WEEK 1

I. Objectives
A. Introduce oneself, family, friends and others using naming words and pronouns in
culturally appropriate manner
B. Recall important details in the story listened to
C. Use correctly the terms referring to conventions of print: book, front and back cover,
beginning, ending
D. Talk about pictures presented using appropriate local terminologies with ease and
confidence(animals, mechanical,objects, musical Instruments, environment and
alphabet)
E. Perceive/comprehend sounds heard locally(animals, mechanical, objects, musical
Instruments, environment and alphabet)
F. Develop and use vocabulary by listening to: sounds produce and heard
locally(animals, mechanical, objects, musical Instruments, environment and
alphabet)
G. Comprehend and produce sounds heard locally (animals, mechanical, objects,
musical instruments, environment and alphabet)
H. Use proper eye-hand movement skills in handwriting (left-right, top-bottom, use
beginning writing skills)
I. Trace and copy lines (straight, slanting, horizontal, curve, circular)
J. Write using comfortable and efficient pencil grip

II. Subject Matter

A. Skills:
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

B. Selection: An Mag-amigo
Sinurat ni: Claire B. Barcelona
C. References: K+12 Curriculum
MTB-MLE Curriculum
 D. Materials: songs (Kumusta Ka, Hain Si?), story, puppets, magic box, pictures
(different kinds of animals, musical, mechanical objects), realia,
recorded sounds, CD player/laptop
E. Theme: My Family and I (likes and dislikes; daily tasks/activities)
F. Value: Obedience

III. Procedure

Day 1 and 2

A. Motivation
Introduce a song. “Kumusta Ka?” (Tune: Hello, Hello, Hello)
Let pupils form a big circle and sing a song.

Kumusta Ka?
(Tune: Hello, Hello, Hello!)

Kumusta, kumusta, kumusta?

Kumusta kamo ngunyan?
Ako nauugma.
Kita magkairibahan.

B. Presentation
“Puppet Show”
Teacher uses puppets to present the lesson.

Marhay na aga po. Marhay na aga man.

Ako po si Rosa Santana. Ako po si Jose Castro.
Anom na taon na ako. Anom naman an edad ko.
Ako nasa inot na grado na. Nasa inot na grado man ako.

Teacher asks questions about the dialog:

Who are talking in the dialog?
What are they saying?
How does Rosa introduce herself? How about Jose?
What do they say about themselves?

C. Modeling
Teacher introduces herself to the class.
Example: Good morning
I am ___________________.
I am your teacher.
 Can you introduce yourself?
Tell something about yourself.
Can you introduce yourself in front of the class?

D. Guided Practice
Ask a pupil to volunteer in introducing herself/himself in front of the class.
Let the pupils follow the pattern in introducing oneself.

Ako si ______________

_______na an edad ko.

Nasa ___________ na grado na ako.

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

E. Independent Practice
Introduce another song: “Hain Si?”
Form a big circle and let the pupils sing the song.
When the name is called he/she will introduce himself/herself.
Hain Si?
(Tune: Where is Thumbman?)

Hain si (Miko)? Hain si (Ana)?

Uya/Huni ako. Uya/Huni kami.
Ako nangungumusta, ako nangungumusta.
Marhay man, marhay man.

The pupil who is called will go to the center of the circle to introduce herself/
himself.

F. Post Assessment/Evaluation
Game: “Going Bulilit Show”
Teacher creates scenario where pupils introduce themselves in a Going Bulilit
Show.
Pupils may imitate a model before he/she introduces himself/ herself.
 Day 3

A. Prereading Activities
1. Unlocking of difficult words (through pictures and context clues)

a. beterinaryo
* Betirinaryo an aki ni Ramil. Siya an nagbubulong kan mga hayop
na naghihilang.

b. zoo
*Kadakul na mga hayop an nahiling ni Joyce sa parke asin Wild
Life. Ini an zoo sa Albay.

c.knapsack

2. Motivation
Game: “I Sounded Like My Mom”
Teacher prepares masks representing faces of five (5) different kinds of
animals.
Teacher produces the sound of the animals and the pupils locate their
mother based on the sound produced by the teacher.

Pupils are grouped into five (5):

Group 1: pig Group 4: bird
Group 2: dog Group 5: cat
Group 3: duck
Do you have pets at home?
What is your favorite pet?
 Why do you like it as your pet?
3. Book Orientation
Introduce the book, the title and the author.

