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Republic of the Philippines, CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE – PASACAO CAMPUS, Sta. Rosa del Norte, Pasacao, Camarines Sur, Website: www.cbsua.edu.ph, , WEEK 16-17:, , Introduction, A lesson plan is a teacher's detailed description of the course of instruction or "learning, trajectory" for a lesson. A daily lesson plan is developed by a teacher to guide class learning., Details will vary depending on the preference of the teacher, subject being covered, and the, needs of the students. There may be requirements mandated by the school system regarding the, plan. A lesson plan is the teacher's guide for running a particular lesson, and it includes the goal, (what the students are supposed to learn), how the goal will be reached (the method, procedure), and a way of measuring how well the goal was reached (test, worksheet, homework etc.). In this, module, we will discuss how to plan a lesson in teaching mother tongue., , Learning Objectives, At the end of the discussion, the student is expected to:, a) apply basic guidelines and principles in developing a lesson plan in the Mother Tongue;, b) integrate doable, localized, contextualized strategies in lesson plans and the Mother, Tongue (MT); and, c) execute a lesson in the Mother Tongue., , Pre-Competency Checklist, Directions: What do you think is the secret to a good discussion in classroom instruction?, Justify your answer below., , Learning Resources, , , Young, C., et.al (2016). Mother Tongue-Based Multikingual Education: Guide for, Teacher Educators and Students. Published by LORIMAR Publishing, Inc., , Course Code: MTB-MLE, Course Description: Content and Pedagogy for the Mother Tongue, , Instructor, JOHN PETER S. DADO, LPT

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Republic of the Philippines, CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE – PASACAO CAMPUS, Sta. Rosa del Norte, Pasacao, Camarines Sur, Website: www.cbsua.edu.ph, , Explore, A lesson in the mother tongue is no different from that of any other language lesson., However, with the utilization of the mother tongue as a new thrusy in the Philippine Education, system, lesson development in the mother tongue poses a struggle for the pre-service teacher,, since this language has not been extensively used as a medium of instruction or as a means of, communication for some in certain areas., The Department of Education has provided a Teacher’s Guide to facilitate the preparation, and delivery of every lesson to help the teacher adjust to this new scheme. This guide is a lead, through the rigors of planning the lesson and executing this plan, specially to the pre-service, teacher. The cooperating (CT) has to enhance and substantiate the directions and instructions, provided therein. Also, the cooperating teacher clarifies to the pre-service teacher that the, standards, outcomes and the objectiaves as provided in the Teacher’s Guide are the bases for, lesson development. Being more knowledgeable not only for the guide but of the teachinglearning process, the cooperating teacher may assist the pre-service teacher with the following, tips:, 1. In story reading, without changing the content as provided in the Teacher's Guide the, pre-service teacher can adapt the setting, characters, and plot to the actual experiences of, the learners., 2. In vocabulary building, unfamiliar words can be changed with words which are better, understood by the learners., 3. For examples used in the guide, the pre-service teacher is free to design examples, within the context of the lesson content he has designed., 4. For instructional materials, the cooperating teacher may also suggest to the practice, teacher the preparation and utilization of indigenous resources., 5. For lesson activities, the cooperating teacher may suggest developmentally-appropriate, as well as culture and gender-sensitive activities and exercises., The Lesson Plan, The plan for a lesson in the mother tongue has the following parts:, A., B., C., D., E., , Objectives, Content / subject matter, Materials, The procedure / process, Assessment, , Course Code: MTB-MLE, Course Description: Content and Pedagogy for the Mother Tongue, , Instructor, JOHN PETER S. DADO, LPT

