LESSON PLAN IN MOTHER TONGUE

GRADE I
Quarter 1 Week 6

DAY 1

I. OBJECTIVES
A. Content Standard
The learner…
 demonstrates understanding of grade level narrative and
informatonal text.
 manifests beginning language skills to communicate in
different contexts.
 demonstrates developing knowledge and use of
appropriate grade level vocabulary and concepts.
B. Performance standard
The learner …
 comprehends and appreciates grade level narrative and
informational texts
 uses beginning oral language skills to communicate
personal experiences, ideas and feelings in different
contexts.
 Uses developing vocabulary in both oral and written form.
C. Learning Competencies / Objectives
 MT1OL-Ie-i-5.1 Participate actively during story reading
by making comments and asking questions.
 MT1LC-Ie-f-3.1 Infer the character feelings and traits in a
story listened to.
 MT1OL-Ia-i-1.1 Talk about oneself and one’s personal
experience ( family , pet , favorite food ).
 MT1OL-Ie-i-5.1 Listen and respond to others in oral
conversation.
 MT1VCD –Ib-i-2.1 Give meanings of words through realia
, picture clues and action or gestures.

II. CONTENT: Story : An Siwo sa Sirong

III. LEARNING RESOURCES
1. References : K to 12 Curriculum Guide , Mother Tongue TG (old)
2. Learner’s Material pp.
3.Other Learning materials : pictures , strip of papers with words ,
bigbook
 4. Theme : My Family and I ; Likes and Dislikes
IV. PROCEDURES:
A. Pre – Reading Activities
1. Unlocking of difficult words through pictures

siwo sirong

* sadit – through real object

* siyap – through action or sound
2. Motivation
Have you experienced being left by your parents or siblings in
your house? ( Namatian mo nang mawalat kan saimong magurang sa harong
nindo ?
What did you do?
(Ano an ginibo mo ?)
3. Motive Question
Who was left in the underground of Tatay Sendong’s house?
(Siisay an nawalat sa sirong kan harong ni Tatay Sendong ?)

B. During Reading
 Recalling the standards for listening
 Read Aloud
Teacher reads the short story “An Siwo sa Sirong” while pupils
listen.
Teacher uses cut-out pictures or big book in telling the story.

An Siwo sa Sirong
Ni Juliet F. Pasiona

Si Tatay Sendong igwa nin harong.

May sirong an harong ni Tatay Sendong.
May sarong siwo na nawalat sa sirong.
Siya si Saso.
Si Saso sarong sadit na siwo.
“ Siyap! Siyap! Siyap!” an hibi ni Saso.
Inaapod kaya niya an saiyang ina
Naghahanap nin kakanon an saiyang ina.
Kaibahan kaini an saiyang mga tugang na siwo.
“Siyap! Siyap! Siyap! Siyap!” an hibi pa ni Saso.
Nadangog ni Tatay Sendong an hibi ni Saso.
 Nahiling niya na may sadit na siwo sa sirong.
Kinua niya ini saka dinara sa saiyang ina saka mga tugang.
“Siyap! Siyap!”an nagpapasalamat na huni ni Saso.

C. Post Reading Activity

1. Engagement Activity / Comprehension Check
a. Who was left in the underground of Tatay Sendong’s house?
(Siisay an nawalat sa sirong kan harong ni Tatay Sendong ?)
b. Sain nawalat si Saso? ( sa sirong kan harong)
c. Ano an ginibo ni Saso kan siya nawalat sa sirong kan
harong?(nagpaparasiyap)
d. Siisay an nakadangog sa hibi ni Saso ? (Si Tatay Sendong)
e. Ano an ginibo ni Tatay Sendong?(Kinua saka dinara sa
saiyang ina saka mga tugang)
f. Ano an namatian ni Saso kan makaiba niya na an saiyang
ina saka mga tugang? (naogma)
g. Anong klaseng siwo si Saso? ( matakuton )
g. kun ika si Saso , mapasalamat ka man daw? Taano ?

2. Enrichment Activity
 “Time to Share” Teacher guides pupils to look for a pair.
Pupil will ask each other the following question:
a. What pet do you like? Dislike? Why?
(Anong hayop an gusto mong atamanon ? Taano ?)
(Anong hayop man an habo mong atamanon ? Taano ?)

 “Act a Part” Teacher groups pupils into three.

