Quarter: 4 th Quarter Module No. (MT1ol-iva-i 3)

Each group will be given an envelope containing pictures with causes and strips of cartolina with effects.

Match its causes and effects.

Post your answers on the board and choose a reporter to present in class.(Teacher will provide pictures and strips.)

limpyo nga bata(strip)

(Refer to DepED Order No. 73, s. 2012 for the examples)

___1. Si Sam nakakuha ug taas nga marka sa eksamin.

___2. Si Rosa nikaon ug daghang candy/karmelitos.

___3. Kusog kaayo nga ulan.

___4. Si Maria naulahi pag-abot sa klase.

___5. Hugaw nga palibot.

(Transfer of Understanding)

1. Sayong natulog si Bebe ______________________.

2. Nidako ang tubig sa sapa _____________________.

3. Taas ang nakuha sa test si Ben ___________________.

4. Nagdula og kandila nga nagsiga sila ni Dan ug Miko___________________.

• 
  Identify the ff.;
  

• 
  Table of contents
  
• 
  Pages of the book
  
• 
  Glossary and Index
  

- How do I prepare the learners for the new lesson?

- How will I connect my next lesson with the past lesson?

Activity

Review: Cause and Effect

Motivation:

Show different printed materials to class.

Ask:

What are these materials? Do you have these at home?

- (How will I present the new lesson?

- What materials will I use?

- What generalization /concept /conclusion /abstraction should the learners arrive at?

Divide the class into 4. Give each group printed material. Do a round robin or a hot potato technique.

1. Small Book

2. Magazines

3. Brochure

4. Newspaper

Have each group browse each material and let the group talk about it and choose somebody to talk in front of the class.

1. 
   What will you do to be able to know what is written on each printed materials?
   
2. 
   What are the steps to follow in browsing/reading printed material?
   

- What practice exercises/application activities will I give to the learners?

1. magazines

2. small books

3. brochure

4. newspaper

(Refer to DepED Order No. 73, s. 2012 for the examples)

Knowledge

* Identify the kind of printed material the teacher shows. Pupil writes corresponding answer.(5 items)

(Transfer of Understanding)

- How do I prepare the learners for the new lesson?

- How will I connect my next lesson with the past lesson?

Activity

Show a picture of a flower garden with different kinds of insects like: 8 butterflies, 6 grasshoppers, 4 bees,

2 spiders and 7 dragonflies.

Ask: What do you see in the picture?

What can you see in the flower garden?

What are the different kinds of insects found in the garden?

Are insects helpful to us? In what way?

- (How will I present the new lesson?

- What materials will I use?

- What generalization /concept /conclusion /abstraction should the learners arrive at?

Ask: How many butterflies are there in the garden?

Ask somebody to paste the number of butterflies in the pictograph using the sticker.

(Continue asking “How many grasshoppers?bees? spiders?dragonflies?

Until all the insects are being pasted in the graph.)

Introduce the word PICTOGRAPH to the students and explain.

Which has least number of insects?

How many more butterflies than the dragonflies?

How did you know?

Valuing: What did you do in your group to come up with correct and accurate answers?

What is a pictograph?

How do we interpret the given information?

Are graphs important to us? In what way?

- What practice exercises/application activities will I give to the learners?

The grade one children are asking: “What is your favorite fruit?”

10 like mangoes, 8 like bananas, 5 like oranges, 5 like guavas and 3 like pineapples.

Activity

Groups 1 and 2- Interpret the given information using a blank sheet of pictograph.

Both Groups 1 and 2 will answer the following questions:

1. 
   Which fruit do pupils like most?
   

2. 
   Which fruit do pupils don’t like most?
   

3. 
   Which fruits have the same in number that pupils like to eat?
   

(Refer to DepED Order No. 73, s. 2012 for the examples)

What color do you like best?

(See Appendix C for the graph)

Answer the following questions:

1. 
   Which color do they like best?
   

2. 
   Which color do pupils don’t like most?
   

3. 
   How many pupils like red color?
   

4. 
   How many likes green color?
   

5. 
   What colors do the same number of pupils like?
   

(Transfer of Understanding)

- How do I prepare the learners for the new lesson?

- How will I connect my next lesson with the past lesson?

Activity

I am an object with many written letters, numbers and words. Some have numbers, others have pictures, and others have none at all. These words tell a story, others give important information and data.

What am I?

(I am a book.)

- (How will I present the new lesson?

- What materials will I use?

- What generalization /concept /conclusion /abstraction should the learners arrive at?

Ask:

How many pages does the book have?

What part of the book tells the chapters/lessons/units

and its page numbers?

On what page of the book will you find information

about _________?

On what page number can you find pictures about

___________?

What is the topic found on page 5? page 20? page 43?

How many chapter/lessons/units are in the book?

What is the title of the first chapter/lesson/unit?

What makes up the table of contents?

What is the importance of table of contents?

Valuing: As a pupil, how will you use the table of contents to show your love for reading?

- What practice exercises/application activities will I give to the learners?

Group the pupils with 4 – 5 members in a group.

Each group will be given activity cards and sample table of contents.

(Refer to DepED Order No. 73, s. 2012 for the examples)

Questions:

1. How many chapters are in the book?

2. What is the title of the third chapter?

3. What pages can you find information about how to guard against disease?

4. What chapter talks about how your body works?

(Transfer of Understanding)

Pagbasa I

Pagbasa I

MT1OLIVa-j6.2, MT1OLIVh-j6.1

2. Relate events to one’s experiences

3. Participate actively in class discussions on familiar topics and during story reading by making comments and asking questions

make comments by asking questions and relate events of the story to one’s experiences.

*Create a graphic organizer about the character of the story read

TG Week 32, Day 1 pp. 72-74

Lyrics of the Song “Mohalok sa Kamot”, Big Book “Si Estoy Nga Buotan", pictures, graphic organizer

- How do I prepare the learners for the new lesson?

- How will I connect my next lesson with the past lesson?

Activity

• 
  Action Song: “Mohalok sa Kamot”
  

• 
  Teacher asks:
  

1. 
   Have you met elder persons? (Nakahinagbo na ba kamo og usa ka tigulang?)
   
2. 
   What did you say when you met them? (Unsa may imong gisulti kaniya?)
   

- (How will I present the new lesson?

- What materials will I use?

- What generalization /concept /conclusion /abstraction should the learners arrive at?

• 
  pagkabuotan - matinahuron
  
• 
  mahigugmaon - matinabangon
  

Pupils read the story and note the important details of the story read.

Teacher asks:

1. 
   Who is the boy in the story? (Kinsa ang bata nga gihisgotan sa sugilanon?)
   
2. 
   What can you say about Estoy? (Unsay imong ikasulti mahitungod kang Estoy?)
   

1. 
   What did Estoy say when he met elder persons? (Unsay gisulti ni Estoy ngadto sa mga edaran na o magulang sa edad nga iyang gikatagbo?)
   
2. 
   How did Estoy feel when he helped his parents and other people? (Unsay gibati ni Estoy sa dihang gitabangan niya ang iyang mga ginikanan ug ang ubang mga tawo?)
   
3. 
   Did Estoy do it the correct way? Why? (Husto ba gibuhat ni Estoy? Ngano man?)
   

- What practice exercises/application activities will I give to the learners?

(Refer to DepED Order No. 73, s. 2012 for the examples)

Knowledge

(Transfer of Understanding)

The pupils read their favorite story and create a graphic organizer about the character of the story read.