
words per minute.
231
3.
4.
5.
6.
7.
8.
b. Reading grade one text in three-to-four word phrases with appropriate

Spelling
Handwriting
Writing simple sentences, phrases, paragraph and stories observing
Composing
Writing using phonic knowledge for different purposessentences,
Grammar Awareness
Using pronouns in sentences.
Vocabulary
Using clues from context to figure out what the words mean.
a. Predicting what the story, fables, legends, school and community
events/situations/issues, radio broadcast and local news base on
context.
b. Giving the cause or effect of certain events in the school and
community events/situations/issues, radio broadcast and local news,
etc. read.
c. Locating specific information in the text to find answers to higher level
questions.
d. Answering higher level questions about the school community events/
situations/issues, radio broadcast and local news, etc.
e. Expressing love for stories by browsing the storybooks read to them
B. References
2010)
C. Materials:
Article: Tiyulah Itum; pictures of foods found locally (e.g. panyam, durul, j,
junay, punjung, biyaki, piyutu, takil, piyassak, kiyaliya,piyanggang manuk
etc.); Busy Picture (Tiyanggi Fair where teachers and pupils are selling and
buying different foods during Nutrition Month celebration); Magic Box
containing pictures of person or group of persons; activity sheets
D. Theme: Our favorite foods - local cuisine (e.g. bagnet, diningding, pinangat,
kilawin)
E. Value Focus: Proper Nutrition
232
DAY 1
A. Pre-Reading
1. Unlocking of Difficulties
a. Tiyulah Itum (through context clue with picture)
b. Siyunug lahing (through context clue)
c. Langkuwas (through context clue or realia)
2. Activating Prior Knowledge Developing Motivation for the story
Ask: Nakasulay kaw kumaun sabaw itum? Adjalan unu in? Maita
kasban mu ini? Hikabaita mu in pampa sin kasban mu pagkaun?
Makaingat kaw umadjal ha ini?
Maita mu kasban?
Unu in manga
kasban?
Kasban
Pagkaun
Biyadiin in pagadjal?
Hawnu ini mawmu

kabaakan?
Say: In suysuy bassahun ta bihaun, ingatun ta maita in Tausug masuub
magadjal tiula itum bang awn pag-imun imun? Unu in manga kagunahan
pampa iban biyadiin in pag-adjal?
B. During Reading
The article should be written on a chart.
C. Post Reading
1. Maita kita daran mag-adjal tiyulah itum?
2. Unu in manga pampa sin tiyulah itum?
3. Biyadiin in pag-adjal sin tiyulah itum?
233
DAY 2
(Review the article Tiyulah Itum)
Tiyulah Itum
Siyulat hi: Dr. M. Ladja
In tiyulah itum amu in tanyag kakaun sin Tausug. Paghinangun
kakahaba awn pag-imun-imun iban paglami-lami. Hinang ini dayng ha unud
sapih gisahun iban siyunug lahing. Sarang-sarang da in taud sin manga
pampa hipaglamud kaniya; biya na sin langkuwas, bawang, sibuyas, asin,
sarang taud lara,dulaw iban sin pangunahan pampa niya amuna in siyunug
lahing. Pabukalun tuud ini ampa hawnun hipakaun mapasu pa.
1. Bihun Natu
Umadjal aku tiyula itum unu in manga pampa. Listaha in manga
kagunahan pampa ha market list:
Pampa sin Tiyulah Itum
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
2. Hinangun Natu
Discuss and demonstrate the steps on how to prepare tiyulah itum
Biya Diin Hinangun in Tiyulah Itum?
Singuran natu ini:
Muna: _____________________________
Hikaduwa: __________________________
Hikatu: _____________________________
Hikaupat: ___________________________
234
3. Bassahun Natu
Tiyulah Itum nababantug pagkaun sinTausug. Kamawmuhan paglutuun
ini bang awn pagimun-imun.
4. Ngnan Natu Dugaing
Lumawag dugaing ngan hikapagbansag natu ha pagkaun (tiyulah itum)
iban dumihil manga sabab maita napini natu in ngn ini.
a. Mayta ngiynan tiyulah itum?
b. Unu pa baha in dugaing hikangn natu kaniya? Ngni?
Patut pagtawag ha Tiyulah
Itum:
________________________
sabab:
_______________________
_______________________
_______________________
5. Sahawihun/Sambungan Natu
Baita kaw bang unu in luna bang ini nahinang mu:
Unu baha in guwa
bang in sapi usalun
malugay na?
Pamaita kaw bang unu in sabab maita tiyulah itum pagkaun

In pagkaun kasusuban mu?
Mapasu iban
malara-lara in
sabaw sin tiyulah
itum.
B. Discussion
1. Lamuran sin ginisan pampa bang mag-adjal Tiyulah Itum. Unu in
manga pampa subay natu saddiyahun, bang magadjal tiyulah itum
Dungugun ta in baita sin tumpukan umbul 1.
2. Bihaun sakap na in kataan pampa kagunahan bang magadjal Tiyula
itum. Biyadiin in pagadjal? Unu in manga aturan subay agarun?
Dungugun ta in bissara sin tumpukan hika 2.
3. Nababantug in Tiyulah Itum. Ingatun ta bang maita in Tausug daran
mag- adjal sin pagkaun ini. Ingatun ta in manga sabab dayng ha
Tumpukan hika 3.
235
4. Bang ikaw in mag-adjal haini, Unu in pagtawag mu ha adjalan ini? Maita?

Dungugun ta in bissara sin tumpukan hika 4.
5. In manga sila amuin simulay mag-adjal iban kimaun tiyula itum manjari
dumaawa sin kahalan ini. Dungugun natu in bissara sin tumpukan
hika 5.
on the chart.
TUMPUKSN
(Group)
HINANG
( Activity)
KAPANDAYAN
SUBAY HINANGUN
(Focus Skill)
D. Enrichment Activity (Follow-up activity for Group 5 presentation.)

Bassaha in manga bissara, ligungi in sabab ampa gidlisi ha baba in luna.
Examples:
Daran in paghigup ku sin sabaw sin tiyulah itum sabab hiyahapdi tuud
aku.
Marayaw in kalutu sin tiyulah itum sabab kiyasarapan aku.
DAY 3
Grammar Lesson
Show and Tell
Say: Mabaya aku limibot maglawag patta pagkaun amuin kasban ku
kaunun. Pakitaa ha manga bata iskul ampa tugilaa in pasal ha ini.
After each pupil have shown and talked about the food he or she liked, the
teacher will process the sharing by asking some focused questions:
Example: Ha bistahan mu in pagkaun napi mu makakusug iban makasambu
kaimu? Maita baha?
Presentation
Ask: Hisiyu kaniyu in matagi magkaun ____________(e.g. junay).
Maita kaw iban sin manga iban mu masb ha ini? Kunu niyu pagkaunun in
pagkaun ini? (Teacher writes sentences on the chalkboard based on their
responses using personal pronoun.)
Say: Bassahun ta in manga bissara ini.
1. Mabaya aku magkaun junay. Aku pa in kimawa sin dahun ha daig by
piyamutus kaniya.
236
Katan kami ha by masub ha junay.

2. Kamawmuhan lutuun ku pa iskul kaunun recess. Ikaw, unu in lutu mu?
Manga kabagayan, awn da kamu lutu?
3. Kasuban hi Aisa in junay. Diyarhan siya sin inah niya kakahaba
recess. Kasuban da isab hinda Linda, Dina iban hi Ana in junay.
Magsawsaw sila sin diyr junay bang waktu recess na.
Teacher presents the different personal pronouns and how they are used in
sentences.
B. Generalization
Ask: Kunu natu usalun in aku/ku? Ikaw/mu? Siya?
Kunu natu usalun in kita/kami? Kamu? Sila?
Personal Pronoun (Ganti panawag ha ngn sin ta)
Singular (Hambuuk)
Plural (Mataud)
aku, ku
kita (inclusive), kami
First Person
(exclusive)
Second Person
Ikaw/kaw, mu
kamu
Third Person
siya
sila
DAY 4
A. Guided Practice
1. Partner Talk/Dialogue: (Teacher should encourage pupils to talk about his
favorite dish, favorite dish of his family members, relatives or friends
using the pronouns learned:
Example:
Partner 1: Kasuban ku in _______ (punjung). Mawmu aku liyulutuan
hi inah sin_______bang way office niya (punjung). Ikaw, unu in
kasban mu? Paglutuan da kaw isab sin inah mu?
Partner 2: Huun laung. In kasban ku kaunun _______ (piyanggang
manuk). Kakahaba adlaw kapag-anak kaku paglutuan aku sin inah
ku ________ (piyanggang manuk). Kalasahan ku siya.
Partner 1: Kalasahan ku hi inah, biya da kan amah. Kalasahan ku
sila kaduwa.
Partners 2: Sibu da kita kalasahan in inah.
2. Busy Picture: (Tiyanggi Fair where teachers and pupils selling and
buying different foods during Nutrition Month celebration. NOTE: Teacher
should provide names of children in picture.)
Say: Kahaba Nutrition Month Celebration magpa awn kita Tiyanggi
Fair. Kitaa in patta.
(Teacher gives pupils few minutes to study the picture. Then she would
ask question/s that would require their answers to use personal
pronouns.)
237
Ask: Unu in kita mu ha patta? Unu in hinang nila? Tugilaa unu in kita mu
ampa sulata pa blackboard (Teacher should correct the spelling,
capitalization, punctuations, etc.)
Possible Answers:
Nagkakaun hi Mayna panyam.
(Unu in kiyakaun hi Mayna?)
Aku in naghinang sin panyam.
Nangayu hi Dammang kan Nurhana panggi-panggi.
(Unu in piyangayuh hi Dammang kan Nurhana?)
Siya in naglutu sin panggi-panggi.
Magic Box:
Say: Kumawa patta dayng ha labban. Magbaita unu-unu na pasal sin patta
usalun in patut pronoun. Sulata in sambung ha katas iban gudlisi pasagi
in kataan pronouns.
Examples:
DAY 5
A. Application
Lets Create:
Huminang kalangan,tarasul, kalalangugan, tigumtigum atawa suysuy pasal
sin kiyasakupan ha pag-adjal iban kumaun sin kiyasusuban pagkaun. Usala
in patut punctuation marks, capitalization, indentions iban suntuan.
Sulata ha katas ampa gudlisi babag in katan pronouns nabissara. (Teacher
may ask a volunteer to read his work to the whole class. Teacher should
check/correct the work of the pupils and give appropriate praises or
comments. All pupils outputs should be published.)
238
B. Evaluation
C. Assignment
Lukisa in kasban pagkaun ampa hibaitah in pasal sin patta.
APPENDICES
In mga
Basic Sight Words

in
sin
Ku
pa
sin
Pa
hi
kaku
kaw
ha
sin
kami
sin
na
aun
in
(Note: Teacher can supplement the given sight words)
239

I.
Objectives
1. Use culturally appropriate expressions to show agreement and disagreement
on a certain topic/s being presented
and words studied.
4. Read with automaticity, accuracy and prosody 100 first grade high frequency/
sight words.
6. Correctly spell imperative use in sentences.
9. Use imperatives to give simple two-three steps directions in a culturally
appropriate manner.
10. Identify and use synonyms, antonyms, homonyms and multiple-meaning
words correctly.
11. Infer the characters feelings based on their actions or on what they say.
questions.
13. Answer higher level questions about the school and community
events/situations/ issues, radio broadcast and local news, etc. read.
II. Subject Matter

A. Topics
1. Oral Language:
Use culturally appropriate expressions to show agreement and
disagreement on a certain topic/s being presented.
a. Read by sight words listed in the appendix.
b. Read phrases, sentences and short stories containing high frequency
3. Fluency:
Read with automaticity, accuracy and prosody 100 first grade high
frequency/ sight words.
4. Spelling:
b. Correctly spell imperative use in sentences.
5. Handwriting:
240
6. Composing:
Use imperatives to give simple two-three steps directions in a
culturally appropriate manner.
8. Vocabulary:
Identify and use synonyms, antonyms, homonyms and multiplemeaning words correctly.
a. Infer the characters feelings based on their actions or on what they
say.
b. Locate specific information in the text to find answers to higher level
questions.
c. Answer higher level questions about the school and community
events/situations/ issues, radio broadcast and local news, etc. read.
B. References
2010)
MTBMLE Consultants
C. Materials: picture, rules in school, character map, newspaper
D. Theme: Good citizenship (Obeying our rules: traffic, waste management,
recycling, curfew
DAY 1
A. Pre-Reading
1. Unlocking of Difficulties ( through actions)
a. Lupang Hinirang
b. Being friendly
2. Activating Prior Knowledge Developing Motivation for the story using a
picture of the school
Have the pupils describe the picture.
Ask: What do we do in school?
Who are with us in school?
How do we show are concern to our school; classmates;
teachers?
241

Say: Let us read the rules we must do while in school.
Aturan ha School:
1. Subay ha waktu bang magpa school.
2. Humundung iban magad kumalang sin Lupang Hinirang.
3. Tumabang maglanu sin school.
4. Pag addatan in mastal iban classmates.
5. Humalli ha magkalu iban kaibanan bata school.
B. During Reading
The rules will be placed on a chart.
C. Post Reading
a. Unu in biyayta sin biyassa ta?
b. Unu in manga subay natu hinangun bang ha school?
c. Unu in masnga sturan piyapanaw ha school?
d. Iyaagad niyu ra in manga aturan sin school? Mayta?
DAY 2
(Review the rules in school)
Character Map
Sulata ha laum sin tibulung in kapanyapan /kaagi sin bata magad sin sara
sin iskul.
Aku
hi_______
_
Unu in hinangun
ku iban sin
bagay ku?
Unu in
hinangun ku
sin kaput ini?
242
Biyadiin in kapakita
ku pagmartabat ha
mastal iban bagay
ku.
B. Discussion
a. What are the things you will do with friends?
b. What are you going to do with your trash in school?
c. How would you show respect to teachers and classmates?
My Promise
Dain ha adlaw ini, biyadiin in pangagad ta sin sara sin iskul ?
Sulata 2-3 bissara.
DAY 3
Grammar Lesson
Agarun natu!
Say: Ikaw iban sin manga tarbilang sin tumpukan mu subay maglanu sin bilik
iskul. Biyadiin pagdihil mu sin suku hinang sin tarbilang ha tumpukan mu?
(Ask pupils to write their answers on the board. See to it that they use the
appropriate imperatives)
Example:
Kumawa sasapu iban pagluluunan kaput.
Sapuhun in manga nkanat kaput.
Hiluun in kaput lawn basurahan.
Kukusan maraw in tandawan.
Umusal tubig bang kagunahan
B. Presentation
Ask: Biyadiin in kapakita mu martabat pa panji sin Pilipinas labi na tuud bang
magkalang sin kalangan Pilipinas? Sumulat 2-3 aturan. Usala in imperatives
ha paghinang ha ini.
(Pupils will do this in small groups).
C. Generalization
Ask: Biyadiin kapakita mu sin patibagayun kaw?
Unu in hinangun bang awn hiraak mu ha bagay mu?
Biyadiin pag ayad mu sin katilibut mu?
Biyadiin pag addat mu ha mastal?
DAY 4
A. Guided Practice
Partner Talk/Dialogue: (Teacher should encourage pupils to talk about how to
draw a house. Kitaun natu ( Paper boat)
1. Give the pupils newspaper.
243
2. Have the pupils observe the teacher make a boat.

3. Ask volunteers to come in front and tell the class how to make a boat
using imperatives.
Ask pupils to write a simple three step direction in making a paper boat.
DAY 5
A. Application
Hibissara ku, hinangun mu.
Get a partner. Say a command one after the other using appropriate
imperatives. Ex. Manjari kaw kumalang?
B. Evaluation
C. Agreement
Use appropriate expressions when making commands.
244

I.
Objectives
1. Use culturally appropriate expressions to explain/ give reason on a certain
topic/s being presented.
and words studied.
4. Read grade one level text in three-to-four words, phrases, and sentences
with appropriate intonation, expressions and punctuation cues.
6. Correctly use imperatives use in sentences.
9. Use imperatives to give simple four-six steps directions in a culturally
appropriate manner. (Ex. Cooking rice)
10. Infer characters feelings based on their actions or on what they say.
11. Cite the problem and/the most likely solution to story, legends, etc. read.
12. Cite the problem and/the most likely solution to school and community issues,
events, situations, radio broadcast, news, etc. read.
II. Subject Matter

A. Topics
1. Oral Language:
a. Use culturally appropriate expressions to explain/ give reason on a
certain topic/s being presented.
b. Word Recognition:
c. Read by sight words listed in the appendix.
d. Read phrases, sentences and short stories containing high frequency
2. Fluency:
Read grade one level text in three-to-four words, phrases, and
sentences with appropriate intonation, expressions and punctuation
cues.
3. Spelling:
b. Correctly spell imperative use in sentences.
4. Handwriting:
245
5. Composing:
Use imperatives to give simple four-six steps directions in a culturally
appropriate manner. (Ex. Cooking rice)
7. Vocabulary:
contractions
a. Infer characters feelings based on their actions or on what they say.
b. Cite the problem and/the most likely solution to story, legends, etc.
read.
c. Cite the problem and/the most likely solution to school and community
issues, events, situations, radio broadcast, news, etc. read.
B. References
- K to 12Curriculum
2010)
C. Materials: pictures, story, poem, Venn diagram
D. Theme: Our community Celebrations ( Fiesta, tribal Gatherings, etc)
DAY 1
A. Pre-Reading
1. Unlocking of Difficulties ( through pictures)
a.
haylaya
b.
paglami-lami
246
2. Activating Prior Knowledge Developing Motivation for the article using a

picture of local or native fiesta.
a. Have the pupils describe the picture.
Ask: Unu in hinangun ta bang haylaya?
Unu in manga paghinagun ta bang haylaya?
Biyadiin in pagtagama ta ha bisita ta?
Say: Bassahun ta in article In Paglami-lami sin Tausug
Paglami-lami Sin Tausug

