Activity Compilation
EED 109
CONTENT AND PEDAGOGY FOR THE MOTHER
TONGUE
SUBMITTED BY: GROUP 2 “BEED 2-B”
MEMBERS:
Rose Ann Aspera
Jannah Racheal Tejida
Elmer Ciudad
Jonard Albert Balquin
Levylyn Acupio
Merry Joy Costillas
Ruffa Mae Latombo
SUBMITTED TO:
Mrs. Jo J. Peńaflor, Ed.D
(EED 109 Instructor)
LESSON SYNTHESIS
Unit 1: Lesson 1
Think of how you acquired and learned the languages that you have right now.
How will you rate your level of proficiency for each of the language (10 points if
you consider yourself highly proficient)? What language did you acquire first?
Second? Or, did you acquire it simultaneously? Do you think it would make a
difference if your L1 proficiency was well-established before you were exposed to
your L2?
Answer:
In reflecting on how we acquired our languages, most of us learned our first
language (L1) naturally from birth, making us highly proficient in it, usually rating it
10/10. Our second language (L2) may have been acquired later, either through
formal education or immersion, leading to varying proficiency levels, typically
ranging from 4-9/10. Some of us learned L2 alongside L1 in bilingual environments,
while others picked it up later. Having a well-established L1 before learning L2
seems to make a significant difference, as strong foundational skills in L1, like
grammar and cognitive abilities, can help in understanding and mastering L2
more effectively. If L1 proficiency is weak, L2 acquisition tends to be more
challenging.
Unit 1: Lesson 2
For you, what do you foresee as challenges or difficulties that you will encounter
when you teach Mother Tongue as a learning area? Prepare to share your insights
to the class.
Answer:
Teaching Mother Tongue presents several challenges, including varying
levels of language proficiency among students, cultural and linguistic differences,
and the potential lack of parental support. Many students may not see the
relevance of learning their native language, especially in a globalized world
where dominant languages are prioritized. Additionally, integrating technology
into lessons and finding resources that are culturally and linguistically appropriate
can be difficult. Motivating students to engage with their Mother Tongue and
ensuring fair assessment methods that cater to different learning styles are also
key obstacles. Despite these challenges, fostering a sense of pride in their
language and identity is crucial for successful learning.
Unit 1: Lesson 3
Make sure to share your significant insights from your position paper to the class.
As a class, agree on common points that your class thinks should be improved in
the Mother Tongue curriculum framework.
Answer:
As a group, we agree that the Mother Tongue curriculum should be
improved in several key areas. First, it should offer differentiated instruction to
accommodate students with varying proficiency levels, ensuring everyone is
appropriately challenged. We also feel that incorporating more culturally
relevant materials and local dialects would make the subject more engaging and
relatable. Additionally, there should be a stronger emphasis on involving parents
in the learning process, particularly through strategies that support those who may
not be fluent in the Mother Tongue. Integrating technology more effectively and
ensuring its accessibility for all students is also crucial. Finally, we believe the
curriculum should focus on connecting language with identity, helping students
understand the cultural significance of their Mother Tongue and fostering pride in
their language.
Unit 1: Lesson 4
Answer:
Unit 1: Lesson 5 (5.1)
Rubric for Community Socio-cultural Profile
Instructions: Each group will create a community socio-cultural profile based on
the key questions provided.
Category
Dynamic
(25%)
1
Poor
Profile does NOT
include economic
political,
and
social life of the
community.
(0-15%)
2
Satisfactory
Profile
includes
economic,
political
and
social life of the
community
but
was
NOT
rigorously
described.
(1620%)
3
Excellent
Profile
includes
economic,
political,
and
social life of the
community which
were
rigorously
described.
(2125%)
Observation
community
(25%)
of Not
written Written thoroughly Written thoroughly
thoroughly.
but does NOT and all questions
(0-15%)
address
all in the profile were
questions in the addressed.