Each group will act out part of the story they like best.
IV. Evaluation
A. Anong pag –uugali an ipinapahiling kan tauhan sa kada sitwasyon?
Isurat an letra kan tamang simbag. (Babasahon kan paratukdo)
1. Perming naggagamit nin iyo po saka dai po si Ana kun siya
nakikiulay sa tawo.
a. maisog b. magalang c. maogmahon
2. Nagtatabang sa paglinig sa eskwelahan saka sa harong si Roy
dawa dai siya pigsusugo.
a. mahigos b. hugakon c. maboot

3. Sinabi kan aki sa nanay niya an tunay na nangyari kun taano

napasa an baso.
a. honesto b. salbahe c. hambugon
 4. Si Lito nagbali sa sarong kontes sa patiribayan sa pagkanta.
Siya an nanggana. Ano kaya an namatian niya?
a. namundo b. naogma c. nauyit
5. Naligis an ataman na ido ni Mara kaya ini nagadan. Ano
kaya an namatian niya?
a. naanggot b. namundo c. naogma

V. Homework
Idrowing an lalawgon na nagpapahiling kan namamatian mo kun ika
nakakakua nin halangkaw na marka sa test.
DAY 2

I. OBJECTIVES
A. Content Standard
The learner…
 demonstrates knowledge of the alphabet and decoding
to read , write and spell words correctly.
 demonstrates understanding that words are made up of
sounds and syllables.
B. Performance standard
The learner …
 applies grade level phonics and word analysis skills in
reading , writing and spelling words.
 Uses knowledge of phonological skills to discriminate and
manipulate sound patterns.
C. Learning Competencies / Objectives
 MT1PWR -Ib-i-1.1 Give the name and sound of each
letter.
 MT1PWR -Ib-i-1.2 Give the beginning letter /sound of the
name of each picture.
 MT1PWR-Ib-i- 4.1 Match words with pictures and objects
 MT1PA –Id –i- 3.1 Orally segment a two – three syllable
word into its syllabic parts.
 MT1PA –Id-i-4.1 Say the new spoken word when two or
more sounds are put together.
 MT1PA-Id-i-4.2 Say the new spoken word when two or
more syllables are put together.
 MT1PA-Ie-i-5.1 Isolate and pronounce the beginning
and ending sounds of given words.

II. CONTENT: Letter Ss , sound /s /

III. LEARNING RESOURCES

1. References : K to 12 Curriculum Guide , Mother Tongue
2. Learner’s Material pp.38 , 41
3.Other Learning materials : pictures , letter card
4. Theme : My Family and I ; Likes and Dislikes

IV. PROCEDURES
A. Review
Teacher presents pictures of words found in the story.
 siwo Saso sirong Sendong sadit saro

Let the pupils name each picture.

Ask: What is the beginning sound of each word?
(Ano an inot na tanog sa tataramon na siwo? Saso?
sirong? Sendong? sadit? saro?)
Teacher shows other pictures of objects that begins with Ss.

sira sabon siko sili

singsing sogok samhod

In what sound does the name of the pictures begin?

What other object / word begins with sound /s/ ?

B. Modelling
1. Producing the /s/ sound.
 Teacher shows letter card with big and small Ss.
Introduce to the class the letter name and teacher produces the
sound three times as pupils follow.
 As teacher raises the letter card Ss, pupils will produce the
sound of /s/.
C. Primer Track Lesson ( Key Letter Ss)
1. Present the Key Picture and the Key word : sago
 sago

 What does the picture tell ?

 Teacher says : This is a picture of sago.
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.
2. Syllable Box
 Teacher points to the key word and reads it at normal speed.
sago
 Point to each syllable as teacher reads each syllable distinctly.

sa go

 Read each syllable again , clapping once for each syllable. Do

this again and have the students clap for each syllable with you.
3. Word Breaking
 Teacher writes the key word on the left side under the syllable
box. Read it to and then with the pupils.
 Teacher writes the new letter directly under the new letter
above. Read it to then with the pupils.
 Teacher continues writing each smaller part of the word and
reading it to and with the pupils.
 Teacher writes the new letter directly under the new letter
above. Read the new letter to and with the pupils.
 Teacher reads the whole Break-the –word column with the
pupils.

sago
sago

sa

4. Word Making
 Teacher write the new letter to the right of the break-the-word
column and reads the new letter with the pupils.
  Teacher writes the part of the word with the new letter so the
new letters are in a straight column. Then, reads the parts of the
word with the pupils.
 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.
 Pupils read the key word , syllable box , break the word and
make the word together. Then, call volunteers to read alone.

sago

sago s
sa sa
s sago
5. Big Box
si so sa ni
na go ga sin
gi sog nog nag
an sag a i

 Pupils read letters /syllables as teacher points 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.
 Next, point to different letters or syllables randomly.
 Volunteers read each letter or syllable as teacher points to it.
 Teacher corrects if mistakes are committed.