In Tausug dayahan ha paglami-lami, kakuyagan, panayam-nayam iban
pagbunyi-bunyi ha pakaniya-pakaniya kawman. In mga ini diyara sin
dugaing-dugaing bangsa biyah na sin kastila, jipun, malayu iban lannang.
Hambuuk daing ha mga katagihan sin tausug amuna in miyusik. Mataud
bantug mangangalang tausug. Awn isab kanila magluguh, mag kissa, mag
sindil, mag hadis iban mag liyangkit.
Jukup da isab in tausug sin manga panyap para miyusik biya sin agung,
kulintangan, gabbang, urgan, biyula, gitara iban suling. In agung iban
kulintangan pag-usalun ha bayla, biyah sin pangalay, pagtawti, mangasik,
singkil, pakiring iban hipaglangan ha mga bisita bang awn pagtiya-un. In
gabbang iban biyula pag usalun para sindil, kissa iban hadis. In urgan iban
pag-usalun isab agaran sin kalangan. In suling kagunahan siya sapantun
instrumental miyusik. Salta piyatunguran da isab sin masinglab panamung
biyah sin kuput, lapih, sawal/kantiyu iban sin pamakay biyah sin bulawan,
mutsa, dayamun, iban pilak.
In mga nasabbut panyap miyusik pag-usalun sila ha dugaing-dugaing
parkalah atawa paglami-lami biyah na sin pagtiyaun, pagmawlud, pagkuntis
iban unu-unu na pagbunyi-bunyi ha kawman.
B. During Reading
Reading using a big book.
The pupils will read some parts with appropriate intonation, expression and
punctuation cues by whole group, by pair and individually.
C. Post Reading
1. Unu-unu naman in paglami-lami sin mga Tausug?
2. ha unu bulan atawa adlaw kumugdan in hailaya? Maulud?
3. unu in paghinangun sin mga kabataan biyah kaniyu bang hailaya iban
maulud?
4. bang kamu, maita kita maglami-lami sin adlaw hailya iban maulud?
247
DAY 2
(Review the article In Paglami sin manga Tausug)
Fill in the blanks with words or phrases.
Bang adlaw hailaya ha kamu, ________.
Possible answers: Mataud in bisita; mataud pagkaun; malami
Pagbhan kami iban pagdihilan manga ________
Possible answers: bahgu tamungun; sarakka
Malami ra isab in bulan Maulud.
Mataud _____________________ (pagkaun, bisita)
Awn manga ____________ (magluguh)
B. Discussion
1. Who visits during fiesta?
2. What did the visitors do during fiesta?
3. How do we show our hospitality during fiesta?
A. Enrichment Activity
In paglami-lami biyah sin Hailaya iban Maulud daran natu lialaggu. Unu in
kabayaan iban dih niyu kabayaan paghinangun bang awn parkalah biyah ini:
Hisulat niyu in mga kabayaan ha laum tibulung, iban in di kabayaan ha
hansipak tibulung.
Di Kabayaan
___________________
___________________
___________________
___________________
___________________
___________________
Kabayaan:
___________________
___________________
___________________
___________________
___________________
___________________
DAY 3
Grammar Lesson
Ask: Unu in manga panyap pagusalaun bang magkaun?
Unu in hinangun ha panyap ini pagubus kumaun?
Maingat kaw maghugas ly?
248
B. Presentation
Ask: Biyadiin in paghugas mu lay? Sumulat 4-6 aturan. Usala in imperatives.
(Pupils will do this in small groups and read it to the class).
C. Generalization
Ask: Unu in manga kabtangan pag-usalun ta bang awn ipahinang katu?
Awn manga kabtangan magbaitah sin unu in hinangun ta bang
awn daakan katu.
Saupama :butangan, pataasa, pakra, parayaa, hiluga, etc
DAY 4
A. Guided Practice
how to keep his/ her bed after waking up in the morning.
2. Ilukis Natu (drawing a simple picture of a boy)
a. Ask pupils to get a piece of paper and a pencil.
b. Have the pupils observe the teacher draw a boy.
c. Ask volunteers to come in front and tell the class how to draw a boy
using imperatives.
Ask pupils to write a simple 4-6 steps direction in making preparing their
breakfast
DAY 5
A. Application
Manga paghinangun bahgu pa iskul:
In triads ask pupils to tell the ways to prepare themselves in going to school
using imperatives.
249
B. Evaluation
C. Homework
Ask your mother how to cook rice. Make a 4-6 steps direction using
imperatives.
250

I.
Objectives:
1. Tell stories, legends, fables, jokes, advertisement, etc. with correct rate,
accuracy and prosody (phrasing, pausing and emphasis).
2. Read by sight word listed in Appendix
and words studied.
4. Read with automatic accuracy and prosody 100 first grade high frequency/
sight words (Appendix)
5. Read grade level text in three-to-four words phrases, sentences with
appropriate intonation, expressions and punctuation cues.
7. Correctly spell action words in sentences.
8. Write using phonic knowledge for different purposes, (sentences, lists, jokes,
poems, songs, riddles, short stories, etc.)
9. Use the correct action words in narrating ones experiences.
10. dentify the use of synonyms, antonyms, homonyms and multiple-meaning
words correctly.
11. Identify some words that comprise constructions (e.g. Cant can not, Isnt- is
not)
13. Cite the problem and/the likely solution to story, legends, etc./ read.
14. Cite the problem and/the most likely solution school and community issues,
events, situations, radio broadcast, news, etc. read
to read more stories.
II. SUBJECT MATTER

A. Topics:
1. Oral Language
Tell stories, legends, fables, jokes, advertisement, etc. with correct
rate, accuracy and prosody (phrasing, pausing and emphasis).
2. Word Recognition
a. Reading by sight words listed in Appendix
3. Fluency
a. Reading with automatic accuracy and prosody 100 first grade highfrequency/sight words (Appendix)
b. Reading grade level text in three-to-four words phrases, sentences
251
4. Spelling
5. Composing
Writing using phonic knowledge for different purposes sentences,
Using the correct action words in narrating ones experiences.
7. Vocabulary
a. Identifying and using of synonyms, antonyms, homonyms and
multiple-meaning words correctly.
b. Identifying some words that comprise constructions (e.g. Cant can
not, Isnt- is not)
a. Infering the characters feelings based on their actions or on what they
say
b. Citing the problem and/the likely solution to story, legends, etc./ read.
c. Citing the problem and/the most likely solution school and community
issues, events, situations, radio broadcast, news, etc. read
d. Expressing love for stories by browsing the storybooks read to them
B. References
- K to 12Curriculum
2010)
- Developing Comprehension in Young Readers (Lesson Plans from
RAPConventions -Vol. 1)
- Beginning Reading Instructional Guide To Help Teachers.
C. Materials: Article : (Panulak Bala) Picture of a Family preparing for Panulak
Bala; Magic Box; activity sheets
D. Theme: Our Community Celebrations- Customs, Beliefs and Traditions
(Panulak Bala)
E. Value Focus : Thoughtfulness, Love
DAY 1
Game: Teacher prepares words written in flashcards that are already learned
by the pupils. This game will be done by group.
252
B. Pre- Reading
1. Unlocking of Difficult Words.
a. Panulak bala- (through context clue)
b. Sabulak - (through context clue)
c. Duwaa - (through picture)
d. Sampul - (through picture)
Ask: Nakakita na kamu nagpaygu pa dagat salta magsabulak?
Unu naman in manga paghinangun ha sung iban ubus magsabulak?
Kuhnu yan paghinangun? Mayta?
Say: Bihaun pagbissarahan ta in pasal pagpanulak bala.
3. During Reading
a. Read the article. Introduces the writer and the illustration.
Say: Kitaa in pais. Unu in kita mu? Unu in kabayaan mu hipangasubu
hal sin article?
b. Open the article showing the first picture
Ask: Unu in kita mu?
(Teacher reads with the pupils or asks volunteer/s to read text for that
page.)
c. Do the same for each page, asking the pupils what they think will
happen next.
4. Post Reading
After reading the story, ask students some questions.
Pasal unu in biyayta sin article?
Unu naman in paghinangun ha waktu panulak bala?
Haunu pagpaawnun in panulak bala? Mayta?
Kuhnu magkaawn in panulak bala?
DAY 2
(Review the article about panulak bala)
Panulak Bala
In Tausug hipu sin jinisan pangahagad. In manga panghagad ini manjari
awn parsugpatan pa agama manjari way. Hambuuk dying ha manga ini in
panulak bala.
In panulak bala, hambuuk siya ha manga pangahagad sin Tausug amu
way parsugpatan pa agama (religious aspect). In ini tiyurul ta hadja dying ha
manga kakahinang sin kamasan.
In panulak bala, paghinangun sakahaba adlaw Arbaa sin katibuukan sin
bulan sappal. Salta magkaawn siya ha higad dagat.
253
In panulak bala nahinang wjib ha kamatauran Muslim Tausug, usug

babai, maas bata labi luba ha kagimbahan.
In panulak bala pagpaawnun labay ha pag lutu kakaun masarap,
pagpaygu dagat pagsabulak, pagduwaa, iban pagpaanud sampul.
After the review Say: Hisiyu in mabaya manuysuy magbalik?

A. Engagement Activities (Group Activities)
1. Group I: Paragbusun in panulak bala labay ha Clay.
2. Group II: Hibayta bang unu naman in paghinangun bang magpanulak
bala.
3. Group III: Hi-anggawta (role play)in pagpaawn sin pagpanulak bala.
4. Group IV: Hisuysuy in manga jumatu ha waktu pagpanulak bala.
B. Processing of the activity:
Teacher should process the activity done by four groups.
DAY 3
Grammar Lesson
Guessing Game
Teacher demonstrates the different actions, pupils are asked to identify. After
each pupil have identified the different actions, the teacher will process the
sharing by asking some focused questions
Example: What do you do during panulak bala?
B. Presentation
Ask: Hi siyu kaniyu magpakaagad magpanulak bala?
Unu in manga paghinangun niyu ha waktu panulak bala?
Teacher writes sentences on the chalkboard based on responses of the
pupils.
Possibble Answers:
Magpaygu kami dagat.
Magda pagkaun iban sampul.
Magsabulak dagat.
Magduwaa in imam.
C. Generalization
Ask: Unu in pagtawag mu ha kabtangan manunjuki hibal?
254
DAY 4
A. Guided Practice
1. Let the pupils get a picture. Ask one to act like any of the community
helpers as another tells what he/she does.
Example:
B. Showing Picture:
(Teacher gives pupils few minutes to study the picture. Then ask question/s
that would require their answers about action words as shown in the picture).
Example:
Naglutu hi inah
Naglalasa in magtali-anak
Ask:Unu in kita mu ha patta? Unu in hinang nila?
Describe what you see. Say it then write on the board.
255
Possible Answers:
a. Naglulutu hi ina tamu. ( Unu in kita mu ha paglutu hi ina?)
b. Naglalasa in magtalianak. ( Biyadiin in kahalan sin magtalianak?)
1. Instruct the class to play the game Hinangun Namu, Hibayta Niyu.
Divide the class into two groups. Let the first group show actions what
they do inside the room. Guide the second group to tell what the other
group does. Then later let them exchange roles.
2. Show the pictures of pupil/s working in school. Let them talk what each
picture tells.
Examples:
3. Let pupils narrate his/her own experience using verbs during community
celebration.
DAY 5
A. Application
Lets Create:
Huminang kalangan , tarasul, kalalangugan, tigumtigum atawa suysuy
pasal sin kiyalabayan ha Panulak Bala. Sulata in patut punctuation marks,
capitalization, indentions iban suntuan. Sulata ha katas ampa gudlisi babag in
kabtangan manunjuki hibal ha bissara. (Teacher may ask a volunteer to read
his work in the class with proper guidance and give praises or comments. All
pupils outputs should be published).
256
B. Evaluation
C. Assignment:
Share anecdotes about your experience during:
1. Pagduwaa ha Tampat
2. Haylaya
3. Maulud
257

I.
Objectives:
1. Tell stories, legends, fables, jokes, advertisement, etc. With correct rate,
accuracy and prosody(phrasing, pausing and emphasis.)
2. Read by sight word listed in Appendix.
and words studied.
4. Read with automatic, accuracy and prosody 100 first grade highfrequency/sight words (Appendix)
5. Read grade one level text in three-to-four words phrases, and sentences with
appropriate intonation, expressions, and punctuation cues.
7. Correctly spell action words in different tenses as it is used in the sentences.
8. Write using phonic knowledge for different purposes-sentences, lists, jokes,
poems, songs, riddles, short stories, etc.)
9. Use the correct action words in narrating ones experiences in different forms.
10. Identify and use synonyms, antonyms, homonyms, and multi-meaning words
correctly.
11. Identify some words that comprise contractions (e.g. Cant-can not, Isnt- is
not)
13. Listen and respond to the story, legends, fables, etc.through discussions,
illustrations, songs, dramatization and art.
14. Listen and respond to the school and community issues, events, situations,
radio broadcast, advertisement, etc. through discussions, illustrations, songs,
dramatization and art.
II. Subject Matter:

A. Topics:
1. Oral Language
Telling stories, legends, fables, jokes, advertisement, ect. With correct
rate, accuracy and prosody(phrasing, pausing and emphasis.)
2. Word Recognition
a. Reading by sight word listed in Appendix.
3. Fluency
a. Reading with automatic, accuracy and prosody 100 first grade highfrequency/ sight words (Appendix)
258
b. Reading grade one level text in three-to-four words phrases, and

sentences with appropriate intonation, expressions, and punctuation
cues.
4. Spelling
b. Writing the correct spelling of action words in different tenses as it is
used in the sentences.
5. Composing
Writing using phonic knowledge for different purposes-sentences,
lists, jokes, poems, songs, riddles, short stories, etc.)
Using the correct action words in narrating ones experiences in
different forms.
7. Vocabulary
Identifying and using synonyms, antonyms, homonyms, and multimeaning words correctly.
8. Activating Schema
Inferring the characters feelings based on their actions or on what
they say.
9. Comprehension of Information Text
Listening and responding to the school and community issues, events,
situations, radio broadcast, advertisement, etc. through discussions,
10. Attitudes Towards Literature
Expressing love for stories by browsing the storybooks read to them
B. References:
2010)
- Beginning Reading Instructional Guide to Help Teachers Bright
C. Materials:
Article: Mangih Maglumba Sasakatan picture of two boys playing a motor
racing.
D. Theme:
Our Transportation- tricycle/bicycle, Bangka,ship, jeepney, bus, car, LRT,
raft, horseback, carabao, on foot etc.
E. Value Focus: Getting Together with the Family
259
DAY 1
A. Pre-Reading
a. Lumba (through synonym or antonym clue)
b. Nahulug (through picture or context clue)
c. Puspud (through synonym clue)
d. Susa (through synonym/antonym)
e. Limupad (through picture)
f. Aramala (through picture/context clue)
a. Teacher shows picture of two boys racing their bicycle. 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.
b. Ask: Unu bang kamu in hihinang nila? Hisiyu baha in dumaug ha
paglumba? Unu in parasahan mu bang kaw dumaug ha paglumba?
Say: Bihaun, dumungug kamu suysuy pasal sin duwa usug naglumba
motor. Kitaun ta bang hisiyu in dumaug ha paglumba. Tagama na
kamu dumungug?
B. During Reading
Interactive Reading
1. Read the title of the story. Introduce the writer and the illustrator.
Say: Kitaa niyu in pais sin book. Unu in kita niyu? Unu in kabayaan niyu
hiasubu pasal sin suysuy?
Ask: Unu in kita niyu?
Say: Bassahun natu in gikapan ini.
3. (Teacher reads with the pupils or asks volunteer/s to read text for that
page.)
next.
C. Post Reading
1. Pasal unu in suysuy?
2. Hinda siyu in duwa usug ha suysuy?
3. Unu in hinang nila?
4. Hisiyu in dimaug ha paglumba?
5. Unu in jimatu ha usug amuin nakauna pa jangkaan?
260
DAY 2
(Review the story Mangi Maglumba Sasakatan)
News clip
Mangih Magpalumba Sasakatan
Ha limapay tahun nahing tanyag in paglumba motor ha Lupah Sg.
Nahinang ini dat sin manga kabataan usug, lungbu-lungbu magpakita sin
ingat iban isug nila magparagan motor.
Ha tahun 2005, naawn in paglumba motor ha kawman Dn Puti, Patikul,
Sulu. Waktu mahapun. Tiyabuan ini sin manga tumpukan magpragan motor
pagtawagun Sulu Riders Association.
Pagka mataud na nakapagsulay-sulay dying ha dugaing-dugaing motor
iban paragongan, kiyapg-isunan in papaglumbaun isab hi Husin kay Garam.
Salta miyaya da isab in duwa usug ini.
Hawpuun ta nagtagna na in paglumba, salta nagpapuspud na sin
sasakatan nila. Pag abut pa gitungan sin katihabaan sin dn paglulumbaan
nakauna na hi Husin. Way na nakaabut hi Garam sampay simampay pa
duhulan sin dn. Ha waktu nakagiik na in silikan sin motor hi Husin pa gudlis
pagtatapusan sin paglumba nakalandu in kuyag niya salta imulak siya iban
siyayang niya in lima niya pa taas amu nahinang sabab nalawa in pangannal
niya ha pagpargan. Ha hal yadtu, limupag in motor niya salta nabalintuwad
siya iban nahulug dying ha taas motor. Kimugdan in niya pa batu nahinang
sabab kiyamatay kaniya.
Ha pagjatu sin aramala ini, kiyublaan in katan sin nakahagdir salta.
puspus in kasusahan nila.
Teacher asks volunteer/s to retell the story.