(21profile. (16-20%)
25%)
Data
Data
gathered Data
gathered Data
gathered
(20%)
were NOT valid were valid but were valid and
nor precise.
NOT precise. (13- precise. (17-20%)
(0-12%)
16%)
References
References used References used References used
(20%)
were NOT reliable were reliable but were reliable and
(0-12%)
the
people the
people
interviewed were interviewed were
NOT community community
leaders.
leaders. (17-20%)
(13-16%)
Relevance to the Profile does NNOT Profile reflects the Profile reflects the
community
reflect values and values but NOT values and the
(10%)
the
pertinent the
pertinent pertinent issues in
issues
in
the issues
in
the the community.
community.
community.
(7- (9-10%)
(0-6%)
8%)
What would happen to a class if the teacher does not consider the student’s
culture? In your own words, how would you define culturally-responsive
education? What are some of the instances when you would need to create or
understand a community’s socio-cultural profile? Explain your answers.
Answer:
If a teacher does not consider the students' culture, the classroom
environment may become disconnected, leading to disengagement,
misunderstanding, or even a lack of motivation among students. This is because
students may not see their own experiences, values, and traditions reflected in
the lessons, making the learning experience feel irrelevant or alienating.
Culturally-responsive education, in our view, means creating an inclusive learning
environment where the teacher acknowledges, respects, and incorporates the
diverse cultural backgrounds of students into the curriculum. This approach not
only fosters a sense of belonging but also enhances learning by making it more
relatable and meaningful.
There are instances when it is crucial to understand a community’s sociocultural profile. For example, when designing a lesson plan or curriculum for a
specific group, understanding their socio-economic, political, and social context
helps tailor the content to their experiences. A teacher may need to create or
understand the socio-cultural profile when working with students from different
backgrounds, especially in multicultural classrooms. This helps address students'
unique needs and challenges and allows for a deeper connection with the
material. Understanding the community’s values, struggles, and issues ensures the
relevance and impact of the education being provided.
Unit 1: Lesson 5.2
1. In your own words, how would you define mother tongue?
Answer: The mother tongue is the first language a person learns from birth,
typically spoken at home and within their community. It’s the language through
which an individual first expresses their thoughts and emotions, and it deeply
connects them to their culture and identity.
2. Why did you include those elements in your definition?
Answer: We included "first language," "learned from birth," and "spoken in the
home and community" because these aspects highlight how the mother tongue
is naturally acquired through early exposure and is closely tied to one’s cultural
and emotional identity. It's not just a language but a foundation for
communication and understanding the world.
3. In your opinion, why do the laws and policies mention advocate for the mother
tongue as a medium of instruction?
Answer: Laws and policies support the mother tongue as a medium of instruction
because research shows that children learn best when they are taught in a
language they fully understand. Using the mother tongue helps them grasp
complex concepts more easily and enhances cognitive development. It also
fosters a sense of confidence, connection, and identity, which is crucial for
effective learning.
4. What would happen if another language, not the mother tongue, was used as
a medium of instruction in the early grades? Why?
Answer: If another language, not the mother tongue, were used as the medium
of instruction in early grades, children might struggle to understand and retain
information. Learning would become more difficult as they would need to
simultaneously learn both the subject matter and a new language. This could
lead to confusion, slower academic progress, and a lack of engagement, as the
language barrier would impede effective communication and comprehension.
Unit 2: Lesson 1
1. What new insights did you learn from this lesson?
Answer: As a group, we learned that understanding students' cultural
backgrounds is essential in creating an engaging and inclusive learning
environment. It became clear that culturally-responsive teaching not only helps
students connect with the content but also fosters a sense of belonging and
respect for their identities.
2. What is the importance of instructional planning?
Answer: We all agree that instructional planning is important because it provides
a clear structure for teachers to follow, ensuring that the learning objectives are
met and that lessons are both efficient and effective. It allows teachers to
anticipate challenges, use resources wisely, and cater to diverse learning needs.