4. Motive Question
What is the favorite pet of Nardo?

B. During Reading
Listening story: Teacher reads the story “An Mag-amigo” by Claire B.
Barcelona. Pupils listen.
Interactive reading : Second reading of the story

An Mag-amigo
Sinurat ni: Claire B. Barcelona

“Yehey!” an kurahaw ni Nardo.

“Maduman kami sa Wildlife sa Sabado,” maugmang sabi ni Nardo.
Beterinaryo an ama ni Nardo. Siya an nagbubulong asin nag-aataman kan mga
hayop sa zoo.
Aki pa sana si Nardo, mahilig na siyang mag-ataman nin hayop. Igwa siyang
ataman na ukay na si Kukay, ikos na si Mingming asin ido na si Dodong. Sa gabos si
Dodong an paborito niya.
“Papa, puwede kong ipag-iba si Kukay, Mingming asin Dodong sa Sabado?”
seryosong hapot ni Nardo.
“Baka, mawara sinda Nardo. Kadakul pa naman nin tawo buda mga hayop sa
WildLife,”simbag kan ama.
Namundo si Nardo sa simbag kan ama, alagad nakaisip tulos siya nin paagi kun
pano maipag-iba an amigong si Dodong.
“Dodong, dai ka sana magparahiro ha? Ikakaag taka sa knapsack ko. Pag-abot
sa Wildlife, magbubukudan kita mantang nagbubulong si Papa,” luway-luway na
pakihuron ni Nardo kay Dodong.
“Aw-aw-aw,” pag-uyon na simbag kan amigong si Dodong.
Sa Wildlife, kadakol na nahiling na hayop si Nardo, yaon si Sisong Sawa, na
nakapurupot sa dakulang sanga. “Ssh,sssh,sssshhh, shhhh,” an pagbati niya sa mga
bisita.
Si Kardong Kanding, na nakikikawat kay Bebong Baka.
“Moo, mooo, mooo,mooo, yaon na ako Kardo,”sabi ni Bebong Baka.
“Mee,mee,mee,meee, bukod pa Bebong,” simbag ni Kardong Kabayo.
“Boot,boot,boot,” an huni ni Kuwagong Kulas. “Digdi ka sako, Nardo. Hilinga an
sakuyang bagong hawla,pinturado na,” pag-imbitar ni Kulas.
“Kwak, kwak, kwak, maugmang aldaw, Nardo,” pagbati ni Perlang Pato.
“Marhay na aldaw saindo, Kuwagong Kulas asin Perlang Pato.” Hain si
Tonyong Talapang? Dai ko nadadangog an tugtog niyang ‘Kokak, kokak’ buda si
Mandong Manok an saiyang kantang ‘Tuk-tura-ook, tuk-turaok’,” hapot ni Nardo.
“Yaon sinda sa klinika, pigbubulong si Mandong Manok ta nasubrahan ki kanta
nawaran na nin boses. Si Tonyong Talapang, makulog daa an halunan ta sobrang
ribuk kan mauran,” paulok na simbag ninda Kuwago buda Pato.
“Halat ka, Nardo, hain an amigo mong si Dodong?” ngalas na hapot ni Perlang
Pato.
Tulos na nagdalagan si Nardo. Dali-dali niyang hinanap an knapsack sa laog
kan awto. Dai na an bag ko. Hain na si Dodong. Natakot si Nardo na dai na sa bag an
 paboritong si Dodong.
Hinanap ni Nardo an amigong si Dodong alagad dai niya ini nakua. Tulos na
nagduman sa klinika ni papa niya.
Sa lamesa nakahigda si Dodong, maluya pa. Tolos na kinugos ni Nardo an
amigong si Dodong.
“Aw,aw,aw,” mamundong batok ni Dodong.
“Patawad, Dodong, nalingawan takang iluwas sa knapsack ko,” mamundong
sabi ni Nardo.
“Nardo, sa masunod ngani sunudon mo an sabi ko. Kun dai ko nalingawan an
gamit ko sa pagbulong, puwedeng nagadan si Dodong ta dai nakahangos sa knapsack
mo,” pangadal ni ama.
“Patawad, Papa. Patawad, Dodong,” kinugos giraray ni Nardo an amigong si
Dodong.