6. Finding the words in the Big Box

 Pupils locate / generate other words in the Big Box.
 These may be words they previously learned or even better
words they have not learned/introduced by the teacher.
 Read the words with the pupils as they identify them.
 Ask the pupils, “Is the word correct/” If yes, read it with the
pupils. If not , another pupil points to the correct letters.
 Write each new word on the chalkboard.
 Pupils read all the generated words in the word list together.

gisa asin gasa siga siso isog gian

sagi sagi sinag ganso naggisa nag-aga
7. Sentence Breaking

naggisa
Naggisa si Ana.
Naggisa si
Naggisa

 Teacher writes the Sentence Making Word (naggisa). Points to it

and reads it with the pupils. Tell the pupils that you will use this
word to make sentence.
 Teacher writes the whole word sentence under the Big Box
towards the left side.
 Teacher moves the pointer under the sentence as he/she reads
it with the pupils.
 Teacher writes the part of the sentence with the sentence
making words directly under the same word above.
 Teacher uses the pointer and reads every part of the sentence
with the pupils.
 Teacher writes the next smaller part of the sentence.
 Teacher reads every part of the sentence with the pupils.
 Teacher writes the sentence- making word by itself so it is
directly under the same words in the rows above and reads it
with the pupils.

8. Sentence Making

naggisa

Naggisa si Ana. Naggisa

Naggisa si Naggisa si
Naggisa Naggisa si Ana.

 Teacher tells the pupils “Now, we will make the sentence

again.”
 Teacher writes the sentence making word under the big
box but on the right side.
 Point to the word as teacher reads it with the pupils.
  Teacher writes the biggest part of the sentence under
the sentence making word above.
 Teacher reads that part of the sentence with the pupils.
 Now, write the entire sentence so that the sentence
making word is just under the same word above.
 Lastly, teacher reads the sentence with the pupils.

C. Guided Practice
 Pupils read from key word , syllable box , word breaking , word
making, big box , sentence breaking and sentence making.
 Call a volunteer , pair , rows , in group and the entire class.

sago

sago s
sa sa
s sago

si so sa ni
na go ga sin
gi sog nog nag
an sag a i

naggisa

Naggisa si Ana. Naggisa

Naggisa si Naggisa si
Naggisa Naggisa si Ana.

IV. Evaluation
Connect the picture with its name.

1. a. sapatos
 2. b. sira

3. c. suklay

4. d. salming

5. e. saro

V. Homework
Draw one picture whose name begins with /s/.
DAY 3

I. OBJECTIVES
A. Content Standard
The learner…
 demonstrates knowledge of the alphabet and decoding
to read , write and spell words correctly.
 demonstrates understanding that words are made up of
sounds and syllables.
B. Performance standard
The learner …
 applies grade level phonics and word analysis skills in
reading , writing and spelling words.
 uses knowledge of phonological skills to discriminate and
manipulate sound patterns.
C. Learning Competencies / Objectives
 MT1PWR -Ib-i-2.1 Identify upper and lower case letters .
 MT1PWR -Ib-i-3.1 Write the upper case and lower case
letters legibly, observing proper sequence of strokes.
 MT1PWR-Ib-i- 6.1 Spell and write correctly grade one
level words consisting of letters already learned.
 MT1PA –Id –i- 3.1 Orally segment a two – three syllable
word into its syllabic parts.
 MT1PA –Id-i-4.1 Say the new spoken word when two or
more sounds are put together.
 MT1PA-Id-i-4.2 Say the new spoken word when two or
more syllables are put together.

II. CONTENT; Writing Letter Ss

III. LEARNING RESOURCES

1. References : K to 12 Curriculum Guide , Mother Tongue
2. Learner’s Material pp.39-40
3.Other Learning materials : pictures , flashcard Letter Ss , activity
sheet
4. Theme : My Family and I ; Likes and Dislikes

IV. PROCEDURES

A. Review
 Teacher asks : What is the key word introduced
yesterday ? sago
 What is the initial / beginning letter of the word sago ?
  Let the pupils produce the beginning sound.
 “Who can give some words that begin with /s/ ?”
B. Presentation
 Present the flashcard with big and small letter Ss made of sand
paper and trace with her /his fingers.
 Introduce the letter as big and small letter Ss.