3. What is the importance of planning for Mother Tongue instruction?
Answer: When it comes to planning for Mother Tongue instruction, we recognize
that it is vital to preserve the language, ensure that lessons are relevant, and
connect the language to students' cultural identities. Effective planning in this
area helps students appreciate their heritage while improving their language skills,
making the learning experience more meaningful and impactful.
Unit 2: Lesson 2
After going through the complex yet exciting process of instructional planning,
what was it like? Describe your strengths and the challenges that you
encountered when you were familiarizing yourself with the process.
Answer: As a group, we found the process of instructional planning to be both
complex and exciting. It allowed us to think critically about how to design lessons
that are engaging, relevant, and inclusive for all students. Our strengths lay in our
ability to collaborate, share ideas, and consider different perspectives to create
a well-rounded plan. However, we also faced challenges, particularly in ensuring
that the lessons were culturally responsive and met the diverse needs of students.
It was difficult at times to strike the right balance between being thorough in
planning and maintaining flexibility for unexpected classroom dynamics. Despite
these challenges, the process was rewarding as it deepened our understanding
of how thoughtful planning can enhance teaching and learning.
Unit 2: Lesson 3
In your readings and classroom observations, what are the teaching strategies
and classroom activities that worked well for learners?
Answer: From our readings and classroom observations, we found that effective
teaching strategies include interactive learning, hands-on activities, and the use
of visual aids and multimedia, which engage students and cater to different
learning styles. Scaffolded learning, where tasks gradually increase in difficulty
with support, also proved successful in building students' confidence and skills.
Active learning techniques, like group discussions, quizzes, and games, keep
learners engaged and motivated. Additionally, differentiated instruction ensures
that lessons are tailored to varying abilities, helping all students succeed. These
strategies collectively enhance understanding, participation, and retention of
knowledge.
Unit 2: Lesson 4
What are the benefits of using the backward design in instructional planning?
Answer: The benefits of using backward design in instructional planning include
ensuring that lessons are focused on achieving specific learning outcomes. By
starting with the end goal in mind, backward design allows teachers to plan
assessments and activities that align with these objectives, ensuring students are
adequately prepared to demonstrate their understanding. This approach also
helps streamline the planning process, making teaching more intentional and
effective.
How do you feel about our week-long plan? Is it feasible? Can you implement
your plan
Answer: Regarding our week-long plan, we feel it is feasible, as long as the
activities are structured progressively toward the final learning goal. The plan
seems realistic with appropriate time allocation, but it will require flexibility to
adjust based on student progress and needs. We believe it is possible to
implement the plan effectively, provided we monitor student engagement and
adjust activities accordingly to ensure all learners are supported and can reach
the desired outcomes.
Unit 3: Lesson 1
1.What new insights did you learn from this lesson?
Answer: As a group, we learned that instructional planning requires a deep
understanding of students’ needs, cultural backgrounds, and the importance of
creating a relevant and engaging learning experience. We also realized how
crucial it is to be flexible in the planning process while ensuring that all aspects of
the curriculum are met.
2. What is the importance of understanding the language macro skills in relation
to your responsibility of teaching Mother Tongue as a subject?
Answer: We agree that understanding the language macro skills—listening,
speaking, reading, and writing—is essential in teaching Mother Tongue because
they form the foundation of language acquisition. As future educators, it's our
responsibility to ensure that students develop proficiency in all these skills. By
focusing on the language macro skills, we can create a well-rounded approach
to Mother Tongue instruction that supports students in effectively communicating
and connecting with their cultural identity. This holistic understanding is key to
fostering language development in a meaningful way.
Unit 3: Lesson 2
As a teacher, what is your inclination or preference? Would you prioritize teaching
for meaning or accuracy? Share your thoughts to the class.