A. Engagement Activities:
1. Group I: Characters:
The children will draw the characters in the story and tell something about
them.
2. Group II: Our Feelings:
The children will draw faces of Garam and friends to show how they feel
after the race.
261
3. Group III: Hinangun Ku:

The pupils will choose their favorite part in the story and they will act i
4. Aturan Ku
The pupils will make a slogan giving warning to motor racing activity.
B. Processing of the Activity
on the chart.
GROUP
ACTIVITY
FOCUS SKILL
DAY 3
Grammar Lesson
Game: Hipakita Mu, Singuran Ku
Teacher shows pictures depicting actions. Let the pupil talk about the picture
then let the pupils act it out.
B. Presentation
(Connect the story previously learned to the lesson.)
Ask: Hinda siyu in duwa usug ha suysuy? (Husin and Garam )
Show a picture of the 2 boys racing their motorcycles.
Ask: Unu in hihinang nila? (as the teacher show selected pages) (Teacher
writes sentences in the chalkboard based on their responses using the action
words.)
Say: Bassahun ta in manga bissara. (The underlined words are action
words.)
a. Makusug magparagan hi Husin.
b. In paglumba sin sasakatan makamula ha baran.
c. Subay maayad bang pagparagan sin sasakatan.
Say: In manga kabtangan tagagudlis pagtawagun action words. (Teacher
presents the tenses of the verb as they analyze when the action happened?
C. Generalization
Ask: Unu in prefix usalun magbayta sin jimatu na in action? (nag-)
Unu in prefix usalun magbayta sin hihinang pa in action? (naga-)
262
Unu in prefix usalun magbayta sin ampa hinangun in action? (ma- or

mag-)
Puunan
Kabtangan
Panahunan
Nakalabay na
Panahunan
Sabu
hihinangan
Kaun
Nagkaun/kimaun
nagkakaun
Lumba
Dgan
Tindug
Naglumba
nagdgan
nagtindug
Naglulumba
nagdargan
nagtitindug
Panahunan
Ampa hinangun
Magkaun/
kumaun
Maglumba
Magdgan
Magtindug
D. Guided Practice
1. Let the pupils give sentences using action words.
2. Himinang bissara usalun in manga verbs hababa ha 3 tenses.
Directions: Himinang bissara usalun in manga kabtangan hababa.
1. nagsasakat
2. nagkaun
3. magdugtul
4. limupad
5. nahulug
263
DAY 5
A. Application
Himinang 5 bissara pasal sin jimatu kaniyu ha panagnaan niyu simakat sikadsikad, train, jeep, atawa tricycle usalun ppatut verb.
B. Evaluation
C. Agreement/Enrichment Activity:
Sumulat kkalangan, tarasul atawa suysuy pasal sin kasuban niyu sasakatan.
Bassahun niyu in hinang ha class ha sumunud pagkita natu.
264
I. Objectives
1. Tell stories, legends, fables, jokes, advertisement, etc. with correct rate,
accuracy and prosody (phrasing, pausing and emphasis).
and words studied.
4. Read grade one level text in three-to-four words, phrases, and sentences
6. Correctly spell action words in different tenses as it is used in the sentences.
9. Use the correct action words in narrating ones experiences in different forms
10. Infer characters feelings based on their actions or on what they say.
11. Listen and respond to the story, legends, fables, etc. through discussions,
radio broadcasts, advertisement, etc. through discussions, illustrations,
songs, dramatization and art.
II. Subject Matter
A. Topics
1. Oral Language:
a. Tell stories, legends, fables, jokes, advertisement, etc. with correct
rate, accuracy and prosody (phrasing, pausing and emphasis).
c. Read by sight words listed in the appendix.
d. Read phrases, sentences and short stories containing high frequency
2. Fluency:
Read grade one level text in three-to-four words, phrases, and
sentences with appropriate intonation, expressions and punctuation
cues.
3. Spelling:
b. Correctly spell action words in different tenses as it is used in the
sentences.
4. Handwriting:
265
5. Composing:
Use the correct action words in narrating ones experiences in
different forms
a. Infer characters feelings based on their actions or on what they say.
b. Listen and respond to the story, legends, fables, etc. through
discussions, illustrations, songs, dramatization and art.
c. Listen and respond to the school and community issues, events,
situations, radio broadcasts, advertisement, etc. through discussions,
B. References
- K to 12Curriculum
2010)
C. Materials: picture puzzle, article, weather report, chart, rolled paper
D. Theme: Communication- cellphone /telephone, radio, warning signal,
television, word of mouth
DAY 1
A. Pre-Reading
1. Unlocking of Difficulties (through context clues)
a. Kalasahan ku in Lupah Sug. Kawman sin manga bangsa ku.
Kawman-hulaan
b. Daran aku nagdurungug habal sin kahalan ha telebisyun . Kahalanhal-hiyuwal
c. Magpakakawa aku habal mawmu ha katas-habal nabassa ku. Habalsuysuy
2. Activating Prior Knowledge Developing Motivation for the story using a
game. (picture puzzle)
a. Have the pupils describe the picture they formed.
Ask: Unu in kakitaan ta ha television?
Unu in kaitaan ta ha computer?
266
Biyadiin in television atawa computer mmakatabang ha manga

bata-bata biya kaniyu?
Makakangi baha in televisions ha manga bata-bata biya
kaniyu? Biyadiin?
Say: Bassahun ta in kasulatan In Telebisyon iban Computer pa
Manusiya.
Article
In Telebisyon iban Computer pa Manusiya
In waktu bihaun; waktu sin technology. Mataud na in nahinang sin manga tau
puti; hambuuk dayng kaniya amuna in computer. Bang ta pagpasibuun in
waktu masa iban sin bihaun waktu, in nakauna wayruun telebisyon,
computer, cellular phone iban pa sin kaibanan pa. Bang awn habal-habal sin
dunya iban sin katilibut ta, malugay ampa sumampay pa mata-taynga ta.
Saltah, kadungugan ta in habal ini ha simud sin kaibanan tau.
Kamawmuhan, dih na umamu in kiyadungugan ta habal.
Ha bihaun waktu, in habal sin dunya iban katilibut ta kakitaan iban
kadungugan ta ha telebisyon magtuy-tuy. Bukun sadja bat ha telebisyon
kadungugan ta in habal mabut na pa computer. Damikkian, makatabang ini
ha paghinang ta sin manga kalagihan ta ha pag-iskul ta. Kamawmuhan,
kakitaan ta in pangasubu ta ha computer. Malingkat tuud in manga
technology ini. Malaingkan, in makalandu mag-atud ha telebisyon; mawmu
kalupahan ta in pag-study ta, pagdihil ta jawab iban pag-agad ha hipahinang
katu sin mastal ta pag-uwi ta pa by.
Hangkan, kalagihan in subay pandu-an sin mawmaas in kaanakan nila ha
pagkita iban pag-usal sin telebisyon iban computer.
(NOTE: Teacher can make his/her own story)
B. During Reading
Reading the article.
C. Post Reading
1. Unu in mapatut kitaun sin bata ha telebisyon?
2. Kiyalupahan sin bata in pag answer sin assignment ha pag-aturan ha
telebisyon?
3. Unu in mapatut hinangun sin pag-usal ha computer?
4. Makatabang baha ini ha pag-iskul mu?
267
5.
6.
7.
8.
Ha biya diin dagbus?

Mangi baha in landu pagkita telebisyon?
Unu in kahimutmutan ha daran pag-atud sin telebisyon?
Kalagihan baha subay awn pagpinturu sin mawmaas ha pag-atud ha
telebisyon iban pag-computer? Mayta?
DAY 2
(Review the article In Telebisyon iban Computer pa Manusiya)
Let the pupils read the weather report.
(Sample weather forecast)
Assalamu Alaykum kaniyu katan!
Yari in suysuy ha kahalan sin Hulah ta ha adlaw ini!
Pangulan bihaun ha kamatauran bahagi sin Pilipinas.
Makusug in ulan iban nagbaha ha kaibanan binaybayan misan way typhoon
pasalan sin pag-iyanun Low Pressure Area!
Ini in nagpamahalayak kaniyu
B. Discussion
1. Unu in pahati ha telebisyon? Haunu?
2. Mayta pangulan iban baha ha kaibanan bahagi sin Pilipinas?
3. Hisiyu in nagpahati sin kahalan sin hula?
C. Enrichment Activity (In small groups)
Ask pupils in small groups to prepare their own advertisement to be shown to
the class.
DAY 3
Grammar Lesson
Have pupil list things they did yesterday.
Manga Nahinang ku Kahapun ha Lawm sin Hangka-Adlaw.
1.
2.
3.
4.
5.
B. Presentation
Ask: Unu in nahinang mu kahapun ha lawm sin hangka-adlaw?
Pupils will do this in small groups and read it to the class
268
C. Generalization
Ask: Unu in manga hnang mu sin kahapun?
Pagbati ku mahinaat, magtuy ku miyumus in piyagtugan ku. Ampa
aku piyahalaman nanapu. Tiyabangan ku hi Inah ku ha kusina
naglutu pagkaun mahinaat. Ampa aku namaygu bat makapaghinahina na pa-iskul ( Action words) Example: miyumus, nanapu, etc.
DAY 4
A. Guided Practice
Advertisement: Group pupils into 4.
(Teacher should encourage pupils to show an advertisement on their favorite
food, shampoo, soap, etc)
B. Hinangun Natu (Pantomime Activity)
(a pupil will be asked to pick a rolled paper with an action word written on it.
He/she will act it out. The pupils will guess what the action is)
Ask pupils if they have experience related to the action word. Encourage
them to share to the class.
Ask pupils to write at least 5 simple sentence using action words.
DAY 5
A. Application
Show a busy picture. Have the pupils describe what the people are doing in
the picture using action words.
269
B. Evaluation
C. Homework
Tumtumun in manga kakuyagkuyag jimatu ha kabuhi niyu. Himinang 5
bissara pasal yan usalun in manga action words.
APPENDICES
Basic Sight Words
in
Sin
sin
Pa
kaw
Ha
sin
Na
In mga
Ku
pa
hi
kaku
sin
kami
aun
in
270

I.
Objectives
1. Tell stories, legends, fables, jokes, advertisement etc .with correct rate,
accuracy and prosody ( phrasing, pausing and emphasis)
3. Read phrases, sentences and short stories containing frequency words and
words studied.
4. Read aloud grade 1 level text at a rate of approximately 60 words per minute.
5. Read grade one level text in three to four word phrases with appropriate
7. Correctly spell action words in different tenses as it is used in the sentence.
punctuation marks, capitalization, indention and format.
9. Write using phonic knowledge for different purposes- sentences, list, jokes,
poems, songs, riddles and short stories
10. Use correct action words in narrating ones experience in different forms
11. Identify use of synonyms, antonyms, homonyms and multiple- meaning
words correctly.
12. Infer the characters feeling based on their action on what they say.
13. Listen and respond to the story, legends, fables, etc. through discussion,
illustration, dramatization and arts.
radio broadcast, advertisement etc. through discussion, illustration, songs,
dramatization and arts.
II. Subject Matter

A. Topics
1. Oral Language:
a. Tell stories, legends, fables, jokes, advertisement etc .with correct
rate, accuracy and prosody ( Phrasing, pausing and emphasis)
c. Read by sight words listed in Appendix.
d. Read phrases, sentences and short stories containing frequency
2. Fluency:
a. Read aloud grade 1 level text at a rate of approximately 60 words per
minute.
b. Read grade one level text in three to four word phrases with
3. Spelling:
271
4.
5.
6.
7.
8.

sentence.
Handwriting:
Write simple sentences, phrases, paragraph and stories observing
correct punctuation marks, capitalization, indention and format.
Composing:
Write using phonic knowledge for different purposes- sentences, list,
jokes, poems, songs, riddles and short stories
Grammar Awareness:
words in narrating ones experience in different forms
Vocabulary:
Identify use of synonyms, antonyms, homonyms and multiplemeaning words correctly.
a. Infer the characters feeling based on their action on what they say.
discussion, illustration, dramatization and arts.
situations, radio broadcast, advertisement etc. through discussion,
illustration, songs, dramatization and arts.
B. References
2010)
C. Materials: story, pictures, chart
D. Theme: Communication- written-newspaper, word of mouth, letters,
posters/billboards, streamers
DAY 1
A. Pre-Reading
1. Unlocking of Difficulties ( through context clues)
a. Awn pag-imun-imun ha kawman sin Sultan. Pag-imun-imunPaglami-lami sin tau.
b. Biyugit sin Sultan in Dayang Dayang. Biyugit- Piyasaran.
c. Nawapat in ambuh hi Datu Qashief. Nawapat - bang matay in
hambuuk tau.
Ask: What is the synonym of each italized word?
272
2. Activating Prior Knowledge Developing Motivation for the story using Q

and A Activity.
a. Have the pupils answer the questions
Ask: Unu in suysuy kiyabayta kaniyu sin manga apu niyu?
Hibahagi pa class ha lawm sin 4-5 bissara.
Say: Dumungug ha suysuy hibayta ku. (Kata-Kata sin Bud
Tumangtangis)
Story
Kata-Kata sin Bud Tumantangis
Siyulat hi: Al- Misri L. Estino
Mayta in Bud Tumantangis sapantun nagtatangis sadja? Mayta awn
tubig magguwa dayng ha puunan nya? Yari natu balikan in kata-kata sin
mga kaapuan natu ha masa sin kadatuan iban sultan.
Awn yadtu hula malayu dayng ha masa sin katan; piyanguhanan sin
sultan, in sultan ini landu makusug iban maisug, in tau ha kauman niya
landu tuud nagmamabuga sin kawasa niya. Awn hambuuk adlaw sahbu
nag-iimun-imun ha kawman nakaratung in anak tunggal sin sultan, hi Dayang
Putli Ammira, in dayang-dayang landu tuud mamanis iban malingkat, mataud
mabaya magpangasawa sah dih mabaya in dayang-dayang, mahuli pagubus sin pag imun-imun ha kawman, awn na tuud kta sin dayang-dayang
hambuuk usug, in usug ini malummi, mabahu, iban miskin, nainu-inu in
dayang-dayang bang mayta nag-aatud kaniya in usug, siyuuk niya ampa
niya iyasubu anduh utuh unu in masakit kaimu? Maita biya dih kaw
makapanaw buntul? na dayang-dayang in aku ini dyu mari pa kaniyu,
malayu in kamu miyari sadja aku nag-usaha sambung sin usug, na sakali
man nagsuysuy in usug, tiyag na siya sin dayang-dayang pa kusina ampa
piyakaun marayaw. Bukun malugay nakapagbagay in dayang-dayang iban
sin usug ini, mahuli nakaingat na in ama sultan sin dayang-dayang, us-us
diyuy sin sultan in usug. Didtu man naglingug na ha kawman piyatag na sin
sultan in mga tindug niya piyajagahan niya in bilik sin dayang-dayang. Landu
tuud nasusa in dayang-dayang, dum adlaw way kimaun, sakali sa ini nakatali
na in dayang-dayang magad pa usug sabab landu tuud siya malasa, unu pa
in sultan ha dugal niya ha anak dayang-dayang biyugit niya in anak niya
salta piya-ig ha hula ampa inigan kawasa. Pila tahun in limugay nakaanak
na in dayang-dayang in ngan sin anak nila iban sin usug yadtu hi Datu
Qashief, marayaw usug in datu duun man nag-ummul Hangpu Tagduwa
nag-iskul na in datu pa dugaing hula.
Pagkapila tahun na in limabay, naglayag minuwi pa hula in anak sin
dayang-dayang, hi Datu Qashief. Pagdatung niya pa higad hunasan tgi niya
na in agung hapagpahimati na awn anak datu dimatung. Hawpuun tana
sadja, masuuk man siya pa astana nila landu in kubla niya sin kta niya in
273
manusiya madtu mari ha astana nila salta nasususa. Pagdatung niya, way
paghantang tindug; nagasubu na siya bang hawnu na in ambuh niya bat way
niya kunu kita simampang kaniya. Giyulgul na siya sin maas babai amu in
naka-ipat kaniya sin in ambuh niya nawapat na sin limabay T adlaw;
nagtatangis sadja sabab sin tumtum niya ha anak niya tunggalan nakalayu
kaniya salta, malugay niya na way kta miyabut na sadja siya liyammahan
way pa dimaratung.
Landu in susa sin anak datu; dum adlaw nagtatangis sadja siya ha higad
hunasan pagka way niya misan yabutan in bangkay sin ambuh niya. Pagka
siya landu in susa nangarap in ambuh niya pa Tuhan na kadihilan tanda in
pagwapat niya; amuna in imuplut in salaggu-lagguh bud nagtatangis
pangitaan sin anak datu na in kasilasa hi ambuh niya biya saparati sin taas
bud Tumatangis.
B. During Reading
Story Telling by the teacher.
C. Post Reading
1. Hisiyu in manga tau ha kata-kata?
2. Hisiyu hi Dayang Dayang Ammira?
3. Hisiyu in piyakaun niya?
4. Hisiyu in biyugit sin Sultan? Mayta siya biyugit?
5. Hisiyu in anak nila iban sin usug kiyalasahan niya?
6. Unu hangkan mataud tau pagdatung sin anak datu dayng ha pag-iskulan
ha dugaing hula?
7. Unu in gimuwa ha waktu siya ha higad hunasan? Unu in ngn sin bud?
8. Unu in pangadjian nakawa mu dayng ha kata-kata?
9. Biya da baha kaw anak datu malasa ha inah mu? Ama mu? Mayta?
DAY 2
(Review the storyKata-Kata sin Bud Tumatangis)
1. (The Best Part of the Story)
Let the pupils tell to the class the part of the story they liked best.
2. Hi ukkil atawa hi drama niyu in bahagi sin suysuy kadungugan niyu.
Divide the pupils into small groups.
Say: Iyayuput hi Dayang-Dayang Ammira in usug malummi. Unu baha in
jumatu ha usug bang siya way nakakaun?
Hilukis ampa hililay pa class in kiyalukis niyu .
274
B. Discussion
(The teacher may ask questions regarding the pupils dramatization and
drawing).
C. Enrichment Activity (Individual work)
Say: Nakakadtu na kamu pa lugal ampa niyu niyu naubug. Baytaan in jimatu
kaniyu ha 3-4 bissara.
(The teacher will teach the pupils how to write in paragraph using correct
punctuation marks, capitalization and indention.)
DAY 3
Grammar Lesson
Ask some pupils to read their work yesterday during the enrichment activity.
Ask: Unu in manga nahinang natu kahapun? Unu in manga paghinangun
niyu bang kamu makadatung pa hula bahgu kaniyu.
(Have the pupils list them on the board and let the pupils read)
B. Presentation
1. Ingatun ku muna-muna in ngn sin kawman kadatungan ku.
2. Ingatun ku in ngn sin nakura ha kawman iban sin upis niya.
3. Magpanaw-panaw aku ha katilibutan sin kawman bat ku kaindanan.
4. (Teacher will expect more response from te pupils)
C. Generalization
Ask: Unu in hinangun mu bang kaw bahgu ha kawman datungan mu?
Ampa aku nakakita Manila. Landu tuud aku kiyublaan sin taud
sin sasakatan asibi, dakula nagdaragan.
Mataud damikkian tau
miyamanaw; awn na ha Park, ha Mall, ha Plasa. Nangatud-ngatud aku
sin ngn sin kawman. Hiyti ku in ngn sin nakura iban sin upis niya.
Action words: nakakita, nagdaragan, miyamanaw, etc.
DAY 4
A. Guided Practice
1. Bihaun atawa limabay na?
(Teacher lets the pupils read the sentences. Ask them the action words
and when the action was done)
a. Naglulutu hi ina sin kasban ku pagkaun.
b. Hisiyu in iban mu miyanaw kahapun?
c. Nangangadji kami marayaw.
d. Dimg hi Abdul biyabas kaina.
e. Nagpapanayam kami balatin.
275
2. Hinangun mu
(The teacher may scatter lots of pictures on the floor or toys on the table.
Ask pupils to pick one which he/she has an experience with. Guide pupils
in using action words.)
Hhinang mu
Nahinang mu
Ampa mu
hinangun
nagpanayam
limalaksu
kimalang
simulat
DAY 5
A. Application
Use a diorama. Rolled out the different scenes twice. Ask pupils to tell
something about the different scenes using action words. Let a volunteer
pupil to tell the whole story as shown.
B. Evaluation
276
C. Homework
Listahun in manga hinang nahinang niyu adlaw yan ha iskul.
APPENDICES
Basic Sight Words
in
sin
sin
Pa
kaw
ha
sin
na
In mga
Ku
pa
hi
kaku
sin
kami
aun
in
277