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Republic of the Philippines, CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE – PASACAO CAMPUS, Sta. Rosa del Norte, Pasacao, Camarines Sur, Website: www.cbsua.edu.ph, , Steps in making MT lesson plan (Corpuz, 2013), , , , , , Preliminary activities, Lesson presentation, Summary, Assessment, , Steps with the sample integration of the different activities in the lesson plan for mother, tongue:, 1., , Preliminary Activities, The lesson starts with the players said in the MT followed by the greetings in the, same language. Afterwards, initiatory activities are done to set the mode for learning, some of these are:, a. Poetry reading,  This may serve as a review of the previous lesson and also reinforces the lesson, on rhymes and pronunciation., b. Action Song,  This can serve as drill for mastery of the alphabet, sounds, and spelling. It creates, fun and enjoyment and the boosts the energy of the learners., c. Short Story Reading,  This activity motivates the learners to create pictures in their mind, hence, prepares them for the lesson. The teacher may present a picture and let the, learners brainstorm on it.,  This allows pupils to tell their own story from the picture which will serve as a, springboard for them to relate later on their experiences to the lesson., d. Vocabulary Building,  This activity enriches and familiarizes the learners with the words which will be, used in the lesson. Reading the words written on the flash cards and words posted, on the wall would remind them of the correct spelling, pronunciation, and, meaning of these words., , 2. Lesson Presentation, a. Unlocking of Difficult Words,  Prepares the pupils for comprehension., , Course Code: MTB-MLE, Course Description: Content and Pedagogy for the Mother Tongue, , Instructor, JOHN PETER S. DADO, LPT

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Republic of the Philippines, CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE – PASACAO CAMPUS, Sta. Rosa del Norte, Pasacao, Camarines Sur, Website: www.cbsua.edu.ph, ,  The teacher provide examples in sentences, as well as synonyms and, antonyms.,  This is also done through the aid of jumbled letters, puzzles, word hunt, and pictures., b. Reading of the Story,  Initial reading is done by the teacher for modeling, followed by group, reading then individual reading.,  Group reading is performed by the pupils to Gain comprehension and, confidence in participating in the lesson.,  Individual reading nurtures the initiative and willingness of a learner to, manifest what he has learned.,  Repeated oral reading strengthens the learners' comprehension and, reinforces the oral communication skills., c. Comprehension Questions,  These are the questions that focuses on the learners' ability to answer the, WH questions.,  Through the questions, the pupils are able to realize the essence of reading, a story and of appreciating what they have read.,  It is also a way of checking what the pupils did not understand which can, be a basis for the teacher to further expound and reiterate what was, discussed, and serve as a measure of the teacher’s way of presenting the, lesson.,  Moreover, the teacher can integrate the comprehension questions in games, or worksheets to sustain the learners’ interest. Some of these are the, following:, 1. The Interactive Board. The pupils are grouped by five and they, formulate their group name based on a positive cultural trait. Then, each group is given a board and a pen. The teacher asks a question, and each group writes the answer on the board and says aloud the, group name to show that the group was the first to answer., Whichever group give the correct answers first, earns a point., This game develop correct spelling, compression, collaboration, and mental alertness., , Course Code: MTB-MLE, Course Description: Content and Pedagogy for the Mother Tongue, , Instructor, JOHN PETER S. DADO, LPT

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Republic of the Philippines, CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE – PASACAO CAMPUS, Sta. Rosa del Norte, Pasacao, Camarines Sur, Website: www.cbsua.edu.ph, , 2. Worksheets. The learners are given a set of questions on paper to, answer. This develop comprehension skills, spelling, and, vocabulary., d. Own Examples,  Examples of elicited from where the pupils are. These may come from the, home environment, school, and other personal experiences and, observations., e. Boardwalk/ Drills,  The integration of oral and written activities will strengthen the learners', communication skills.,  Such skills include alphabet knowledge, phonological and phonemic, awareness, sound-letter correspondence, decoding, vocabulary, and, comprehension.,  These also lead them to their understanding of spoken language, basic, vocabulary, language structure, the reading process, and the writing, system as well as appreciation of their own culture., f. Integration of Values,  One way to integrate valuing in the lesson is with the use of metacards., This illustrates that values are not only taught, they are also caught.,  These cards may be in the form of smiley thumbs, up thumbs, down or, small red or blue square cards. At the the start, these are given to the, pupils. Then the teacher tells of a specific situation which the learners will, determine to be agreeable or not. After a few moments of deciding, the, learners will raise their metacards, which will represent their agreement or, disagreement to the situation told by the teacher., 3. Summary, This part of the lesson captures the understanding of the lesson by the learners., The story is riddled with a teacher stating sentences which are left hand to be, completed by the learners and the whole story is told. This can be applied to other, learning areas., 4. Assessment, Some suggested activities for this part of the lesson of the story map and, sequencing., Course Code: MTB-MLE, Course Description: Content and Pedagogy for the Mother Tongue, , Instructor, JOHN PETER S. DADO, LPT