Answer: As a group, we believe that teaching for meaning should take priority,
though accuracy is also important. Our inclination is to create an environment
where students feel comfortable using the language to express themselves,
understand the context, and connect with their culture. When meaning is
prioritized, students are more likely to engage and communicate confidently,
which in turn can naturally lead to improvements in accuracy over time. While
accuracy is essential, especially in formal settings, we believe that focusing first
on meaning helps students develop a deeper, more authentic understanding of
the language. This approach supports not just linguistic skills but also a connection
to the language’s cultural and personal significance.
Unit 3: Lesson 3
How important are on – grade and culturally relevant materials in the teaching
of Mother Tongue? Recall a past learning experience where you encountered an
instructional material that you feel was too easy of too difficult for you. How did
affect your learning experience?
Answer: As a group, we believe that on-grade and culturally relevant materials
are crucial in teaching Mother Tongue because they ensure that lessons are both
engaging and relatable for students. Materials that reflect students' cultural
backgrounds and experiences help them connect to the language, making
learning more meaningful and effective. When instructional materials are ongrade, they challenge students appropriately, promoting growth and confidence
in their language skills.
Reflecting on a past learning experience, we recall encountering instructional
materials that were either too easy or too difficult. In one case, we were given
materials that were too easy, which led to boredom and disengagement, leaving
us feeling unchallenged. On the other hand, when materials were too difficult, it
caused frustration and a lack of confidence, making it hard to progress. These
experiences showed us how important it is for materials to match students' abilities
and interests, as they significantly impact engagement, motivation, and overall
learning success.
Unit 3: Lesson 4
Prepare to present your work to the class.
Criteria for Grading the Story Book
Story Quality-20 pts.
Clarity and Appropriateness of Language-15 pts.
Creativity/Illustration-15 pts.
Adherence to Instructions-5 pts.
TOTAL =55 pts.
In creating your own story book, what is it that you enjoyed most? What was the
most challenging? What else can be done to better prepare you to develop,
translate, and edit locally produced materials?
Answer: In creating our own storybook, what we enjoyed most was the
opportunity to be creative, crafting a narrative that could capture the attention
of readers while also learning how to communicate ideas effectively through both
words and illustrations. It was fun experimenting with different ideas, characters,
and settings that brought the story to life. The most challenging part, however,
was ensuring the clarity and appropriateness of the language. Balancing the tone
and complexity of the language for the target audience, while also ensuring it
was culturally relevant, required careful thought and revision. To better prepare
us for developing, translating, and editing locally produced materials, more
practice and feedback on cultural sensitivity, language nuances, and storytelling
techniques would be helpful. Additionally, learning more about the tools and
resources available for illustrating and formatting materials would enhance our
ability to create polished and impactful educational content.
5 A’s
Unit 1
Unit 1: Lesson 3
Activate
Answer: As a group, we discussed that a "curriculum framework" refers to a
structured plan that outlines the key components of what is to be taught and how
it should be taught. It serves as a guide for educators, ensuring that lessons are
cohesive, consistent, and aligned with educational goals. The purpose of a
curriculum framework is to provide a clear pathway for learning, ensuring that
students acquire the necessary knowledge and skills in a systematic way. It also
helps in organizing content, assessment strategies, and teaching methods,
ensuring that the learning experience is effective and relevant.
Here is a simple graphic organizer encapsulating our understanding:
+---------------------+
| Curriculum
|
| Framework
|
+---------------------+
|
v
+---------------------+ +---------------------+ +---------------------+
| Learning Objectives | → | Teaching Methods
| → | Assessment Strategies|
+---------------------+ +---------------------+ +---------------------+
|
|
|
v
v
v
+---------------------+ +---------------------+ +---------------------+
| Content and Topics | → | Resources and Tools | → | Student Evaluation |
+---------------------+ +---------------------+ +---------------------+
This organizer shows that a curriculum framework includes learning objectives,
teaching methods, content, and assessment strategies. It highlights the
interconnectedness of all components in creating a coherent educational
experience.