C. Post Reading
1. Engagement Activities
1. Ano an paboritong ataman na hayop ni Nardo?
2. Nata kaya ta maugma si Nardo kan aldaw na ito?
3. Masain sinda Nardo asin an saiyang ama?
Grupo 1- Idrowing an pandok ni Nardo kan sinda maduman sa
Wildlife.
4. Sain nagtatrabaho an ama ni Nardo?
5. Ano an trabaho kan saiyang ama?
6. Ano-ano an mga ataman na hayop ni Nardo?
7. Ano an gustong gibuhon ni Nardo sa saiyang mga ataman na hayop?
Grupo 2- Ihiras sa klase an mga ataman nindong hayop. Itaram kun
arin sa mga ini an paborito.
8. Nata ta dai niya puwede iiriba ang mga ataman na hayop sa zoo?
9. Ano kaya an puwedeng mangayari sa mga ataman niyang hayop kun
iiriba niya ini sa zoo?
10. Ano-ano an mga hayop na nahiling ni Nardo sa zoo?
Grupo 3- Gibuhon an mga hiro kan mga hayop na nahiling ni Nardo
sa zoo.
11.Ano an ginibo ni Dodong para maiiba niya an saiyang paboritong
ataman na hayop sa zoo?
12. Sain niya inilaag si Dodong?
13. Ano an nangyari ki Dodong? Ano an saiyang ginibo kan dai niya ini
nahiling?
14. Sain niya nahiling si Dodong?
15. Kun ika si Nardo ilalaog mo man an saimong ataman na hayop sa
laog kan saimong bag? Nata? Nata dai?
Grupo 4- Ipahiling kun pano mo pig-aataman an saimong paboritong
hayop.
16. Anong adal an saimong nakua/naguno sa istoryang nadangog?
 Day 4

A. Skill Development
1. Modeling
Give emphasis on the sound produced by different animals in the story
listened to.
“Q and A at the Zoo”
Teacher produces the sound and pupils identify the animal.
Which animal says ‘aw-aw’?
Which animal says ‘meow, meow’?
Which animal says ‘mee..meee’?
Which animal says ‘moo…moo’?
Which animal says ‘quack…quack’?
Which animal says ‘kokak…kokak’?
Which animal says ‘sshhh…sshhh’?

2. Guided Activity
a. Game: “I am Looking for My Mom”
Eight of the pupils will act as the mother pig, 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”
Teacher post pictures of different kinds of animal on the wall.
Pupils are grouped into three (3) and they will take turns 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: monkey
Pupils will produce the sound of the animals in the farm they will visit.

B. Post assessment
1. Teacher shows pictures of different animals listed inside the box and pupils
produce the sound.
 Activity 1

2. Look at the animals on the right. Connect the animal to the sound it produces
on the left.
Teacher produces the sound.

1. aw aw aw

2. miyaw miyaw miyaw

3. mee mee mee

4. kokak kokak kokak

5. tukturaok tukturaok

Day 5

A. Review
What animals did Nardo meet at the zoo?
Can you produce the sound of the animal?

B. Presentation

1. Game:“The Magic Box” Teacher puts pictures of different objects that

produce sound.
In a form of a riddle pupils guess what’s inside the box.

Ex. You can see me up in the sky.

I fly like a bird.
 I give the sound ‘zoom…zoom’.
What am I?______

When the pupils guess the object, teacher reveals the correct answer.

2. “Show Me a Picture”
After the pictures are revealed from “The Magic Box”, teacher tells that
not only animals produce sound. There are different objects that produce
sound.
What other things produce sound?
Pupil names the picture and gives the sound it produces.

thunder cymbals

maracas

C. Modeling
Teacher shows different real objects, musical instrument, mechanical and other
things that produce sound.
Teacher gives the sound of the object while pupils imitate.

D. Guided Activity

Activity 2

Trace the dots to form the object that produce sound.

Activity 3
 Connect the object to the sound it produces.
Teacher produces the sound.

1. prrrt prrrt prrrt

2. boom boom boom

3. klang klang klang

4. ting ting ting

5. toot toot toot

E. Independent activity:
Game: “Parade of Sounds”
Teacher posts outside the classroom pictures of different objects that produce
sound. Pupils walk around and as they pass 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 put the picture on the specified column.

Animals Musical Environment Mechanical

Instruments Objects

Sequence of recorded sounds

1. tuk-tu-ra-ok-tuk-tu-ra-ok
2. broom-broom
3. splash, woosh,woosh
4. tip-tap-tap
5. boom-boom-boom
6. kokak-ko-kak-ko-kak
7. toot-toot-toot
8. aw-aw-aw-aw
9. kring-kring
10.mee-mee-mee