Mother Tongue-Based

Multilingual Education (MTB-MLE)

Teacher’s Guide
Ilokano: Unit 1 – Week 1
 1
Mother Tongue Based
Multilingual Education
(MTB-MLE)
Teacher’s Guide
(Unit 1 – Week 1)

Ilokano

This instructional material was collaboratively developed and

reviewed by educators from public and private schools,
colleges, and/or universities. We encourage teachers and
other education stakeholders to email their feedback,
comments, and recommendations to the Department of
Education at action@deped.gov.ph.

We value your feedback and recommendations.

Department of Education
Republic of the Philippines
Mother Tongue Based Multilingual Education – Grade 1
Teacher’s Guide: Ilokano
First Edition, 2013
ISBN: 978-971-9981-76-3

Republic Act 8293, section 176 indicates that: No copyright shall subsist in
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government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may among other things,
impose as a condition the payment of royalties.

The borrowed materials (i.e., songs, stories, poems, pictures, photos, brand
names, trademarks, etc.) included in this book are owned by their respective
copyright holders. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Br. Armin Luistro FSC
Undersecretary: Dr. Yolanda S. Quijano
Assistant Secretary: Dr. Elena R. Ruiz

Development Team of the Teacher’s Guide

Authors: Leila P. Areola

Grace Donata S. Abugan

Graphic Artists: Noel B. Corpuz

Jacinto Cepeda

Layout Artists: Aro R. Rara

Jacinto Cepeda

Printed in the Philippines ____________

Department of Education-Instructional Materials Council Secretariat (DepEd-

IMCS)
Office Address: 2nd Floor Dorm G, PSC Complex, Meralco Avenue.
Pasig City, Philippines 1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: imcsetd@yahoo.com
 Lesson Guide in Grade 1 - Ilokano: Week 1

I. Objectives
1. Introduce oneself, family, friends and others using naming words and
pronouns in culturally appropriate manner.
2. Talk about pictures presented using appropriate local terminologies with ease
and confidence – animals, mechanical objects, musical instruments, and
environment.
3. Use correctly terms referring to conventions of print (book, front and back
cover, beginning, ending, title, page, author and illustrator)
4. Develop and use vocabulary by listening to sounds produced and learned
locally - animals, mechanical objects, musical instruments and environment
5. Predict what the story is about based on personal experiences
6. Recall important details in listening stories, shared reading stories,
experience stories listened to
7. Manifest enjoyment in producing the sounds of local animals, mechanical
objects and musical instruments
8. Respond to the story through the following engagement activities:
Group 1 – Solbaren ti Puzzle
Group 2 – Pagparisen
Group 3 –Pilien
Group 4 – Idrama
9. Perceive/Comprehend and produce sounds heard locally from – animals,
mechanical objects, musical instruments and environment
10. Write using a comfortable and efficient pencil grip
11. Trace and copy lines (straight, slanting, horizontal, curve, circular)

II. Subject Matter

A. Story: Dagiti Uni iti Aglawlaw

B. Focus Skills
1. Grammar Awareness:
Introducing oneself, family, friends and others using naming words
and pronouns in culturally appropriate manner
2. Oral Language:
Talking about pictures presented using appropriate local terminologies
with ease and confidence – animals, mechanical objects, musical
instruments, and environment
3. Book and Print Knowledge:
Using correctly terms referring to conventions of print (book, front and
back cover, beginning, ending, title, page, author and illustrator
4. Vocabulary:
Developing and using vocabulary by listening to sounds produced and
learned locally - animals, mechanical objects, musical instruments and
environment
5. Reading Comprehension:
a. Predicting what the story is about based on personal experiences
b. Confirming predictions after listening to a story
c. Relate events in the story to personal experiences
d. Recalling important details in listening stories, shared reading stories,
experience stories or children’s stories listened to
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 e. Manifesting enjoyment in producing the sounds of local animals,
mechanical objects and musical instruments
6. Phonological Awareness:
a. Perceiving/Comprehending and producing sounds heard locally from –
animals, mechanical objects, musical instruments and environment
b. Identify rhyming words in nursery rhymes, songs, jingles, poems, and
chants.
7. Handwriting:
a. Writing using a comfortable and efficient pencil grip
b. Tracing and copying lines (straight, slanting, horizontal, curve, circular)

C. Reference: K to 12 Curriculum

D. Materials: Realias (musical instruments, objects that produce sounds like

bell, clock, etc., stuff animals, hand puppets)
Multi-media materials (CD or Tape Recorder and player: recorded sound of
animals, environment, or musical instrument)
Pictures of animals, musical instruments, objects and nature that make
sounds

E. Strategies: Acting Out, Games, Song, Puppet Show

F. Value: Appreciating the different sounds heard by taking care of the things
and animals that produce these sounds

G. Theme: My Family and I - likes and dislikes; daily tasks/activities

III. Procedure

DAY 1

A. Preparatory Activity
Teach the song “Kumusta Ka?” to the tune of “How are You?”

Kumusta Ka?
(To the tune of Good morning. How are you?)