C. Modelling
 Using the flashcard , teacher calls some pupils to trace the letter
Ss.
 Teacher writes letter Ss on the board showing the proper and
correct hand stroke in writing it.
 Then , let pupils write letter Ss on the air , palm, back of
classmate and desk.
 Ask pupils to volunteer writing letter on the board.
D. Guided Practice
Writing
 Tracing the letter Ss. (Use the Activity in MTB-MLE Kagamitan
ng Mag-aaral p. 39)
Teacher gives activity sheet to pupils for tracing big and small
letter Ss
 Writing letter Ss on their paper.

E. Independent Practice
a. Copy the words correctly.
1. siso
2. asin
3. sago
4. sain
5. gosi

IV. Post Assessment

“Spell and Write”
Teacher dictates words and pupils write on their paper.
1. asin
2. siso
3. aso
4. gisa
5. sagi

V. Homework (Gibuhon sa Harong)

Practice writing letter Ss on your notebook.
DAY 4

I. OBJECTIVES
A. Content Standard
The learner…
 manifests beginning oral language skills to communicate
in different contexts
 demonstrates understanding that words are made up of
sounds and syllables.
 demonstates awareness of language grammar and
usage when speaking and/or writing..
B. Performance standard
The learner …
 uses beginning oral language skills to communicate
personal experiences , ideas, and feelings in different
contexts.
 uses knowledge of phonological skills to discriminate and
manipulate sound patterns.
 speaks and/or writes correctly for different purposes
using the basic grammar of the language
C. Learning Competencies / Objectives
 MT1OL -Ib-i-4.1 Recite and sing in groups familiar
rhymes and songs .
 MT1PA -Ib-i-1.1 Identify rhyming words in nursery
rhymes , songs, jingles , poems and chants.
 MT1PA-Ib-i- 2.1 Tell whether a given pair of words
rhyme.
 MT1GA-Ie-f-2.1 Identify naming words (persons, places,
things, animals)
a. common and proper
b. noun markers

II. CONTENT : Rhyming Words and Identifying Naming Words

III. LEARNING RESOURCES

1. References : K to 12 Curriculum Guide , Mother Tongue
2. Learner’s Material pp. 43
3.Other Learning materials : pictures , chart of the rhyme
4. Theme : My Family and I ; Likes and Dislikes

IV. PROCEDURES
A. Review
Teacher asks pupils to give words beginning with /s/.
 B. Presentation
Teacher presents a rhyme.

Sago! Sago!
May sago sa baso.
Nasagi an baso.
Nahulog sa nigo.
Naano, naano,
an sago sa baso?
Nasagi , nasagi,
an sago ni Igi.

 Teacher recites the rhyme while pupils listen.

 Teacher recites the rhyme with the pupils.
 Call volunteers , by groups to recite the rhyme.

C. Development of the Lesson

A. Rhyming Words
 Present pair of words from the rhyme.
sago – baso naano - baso
baso - nigo nasagi – Igi
 What can you say about the pair of words?
(Ano an masasabi nindo sa magkapadis na tataramon?)
 Do they have the same ending sound?
(Magkapareho daw an tanog sa hurihan?)
 Teacher introduces the term Rhyming Words.
 Teacher asks for other words that rhyme with sago and nasagi.
B. Naming Words
 Teacher asks : Siisay an nakasagi sa sago ?
 Teacher writes Igi on the board.
 “Igi” is a name of person. It is called Proper noun.
Proper Noun an apod sa mga tataramon na nagngangaran nin
particular na tawo , hayop , bagay , o lugar. Nagpupuon ini sa
dakulang letra. Ginagamitan ini nin noun markers arog kan si ,
sinda , an , saka sa
Discuss when to use these noun markers.
 Ginagamit an si kun saro sana an pinag-uulayan na tawo o
hayop.
 An sinda ginagamit kun duwa o sobra pa an pinag – uulayan na
tawo o hayop.
 An sa ginagamit na noun marker sa particular na ngaran nin
lugar dangan an an sa particular na ngaran nin bagay.
D. Guided Practice
“Thumbs Up and Down”
 Teacher gives pair of words , pupils will identify if it is rhyming
pair or not.Thumbs up for rhyming words and thumbs down if
not.

aso – ganso
isog – gosi
sabon – sanga
mais – lapis
siyam – giram
E. Independent Practice
 Pagpadison an ritratong magkapareho an tanog kan pangaran
sa hurihan.

1. a.

2. b.

3. c.

