-66Republic of the Philippines

NORTHWEST SAMAR STATE UNIVERSITY

SAN JORGE CAMPUS
Brgy. Erenas, San Jorge, Samar
Actualizing visions.
+639177037775 [email protected]
Harnessing potentials.
(055) 209-3657 www.nwssu.edu.ph

LEARNING PLAN

Course Title Content and Pedagogy in the Mother Tongue Course Code CC8

Course Description This course includes both the content and the pedagogy of the mother tongue. The subject matter content includes the structure of
the mother tongue as a language, literature in the mother tongue, methods and techniques of teaching the language, development of
instructional materials and assessment.

SY/Semester 2019-2020 – Second Semester Credit Units 3 units = 3 hours lecture/week

Program(s) to which it BEED2A/BEED2B Prerequisite None
contributes

LO Topics Teaching and Assessment/ References No.

Learning Requirements of
Methodology hrs.
LO5 Analyze CHAPTER 5: MTBLME FRAMEWORK: ITS  Blended and  Pinpointing the
with precision IMPLEMENTATION IN THE BASIC EDUCATION Flexible strengths and
and accuracy CURRICULUM Learning weaknesses of Giron et al., (2016).
the MTBMLE through social the MTBMLE Teaching and
curriculum in  MTBMLE Framework in the Philippines media and Curriculum Learning Languages 9hrs
the Philippines  Guiding Principles for Teaching and Learning learning  Provide and Multi literacies:
MTBMLE platforms such suggestions as Responding to the
 The Genesis of MTBMLE in the Philippine as Facebook, to how the MTB-MLE
Curriculum Messenger, curriculum may Challenge. Quezon
 The Goals of MTBMLE in the K to 12 Curriculum Zoom and be improved. City, Metro Manila:
 Learning areas from Kindergarten to Grade 6 and Google Lorimar Publishing
the transitioning of Kindergarten Domains to Classroom Inc.
Grade 1 learning areas
 Learning areas and time allotment
 Medium of instruction
 
The fourteen domains of literacy in the Philippine
MTB-MLE curriculum
 Language transfer and language transition in the
Kk to 12 Curriculum: Principles, Processes, and
Practices
LO6 CHAPTER 6: TEACHING STRATEGIES IN MTB-MLE Blended and Flexible  Record teaching
Demonstrate PROGRAM Learning through demonstration Giron et al., (2016).
the strategies, social media and using the various Teaching and
approaches and  Strategies in teaching oracy and literacy learning platforms methodologies in Learning Languages 12hrs
activities in  Approaches and strategies in teaching such as Facebook, and Multi literacies:
teaching Mother
teaching comprehension Messenger, Zoom and Responding to the
MTBMLE  Activities and strategies for phonological Google Classroom
Tongue MTB-MLE
across all awareness development Challenge. Quezon
language areas o Strategies in teaching decoding City, Metro Manila:
 Strategies in teaching fluency Lorimar Publishing
Inc.
LO7 Formulate CHAPTER 7: ASSESSMENT OF EARLY LITERACY SKILLS Blended and Flexible Giron et al., (2016).
their own Learning through Teaching and
language  Definition of assessment social media and Learning Languages 6hrs
assessment  Purposes of assessment learning platforms and Multi literacies:
tools to be used  Processes of assessment such as Facebook, Responding to the
in the  Guidelines for classroom assessment Messenger, Zoom and MTB-MLE
classrooms  Various forms of language and early literacy Google Classroom Challenge. Quezon
assessment City, Metro Manila:
Lorimar Publishing
Inc.

https://
courses.lumenlearni
ng.com/
literacypractice/
chapter/5-types-of-
literacy-assessment-
principles-
procedures-and-
applications/
FINAL EXAMINATION
Prepared by:

PAOLO N. MEÑOZO
Instructor I

Noted:

LAGRITO EBERT B.MANTE, PhD

Campus Dean