Kumusta, kumusta, kumustaka?

Nas’yaat, nas’yaat, agyamanak!

B. Lesson Proper
1. Presentation
a. Present a hand puppet. Say: Daytoy ni Ana. Dumngeg kayo ti
ibagana.
Ana: Ti nagan ko ket Ana Reyes.
Innem ti tawen ko.
Agnaedak idiay Baculod, Alcala, Cagayan.
Ti nagan ni tatangko ket Tomas Reyes.
Ti nagan ni nanangko ket Nena Reyes.
b. Ask the following questions:
 Ania ti nagan ti ubing?
 Ania ti imbagana?
 Sadino ti pagnaedanna?
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  Ania ti nagan ni tatangna?
 Ania ti nagan ni nanangna?
c. Present a conversation through a Puppet Show. Introduce the three
puppets and proceed with the conversation.

Conversation

Umuna nga aldaw ti klase. Nakita da Tino ken Niko ni Ana

nga agmaymaysa iti suli ti siled a pagadalan. Inasitgan da
daytoy.

Tino: Naimbag a bigatmo. (Good morning!)

Ana: Naimbag a bigatmo met. (Good morning!)
Tino: Siak ni Tino. Daytoy met ni Niko a gayyemko. Ania met
ti naganmo? (My name is Tino. This is my friend Niko. What
is your name?)
Ana: Ana ti naganko. (My name is Ana.)
Niko: Kumustaka, Ana. (How are you, Ana?)
Ana: Nasayaat met. Agyamanak. (I’m fine. Thank you.)

d. Ask the following questions:

 Siasino dagiti aggayyem?
 Ania ti nagan ti ubing a babai?
 Kasano ti panangkablaaw ni Tino kenni Ana?
 Kasano met ti panangkablaaw ni Ana kenni Tino?
 Kasano ti panagiyam-ammo ni Tino iti bagina kenni Ana?
 Kasano met ti panangiyam-ammona kenni Niko?
 Kasano ti panangiyam-ammo ni Ana iti bagina?
 Ania ti sinaludsod ni Niko kenni Ana?
 Ania ti insungbat ni Ana?
 Ania ti saguday dagiti tallo nga ubbing? (mannakigayyem,
nadayaw)

2. Modelling
Repeat Ana’s introduction then let the pupils introduce themselves using
the following pattern:
Ti naganko ket ____________.
________ ti tawenko.
Agnaedak idiay ___________________.
Ti nagan ni tatangko ket _________________.
Ni nagan nanangko ket __________________.

3. Guided Practice
Gather the pupils into a big circle. Pass a ball around as music is played
over a CD player. When the music stops, the pupil who is holding the ball
will go to the center of the circle to answer his/her classmates questions
as follows:
a. Ania ti naganmo?
b. Mano ti tawenmo??
c. Sadino ti pagnaedam?
d. Ania ti nagan ni tatangmo?
e. Ania ti nagan ni nanangmo?

4. Independent Practice

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 Have the pupils go around and introduce themselves to someone and
get to know his/her name, age, where he lives, father and mother.
Ex.
Ti naganko ket _____________________________.
_____ ti tawenko.
Agnaedak idiay __________________________.
Ti nagan ni tatangko ket _______________________.
Ti nagan ni nanangko ket ________________.
Ket sika? Ania ti naganmo? Mano ti tawenmo? Sadino ti pagnaedam?
Ania ti nagan ni tatangmo? Ania ti nagan ni nanangmo?

5. Application
Ask the pupils to get a partner and have them introduce themselves
and their partners in front of the class using the following pattern:
Ex.
Ti naganko ket ____________,
________ to tawenko
Agnaedak idiay ____________.
Ti nagan ni tatangko ket _____________.
Ti nagan ni nanangko ket ____________.
Daytoy ti gayyemko. Ti naganna ket ______________.
Isu ket ______________ tawenna
Agnaed isuna idiay ______________.
Ti nagan ni tatangna ket ______________.
Ti nagan ni nanangna ket ______________.