4. d.

5. e.

 Bilugan an Proper noun.

Mara ina Lagonoy kaklase
baryo ikos Sunsilk Lolo Roy
Manila sabon gatas pantalon
IV. Evaluation
A. Identify whether the following pair of words rhyme or not. Write R if
it is rhyming words and NR if it is not.
1. sapatos - putos
2 . sira - gamgam
3. sabon - kahon

B. Pilion sa kahon an Proper noun kan mga tataramon.

Bantay Monggol Filipino 1 Colgate

4. ayam –
5. lapis –
6. libro –
V. Homework (Gibuhon sa Harong)
Maggunting nin 3 ritrato na may Proper Noun.
DAY 5

I. OBJECTIVES
A. Content Standard
The learner…
 demonstrates knowledge of the alphabet and decoding
to read , write and spell words correctly.
 demonstrates the ability to read grade one level text with
sufficient accuracy , speed, and expression to support
comprehension.
 demonstrates the ability to formulate ideas into
sentences or longer texts using developmental and
conventional spelling.
B. Performance standard
The learner …
 applies grade level phonics and word analysis skills in
reading , writing and spelling words.
 reads with sufficient speed , accuracy , and proper
expression in reading grade level text.
 uses basic knowledge and skills to write clear , coherent
sentences , and simple paragraphs based on a variety of
stimulus materials.
C. Learning Competencies / Objectives
 MT1PWR -Ic-i-5.1 Blend specific letters to form syllables
and words.
 MT1F -Ic-Iva-i-1.1 Read Grade 1 level words, phrases,
and sentences with appropriate speed and accuracy.
 MT1C-Ib-f- 1.1 Express ideas through a variety of
symbols (e.g drawings and invented spelling)

II. CONTENT : Forming Syllables and Words

Reading Short Story :An Sago sa Nigo
III. LEARNING RESOURCES
1. References : K to 12 Curriculum Guide , Mother Tongue
2. Learner’s Material pp. 42 &43
3.Other Learning materials : pictures , chart of Big box syllables
4. Theme : My Family and I ; Likes and Dislikes

IV. PROCEDURES
A. Review
 Teacher shows the picture of the key word : sago
Let the pupils read the word with the teacher.
 B. Guided Practice
 Teacher guides pupils to point the syllables that make the key
word sago.
 Teacher presents the big box again. He / she may change the
syllables inside the big box to increase vocabulary by creating
more words.

si so sa ni
na go ga sin
gi sog nog nag
an sag a i

 “Create and Write”

Group pupils into five (5).
Let them create or form words from the syllables found in
the big box.
The most number of correct words formed will be
declared as winner.
 Time to Read
1. Teacher reads the words formed with the pupils, then call a
volunteer , by two’s or by group.
2. Teacher presents phrases and reads with the pupils.

an ganso an sago nag agnas

nag gosi nag onas nag gisa
anis sa nigo an siso sa aga an ani
anis asin sago asin sa nigo nasa nigo

C. Independent Practice
 Reading simple sentences.
1. An ganso nasa siso.
2. An sago nasa nigo.
3. Nag gosi nin anis si Ana.
4. Nag onas nin sago an ganso.
5. Sa aga an ani sa Naga.
 . Answering exercises on p. 42 of MTB-MLE Kagamitan ng Mag-
aaral.

IV. Evaluation / Post Assessment

Read the story and answer the following questions.
 An Ganso ni Siso

An ganso ni Siso nasa Naga.

Inonas kan ganso ni Siso an sago.
An sago nasa nigo.
An sago! An sago!
Inonas kan ganso ni Siso an sago sa nigo.

1. Siisay an may ganso?

2. Hain an ganso?
3. Ano an ginibo kan ganso sa sago?
4. Siisay an nag onas kan sago?
5.Sain nakalaag an sago?

V. Homework
Reading the story “An Sago sa Nigo” p. 43 MTB_MLE Kagamitan ng
Mag – aaral and answer the following questions.

An Sago sa Nigo

An sago nasa nigo.

Nasa Naga an nigo.
Naigo ni Sisa an sago sa nigo.
:Sago! Sago! Naigo an sago!
Naigo ni Sisa an sago sa nigo!”

1. Ano an nasa nigo ?

2. Hain an sago sa nigo ?
3. Naano ni Sisa an sago sa nigo ?
4. Ano kaya an nangyari sa sago na naigo ?
5. Ano an dapat gibuhon ngani dai makaigo?
a. magdalagan
b. magluway-luway
c. magturog