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Republic of the Philippines, CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE – PASACAO CAMPUS, Sta. Rosa del Norte, Pasacao, Camarines Sur, Website: www.cbsua.edu.ph, , a. Story Map, , , , , b. Sequencing, , , , , In a diagram, the story is retold by the learners. The diagram is, drawn on the board and beside it is a pool of pictures. The teacher, then asks questions and the learners choose a picture from the pool, of pictures for an answer., Questions are asked and answers are given until the diagram is, completed which means that the story has been completed. The, pupils then are asked to relate the story orally based on how the, pictures are arranged., , The teacher prepares in simple sentences the sequence of the, events in the story. These are written on strips of Manila paper and, are distributed to several learners. The pupils are asked to stand in, front of the class as they hold the strips for the classmates to read., The teacher asks the pupils to read the sentences one after the, other., Thereafter, they determine the correct order of the sentences based, on the story. This is done with the learners clapping of the hands., The loudest clap from the intire class would mean it is the event, that happened before any other event in the story. As the teacher, lays her hand over the head of each of the pupils holding the strip, of the paper, the rest of the class clap their hands. The clap from, the class would indicate the sequence of the sentences, and the, story is retold at the same time., , 5. Assignment, The assignments serves as a challenge to the learner to do the independent, learning. Specifically, the assignment is given for three reasons:, a. to enrich the lesson, b. to achieve mastery, c. to prepare for the next lesson, This can be done by asking the learners to share their own experiences related to, the lessons or to bring to class a drawing which represents their own interpretation, of the story, a picture, or anything that symbolizes the part of the story that they, can relate to., , Course Code: MTB-MLE, Course Description: Content and Pedagogy for the Mother Tongue, , Instructor, JOHN PETER S. DADO, LPT

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Republic of the Philippines, CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE – PASACAO CAMPUS, Sta. Rosa del Norte, Pasacao, Camarines Sur, Website: www.cbsua.edu.ph, , Summary, Similar to the preparation of a lesson and any other language planning a lesson in the, mother tongue has the less and cum pregnancy is the foremost consideration. This is followed by, the elements of a lesson plan which are: objectives, content / subject matter, materials, the, procedure / process and assessment., As to the content, the Teacher’s Guide is a big help to both to the CT and the pre-service, teacher with the objectives and modified activities for the lesson. The activities given in this, book are only suggestions. The teacher is given the freedom to localize contextualized and, indiginize the lesson as well as for instructional materials., , Discussion Board, Directions: Read and answer the question below. Write your answer on the space provided, below., 1. What do you think is the importance of lesson planning in classroom discussion?, , Post-Competency Checklist, Directions: Refer to the curriculum guide from Mother Tongue. Choose the competency in, Curriculum Guide from Mother Tongue., a. Develop a lesson plan in Mother Tongue with the choosen competency. Design the lesson, considering the local scenarios and experiences of the learners., b. Execute the same lesson plan in the Mother Tongue., c. Integrate doable, localized, and contextualized strategies., , Course Code: MTB-MLE, Course Description: Content and Pedagogy for the Mother Tongue, , Instructor, JOHN PETER S. DADO, LPT