I.
Objectives
1. Tell stories, legends, fables, jokes, advertisement etc. with correct rate,
words studied.
7. Correctly spell action words in different tenses as it is used in the sentence.
poems, songs, riddles and short stories.
10. Use correct action words in narrating ones experience in different forms.
words correctly.
12. Infer the characters feeling based on their action on what they say..
II. Subject Matter

A. Topics
1. Oral Language:
Tell stories, legends, fables, jokes, advertisement etc .with correct
a. Read by sight words listed in Appendix.
b. Read phrases, sentences and short stories containing frequency
3. Fluency:
minute.
b. Read grade one level text in three to four word phrase with
4. Spelling:
sentence.
278
5. Handwriting:
6. Composing:
action words in narrating ones experience in different forms
8. Vocabulary:
a. Infer the characters feeling based on their action on what they say..
B. References
2010)
MTBMLE Consultants
C. Materials: pictures, chart, Article: Manga Product sin Lupa Sug
D. Theme: Resources in our community-Food/crops (our agricultural crops,
aquatic products)
DAY 1
A. Pre-Reading
1. Unlocking of Difficulties (through context clues/picture)
a. lahing
b. agal-agal
c. lanut
d. kabuhianan
Ask: Unu in synonym sin tiyaptiyap kabtangan?
2. Activating Prior Knowledge Developing Motivation for the article using Q
and A Activity
Have the pupils answer the questions
279
Ask: Unu in suysuy kiyabayta kaniyu sin apu niyu pasal kabuhianan
ha Sulu?
Bahagian pa class ha 4-5 bissara.
Say: Dumungug pa article bassahun ku kaniyu.
(Please see appendix)
B. During Reading
Relating the article by the teacher.
C. Post Reading
1. Unu in biyayta ha article?
2. Unu naman in manga product sin Lupa Sug?
3. Unu in kagunahan ta sin lahing? Lanut? Agal-agal?
4. Unu in hikatabang ta bat sumambu/tumaud in manga product sin Lupa
Sug?
DAY 2
(Review the article Manga Product sin Lupa Sug)
Article
Manga Products sin Lupa Sug
Biya da isab sin kaibanan kawman, mataud da isab products guwa dying
ha Lupa Sug. Lamud dying ha manga piyagbabantug sin Tausug amuna in
lahing, lanut iban agal-agal.
In lahing, kabakan ha unu-unu binaybayan sin kinlupaan sin Sulu. Amu
ini in salaggu-laggu magdirihil kabuhianan sin Tausug. Adlaw-adlaw awn
magluan pa Zamboanga para hidagang duun. Puas dying ha tiyatapa atawa
biyubuwad, paghinangun da isab lana labay ha paghihinangan pagtawagun
BJ. In BJ nakabutang ha Tanjun, Indanan, Sulu.
Damikkiyan in lanut dakula da isab in kiyatabang ha Tausug.
Pagbuwarun da isab ampa hidagang pa Zamboanga. Manjari ra isab siya
hinangun tanud para mahing kakana, hablun, ambung, bag iban dugaing pa.
Simaplag da isab in agal-agal ha libutan dagat sin Sulu. Damikkiyan
pagbuwarun siya ampa hidagang pa Zamboanga. Pag-usalun ds isab siya
hambuuk dying ha manga pagkaun sin Tausug.
In manga nasabbut Products sin Sulu, nakatabang magpasambu sin
kabuhianan sin Tausug. Hambuuk da isab sila dying ha manga mapatut ta
hipagbansah pa dugaing kawman atawa dunya. Makaambit sila ini mataud
280
mag-uusaha dying ha dugaing hula. In manga ini magbayta da isab sin

dagbus sin culture ta bilang Tausug.
1. Pinakamalingkat ha article
Let the pupils tell to the class the part of the article they like best.
2. Hilukis Natu
Divide the pupils into small groups. Hilukis in dagbus sin Lupa Sug iban
sin mabga product niya. Suysuyan pa klas in lukis niyu.
3. Discussion
(The teacher may ask questions regarding the pupils drawing.)
4. Enrichment Activity (Individual work)
Say: Nakasulay na kamu mag-ani sin manga product natu? Baytaan in
kiyasakupan ha 3-4 bissara.
DAY 3
A. Grammar Lesson
Preparatory Activity
Ask: Unu in manga action word kita niyu ha bissara nahinang ta kahapun?
B. Presentation
Present the articleManga Product sin Lupa Sug.
Ask: Unu in manga action word kita niyu ha article? (Teacher writes them on
the board and discuss)
C. Generalization
Ha manga bissara ta kabatan ta in manga action word. Sila in magbayta
bang unu in jumatu atawa maksud ha/sin hambuuk bissara.
Example:
magtanum
mag-usaha
magdagang
kumaun
DAY 4
A. Guided Practice
1. Teacher lets the pupils read the sentences. Ask them about the action
words and when the action was done)
a. Nagtanum hi ama niyug takisa.
b. Hisiyu in naglanu sin manga lanut ha bud?
281
c. Managat kitaniyu kunsum pa Maubu.

d. In lana iyusal hi ina piyagjuwalan bini ku ha BJ.
e. Nagtatabang kami kan ina kay ama magtapa lahing.
2. The teacher may scatter lots of pictures on the floor or toys on the table.
Ask pupils to pick one which he/she has an experienced with. Guide
pupils in using action words.
Kabtangan
Hihinang
Nahinang na
Ampa hinangun
tanum
tiyatanum/
tiyanum/
hitanum/
nagtatanum
nagtanum
magtanum
tabang
tiyatabang/
tiyabang/
tabangun/
nagtatabang
nagtabang
tabangan
magtabang
usaha
nag-uusaha
nag-usaha
mag-usaha
kaun
Kimakaun/
kimaun
kumaun/
nagkakaun
nagkaun
magkaun
taud
piyatataud/
piyataud/
pataurun/
timataud
timaud
magpataud
DAY 5
A. Application
Use a diorama. Rolled out the different scenes twice. Ask pupils to tell
something about the different scenes using action words. Later a volunteer
pupil to tell the whole article as shown.
B. Evaluation
282
C. Homework
Listahun in manga hinang nahinang niyu adlaw yan ha iskul.
283

I.
Objectives
1. Tell stories, legends, fables, jokes, advertisement etc .with correct rate,
words studied.
7. Correctly spell action words in different tenses as it is used in the sentence..
poems, songs, riddles and short stories
10. Use correct action words in narrating ones experience in different forms
words correctly.
12. Infer the characters feeling based on their action on what they say..
II. Subject Matter

A. Topics:
1. Oral Language:
Tell stories, legends, fables, jokes, advertisement etc .with correct
a. Read by sight words listed in Appendix.
b. Read phrases, sentences and short stories containing frequency
3. Fluency:
minute.
b. Read grade one level text in three to four word phrase with
4. Spelling:
284
5.
6.
7.
8.
9.

sentence.
Handwriting:
Composing:
Grammar Awareness:
Correct action words in narrating ones experience in different forms
Vocabulary:
a. Infer the characters feeling based on their action on what they say.
B. References:
- K to 12Curriculum
2010)
- Activities for Early Grades of MTBMLE Program (Susan Malone, 2010).
MTBMLE Consultants
C. Materials: pictures, chart, Article: Kabuhianan sin Tausug
D. Theme: Community livelihood/occupation, trade and industry (e.g. local
industry, tiangge)
DAY 1
A. Pre-Reading
1. Unlocking of Difficulties (through context clues/picture)
a. kabuhianan
b. mag-uuma
c. mag-iista
d. kapandayan
e. hablun
f. anyam
285
Ask: Unu in sy nonym sin tiyaptiyap kabtangan?

2. Activating Prior Knowledge Developing Motivation for the article using Q
and A Activity
Have the pupils answer the questions
Ask: Unu in suysuy kiyabayta kaniyu sin apu niyu pasal kabuhianan ha
Sulu? Bahagian pa class ha 4-5 bissara.
Say: Dumungug ha article hibayta ku kaniyu.
Article
Kabuhianan sin Tausug
In kabuhianan sin Tausug nar dying ha mga kamasan nakauna mag
usaha barter atawa magtulak pa manga pangdaid hula biya na sin
zamboanga, Tawi-Tawi, Basilan, maabut sambil Malaysia, Indonesia,
Singapore iban China.
In puunan kabuhianan nila amuna in mag-uma, maglahing, maghagut,
iban mag-ista. In manga nasabbut ini hipagdagang atawa hipag supply
bilang pagkaun pa kawman mismu sin Lupa Sug sampay pa manga
pangdaig hula. Amu ini in manga pagkakawaan usaha sin Tausug.
Kakitaan da isab in manga Tausug ha katabu-tabuan atawa haunu-unu
na binaybayan pag-uusahab, biya na sin textile, tabu ista atawa sapi, atawa
manuk, barter, juwal mura, hardware, iban handicraft.
Ganap pa pag-usaha sin Tausug amuna in ingat kapandayan nila biya na
sin, mag-anyam baluy, hablun, ambung, saruk, pitka, bay, utak, kalis,
barung iban kaibanan pa. Maingat da isab in Tausug magtapi lansa,
pumpboat iban bangka. Salta in manga bunga lima ini piyaglalagi iban
drihilan kalagguan sin dugaing bangsa, biya sin lannang, malayu, milikan,
jipun, iban arab.
Ha waktu ini, timaud na in Tausug nahinang professional atawa nakatalus
pangadji. Kahawpuan niya, mataud na Tausug nakamasta, nakahinang ha
upis, sampay nakura sin kaupis-upisan.
B. During Reading
Teacher relates the article to the pupils..
C. Post Reading
1. Unu in biyayta ha article?
2. Unu naman in manga kabuhianan/pag-usaha sin Tausug?
3. Unu in kita niyu malingkat pag-usaha sin Tausug?
4. Unu in hikatabang ta bat sumambu/tumaud in kabuhianan sin Lupa Sug?
286
DAY 2
(Review the article Kabuhiana sin Tausug)
1. Pinakamalingkat ha article
Let the pupils tell to the class the part of the article they like best.
2. Hilukis Natu
a. Divide the pupils into small groups.
b. Lumukis patta magpakita sin Tausug nag-uusaha.
c. Suysuyan pa class in lukis niyu.
B. Discussion
(The teacher may ask questions regarding the pupils drawing).
( Individual work)
Say: Nakasulay na kamu mag-ani sin manga product natu? Baytaan in
kiyasakupan mu ha 3-4 bissara.
DAY 3
Grammar Lesson
Ask: Unu in manga action word kita niyu ha bissara nahinang ta kahapun?
B. Presentation
Present the articleKabuhianan sin Tausug.
Ask: Unu in manga action word kita niyu ha article? (Teacher writes them on
the board and discuss)
C. Generalization
Ha manga bissara ta kabakan ta in manga action word. Sila in magbayta
bang unu in jumatu atawa maksud ha/sin hambuuk bissara.
Sawpama:
magtanum
kumaun
mag-usaha
287
magdagang
DAY 4
A. Guided Practice
1. Teacher lets the pupils read the sentences. Ask them about the action
words and when the action was done)
a. Nagtanum hi ama niyug takisa.
b. Hisiyu in naglanu sin manga lanut ha bud?
c. Managat kitaniyu kunsum pa Maubu.
d. In lana iyusal hi ina piyagjuwalan bini ku ha BJ.
e. Nagtatabang kami kan ina kay ama magtapa lahing.
2. The teacher may scatter lots of pictures on the floor or toys on the table.
Ask pupils to pick one which he/she has an experienced with. Guide
pupils in using action words.
Ask pupils to write at least 5 simple sentence using the following action
words.
1. magdagang
2. tumulak
3. nag-anyam
4. nagbabadja
5. mamingit
DAY 5
A. Application
288
B. Evaluation
C. Homework
Listahun in manga hinang nahinang niyu adlaw yan in iskul.
289

I.
Objectives:
1. Use culturally appropriate expressions in giving opinion, ideas, views, etc. in
a given situations/issues/news/events.
2. Read stories, legends, essays, news articles, blogs, etc. containing high
3. Read grade one level text with an accuracy rate of 95-100%.
4. Read grade one level text in four to five word phrases with appropriate
6. Correctly spell descriptive words as it is used in the sentences.
7. Observe proper spacing between words, punctuation marks, and
capitalization in essay and storytelling.
8. Write essay and story observing correct punctuation marks, capitalization,
indentions and format.
9. Use appropriate describing words expressing words expressing degree of
comparison in talking about persons, places and things.
11. Recognize that two words can make a compound word.
12. Recognize words that show the degree of a descriptive words (e.g. more,
most).
13. Predict what the story, school and community events, situations, activity,
legends, blogs, etc. based on context clues.
14. Retell news articles, TV broadcast and etc. read and listened using own
words with emphasis on the correct sequence of events.
comments.
II. Subject Matter

A. Topics:
1. Oral Language
Using culturally appropriate expressions in giving opinion, ideas,
views, etc. in a given situations/issues/news/events.
2. Word Recognition
Reading stories, legends, essays, news articles, blogs, etc. containing
high frequency words and words studied.
3. Fluency
a. Reading grade one level text with an accuracy rate of 95-100%.
b. Reading grade one level text in four to five word phrases with
4. Spelling
a. Correctly Spelled previously learned words.
290
b. Correctly spell descriptive words as it is used in the sentences.

5. Handwriting
Observing proper spacing between words, punctuation marks, and
6. Composing
Writing essay and story observing correct punctuation marks,
capitalization, indentions and format.
Using appropriate describing words expressing words expressing
degree of comparison in talking about persons, places and things.
8. Vocabulary
a. Using clues from context to figure out what the words mean.
b. Recognizing that two words can make a compound word.
c. Recognizing words that show the degree of a descriptive words (e.g.
more, most).
Predicting what the story, school and community events, situations,
activity, legends, blogs, etc. based on context clues.
Retelling news articles, TV broadcast and etc. read and listened using
own words with emphasis on the correct sequence of events.
11. Attitudes towards Literature
Showing love for reading by listening attentively during story reading
B. References
- K to 12Curriculum
2010)
Conventions -Vol. 1).
C. Materials:
Essay: Energy: Magpaluhay Sin Kabuhianan Ta
Poem: Suga
Busy Picture; realia, activity sheets
D. Theme: Energy sources electricity, gas/wood for cooking, wind, solar,
hydrp electric
E. Value Focus: Conservation of Electricity
291
DAY 1
A. Pre-Reading
energy (through context clue)
buling (through context clue)
kahuy (through context clue)
ugab (through context clue)
kabuhianan(through context clue)
Busy Picture: (Showing different household activities) Teacher allows the
pupils to view the picture and relate their own experiences.
Ask: Pagtababgan niyu ba in manga maas niyu ha hihinangun ha bay?
Biyadiin kamu makatabang ha manga maas niyu?
Awn puunun kurinti niyu ha bay? Unu mmanga panyap niyu ha bay
amuin makapaluhay sin manga hinang niyu?
3. Develop a purpose for readingnang
Say: Ha kasulatan bassahun ta bihaun, ingatun niyu in manga
kamaumuhan puunan kurinti ha bay. Biyadiin sila hikapagguna?
B. During Reading
The essay will be written on a chart.
Energy: Magpaluhay Sin Kabuhianan Ta
By: Dr. Joel A. Alamia
Ha waktu bihayaun masigpit in kabuhianan. In mnusiya naglalawag
bang biyadiin in hisanyang sin paghula-hula niya.
Hambuuk dying ha manga makapaluhay sin paghula-hula sin tau amu na
in pagtawagun energy. In energy dumagbus siya dugaing-dugaing kahalan,
biya na sin kurinti, lanags, gasulin, buling, kahuy, iban mataud pa.
In manga nasabbut ini manjari usalun ha sasakatan, paglutu, pagdakdak, ilaw, pagbuhi telebesyon, iban kaibanan pa panyap nagpapakay kurinti.
Ha hal ini, kagunahan ta ayaran in unu-unu puuanan sin energy. Biya
sawpama sin kurinti. Usalun siya kagunahan. Subay hublutun ha
292
pagsasaksakan bang way iyuusal. Damikkiyan in buling, kahuy. Lanagas,