ANALYZE and ABSTRACT
Answer:
1. Current and Relevant Issues in Relation to Our Philippine Curriculum:
Some of the current and relevant issues in the Philippine curriculum include
the challenge of providing equitable access to quality education across
diverse regions, the integration of technology in teaching, the adaptation
of learning materials to local cultures and languages, and the ongoing shift
to a more competency-based approach. Another significant issue is
addressing the gap in teacher training and professional development to
keep up with modern teaching methods. There is also the concern of
adapting the curriculum to meet the needs of a rapidly changing global
economy while ensuring that it remains rooted in Filipino culture and values.
2. Will These Issues Be Addressed with the Curriculum Framework Shown
Above?
Yes, the curriculum framework has the potential to address these issues,
particularly if it includes clearly defined learning objectives, flexible
teaching methods, and assessments that are relevant to the needs of the
students. The framework allows for the integration of local culture and
community values, ensuring that education is not only relevant but also
accessible to all students. By including resources and tools that address
modern learning needs, such as technology, and focusing on teacher
development, the framework can help bridge some of the gaps in the
current system.
3. Teaching and Learning Priorities of the Framework that Set the Foundation:
The key priorities of the curriculum framework that set the foundation
include a focus on student-centered learning, which encourages active
participation and engagement. It also prioritizes competencies that help
students not only gain knowledge but also develop essential skills like critical
thinking, creativity, and collaboration. The framework emphasizes
inclusivity, aiming to cater to diverse learning needs, and highlights the
importance of making learning relevant by connecting content to realworld experiences and the students' cultural backgrounds.
4. How
is
Content
Organized
in
the
Curriculum
Framework?
In the curriculum framework, content is organized into clearly defined
learning objectives, which guide the teaching process. The framework
breaks down content into key topics that are progressively introduced,
ensuring that students build upon prior knowledge. It organizes content by
considering the developmental stages of students, aligning it with their
cognitive, emotional, and social growth. The framework also ensures that
content is aligned with local contexts, such as community values and sociocultural aspects, to make the learning experience meaningful and
applicable.
Unit 1: Lesson 4
ACTIVATE
Your fundamental responsibility as a teacher is to guarantee that learning
takes place in your classroom. As a teacher, given this task, it is requisite that you
have basic knowledge of how students learn. There is a number of learning
theories that demonstrate how individuals, especially young learners, learn. The
five major learning theories are listed below.
a. Behaviorism
Answer: This theory focuses on observable behaviors and the idea that
learning is a result of stimuli-response associations. It emphasizes
reinforcement and punishment to shape behaviors. Teachers can use
positive reinforcement to encourage desired behaviors and discourage
unwanted ones. In this theory, learning is seen as a change in behavior
due to external factors.
b. Cognitivism
Answer: Cognitivism centers on the idea that learning is a mental
process. It suggests that learners actively process information, construct
meaning, and store knowledge. Teachers help students by organizing
and presenting information in a way that is easy to process, helping
learners build connections between new knowledge and prior
knowledge.
c. Constructivism
Answer: This theory argues that learners build their own understanding of
the world through experiences and reflection. Learning is an active
process where students engage with new ideas, test them out, and
adapt their understanding based on experience. Teachers act as
facilitators who guide students in exploring and constructing their own
knowledge.
d. Humanism
Answer: Humanism emphasizes personal growth, self-actualization, and
the intrinsic motivation of learners. It focuses on the whole person,
considering emotional, social, and cognitive factors in learning. In this
approach, the teacher creates a supportive environment where
learners can develop at their own pace, fostering self-directed learning
and personal responsibility.
e. Connectivism
Answer: Connectivism is a modern theory that highlights the role of
networks and technology in learning. It suggests that knowledge is
distributed across networks, and learning involves connecting to and
interacting with these networks. Learners gain knowledge through
collaboration, sharing, and accessing information from multiple sources,
especially in digital environments.
Your task is to find a basic description of each learning theory. Share your answers
to a seatmate.
Compression Question
1. How do learners learn in a constructivist approach to teaching and
learning?