DAY 2
A. Pre-Reading Activities
1. Motivation
Ask the pupils to close their eyes and identify the sounds that they
hear. Ask: Ania dagiti uni a nangngeg yo? Ania dagiti uni a
mangmangegyo iti inaldaw?
2. Unlocking of Difficulties
Unlock the following words:
a. Arubayan (illustration)
b. Ariangga (demonstration )
c. Orasion (synonyms, context clues)
3. Previewing
Present the smallbook. Display the cover and point to the title
explaining that these words are called title and that a title is the name of
the story. Point to and read the author’s and illustrator’s names, explaining
to the children that an author is a person who writes the story and an
illustrator is one who draws the pictures for the story. Talk about the title
and ask the pupils to predict what the story might be about. Preview the
book’s illustration on page 1 to help children make their predictions.
4. Motive Question
Ask: Ania ngata dagiti uni a nangngeg da Lito ken Ana?

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B. During Reading
1. First Reading by the Teacher
Open the book and read the whole story showing each page with the
illustrations to pupils.
(Every time the teacher reads a story he/she talks about the title, opening
to the first page, identifying the front and back cover, pointing to the first
and last words, etc.)

Nadumaduma nga Uni iti Aglawlaw

Sarita ni Grace Donata S. Abugan
Malem ti Sabado. Nalpasen dagiti agkabsat a Lito ken Ana ti obrada.
Napanda iti sirok ti mangga iti arubayanda tapno agay-ayamda ti sungka.
Nakitada dagiti nadumaduma a tarakenda nga ayup.
“Aw! Aw! Aw!” kinuna ti aso.
“Kwak!Kwak!” kinuna ti pato.
“Oink! Oink!” kinuna ti baboy.
“Apay nga aggaarianggada, manong?” sinaludsod ni Ana.
“Amangan no mabisinda,” kinuna ni Lito.
“Pakanen ta isuda, manong,” kinunani Ana.
“Wen, ading.Mapanak mangala ti ipakanta kadakuada,” kinuna ni Lito.
Idi malpasda a nagpakan, nagay-ayamda. Intuloyda ti agay-ayam idi
mumalem. Naragsakda nga agay-ayam idi pagamuan ta nakigtotda.
“Kabrummm!”
“Aggurruoden, Manong, agtudon,” kinunani Ana.
“Sumrek ta dita balayen, ading,” kinuna ni Lito.
“Tiki-tik-tiktak!Tiki-tik-tiktak!”
Gapu ta napigsa ti tudo, innala ni Lito ti gitarana. Innala met ni Ana ti
tambor.
“Kring!Kring! Kring!” kinuna ti gitara.
“Bum-bum-bum!” kinuna ti tambor.
Naragsakda a mangpatpatokar kadagiti instrumentoda idi mangngegda ti
aweng ti kampana ti simbaan.
“Orasionen, ading. Intan idiay altar. Agur-uray itan da tatang ken nanang,”
kinuna ni Lito.

2. Second Reading
Give pupils a chance to interact with the text. After reading a page or several
pages, ask questions to help pupils predict and monitor their comprehension.

C. Post Reading Activities

1. The pupils answer the motive question.
2. Group Activity
Group the pupils into four. Have them do the following activities.

Comprehension Check-up Engagement Activities

Siasino dagiti agkabsat?
Sadino ti napananda idi
makariingda?
Ania ti inaramidda?
Ania dagiti nangegda?
Ania dagiti ayup nga akin-uni
kadagitoy?
Ania dagiti aweng a nangegda idi
mumalemen?
Group 1 – Solbaren ti Puzzle
Pagdidikketen dagiti nakartib a
kardbord tapno makabukel ti
ladawan.
Group 2 –Pagparisen
Pagparisen ti ladawan ti ayup ken ti
unina.

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 Comprehension Check-up
Apay a simrekda iti balayda idi
mangegda ti aweng ti kampana ti
simbaan?
Ania ti sagudayda Ana ken Lito?
Engagement Activities
Group 3 – Pilien
Pilien dagiti ladawan dagiti banag a
nanggeg da Ana ken Lito idi
mumalemen.