iban kaibannan pa subay ra isab digitun. Bang magdungul sin kahuy atawa
buling jukup sadja pa taud sin lutuun.
C. Post Reading
1. Discussion questions (Literal and Motive)
a. Unu in manga manjari ta pagkawaan enrgy para ha bay?
b. Unu in manga panyap ha by mag-usal kurinti?
c. Biyadiin kita magdigit energy?
DAY 2
(Review the essay Kurinti: Magpaluhay Sin Kabuhianan Ta)
1. Group 1: Listahun in manga kapiddahan sin kurinti ha
sin nasabbut ha Essay.
pamaybay biya
Pag-usalun in kurinti para..
2. Group 2: Mayta kagunahan subay awn aturan sin pag-usal sin kurinti?
3. Group 3: Sibua niyu kunu in kabuhianan/paghula-hula sin pamaybay
taga kurinti iban sin way kurinti.
4. Group 4: Listahun iban hibayta bang biyadiin kawmakatabang magpigit
sin kurinti.
Bay awn
kurinti
Bay way
kurinti
293
5. Group 5: Puas dying sin kurinti, subay da isab kita magpigit sin dugaing
pagkakawaan energy. Unu pa in kaibanan pagkakawaan energy?
1.
2.
3.
4.
5.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___
B. Discussion
1. In kurinti magpaluhay sin kabuhi iban parasahan ta. Unu in manga
kapaiddahan sin kurinti? Dumungug kita ha bayta sin Group 1.
2. Awn manga ran magdigit kurinti. In Group 2 magbayta bang mayta
hinangun in manga ini.
3. Mapaluhay ta in hinang ha bay bang mag-usal kurinti. In Group 3
magtanding sin paghula awn iban way kurinti.
4. Ha kagausgausan mu makatabang kaw magdigit kurinti. Dungugun ta in
Group 4.
5. Unu pa puunan energy subay digitun? Dungugun ta in Group 5.
Manga puunan energy:
1. _______________________
2. _______________________
3. _______________________

on the chart.
GROUP
ACTIVITY
294
FOCUS SKILL
DAY 3
Grammar Lesson
Poem: Suga
Suga
Dr. Joel A. Alamia
Suga-suga nagsinag,
Masilaw mag ulimbanag.
Bang malaung humangad,
dahun kaw limigad.
In suga kagunahan
Sin katan binaybayan
Bang siya di kakitaan
Tigidlum bbagan
Ask: Unu in magdihil katu sawa/ilaw bang dum atawa adlaw? Unu pa in
manga pagkakawaan ta energy? Unu in pagbiddaan sin dum ha daira iban
ha gimba?
B. Presentation
Say: Read the sentences.
1. Masinag in suga bang adlaw dying sin dum.
2. Labi maluhay maglutu ha rice cooker dying sin buling.
3. Labi tuud mabiskay mag-usal kurinti dying ha kaibanan puunan energy.
Say: In manga kabtangan tagagudlis manga bissara amuin manga
kabtangan magpapata.
Ask: Ha bissara 1, unu in piyapata ha masinag?
Pila in kapanyapan piyapata?
Ha bissara 2, ha paglutu kaunun, unu in maluhay, ha rice cooker
atawa kaldero iban buling?
Pila in kapanyapan biyabanding?
Ha bissara 3, pila puunan energy in biyanding iban kurinti?
C. Generalization
Ask: Unu in usalun ta pagpapata sin kapanyapan atawa tau?
Unu prefix in usalun ta ha kabtangan magpapata bang kita
magbanding duwa kapanyapan atawa tau sibu in dayaw nila?
Unu prefix in usalun ta ha kabtangan magpapata bang kita
magbanding duwa kapanyapan atawa tau dugaing in dayaw nila?
Unu prefix in usalun ta ha kabtangan magpapata bang in panyap
atawa tau bandingun iban kamatauran?
295
D. Adjective
Degrees of comparison
Positive
malaggu
mahaba
mataas
Comparative
Non-equality
Equality
of the two
between two
objects
compared
Hangkalaggu labi malaggu
hangkahaba
labimahaba
hangkataas
labi mataas
Superlative
labi tuud malaggu

labi tuud mahaba
Labi tuud mataas
DAY 4
A. Guided Practice
1. Using realia, teacher guides pupils to describe these things examples:
bags, pencils, books, toys, etc.
2. Teacher guides pupils to compare objects
a. with the same qualities/quantities
b. with different qualities/quantities
Teacher brings children outside the classroom and let them describe and
compare what they see, hear or touch which include things, places and
persons.
Directions: Hipapata in kapanyapan kabakan ha lawm bilik-iskul. Gudlisan ha
baba in kabtangan magpapata iyusal ha manga bissara .
1. Hipapata in blackboard.
2. Bandingun in blackboard iban lamisahan.
3. Bandingun in blackboard iban sin katan kapanyapan ha lawm bilik-iskul.
DAY 5
A. Application
Sumulat advertisement pasal product mausal magdigit kurinti.
Gudlisan ha baba in manga kabtangan magpapata. Kitaun in amu
punctuation marks, capitalization, indention and format. Ampa hibayta in
advertisement mu pa class.
296
B. Evaluation
C. Assignment
Listahun in katan kapanyapan iyuusal niyu ha bay. Hisulat in manga ran
magdigit energy ha pag-usal sin kapanyapan ini.
297

I.
Objectives:
1. Use culturally appropriate expressions in giving opinion, ideas, views, etc. in
a given situations/issues/news/events.
5. Correctly Spelled previously learned words.
6. Correctly spell descriptive words as it is used in the sentences.
8. Write essay and story observing correct punctuation marks, capitalization,
indentions and format.
9. Use appropriate describing words expressing words expressing degree of
comparison in talking about persons, places and things.
11. Recognize that two words can make a compound word.
12. Recognize words that show the degree of a descriptive words (e.g. more,
most).
13. Predict what the story, school and community events, situations, activity,
legends, blogs, etc. based on context clues.
14. Retell story, legends and etc. read using own words with emphasis on the
correct sequence of events.
comments.
II. Subject Matter

A. Topics:
1. Oral Language
Use culturally appropriate expressions in giving opinion, ideas, views,
etc. in a given situations/issues/news/events.
2. Word Recognition
Read stories, legends, essays, news articles, blogs, etc. containing
3. Fluency
a. Read grade one level text with an accuracy rate of 95-100%.
b. Read grade one level text in four to five word phrases with appropriate
4. Spelling
298
b. Correctly spell descriptive words as it is used in the sentences.

5. Handwriting
Observe proper spacing between words, punctuation marks, and
6. Composing
Write essay and story observing correct punctuation marks,
capitalization, indentions and format.
Use appropriate describing words expressing words expressing
degree of comparison in talking about persons, places and things.
8. Vocabulary
a. Use clues from context to figure out what the words mean.
b. Recognize that two words can make a compound word.
c. Recognize words that show the degree of a descriptive words (e.g.
more, most).
Predict what the story, school and community events, situations,
activity, legends, blogs, etc. based on context clues.
10. Comprehension of Literary Text
Retell story, legends and etc. read using own words with emphasis on
the correct sequence of events.
Show love for reading by listening attentively during story reading and
making comments.
B. References
2010)
C. Materials:
Selection: In Tubig Mahalga: Subay Ayaran
Box containing pictures of person, animals, things.
D. Theme: Conserving Energy and Other Resources
E. Value Focus: Conservation of Water
299
DAY 1
A. Pre-Reading
a. sapa (through context clue)
b. gripu (through context clue)
c. dalas (through context clue)
d. saud (through context clue)
e. digit (through context clue)
2. Activating Prior Knowledge and Developing Motivation for the selection
Show the picture of waterfalls. Lead the pupils to discuss what they see in
the picture.
Ask: Haunu kamu magkawa tubig ha bay? Unu in manga kapaiddahan
sin tubig?

Say: Ha selection bassahun ta bihaun, ingatun ta bang haunu in manga
tau magkawa tubig? Mayta mahalga in tubig? Biyadiin in pagdigit ta sin
tubig?
B. During Reading
The pupils will read the story with appropriate intonation, expression and
punctuation cues by whole group, by pair or individually.
300
In Tubig Mahalga: Subay Siya Ayaran

In tubig ta piyaawn sin Tuhan hipagpasambu sin kabuhi sin mnusiya.
Kabkan in manga tubig ha unu-unu binaybayan biya na sin sapa, kuppung,
pansul, iban ulan.
In katan sin piapanjari sin Tuhan magguna tubig, In tubig kagunahan sin
tau pag-inumun, paghugas, pagdakdak, pamayguatawa hipaglanu sin
baran. Damikkiyan in manga hatup kagunahan nila minum tubig atawa
mamaygu bat mabuhi. In manga tiyanum magguna ra isab tubig bat sila
mabuhi.
Pasal sin halga sin tubig pa katan piyapanjari subay ta siya ayaran. Di
manjari lummian in tubig. Subay di magbugit basura pa sapa, kuppung,
atawa unu-unu na maluag tubig.
Subay ra isab digitun in tubig. Usalun sadja siya bang kagunahan. In
gripu subay nakatambul bang bukun iyuusal. Subay kita awm pagsasauran.
Damikkian bang magpaygu subay mag-usal gayung iban bukun maralas.
C. Post Reading
1. Haunu in manga tau magkawa tubig?
2. Unu in manga kapaiddahan sin tubig?
3. Biyadiin in pagdigit ta sin tubig?
DAY 2
(Review the selection Pag-ayad Sin Tubig)
1. Group I: Hilukis Natu
In tubig magdihil kabuhi ha manga living iban non living things. Umusal
Manila Paper para hilukis bang haunu magkawa tubig ha bay. Hibayta
bang unu in liyukis mu.
2. Group II: Hipakita Natu
Hianggawta in bahagi sin selection nagpakita sin pagdigit tubig.
3. Group III: Hisuysuy Natu
Hisuysuy magbalik in selection.
4. Group IV: Hinangun Natu
Children make slogan that shows water conservation
301
B. Discussion
1. Pasal unu in suysuy? Haunu in manga tau magkawa tubig ha bay? In
Group 1 magpakita sin hinang nila labay ha lukis.
2. Bihaun kiyahatihan tan a bang haunu in manga tau magkawa tubig. Unu
bahagi sin suysuy magpakita sin pagdigit tubig? Saksian natu in hipakita
sin Group 2.
3. Dumungug kitaniyu ha Group 3 ha pagtakitaki nila magbalik sin suysuy.
4. Kaingatan in dan magdigit tubig? Group 4 in magbayta katu.
on the chart.
GROUP
ACTIVITY
SKILL FOCUS
DAY 3
Grammar Lesson
Say: Bassahun in manga kabtangan magpapata. Himinang gudlis magsugpat
sin kabtangan pa tau, lugal atawa panyap piyapata. Saupama:
malanu
pula
matibut
tau
dagbus
malunuk
lugal
mahinnuk
malami
panyap
mahaba
maluag
malingkat
B. Presentation
Unu kabtangan mausal ta magpapata sin tau? lugal? panyap?
(Teacher writes describing words dictated by the pupils)
Saupama: puti, tibulung, asibi, malanjang, mababa
Say: Bassahun natu in manga bissara.
a. Puti in walna sin badju hi Jul.
b. Mababa in bay namu.
302
c. In purma sin bulan tibulung.

Teacher presents describing words and how they are used in sentences.
C. Generalization
Ask: Unu in hatihan sin kabtangan magpapata?
Kabtangan magpapata pag-usalun magpapata sin tau, panyap atawa lugal.
Positive
Comparative
Superlative
Malingkat
mas labi malingkat
labi tuud malingkat
Matanug
labi matanug
labi tuud matanug
Makusug
labi makusug
labi tuud makusug
DAY 4
A. Guided Practice
Pictures: (A Gallery Walk where teachers and pupils will roam around the
classroom and try to see every corner of the classroom.)
Say: Bihaun mag Gallery Walk kiyaniyu. Kitaun in manga patta.
(Teacher gives pupils few minutes to study the pictures in every corner. Then
she would ask question/s that would require their answers to use describing
words.)
Ask: Unu in kita niyu ha manga patta? Unu in hihinang nila? Hipapata in kita
niyu. Hibayta ampus hisulat ha blackboard. (Teacher should correct the
spelling, capitalization, punctuations, etc.)
303
Pinoy Henyo Game
Call a volunteer to sit in front of the class. He/she has a word card pasted on
his forehead. In order to get the Henyo Word, he/she will be going to ask
describing words from his classmates. Classmates will just give their
responses either YES, NO, or it can Be. Once the pupil can guess, the
teacher will call another volunteer to sit in front.
DAY 5
A. Application
Lets Create:
Himinang kalangan, tarasul, kalalangugan, tigum-tigum atawa suysuy hawpu
pasal sin magjatu kaniyu Sabtu iban Ahad. Kitaun amu punctuation marks,
capitalization, indentions and format. Hisulat ha katas malanu iban gudlisan
ha baba in kabtangan magpapata iyusal ga bissra. (Teacher may ask a
volunteer to read his work to the whole class. Teacher should check/correct
the work of the pupils and give appropriate praises or comments. All pupils
outputs should be published.)
B. Evaluation
C. Assignment:
Poster Making: Himinang lukis magbayta sin dan magdigit tubig. Hipakita
iban hibayta in hinang niyu.
304

I.
Objectives
1. Use culturally appropriate expressions in hypothesizing (giving possible
outcomes/results of story, events, activity, actions and situations heard.
2. Read stories, legends, essays, news, articles, blogs, etc. containing high
3. Read grade one level text with a accuracy rate of 95-100%
6. Correctly spell compound words as it is used in the sentences.
capitalization in taking down dictated text
8. Write through dictation simple sentences, phases, and pharagraph observing
correct punctuation marks, capitalization, indentions and format
9. Give the synonyms and antonyms of simple describing words.
11. Predict what the story, school and community events, situations, activities,
legends, and blogs.
12. Retell a story/legend/folktale/folklore read in their own words, citing the
characters and important events
13. Retell a school/community articles, news, events, etc. read in their own
words, citing the characters and important events
making comments.
II. Subject Matter

A. Topics:
1. Oral Language:
Use culturally appropriate expressions in hypothesizing (giving
possible outcomes / results of story, events, activity, actions and
situations heard.
Read stories, legends, essays, news, articles, blogs, etc. containing
3. Fluency:
a. Read grade one level text with a accuracy rate of 95-100%
b. Read grade one level text in four to five word phrase with appropriate
4. Spelling:
Correctly Spelled previously learned words.
305
5. Handwriting:
capitalization in taking down dictated text.
6. Composing
Write through dictation simple sentences, phases, and paragraph
format.
Give the synonyms and antonyms of simple describing words.
8. Vocabulary:
Use clues from context to figure out what the words mean.
a. Predict what the story, school and community events, situations,
activities, legends , blogs.
b. Retell a story/legend/folktale/folklore read in their own words, citing
the characters and important events
c. Retell a school/community articles, news, events, etc. read in their
own words, citing the characters and important events
d. Show love for reading by listening attentively during story reading and
making comments.
B. References
2010)
MTBMLE Consultants
C. Materials: story, news, busy picture, dialogue, chart
D. Theme: Helping my community Keeping our community clean (e.g.
throwing our garbage in the right places, recycling, segregating garbage, reusing)
DAY 1
A. Pre-Reading
1. Unlocking of Difficulties ( through context clues)
a. Mataud panayaman hi Toto hati niya panyap manga bula, tau-tau
b. Kiygan hi Salma sin datu-datu dihil kaniya. hati niya kiyabayaan
c. Kabayaan ku taumpa bahgu. Amun taumpa kaku tuud.
2. Activating Prior Knowledge Developing Motivation for the story using
recyclable materials
306
3. Have the pupils identify the recyclable materials they can see on the
table.
Ask: Awn dan hikapaglagi in manga kapanyapan ini?
Dihil kamu manga suntuan.
Say: Dumungug ha suysuy bassahun ku kaniyu bihaun. (In trak-trak
hi Abdul)
B. During Reading
The teacher lets the pupils predict what will happen next in the story.
In Trak-Trak hi Totoh
By Kerwin C. Asid
Hambuuk Sabtu sin mahapun, nanayam hi Totoh pa manga
kabagayan ha daig bay nila.
Diditu man siya, kita niya in manga bagay niya awun panayaman diyara
kaniya-kaniya biyah na sin manga bola, tau-tau robot, plin-plin, iban ginisan.
Nagbalik hi Totoh pa bay nila saltah namaitah ha ama niya sin
magpab panayaman biyah sin ha manga bagay niya.
Laung sin amah niya, dih san kita utuh makasingud ha manga
bagay mo, in sila mataud sin hipami, in kita ini tuput da makaun tai ban pagiskul mo in kagausan ta.
Nasusa hi Totoh sin dih siya kabihan, dih na siya makaagad
magpanayam ha manga bagay niya.
Tiyawag siya sin amah niya saltah nagdara manga larak tsinelas,
kapin pulbus iban manga kapin-kapin pinta. Ay na kaw anak masusa
hinangan ta man kaw panayaman daing ha manga panyap ini laung hi amah
niya.
Naubus mayan hinang amah niya, kiyugan hi Totoh pagkita niya sin
trak-trak hinang kaniya. Pipinta marayaw iban dugaing-dugaing in walnah
niya, awn upat silikan hinang daing ha gma tsinilas.
Dimgan siya magtuy pa manga bagay niya saltah piyakita niya ha
manga bagay niya in trak-trak niya malingkat. Pagkita sin manga iban niya,
kiyalingkatan da isab sila salta mabayah magpahinang kan amah niya biya
sin trak-trak niya.
Maraih na marum minuwi hi Totoh pa bay nila. Pagkita niya kan
amah niya giyulgul niya saltah nagsarangsukul sin hinang kniya trak-trak
malingkat.
307
C. Post Reading
1. Unu in piyag isturihan ha salsilah?
2. Unu in hihinang hi totoh ha bay nila?
3. Unu in miyumuhut niya ha amah niya?
4. kyadihil baha kaniya? maitah?
5. unu in dihil kniya?
6. Unu in nahinang nila?
7. Unu in makawa ta pangadjian ha isturi?
DAY 2
(Review the story In Trak-Trak hi Toto)
1. Show and relate to the pupils the pictures of flood calamity caused by
illegal dumping of garbages.
2. Let the pupils tell to the class the problem in waste management in
school.
Ask: unu in kangian atawa kasngan sin pagbugit basura wai bidda?
Unu in hikatabang mo hasupaya lumanu in kauman atawa iskul ta?
3. Manga hinangun hasupaya makatabang ha paglanuh sin kauman
Say: Hibayta ku in manga dan magtabang mapalanu in kawman.
Hisulat sila marayaw ha katas.
(The teacher recalls proper spacing between words, punctuation marks.
etc.)
B. Discussion
Ask the pupils to read what they wrote on their paper.
The teacher may ask questions regarding the ways to help the community
maintain its cleanliness.
(Individual work)
Say: Bassahun in marayaw in habal.
308
In Basura Biyugit, pa Baran da Magbalik!