Answer: In a constructivist approach, learners actively build their own
understanding through experiences and interactions with their environment. They
engage in problem-solving, reflection, and experimentation, allowing them to
connect new knowledge with prior experiences. This approach emphasizes
learning through discovery, where students are encouraged to explore, ask
questions, and collaborate with others to construct meaning, rather than
passively receiving information.
2. What do you think are the gains of adopting a constructivist learning theory
in classroom instruction?
Answer: Adopting a constructivist learning theory in the classroom has several
benefits. It fosters critical thinking, creativity, and problem-solving skills as students
are actively engaged in the learning process. It also promotes deeper
understanding, as students are not just memorizing facts but making connections
between concepts. Additionally, constructivism encourages collaboration and
communication, as students work together to explore and solve real-world
problems. This approach also helps students become more self-directed learners,
taking responsibility for their learning process.
3. Can you think of any challenge/s encountered by teachers in
implementing a constructivist approach in curriculum and pedagogy?
Answer: One challenge teacher may face in implementing a constructivist
approach is the time and resources required to design interactive, hands-on
learning experiences. It can also be difficult to manage classrooms with diverse
learning needs, as constructivist methods often require individualized attention
and support. Additionally, assessing students’ progress in a constructivist
classroom can be challenging, as the focus is on process and understanding
rather than rote memorization, making traditional assessments less effective.
After discussing these questions, think of a learning activity or experience that
makes use of constructivist approach to teaching and learning. The activity may
come from any subject or discipline. Write your answer inside the box.
Answer:
Subject:
Science
(Grade
5
Ecosystems)
Activity:
"Build
Your
Own
Ecosystem"
In this activity, students will work in small groups to design and create a model of
an ecosystem. They will research different ecosystems (e.g., desert, forest, ocean)
and use materials such as cardboard, paper, and natural items (e.g., leaves,
rocks, plants) to construct their ecosystem model. As they work, they will discuss
and record how different elements of the ecosystem interact (e.g., producers,
consumers, decomposers). After building their models, students will present their
ecosystems to the class, explaining how the elements work together to support
life. This activity encourages collaboration, critical thinking, and hands-on
learning, allowing students to build understanding through exploration and
reflection.
Unit 1: Lesson 5.1
ABSTRACT
Guide Questions:
1. What were the common themes of ideas you observed in the definitions
above? Why do you think these themes were important?
Answer: As a group, we observed common themes in the definitions such as
inclusion of students’ cultural backgrounds, recognizing the diversity within the
classroom, and tailoring instruction to students’ experiences. These themes are
important because they emphasize the need to acknowledge and respect the
cultural identities of students, which can enhance their engagement, motivation,
and overall learning experience. By connecting lessons to students' real-life
experiences, teachers can make learning more meaningful and relevant,
fostering a stronger connection between students and the content.
2. On the other hand, what was unique in each definition? What do you think
are the reasons for the uniqueness?
Answer: The uniqueness of each definition lies in its specific focus. Gay’s definition
emphasizes using students' cultural experiences as frames of reference,
suggesting a deep connection between personal identity and learning. Taylor &
Sobel’s definition highlights integrating students' lifestyles and daily experiences
into the curriculum, focusing on making education relatable. Diller & Moule’s
definition focuses on the teacher’s competence in cross-cultural settings,
underscoring the role of the teacher’s skill in bridging cultural gaps. Cartledge,
Gardner, and Ford’s definition stresses recognizing both majority and minority
cultures, emphasizing equity and the importance of representation. These
differences arise because each perspective highlights a different aspect of
culturally-responsive education—whether it's the students' lived experiences,
teacher competencies, or the need for cultural awareness across diverse groups.
3. If you were to handle a class where some or the students come from
indigenous groups, how would you prepare? Why?