Kasano ti panangipakitam ti Group 4 – Idrama

panangilalam kadagiti banag a Idrama ti maysa a situasion a
nagaramid kadagitoy nga uni? mangipakita ti panangilalam kadagiti
banag ken ayup a paggapuan dagiti
nadumaduma nga uni.

DAY 3

A. Preparatory Activities
1. Teach the pupils a song about animals.

Song
Pusa, pusa, “Miyaw,”
Pusa, pusa, “Miyaw,”
Pusa, pusa, “Miyaw, miyaw, miyaw.
Pusa, pusa, “Miyaw,”
Pusa, pusa, “Miyaw,”
Pusa, pusa, “Miyaw, miyaw, miyaw.
(Aso, aw)
(Billit, twit)
(Pato, kwak)

2. Ask: What animals were mentioned in the poem? What sound does each
one make? Do you have pets? Say something about your pet. How do
you take care of your pets?

B. Lesson Proper
1. Presentation
Let the pupils listen to the recorded sounds of animals, mechanical
objects, musical instruments, sound of the environment, or using real
objects. Ask the children to identify the sounds they hear.
2. Modelling
Let the pupils to listen to the sounds of animals and objects and let them
imitate these sounds for the second time. Let the pupils imitate the
sounds.

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 A. Pagparisen ti ayup ken ti unina. B. Pagparisen ti banag ken ti unina.

3. Guided Practice
Guessing Game
Group the children into two. One group produces the sound while the
other guesses the animal, mechanical object, musical instrument, and
sound from the environment that produces it. The children do the reverse
with each group in the next round. The group that gives more correct
answer wins.
4. Independent Practice
The teacher asks the pupils to work in pairs. One pupil says an animal or
object and another pupil produces the sound.
5. Application
The teacher asks the pupils to pick an object or stuff animal/toy animal
from the box and produce the sound that it makes.

DAY 4
A. Preparatory Activities
Game: Group the pupils into two. Give each group a set of pictures of
animals, mechanical objects, musical instruments and sounds from the
environment.
Let one group produce a sound. The other group shows the picture that
produces the sound. Let the group exchange roles. The group that gets more
correct answers wins the game.

B. Lesson Proper
1. Presentation
Hand Puppet
Say: Daytoy ni Bantay. Magusgustuanna ti agtaray-taray. Agtaray ditoy.
Agtaray didiay.Nagadu ti lamma ti sakana iti dalan. Adda diretso. Adda
met killo. Ni Bantay ket nakaay-ayat nga aso.

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 2. Modelling
a. Show vertical, slanting and horizontal, curve and circular lines drawn
on the chalkboard.
b. Say: these are the lines made by Bantay. Let us also draw these lines
in the air using our forefinger.
3. Guided Practice
Ask the pupils to write the different lines at the back of their seatmate by
using their fingers. Ask them to write these lines on their desk.
4. Independent Practice
The teacher asks the pupils to write these lines on their slates.

Pasurutan dagiti uged ti mamin-uppat.

1. Patakder nga uged 2. Paidda nga uged

3. patingig nga uged 4. Agkillokillo nga uged

5. patimbukel nga uged

5. Application
The teacher asks the pupils to write these lines on their paper.

DAY 5
A. Post Assessment
1. Agpipinasa ti bola dagiti ubbing. Ti ubing ti makasippaw ti bola ket isu ti
mangiyam-ammo ti bagina babaen iti pagsungbat kadagiti sumaganad:
Ti naganko ket _________________________,
________ to tawenko
Agnaedak idiay ____________.
Ti nagan ni tatangko ket _____________.
Ti nagan ni nanangko ket ____________.
2. Pagparisen ti ayup/bambanag iti awengna. (The teacher shows pictures
of animals, mechanical objects, musical instruments and sounds from the
environment, the pupils produce the sound).
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 a. a. Brum! Brum!

b. b. Aw! Aw! Aw!

c. c. Kwak! Kwak!

d. d. Tiki-tik-tik-tak!

e. e. Bum! Bum! Bum!

3. Agsurat ti patakder, patingig, paidda, killokillo ken patimbukel iti lima a
daras.

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 For inquiries or feedback, please write or call:

DepEd-Bureau of Elementary Education, Curriculum

Development Division

2nd Floor, Bonifacio Bldg., DepEd Complex (ULTRA)

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 638-4799 or 637-4347

E-mail Address: bee-deped@pldtdsl.net,

bee_director@yahoo.com

ISBN: 978-971-9981-76-3