Sin bulan February 2011 baya- baya lisag walu (8) sin dum, imulan
makusug ha lupah sug iyagaran pa sin buhawi laung sin kaibanan mag isturi.
Ha lugay sin kusug sin ulan, nagdunuk ha laum dira labi awla ha kawman
Asturias.
Mataud bay iban mga kalangkapan in liyakaban iban iyanud pasal in
laum sin lanau nkaliyu ha bay sin kaibanan. Laung sin namamarinta, nalapat
sin basura in pag aanuran tubig ha sabab yadtu wai na guwaan sin tubig
makusug amun sabab simud na pakabayan..
Ask: Unu namn in jumatu ha hulah bang in pagbugit basura way
biddah dih mahundung?
Say: Hisulat in jawab niyu ha katas.
(The teacher will ask the pupils how to write in paragraph using correct
DAY 3
Grammar Lesson
Show a busy picture of Clean and Green Activity.
Have the pupils describe the picture. The teacher writes on the board all the
describing words the children mentioned.
Have the pupils read all the describing words listed on the board.
B. Presentation
Awn manga kabtangan pagusalun ha bahasa ta amuin magpapata ha tau,
lugal, waktu iban kaginisan.
In manga kabtangan ini mataud da isab mahna niya sibu iban sin kaibanan
kabtangan.
Sawpama sin kabtangan sibuh in mana niya:
1. malanu malitsin
3. Malummi - makaput
2. masawa- masahaya
4. Makusug mabasag
C. Generalization
Ask: Unu in pagtawag ha manga kabtangan amun magpapata ha tau, lugal,
atawa kapanyapan.
Awn manga kabtangan pagusalun ha bahasa ta amuin
magpapata ha tau, lugal, waktu iban kaginisan.
Sawpama: malanu malitsin
asibih - manahut
In pagtawag ha manga kabtangan ini Adjectives.
309
DAY 4
A. Guided Practice
1. Have the pupils read the dialogue.
Sarah :
hisiyu in bata-bata diya mu nagisturi kaina ?
Ridzna:
Hi khadija. Malingkat babai ha?
Sarah:
huon, marayaw in manga pamaihuan niya.
Ridzna:
bunnal san kaw, iban maingat pa san siya ha class nila.
Sarah:
madtu na aku, aun pa bihun q pa tinda.
Ridzna:
mag-agad na kita, awn da isab kadtuun ku pa tabuh.
Ask:
unu in manga kabtangan magpapata kan Khadija ha pagisturi
hi Ridzna iban hi Sarah?
Haunu ha mga kabtangan ini sibuh in mana niya?
2. Pag-agarun mo
(The teacher gives a word card to every pupil. The teacher shows words
in a chart. One by one the pupil will find the synonym of the word)
Kabtangan
1. matambuk
2.
3.
4.
5.
Sibuh in mahna
310
DAY 5
A. Application
Use realias.
Have the pupils describe the things they saw and tell the class the word they
use to describe the object.
B. Evaluation
1. Bassahun in manga bissara ha baba. Gudlisan in kabtangan nagpapata
ha tao, lugal, waktu iban kapanyapan.
a. Awn datu-datu hi Salma mahalga in kiyabi.
b. limupad in manuk-manuk puti in walnah niya.
c. Malami in pagpanayam-nayam kaina ha iskul.
d. Namaiguh kami kahapun ha Maubuh. Malawm in dagat.
e. Maluwag in pagpapanayaman ha iskul namuh.
2. Bassahun in bissara ha baba. Pi-un in amu jawab sin kabtangan siyusulat
marakmul ampa gudlisan ha laum sin parenthesis.
a. Mataud In kabataan nasakit pasal sin pagbugit basura way biddah.
( Kulang, sarang-sarang, subra)
b. Ha gimba nag mamastal in inah hi Muktar.
( nars, mangungubat, manghihinduh)
c. In tao masabal giyagapian sin Allahu Taala
( masandal, mabiskay, mahibuk)
d. In batah malanuh malayuh ha sakit.
(malisuh, malissin, malummi)
e. In mastal namuh ha grade wan (1) matuyuh maghinduh.
(mabungis, matihbut, malingkat)
C. Homework
Lawagun in mana sin manga kabtangan ini, manjari kamu magpatabang ha
inah amah niyu ha bay.
1. masanyang
4. matibut
2. kapangandulan
5. masigpit
3. maaddat
311

I.
Objectives
4. Read grade one level text in four to five word phrase with appropriate
6. Correctly spell compound words as it is used in the sentences.
8. Write through dictation simple sentences, phases, and pharagraph observing
correct punctuation marks, capitalization, indentions and format
9. Give the synonyms and antonyms of simple describing words
legends, and blogs.
12. Retell a story/legend/folktale/folklore read in their own words, citing the
characters and important events.
13. Retell a school/community articles, news, events, etc. read in their own
words, citing the characters and important events.
making comments.
.
II. Subject Matter
A. Topics
1. Oral Language:
Use culturally appropriate expressions in hypothesizing (giving
possible outcomes/results of story, events, activity, actions and
situations heard.
3. Fluency:
4. Spelling:
b. Correctly spell compound words as it is used in sentences.
312
5. Handwriting:
6. Composing
Write through dictation simple sentences, phases, and pharagraph
format
Give the antonyms of simple describing words
8. Vocabulary:
Use clues from context to figure out what the words mean.
b. Retell a story/legend/folktale/folklore read in their own words, citing
the characters and important events
c. Retell a school/community articles, news, events, etc. read in their
own words, citing the characters and important events
making comments.
B. References
- K to 12Curriculum
2010)
MTBMLE Consultants
C. Materials: story, picture, concept map, poem, word card
D. Theme: Helping my community- Beautifying our community ( e.g. planting
and caring for flowers, ornamental plants, fruit bearing plants, cleaning the
rivers and water sources)
DAY 1
A. Pre-Reading
1. Unlocking of Difficulties (using picture)
a. Pagtanum (using picture)
b. Pag-ayura (using picture)
c. Paglanu (using picture)
2. Activating Prior Knowledge Developing Motivation for the story (Fishing
Game) The pupils may use a hook with magnet to attract things that
come from plants.
313
Have the pupils identify and name the things on the table they got.
Ask: Haunu ta kabakan in manga ini?
Dihil pa kamu suntuan sin manga kapanyapan makawa ta ha tiyanum.
Reading of the informational text. (Pagpalingkat sin Kawman)
Manga subay hinangun hasupaya lumingkat in Kawman:
a. Pagtanum - in magtanum makatabang magpahgang sin baha.
Makadihil katu hangin malanu magkakawa sin hangin malummi hi g
sin baran.
b. Pag-ayura sumping, tiyanum hipag-ubat, iban sin tiyanum
mamumunga- in sumping makadihil llingkat sin kawman, in tiyanum
hipag-ubat makatabang ha tau nasasakit, iban in tiyanum
mamumunga; makadihil katu kakaun.
c. Paglanu sapa iban sin guguwaan tubig- in paglanu sin sapa
makadihil kasanyangan ha baran sabab malanu in mahanggit ta
hangin bang in sapa malanu, in tubig nagdirihil katu tubig; hambuuk
ha manga kalagihan ta hasupaya kita mabuhi.
B. During Reading
The teacher lets the pupils predict what will be the effect if people refuse to
follow/do what is stated in the informational text read.
C. Post Reading
1. Unu in piyagbissarahan ha nabassa pahati?
2. Biya diin ta mapalingkat in kawman ta?
3. Kalagihan baha subay palingkatun in kawman?
4. Unu naman in hinangun hasupaya lumingkat in kawman?
5. Unu upis in nangunguhanan ha pagpalingkat sin kawman? Unu pa?
6. Ha pikilan mu, mayta kita magpalingkat sin kawman?
7. Unu in kapunyahan makawa ta ha pagpalingkat sin kawman ta? Unu pa?
DAY 2
(Review the informational text Pagpalingkat sin Kawman)
Ha Kawman Namu
Group pupils into 5. Give each group a picture showing:
1. caring for a garden
2. cleaning the river
3. cleaning the school
4. caring for fruit bearing trees
5. cleaning the seas
Ask: Hariin ha manga patta piyakita ku in mabaya atawa anggawtaan mu
hinangun pa kawman mu?
Mayta mu mabaya atawa anggawtaan mu hinangun in ini?
314
Unu in karayawan hikadihil kaymu mabut pa kawman mu bang mu ini

mahinang?
Unu isab in kabinsanaan hikadihil kaymu mabut pa kawman mu bang in ini
dih mahinang?
Singuran Natu
Say: Biyadiin kamu makatabang magpalanu sin kawman natu? Hipakita ha
action sin pakaniya-pakaniya tumpukan.
B. Discussion
Ask: Unu in manga ran makatabang maparayaw in kawman biya sin piyakita
sin pakaniya-pakaniya tumpukan?
C. Enrichment Activity ( Individual work)
Sulatan in concept map.
DAY 3
Grammar Lesson
A. Preparatory Activity ( Game)
Forming a picture puzzle of a beautiful community.
Have the pupils describe the picture they formed. Ask them to underline the
describing words in the article constructed.
B. Presentation
315
Unu in kabtangan iyusal ha pagpapata ha tau, lugar, hayup iban pa

kapanyapan?
Sawpama:
Kawman Malanu
Kawman malanu hipu sin tiyanum sumping, jambangan hikalingkat iban
tiyanum mamumunga, malanu in sapa, dn iban pa kahigaran niya.
Pag-ayura sumping, tiyanum hikalingkat, tiyanum hipag-ubat, iban sin
tiyanum mamumunga, malitsin in tubig, malitsin damikkian in pamyby.
Way basura kakitaan ha karandanan.
Teacher introduces the antonyms of the underlined describing words like for
example, the folowing:
1. malanu- malummi
2. hikalingkat- hikangi
3. pag-ayura- pagpasad
C. Generalization
Ask: Unu in manga kabtangan iyusal ha pagpapata pa manga tau, hayup,
lugar iban pa kapanyapan?
Awn manga kabtangan usalun ha pagpapata pa manga tau, hayup, lugar
iban pa kapanyapan.
Sawpama: malingkat, malitsin, malanu, marayaw
In tawag kaniya kabtangan hipagpapata atawa adjective.
Bang in kabtangan kabaliktaran sin kabtangan; in tawag kaniya antonym.
DAY 4
A. Guided Practice
1. Have the pupils read the poem.
In Mag Ani Bukun Langug
In mag-ani bukun langug
Kahapunan nakalingkud
Masakit pa in tuhud
Hi Inah sah mag-ilud
Mag-ani makatabang
Kabuhi-anan sumanyang
Kumusug pamaranan
Lumadju sambil pikilan
Magtanum adlaw-adlaw
Bat kawman dumayaw
316
Bisan ulan dih maghulaw

Katilibut dih lumanaw
Ask: Unu in kabtangan piyagpapapata (adjective) ha tarasul nabassa?
Hidihil in antonym sin kabtangangn ini?
2. Pagsugpatun mu
(The teacher gives a word card to every pupil. The teacher shows words
in a chart. The pupils will find a pair of word which when combined can
give a compound word).
Sawpama:
tau
+
higad
= tau-higad
kabtangan
+
malanu
= kabtangan-malanu
luug
+
lama
= luug-lama
mahaggut
+
hula
=mahaggut-hula
usug
+
asibi
=usug-asibi
Say: Use the compound words formed in a sentence.
Sawpama:
Maluhay kakilahan in tau-higad.
Kabtangan-malanu in piyagsuara sin nakura
Let the pupils write in a paper some sentences the teacher will dictate and
underline the compound words.
1. Nagtangis maladju in bata-bata.
2. Babai-marayaw in inah hi Fatima.
3. Mapasu- in magulang hi Rajik.
4. Masawa-aymuka in mastal ku.
DAY 5
A. Application
Lumawag Limbang.
Have the pupils describe his partner.
B. Evaluation
1. Papagbatukun in manga kabtangan.
Pituwa: Gudlisan in kabtangan kabaliktaran (antonym).
A
B
1. Mahaggut
a. mangi
2. Malanu
b. mabahu
3. Malingkat
c. malummi
4. Mahamut
d. masigpit
5. Masanyang
e. mapasu
317
2. Bassahun in tumpukan-kabtangan. Kitaun in kabtangan nagpapapata pa

manga tau, hayup, lugar iban pa kapanyapan; gudlisan in maamu
kabtangan kabaliktaran kaniya.
a. Kulang in bula ha labban.
(Jukup, labi, hangkatiyu)
b. Marayaw panaiban bata-iskul hi Darwisa.
(malingkat, maamu, mangi)
c. Mataas in nakawa grade hi Lida.
( Mababa, Sarang, Malaggu)
(Teacher can have more examples).
3. Bassahun in Suysuy ha pagpalingkat sin kawman. (refer to appendix)
a. Unu in hinangun hasupaya kapagangan in pagbaha?
Magtanum jambangan iban tiyanum magbubunga
Magbugit basura ha katilibut.
Dih magsapu iban maglanu
b. Unu in hinangun ha sumping, jambangan iban tiyanum mamumunga?
Pag-ayurahun
Pagpasaran
Pagbali-un in sanga
c. Unu in hinangun hasupaya malitsin in sapa iban tubig?
Paglanuan
Pagbugitan kaput
Pagpasaran
C. Homework
Lawagun in antonyms sin manga kabtangan ini. Manjari kamu mangasubu ha
manga maas niyu.
1. mahina
2. maulan
3. masawa
318

I.
Objectives
2. .Read stories, legends, essays, news, articles, blogs, etc. containing high
6. Correctly spell environmental prints being learned. (e.g. Traffic safety)
7. Observe proper spacing between words, punstuation marks, and
capitalization in writing essay, news article, story, fable, etc.
8. Write essay, news articles, events, story, and advertisement observing
correct punctuation mark, capitalization, indention and format.
9. Identify the adverbs used in sentence.
10. Use the adverb correctly in constructing own sentences
11. Understand that the language used in school is more formal than the
language used at home and with friends
legends, blogs.
13. Tell their own stories and legends as an output of their research.
14. Tell their own news article, adverticement, community and school events, etc.
As an output of their research work.
15. State the meaning of some environmental signs (e.g., traffic safety, and
warning.
comments.
II. Subject Matter

A. Topics:
1. Oral Language:
Use culturally appropriate expressions in hypothesizing (giving possible
Read stories, legends, essays, news, articles, blogs, etc. containing high
3. Fluency:
4. Spelling:
319
b. Correctly spell environmental prints being learned. (e.g. Traffic safety)

5. Handwriting:
Observe proper spacing between words, punstuation marks, and
6. Composing
Write essay, news articles, events, story, advertisement observing correct
punctuation mark, capitalization, indention and format.
a. Identify the adverbs used in sentence.
b. Use the adverb correctly in constructing own sentences
8. Vocabulary:
Understand that the language used in school is more formal than the
language used at home and with friends
b. Tell their own stories and legends as an output of their research.
c. Tell their own news article, adverticement, community and school events,
etc. As an output of their research work.
d. State the meaning of some environmental signs (e. g, traffic safety,
warning.
e. Show love for reading by listening attentively during story reading and
making comments..
B. References
2010)
MTBMLE Consultants
C. Materials: pictures, announcement, picture puzzle, signs, pocket chart, busy
picture
D. Theme: Helping my community-Tree planting
DAY 1
A. Pre-Reading
1. Unlocking of Difficulties (through picture and context clue)
Show picture of different trees. Let the pupils describe and say about it
Ask:
Haunu ta kabakan in manga tiyanum ini?
Biyadiin makatabang in manga tiyanum ini katu iban kawman?
320

Picture study
Show a picture of a community with very few trees
Ask: Unu parasahan mu ha lugal kulang in tiyanum kahuy?
Marayaw ba in parasahan ha lugal way kahuy?
Say: Bassahun natu in pahati.
Pahati!
Uno: Pagtanum Kahuy
Hisiyu: Manga Kabataan Nag-iiskul ummul hangpu tagduwa (12) pa taas
Haunu : Barangay San Raymundo
Kuhnu : Pitsa hangpu sin bulan shawwal
In kahuy landuh mataud kagunahan sin manusiyah iban kawman. Biyah na
sin makatabang ha manusiyah magdihil hangin marayaw, iban makapahgang
bang awn manga lakab dumatung pa hulah. In kakahuyan bihayaun timiyutiyu na sabab sin pagpilah way inagan misan bukut pa mapatut. Hangkanda
subay natuh pagtabang-tabangan magtanum kahuy hasupaya tumaud sila
magbalik.
B. During Reading
The teacher lets the pupils predict what will happen if many young people
participate in the activity.
C. Post Reading
a. Pasal unu in pahati?
b. mayta sambil kabataan piyaagad ha pahati?
c. Unu in makawa ta kagugunahan ha kahuy?
d. kagunahan pa in magtanum kahuy? Maitah?
e. Bang ikaw, unu in mahinang mo hasupaya kaw makatabang ha
kawman mu?
2. Engagement Activities (Small group)
Forming a picture puzzle (Tree)
Present the picture puzzle and let the pupils solve the puzzle.
Say: Hisulat in manga karayawan makawa ta ha tiyap-tiyap bahagi sin
kahuy.
Have the pupils report their work.
DAY 2
(Review of the activity yesterday)
A. Tell Me!
Mataud dan makatabang ha kawman puas dayng ha magtanum kahuy.
Hambuuk dan amuin mag-ingat salta agarun in manga environmental signs .
321
Say: Pakitaun ta kamu kaibanan manga signs. Hibayta niyu ha class in

pikilan niyu pasal sin sign, biya sin:
1. Ayaw magbugit basura way bidda
2. Ayaw masiga.
3. Ayaw maghibuk
B. Discussion
Ask : Unu in manga environmental signs?
Mayta sila mahalga?
Sumulat essay pasal sin kawajiban sin bata iskul pa kawman.
Hipatumtum pa manga bata in amu pag-usal sin punctuation, capitalization,
indention etc. In kawajiban ku ha Kauman
DAY 3
Grammar Lesson
A. Preparatory Activity (Game)
Knowing the environmental signs
(In a pocket chart different signs will be displayed. The teacher tells what is
meant by the sign. Pupils will identify, get and show the environmental sign
to the class.)
Sawpama:
Dih manjari magbugit basura daindi!
Dih manjari magsiga ha lugal ini!
B. Presentation
Magbassa Kita!
Lilus-lilus majaga
Tungguh sin mata suga
Ayari parayawa
Mataud guna niya.
Ask:
1. Unu in biyayta ha kalangan?
2. unu in karahan sin lilus ha manga tau?
3. Mayta subay ayaran in lilus?
Say: awn manga kabtangan magpapata sin hinang sin tau, waktu, lugal
atawa kaginisisan.
Sawpama: mataud, majaga, parayawa, etc.
322
C. Generalization
Ask: Unu in kabtangan magpapata ha hinang atawa waktu iban lugal?
Adverb kabtangan mangdagbusi sin hinang, waktu,
atawa lugal
Sawpama:
In paglugu kabie maluuy tuud.
Limugay hangka jm in panayamnayam
DAY 4
A. Guided Practice
1. Present a busy picture. Ask pupils to form sentences with adverb based
on what they see in the picture.. Have them write the sentence on the
board and underline the adverb.
Ask: Unu in manga kabtangan adverb kakitaan niyu ha patta ini? Isulat ha
katas.
2. Instruct the pupuls that In a small group, they make sentence with
adverbs. Follow the correct pattern. (Explain to the pupils that language in
school is formal than the one used in our daily conversation)
Sampama:
Tiyu-tiyu da in magkadtu pa masjid bang Jumaat.
Makabuga magpanaw dum bang way ilaw.
Say: Himinang manga bissara dayng ha manga piyakita patta para
makapaawn suysuy.
(Picture Story)
323
Ask individual pupil to read their output.
DAY 5
A. Application
Lumawa Limbang.
Have the pupils describe to his partner his daily habits before going to school
B. Evaluation
Bassahun iban gudlisan in adverb ha manga kabtangan.

1. Adlaw-adlaw kami magpamaigu sung pa iskul.
2. Nagtanum kami manga kahuy kahapun.
3. Malayu da pa iskul in pagsunug sin kaput.
4. Dum na kami nakauwi daing ha tiangge.
5. Wai aku agad nakatug kabie sin pagdaugdug iban kilat.
C. Homework
Hisulat ha notebook in manga di niyu pagkalupahan suysuy ha kabuhi niyu.
324

I.
Objectives
1. Use culturally appropriate expressions in giving ones obligation, hope and
wish.
6. Correctly spell environmental prints being learned. (e.g. Traffic safety)
8. Write essay, news articles, events, story, advertisement observing correct
punctuation mark, capitalization, indention and format.
9. Identify the adverbs used in sentence.
10. Use the adverb correctly in constructing own sentences
language used at home and with friends.
legends, blogs.
13. Tell their own stories and legends as an output of their research.
14. Tell their own news article, advertisement, community and school events, etc.
as an output of their research work.
comments.
II. Subject Matter

A. Topics:
1. Oral Language:
Use culturally appropriate expressions in giving ones obligation, hope
and wish.
3. Fluency:
4. Spelling:
a. Correctly Spell previously learned words.
b. Correctly spell environmental prints being learned. (e.g. Traffic safety)
325
5. Handwriting:
6. Composing
Write essay, news articles, events, story, and advertisement
observing correct punctuation mark, capitalization, indention and
format.
b. Use the adverb correctly in constructing own sentences
8. Vocabulary:
activities, legends, blogs.
b. Tell their own stories and legends as an output of their research.
c. Tell their own news article, advertisement, community and school
events, etc. As an output of their research work.
making comments.
B. References
2010)
- Activities for Early Grades of MTBMLE Program (Susan Malone, 2010).
MTBMLE Consultants
C. Materials: picture, slogan, magic box, example of food products
D. Theme: Helping my community-vegetable growing
DAY 1
A. Pre-Reading
1. Unlocking of Difficulties (through pictures )
326

Show picture of snacks made from root crops.
Ask: Haunu kita magkawa root crops.
Maluhay ba sila magtubu?
Unu in jumatu bang in mag-uuma humundung na magtanum?
Manjari kita magtanum root crops iban sayul ha bay?
Say: Pagbissarahan ta in panawagtawag sin Sulu Provincial Government
Dayng ha Pagkalu pa Pagtanum; Dayng ha Sinapang pa Janap.
Slogan
Dayng ha Pagkalu pa Pagtanum; Dayng ha Sinapang pa Janap
In panawagtawag ini piyasaplag hi Former Governor Benjamin Loong sin
waktu siya pa in limilingkud.
In ini panawagtawag pa katan raayat sin taykuran na in pagd sinapang
iban pagkalu. Salta umalup na pa magtanum bat sumambu in kabuhianan
sin manga Tausug. Sapagpag sinapang marayaw pa utak in ulinan bat
katabangan namamarinta labluba na in kaanakan mapasambu in paghulahula.
In kakahinang ini nakataabbit ha kamatauran Tausug magdihil halga sin
pagtanum jinisan bungangkahuy, labi-luba na sayul iban panggi.
Biyusan sin upis sin Province traktur in manga mabaya magpanja sin
lupa nila.
Dihilan isab seedling in manga mabaya magtanum
kasayulsayulan.
In maksud sin panawagtawag ini hatulun in pamikil sin manga Tausug bat
makaig dying ha hiluhala pa magpasambu sin kabuhianan. Salta dihilan
halga in pagtanum iban pagpasambu sin pamaranan sin tiyap-tiyap Tausug,
labi-luba kabataan.
B. During Reading
The teacher lets the pupils predict what will happen next in every page and
encourage them to ask.
C. Post Reading
a. Unu in biyayta sin panawagtawag?
b. Hisiyu in Governor nagpasaplag sin panawagtawag?
c. Unu in manga biyayta hitanum ha pakaniya-pakaniya kawman?
d. Marayaw baha in panawagtawag? Mayta?
e. Unu in hikatabang niyu bat maagad in magsud sin panawagtawag?
2. Engagement Activities ( Small group)
Group 1 - Himinang tarasul upat bissara pasal Pagtanum sayul.
Group 2 - Hianggawta in pag-ayuput sin panghiyanum (role play)
Group 3 - Himinang acrostic sin dugaing-dugaing sayul.
327
Group 4 - Himinang advertisement mangdaak pa manga bata-bata

kumaun sayul.
DAY 2
(Review of the slogan From War to Farm; From Gun to Bolo)
A. Pag-angawta (Role Play - Small groups)
Say: Hianggawta in panawagtawag Dayng ha Pagkalu pa Pagtanum; Dayng
ha Sinapang pa Janap.
Usalun in sarayawrayaw hibal ha pag-anggawta.
B. Discussion
Ask : Unu in mahampit ta ha pagtanum root crops iban sayul?
Mayta sila mahalga?
Hilukis Mu
Hilukis in kasuban mu sayul. Magbayta kaw unu-unu na pasal sin liyukia mu.
Say: Dihilan lugal ha ut sin manga kabtangan, punctuation marks etc.
Agarun in aturan ha pagsulat paragraph.
1. Unu in kasuban mu sayul?
2. Hipapata mu in dagbus niya.
3. Biyadiin in paglutu kaniya?
4. Mayta mu kasuban in sayul yan?
DAY 3
Grammar Lesson
A. Preparatory Activity (Magic box with different vegetable)
1. Hibayta Mu!
Kasuban ku in sayul ini pasal
(Let the pupils tell something about the vegetable, fruits, root crops they
selected from the magic box)
2. Review about adverbs
Ask: Unu in manga adverbs iyusal mu magbayta pasal sayul,
bungangkahuy iban root crops?
Say: Hisulat sila ha blackboard.
(Let the pupils read them)
328
B. Presentation
Say: Umingat pa kita pasal adverbs.
Amina:
Hassan:
Amina:
Hassan:
Amina:
Hassan:
Amina:
Hassan:
Bassahun Natu!
Piyakain kaw kahapun?
Piyagimba aku natanum Talum.
Minig aku sin subu-subu pa..
Pagtanum kaw mataud sayul bat mu kita kadihilan.
Huun, maayad aku magjambangan hangkan mabunga in
manga tiyanum ku.
Maunu daran kaw magtukad pa gimba
Adlaw-adlaw aku ha gimba.
Maunu lugay mu duun ha gimba.
Dying mahinaat pa mahapun aku duun ha gimba.
1. Unu in piyagbissarahan sin duwa bata-bata?

2. Unu in manga adverb iyusal ha pagbissara nila?
The teacher writes on the board the words mentioned by the children.
e.g. kahapun, mataud, adlaw-adlaw, subu-subu, malugay
C. Generalization
Say: Mataud jinisan sin adverb. Awn pagtawagun, adverb of time, adverb of
manner, adverb of frequency, etc. (teacher explains the different kinds of
adverbs)
Example:
Adverb of time: mahinaat
Adverb of frequency: daran
Adverb of manner: agak-agak
DAY 4
A. Guided Practice
Ask: Bassahun ubus udlisan in adverb kakitaan ha bissara ha baba. Hibayta
bang unu kind of adverb?
1. Tumulak aku pa Zamboanga dum ini.
2. Hi ama magtulak pa zamboanga makaminsan hangka pitu.
3. Inut-inut in pagpuna ku sin manga sayul tiyanum ku.
4. Kuhnu kaw mamisita pa bay hi Sitti?
5. Mahang da kami magkita iban hi Gulam.
Hipasaplag Mu
Show some products (e.g. milk, food, etc.)
Ask the pupils to write an advertisement using adverbs.
(Ask individual pupil to read their output.)
329
DAY 5
A. Application
Have the pupils talk about the teleserye that they viewed last night. Ask them
to identify the adverbs used.
B. Evaluation
Tibulungan in adverb ha tiyap-tiyap bissara.
1. Muwi aku pa Indanan kunsum.
2. Mataud na in nagbunga sin tiyanum ku pitchay.
3. Kagunahan kumaun sayul adlaw-adlaw bat di masakit .
4. Lisag pila kaw magbalik pa tianggi?
5. Inut-inut kun a piyusu in manga sin sin paliya ku
Usalun in manga adverb ha paghinang bissara (sentence).

1. kulang pa
2. kaina hadja
3. hangkabulan
4. masapat
5. malugay
C. Homework
Hilista in manga pagkaunun niyu sayul. Hi bayta bang unu in hikatabang nila
ha pagsambu sin pamaranan ta.
330

A. Objectives:
1. Talk about appropriate expressions in giving ones obligation, hope and wish.
3. Read stories, legend, essays, new articles, blogs, etc., containing high
frequency words and word studied.
4. Read aloud grade one level text with an accuracy rate of 95 100%.
5. Read grade one text in four to five word phrases with appropriate intonation,
expression and punctuation cues.
7. Correctly use the adverb in constructing own sentences.
9. Write using phonic knowledge for different purposes sentences, lists, jokes,
10. Use adverb in sentences.
12. Predict what the story, fables, legends, school and community
events/situations/issues, radio broadcast and local news base on context.
school and community events/situations/issues, radio broadcast and local
news.
14. Locate specific information in the text to find answers simple questions.
II. Subject Matter
A. Topics:
1. Oral Language
Use culturally appropriate expressions in giving ones obligation, hope
and wish.
2. Word Recognition
Reade stories, legends, essays, new articles, blogs, etc. containing
3. Fluency
a. Read grade one level text with an accuracy rate of 95 100%.
b. Read grade one level text on four to five word phrases with
4. Spelling
a. Correct Spelled previously learned words.
b. Correct Spelled environmental prints being learned. (eg. Traffic
safety).
331
5. Handwriting
capitalization in writing essay, new articles, story, fable, etc.
6. Composing
Write essay, new articles, events, story, advertisement observing
correct punctuation mark, capitalization, indention and format.
b. Use the adverb correctly in constructing own sentences.
8. Vocabulary
language used at home with friends.
Predict what the story, school and community events, situations.
Activity, legends, blogs, etc. based on context clues.
10. Comprehension of Literary Text
Tell their own stories and legends as an output of their research.
a. Tell their own news article, advertisement, community and school
events, etc. as an output of their research work.
b. State the meaning of some environmental signs ( e.g. traffic safety,
warning signs.)
Show love for reading by listening attentively during story reading and
making comments.
B. References
- K to 12Curriculum
2010)
- E- commuter express news. Silverstream Publishing Co. Makati City:
2008.
C. Materials:
Article: natural disaster ( Badju Frank, Nagbin Pangadjian pa Kawman ); a
collection of photos of natural disaster sites. Journals, writing paper.
D. Theme: Disaster preparedness- weather and other natural phenomena(
Earthquake, volcanic eruption.)
E. Value Focus: taking care of our environment.
332
DAY 1
A. Pre-Reading
a. Badju (using picture )
b. Hunus (using picture)
c. Baha (using picture)
2. Activating Prior Knowledge Developing Motivation for the story
3. Show the picture of a flood. Lead the pupils to discuss what they see in
the picture.
4. Ask: Unu in sabab maawn in aramala? Unu in hinangun ta bang awn
aramala?

Bihaun magbassa kita habal pasal aramala.
hinangun ha waktu sin aramala.
Ingatun ta bang unu in
Badju Frank, Nagbin Pangadjian pa Kawman

Subay na awn dumatung aramala pa kawman ta ampa kita makapikil
sin mapatut hinangun ta pakanya-pakanya. Kamawmuhan matali ta in
kabinsanan hi bin sin aramala pa kawman bang in kita nakanananam na sin
kabinsanaan. In malingkat, ha way pa aramala dumatung pa kawman in
katantan manusiya usug babai, bata maas mahinumpung maghambuuk
pikilan ha pag-awal bang unu naman in mapatutu hinangun ha pagta ga sin
aramala, iban bang awn na aramala dumatung pa kawman; unu in mapatut
hinangun.
In kiyawakilan subay awn tumpukan magdirihil sin pangadjian calamity
drill hasupaya jumukup in panghati sin tau ha kawman bang kuddanan sin
aramala ini.
333
C. During Reading
Teacher reads the story entitled Dakula Baha ha Kawman Darayan. Then,
she presents the article written on a chart
The pupils will read the news article with appropriate intonation, expression
and punctuation cues by whole group, by pair and individually.
DAKULA BAHA HA KAWMAN DAPLAKAN
Ha jaman sin kawman Daplakan, landuh in kahanungan. Pakaniyapakaniya pamaybay way paruli sin kahalan. Hambuuk adlaw awn maas in
ngan hi Dumli dimatung pa kawman landuh in kainu-inu sin kahantang sin
naghuhula ha Daplakan. Sambil siya nakagaban pa hambuuk bay nangayuh
tabang pagka in siya hiyapdi na nakaasubu siya bang mayta in tau ha hula
yaun dih mag iyasipi sin way piyagkaluhan. In sambag sin tau ha bay
nagaban sin maas in tau di; masigpit iban miskin. Sabab kakahaba
pangulan magtuy in dakula baha umanud di ha hula namu; hangkan, bukun
sadja hiyanum namu in magkangi da pa sambil kapanyapan ha pamaybay
namu in agi sin mngita in hula hangkan pagdatungan aramala sabab sin
kajahil sin manusiya. Hangkanda mubuga kami umasip iban mangandul
pahambuuk-pahambuuk pasalan nag-aawal kami.
Way pagduwa-duwa in maas nimaug sin bay ampa tigi in Agung.
Nahiluhala in tau ha kawman himanung ha bang mayta in Agung piyukpuk
sin maas. Natipun mayan in katan sin manusiyah ha kawman Daplakan; in
maas kimawa magtuy hangsulag lituk ampa niya kiyas in lummi laung sin
tau natipun ya kaw maas dih mu sayan masapu in lummi bang hambuuk da
lituk in usalun mu subay mu pataurun. Piyungpung sin maas in lituk mataud
ampa nagsapu saruun-duun limanu in katilibut. Namung in maas pa tau
nagtitipun kiyahatihan tuwih niyu in lituk dih makar imig sin lummi subay
mataud; biya sasapu ampa makalanu.. hangkan sapantun da sin kamu di ha
kawman niyu ini; bang magtibuuk biya sasapu lumanu in kawman Daplakan
ha dih na siya magbaha dakula kakahaba umulan.
Natali sin katan tau ha kawman Daplakan sin bunnal in pikilan sin maas.
Nagtaayun sila naghambuuk naglanu sin kawman. Daindidtu na-ig in
pagbaha ha kakahaba umulan ha kawman DAPLAKAN.
D. Post Reading Activities

1. Unu in pagtawagun aramala?
2. Biyadiin majuljana in manga tau?
334
3. Biyadiin in pagtagama sin manga tau?

4. Unu in makawa ta pangadjian ha biyassa ta habal?
DAY 2
(Review the article about natural disaster )
1. In hunus iban badju hambuuk aramala pa manga tau.
Pupils will list down the causes of the typhoon and its effects to ones life.
2. Subay hinangun bang awn hunus iban badju dumatung pa hula atawa pa
kawman
Let the pupils dramatize a situation if there is a disaster. What are the
things should be done first.
3. Unu pa in mmanga aramala kiyasakupan niyu?
Unu in manga sabab magkaawn in manga aramala ini?
Biyadiin in pagtagama ha aramala dumatung?
Types of Natural Disaster
Causes of Natural Disaster
4. Nanamun natu
Hipakita in pananaman iban patut hinangun ha waktu sin aramala supaya
masalamat in baran.
Badju
Hibayta in sabab magkaawn in aramala.
pag-utud kahuy.
Bassahun in bissara hababa, tibulungan in sabab iban gudlisan ha baba
in luna.
Sawpama:
Makusug in ulan, nagbaha ha kawman.
Lubug ha tubig in katilibut, way tau kakitaan ha katilibut.
B. Discussion
1. In aramala hambuuk tapaut na kamumulahan piyaawn sin tuhan salta
mataud magkaluppas ha paghula.
335
Unu in manga aramala iban sin luna nila tau iban pangalta? Dungugun ta
in bayta sin Group 1.
2. Unu in hinangun bang kugdanan sin aramala in hula mu? Saksian ta
bayta sin Group 2.
3. What are the types of disasters and their causes? Lets listen to the group
3s report.
4. How should we deal with different situations during disaster? Lets listen
to the report of Group 5.
on the chart.
GROUP
(Tumpukan)
ACTIVITY
(Hinang)
SKILL FOCUSED
(Kapandayan subay
hinangun)
D. Enrichment Activity (Follow-up activity for Group 4 presentation.)

Bassahun in manga bissara ha baba, Tibulungan in sabab iban luna.
Sawpama:
Makusug in ulan, nagbaha ha kawman.
Nalimun ha tubig in katilibut, way tau kakitaan ha katilibut.
DAY 3
Grammar Lesson
Show and Tell
As the learners enter the classroom they have seen on display pictures
depicting natural disasters. Ask the learners what they think these pictures
have in common and solicit possible terms that might describe what it is that
they have seen.
After each pupil have shown and talked about the natural disaster he or she
able to identify, the teacher will process the sharing by asking some focused
questions.
Example:
Do you think natural disaster is cause by nature or done it by the
mankind?
What are we going to do in order to protect our environment and to
prevent some of this natural disaster
336
B. Presentation
Show Me Game
1. Say: Hisiyu in makapakita kaku patta? (Sawpama, iskul haraig masjid,
kuting ha sawm kahuy, manuk-manuk ha taas atup). Let the pupil give a
sentence about the picture using adverb of place.
2. Teacher writes sentences on the chalkboard based on pupils responses.
Say: Bassahun ta in manga bissara.
a. Ha raig masjid in iskul.
b. Ha sawm kahuy in kuting.
c. Ha taas atup in manuk-manuk.
3. Teacher presents adverb of place and how it is used in the sentence.
Teacher also presents adverb of time and how it is used in the sentence.
C. Generalization
Ask: Unu in adverb?
In Adverbs amuin kabtangan magjawab sin pangasubu kanu iban haunu.
Adverb of time
kabii
kahapun
Adlaw yan
kunsum
Adverb of place
Ha sawm kahuy
Ha babaw taytayn
Ha bay
Ha higad lawang
DAY 4
A. Guided Practice
1. Partner Talk/Dialogue: (Teacher should encourage pupils to talk about his
experience during the typhoon frank). Using the adverb words.
Sawpama:
Partner 1: Makusug in ulan kahapun way kami nakapanaw iban sin
manga bagay ku, ikaw, unu in hnang mu sin mahapun?
Partner 2: Nalubu in by ha sawm sin taytayan-basih ha kusug sin
aramala.
Partner 1: Dum na kami dimatung pa hula kadtuun namu pasal sin
traffic.
Partners 2: In lawm bilik-iskul namu masuuk pa kantin.
2. Picture: (A Gallery Walk where teachers and pupils will roam around the
classroom and try to see every corner of the classroom ).
a. Say: Bihaun mag Gallery Walk kitaniyu. Kitaun in patta. (Teacher gives
pupils few minutes to study the picture. Then she would ask question/s
that would require their answers to use Adverb.)
b. Ask: Unu in kita niyu ha patta? Hikapapata niyu in kita niyu? Hibayta niyu
ampa hilukis ha blackboard. (Teacher should correct the spelling,
capitalization, punctuations, etc.)
337
Possible Answers:
Ha bud-bud in manga sapi.

(Haunu in manga sapi?)
Ha bay in bata babai.

(Haunu in bata babai?)
3. Independent Practice
Magic Box:
Say: Kumawa patta dayng ha labban. Magbayta unu-unu na pasal patta
usalun in Adverb. Sulatun in jawab ha katas malanu ampa libutun sin gudlis
in katan pronouns.
Sawpama:
Magpalupad taguri in
bata usug.
(Hibayta bang kunu
in bata usug
magpalupad taguri)
Lumingkud hi Jabbal
ha sawm kahuy.
(Kunu hi Jabbal
lumingkud)
Magbuwad hi ina
diyakdakan ubus
magdakdak.
(Kunu hi ina
magbuwad)
DAY 5
A. Application
Lets Create:
Huminang kalangan, tarasul, kalalangugan, tigumtigum iban suysuy pasal sin
kiyasakupan mu ha waktu hunus. Hisulat ha katas malanu ampa gudlisan ha
baba in adverb iyusal ha bissara. (Teacher may ask a volunteer to read his
work to the whole class. Teacher should check/correct the work of the pupils
and give appropriate praises or comments. All pupils outputs should be
published.
338
B. Evaluation
C. Assignment
339

I.
Objectives:
1. Use culturally appropriate expression in giving ones obligation, hope and
wish.
frequency and words studied.
4. Read grade one level text in four-to-five word phrases with appropriate
6. Correctly spelled environmental prints being learned (e.g. traffic safety,
warning signals)
8. Write essay, news articles, events, story, and advertisement observing
9. Identify the adverbs used in the sentences.
10. Use the adverb correctly in constructing own sentences.
12. Tell their own news article, advertisement, community and school events, etc.
as an output of their research work.
13. State the meaning of some environmental signs (e.g. traffic safety, warning
signals).
comments.
II. Subject Matter

A. Topics:
1. Oral Language
Using culturally appropriate expression in giving ones obligation,
hope and wish
2. Word Recognition
Reading stories, legends, essays, news articles, blogs, etc. containing
high frequency and words studied.
3. Fluency
a. Reading grade one level text with an accuracy rate of 95-100%.
b. Reading grade one level text in four-to-five word phrases with
4. Spelling
a. Writing correct spelling of previously learned words.
b. Writing correct spelling of environmental prints being learned (e.g.
traffic safety, warning signals)
340
5. Handwriting
Observing proper spacing between words, punctuation marks, and
6. Composing
Writing essay, news articles, events, story, and advertisement
observing correct punctuation marks, capitalization, indention and
format.
a. Identifying the adverbs used in the sentences.
b. Use the adverb correctly in constructing own sentences.
8. Vocabulary
Understanding that the language used in school is more formal than
the language used at home and with friends.
a. Telling their own news article, advertisement, community and school
events, etc. as an output of their research work.
b. Stating the meaning of some environmental signs (e.g. traffic safety,
warning signals).
c. Showing love for reading by listening attentively during story reading
B. References
- K to 12Curriculum
2010)
C. Materials:
Article: Safety Measures Before, During and After Typhoon
Pictures, realia, activity sheets
D. Theme: Disaster preparedness - Emergency drills, emergency kits (first aid
and other things)
E. Value Focus: Be prepared all the time
DAY 1
A. Pre-Reading
a. Emergency drills (through picture)
b. Emergency kits (through picture)
c. Aramala (through picture)
341
d. Pangadjian (through picture)

Semantic/Spider Web: Fill in the web with words that can be associated
with the word in the center.
Hunus

Say: Ha bassahun ta article bihaun, umingat sin manga hinang
makasalamat katu ha sung, ha waktu iban mapuas in hunus.
B. During Reading
1. The article must be written on a chart.
2. The pupils will read with appropriate intonation, expression and
punctuation cues by whole group, by pair and individually.
3. Teacher asks questions that would make pupils to predict situations/
events based on what they are reading.
Article
Hunus Frank, Nagbin Pangadjian pa Kawman
Subay na awn dumatung aramala pa kawman ta ampa kita makapikil sin
mapatut hinangun ta pakanya-pakanya. Kamawmuhan matali ta in
kabinsanan hi bin sin aramala pa kawman bang in kita nakanananam na sin
kabinsanaan. In malingkat, ha way pa aramala dumatung pa kawman in
katantan manusiya usug babai, bata maas mahinumpung maghambuuk
pikilan ha pag-awal bang unu naman in mapatutu hinangun ha pagta ga sin
aramala, iban bang awn na aramala dumatung pa kawman; unu in mapatut
hinangun.
In kiyawakilan subay awn tumpukan magdirihil sin pangadjian calamity
drill hasupaya jumukup in panghati sin tau ha kawman bang kuddanan sin
aramala ini. Bang awn na pahati sin manga kiyawakilan sin kawman, subay
hinangun in mapatut hinang ini hasupaya katagahan in kabinsanan; subay
342
hatulun pakamdusun in biyubungan, ampa hukutan in upat dugu sin by sin

lubid malaggu ubus hiyukut pa makamdus; bang way kahukutan, kumawa
kahuy atawa tungug dakula amu in hukutan sin lubid ampa hilubung pa lupa
in hangutud. Magtawu mataud kakaun umabut manga hangkapitu, Hibutang
hambuukun in flashlight, lansuk, bagid iban sin manga kaubat-ubatan.
Mawmu dumungug ha habal ha radyu bat hasupaya kahatihan in hal-hiyuwal
dimatung pa kawman.
C. Post Reading
1. Unu in hinangun ha sung, ha waktu iban mapuas in hunus?
2. Mayta kita magtagama ha sung, ha waktu iban mapuas in hunus?
3. Puas dayng ha hunus, unu pa in subay ta pagtagamahan?
DAY 2
(Review the article.)
1. Manga Mapatut Hinangun
Listahun in manga hinangun para masalamat ha sung, ha waktu iban
mapuas in hunus.
Manga Mapatut Hinangun
Ha way pa in
Hunus
Ha Waktu Hunus
Pag-ubus na sin
Hunus
2. Pangilahan ha Pagdatung sin Badju

Discuss what we shall observe in the following Typhoon Signals.
Signal No. 1
343
Signal No. 2
Signal No. 3
3. Pahati pa manga Raayat ha Kawman

Huminang pahati mamayta pa manga tau sin awn dumatung hunus.
Usalun in manga pangasubu.
Hisiyu:
Unu:
Kunu:
Biyadiin:
4. Emergency Kit ha kahaba awn hunus
Subay in tiyaptiyap bay awn Emergency Kit. Unu in makalamus ha
emergency kit?
Emergency
Kit
5. Mapatut Hinangun Hasupaya Makatabang

Unu in hikatabang mu ha iban mu bata iskul kiyugdan sin hunus?
Mapatut Hinangun ha supaya Makatabang
344
B. Discussion
1. Subay kita pilmi magtagama manga hinang makasalamat katu. Kitaun ta
bang unu in hinangun ta ha hibayta sin Group 1.
2. Subay kita masaga ha manga Typhoon Signal No.supaya mmakahibal
mmarayaw . Dungugun ta in Group 2.
3. In pagpahati makapandu ha manga tau sin patut hinangun. Dungugun ta
in pahati sin Group 3.
4. In Emergency kit kagunahan sin katan pamaybay.Unu in manga lamud
ha kit? Dungugun ta in group 4s.
5. Unu in hikatabang ta tau kiyugdan sin hunus? Dungugun ta in Group 5.
on the chart.
GROUP
(Tumpukan)
ACTIVITY
(Hinang)
FOCUS SKILL
Kapandayan subay
hinangun)
DAY 3
Grammar Lesson
Game: Present pictures showing how an individual behaves in times of
disasters. Pupils go to Post Agree if it shows proper behavior and Post
Disagree if it doesnt show proper behavior.
345
B. Presentation
Teacher presents sentences using adverb of manner, place and time.
1. Makuyag nagpanayam in manga bata.
2. Timapuk in bata-bata ha sawm lamisahan
3. Kahapun tiyabangan sin manga kiyawakilan in mmanga bata-bata.
a. Say: Ha bissara 1, makuyag magpapata sin verb nagpanayam.
Magjawab siya sin pangasubu biyadiin in pagpanayan sin manga
bata.
b. Ha bissara 2, ha sawm lamisahan magpapata sin verb timapuk.
Magjawab siya sin pangasubu haunu in bata-bata timapuk.
c. Ha bissara 3, kahapun magpapata sin verb tiyabangan. Magjawab
siya sin pangasubu kunu in manga bata tabangun.
C. Generalization
Ask: Unu in pagtawag sin kabtangan magpapata sin verb?
Makaridil kamu kabtangan magpapata sin verb iban magjawab sin
pangasubu biyadiin? (Sawpama, mabiskay lumanguy)
Makarihil kamu kabtangan atawa tumpukan kabtangan magpapata sin verb
iban magjawab sin pangasubu haunu? (Sawpama, naglalanguy ha sapa)
Makarihil kamu kabtangan atawa tumpukan kabtangan magpapata sin verb
iban magjawab sin pangasubu kunu? (Sawpama, naglanguy kahapun)
Manga tumpukkabtangan
Masapat
lumanguy
Naglalanguy ha
sapa
Naglanguy
kahapun
Ubay likga
(adverb)
Likga (verb)
Nagasabat sa
pamangkot
masapat
lumanguy
biya diin
ha sapa
naglanguy
hariin
kahapun
naglanguy
kahnu
DAY 4
A. Guided Practice
Teacher presents pictures with an adverb written below. Teacher guides the
pupils to use these adverbs in sentences.
Masigla kilub ning bale
mabilis
346
aldoldo
masaya
king lalam lamesa

Directions: Bassahun in tiyaptiyap bissara. Butangan gudlis inadan () ha
unahan sin bissara, bang adverb in kabtangan tagagudlis iban butangan
gudlis sigpang () bang adverb.
1.
2.
3.
4.
5.
Awal pa naglibut in manga tumpukan natural disaster committee.

Sama-sama naglanu in manga tau ha kawman.
Biyutang in First Aid Kit ha lamisahan.
Masapat timabang in manga nakura sin kawman.
Kahaba awn aramala, sumuksuk hi Aida ha sawm lamisahan.
DAY 5
A. Application
Kitaun in manga patta ha baba. Huminang suysuy usalun in adverb.
347
_______________________
Mawdu
_______________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
B. Evaluation
Directions: Bassahun iban gudlisan ha baba in adverb iyusal ha tiyaptiyap
bissara.
1. Nagbaha ha taykud sin by hinda Babu Anang iban Bapa Abdul.
2. Masapat imanud in tubig-baha.
3. Makusug in hangin kahapun mahapun.
4. Diya pa uspital in manga piyagpalian sin aramala.
5. Subay maayad pasal mataud nabinsana ha aramala sin limabay tahun
yaun
C. Assignment
Research Work: Magpatabang ha manga maas umingat sin warning signal
ha waktu baha, linug, sunug iban unu-unu emergency. Hibayta ha class
bang kitaniyu magkita balik.
APPENDICES
In mga
Basic Sight Words

in
sin
Ku
pa
sin
Pa
hi
kaku
kaw
ha
sin
kami
sin
na
aun
in
348

MTB (Bahasa Sug) 1st-4th Grading v1.0

Uploaded by

Copyright:

Available Formats

MTB (Bahasa Sug) 1st-4th Grading v1.0

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

MTB (Bahasa Sug) 1st-4th Grading v1.0

Uploaded by

Copyright:

Available Formats

Lesson Guide in Grade 1 - Tausug: Week 1

II. Subject matter:

K+12 Curriculum, MTB-MLE Curriculum

songs (Maunu-unu Kaw, Hain hi?), story,

Kabayaan iban Kalisuan Ku iban Pamilya Ku; Adlawadlaw Hihinangun/Kawjiban

III. Learning Activities:

2. Teacher asks questions about the dialog:

3. Encourage all pupils to introduce her/himself in front with confidence.

Teacher reads the story. Pupils listen.

2. Kitaun in hayup dampal pa tuu. Hisugpat in hayup pa katingug niya

Note: Presentation of pictures - The pictures should be traced by the

Note: reproduce the 1st and 2nd activity sheets.(Learner Package)

Sequence of recorded sounds

Lesson Guide in Grade 1 - Tausug: Week 2

II. Subject Matter:

K+12 Curriculum, MTB-MLE Indicators

Story: Nakakita Hi Atika

My Family and I-Healthy Habits

Real essence of celebrating Maulud/Hailaya-Being thankful for

III. Learning Activities:

a. Unu in manga pagtagama nahinang mu ha pagsabu sin maulud?

Biyadiin in pagtagama sin tau ha ini?

Mayta mabaya tuud hi Atika

Unu in kibatukan hi Atika pasal

Unu in iyangut sin manga batabata pagkita sin pagkuliling?

Hawnu kanila duwa in mas makusug in katingug sin ulan? Ma-agakagak?

Lesson Guide in Grade 1 - Tausug: Week 3

II. Subject Matter:

Salsila Sin Duwa Bullud

K+12 Curriculum, MTB-MLE Indicators,

Story- Salsila Sin Duwa Bullud, pictures.

Things I Enjoy and People I Like-food, fruits, vegetables, local

Caring for animals

III. Learning Activites:

awn hikapami ta bugas makapagtugna na kita! in agi sin taimanghud usug.

Assalamu alaikum panalam sin suluhan naraak. Alaikum Mussalam

Way pa siya nakababayta, timu na in luha ha mata niya salta iban

Lesson Guide in Grade 1 - Tausug: Week 4

II. Subject Matter:

Salsila Sin Duwa Bullud

K+12 Curriculum, MTB-MLE Indicators,

Story- Salsila Sin Duwa Bullud, pictures.

Things I Enjoy and People I Like-food, fruits, vegetables, local

Caring for animals

III. Learning Activites:

2. Teacher names the picture one by one.

2. Urulun in Nn malaggu iban asibi ha kiyatugila lugal.

3. Sugpatun in patta iban batang-sulat Nn bang siya magtagna ha tingug

B. Presentation (Introduction of letter Ii)

Makangn pa kaw dugaing panyap magtagna ha batang-sulat Ii?

Lesson Guide in Grade 1 - Tausug: Week 5

II. Subject Matter:

Story Kalitsin Sin Baran

My Favorite Animals & Plants

III. Learning Activities:

b. Teacher reads with the pupils.

What sound do you hear at the beginning of the word?

Pupils read letters/syllables as teacher point to each box.

8. Finding the words in the Big Box.