Answer: As a group, we would prepare by first learning about the specific
indigenous cultures and languages represented in the class. We would aim to
incorporate cultural traditions, stories, and values into lessons, creating a sense of
pride and belonging for the students. We would also ensure that the teaching
materials reflect the students' cultural heritage, avoiding stereotypes and ensuring
authenticity. Understanding potential language barriers would also be important,
so we would use inclusive language and be mindful of the diverse ways in which
students learn. This preparation is crucial to ensure that students feel respected,
understood, and valued, which enhances their learning experience and helps
foster an inclusive classroom environment where everyone’s identity is
celebrated.
Unit 1: Lesson 5.2
ACTIVATE
What is mother tongue? How is defined by linguists and language institutions? The
goal of this activity is for you to scan the various definitions of mother tongue from
different authors and institutions
1. The mother tongue is defined as?
Answer: The mother tongue is generally defined as the first language a
person learns from birth, typically spoken by their family and community. It
is the language in which an individual becomes most proficient and
comfortable, and it carries significant cultural, historical, and social
meanings. Linguists often describe the mother tongue as the primary
language through which a person acquires linguistic skills and
understanding. It is also the language most closely associated with a
person's identity. Language institutions like UNESCO emphasize the
importance of the mother tongue, particularly in education, as it facilitates
cognitive development and cultural understanding. UNESCO and other
bodies highlight that learning in one's mother tongue, especially during the
early years, is crucial for effective learning, as it helps students better
understand complex concepts and express themselves clearly. Therefore,
the mother tongue plays a foundational role in shaping a person’s
communication, learning, and cultural connection.
ANALYZE
Do you believe in this hypothesis? Why or why not?
Answer: As a group, we believe in the Linguistic Interdependence Hypothesis
because it highlights the connection between language skills in a person’s first
language (mother tongue) and those skills in a second language. We agree that
proficiency in speaking, listening, reading, and writing in the mother tongue can
transfer to a second language, especially when both languages share certain
cognitive and linguistic structures. This hypothesis suggests that when a student
develops strong foundational language skills in their mother tongue, they are
better equipped to transfer these skills to a second language. For example, critical
thinking, comprehension strategies, and vocabulary knowledge in the mother
tongue can support learning a new language, making it easier for students to
grasp similar concepts in their secondary language.
However, we also recognize that the effectiveness of this transfer depends on
several factors, such as the similarity between the languages, the context in which
the second language is taught, and the learner's exposure to and practice with
both languages. If there are significant differences between the two languages,
such as grammar or vocabulary, the transfer might be more challenging.
Nevertheless, the general idea that learning in the mother tongue can support
learning in a second language is well-supported in educational research,
particularly in multilingual and multicultural contexts.
ABSTRACT
1. Why do you think these themes are repeated?
Answer: As a group, we noticed that the common themes in the definitions
of mother tongue revolve around the concepts of first language
acquisition, cultural identity, and communication. These themes are
repeated because they reflect the essential role the mother tongue plays
in shaping an individual’s cognitive, social, and emotional development.
The repeated focus on these aspects highlights that the mother tongue is
not just a language but a core part of a person's identity, and it is crucial
for effective communication, especially in early education. It also shows
how integral the first language is in forming the foundation for learning other
languages.
2. Using your own words, how would your group have defined mother
tongue?
Answer: In our own words, we would define the mother tongue as the first
language a person learns from birth. It is the language spoken by a child’s
family and community, and it forms the base for all subsequent learning,
particularly language development. The mother tongue is central to an
individual's sense of identity and culture, and it serves as the foundation for
effective communication and learning throughout life.
3. In your group’s opinions, what are the aspects of the mother tongue
language should a teacher study? Why?
Answer: We believe that a teacher should study the structure (grammar,
syntax, phonetics), vocabulary, and cultural context of the mother tongue.
Understanding the structure helps the teacher support students in using the
language correctly, while knowledge of vocabulary allows for more
effective communication. Understanding the cultural context is also
essential because language is deeply tied to culture; it helps teachers
create relevant, meaningful lessons and establish a connection with
students. By studying these aspects, teachers can ensure they are teaching
in a way that resonates with students' cultural backgrounds and language
experiences, promoting better learning outcomes.
4. Do you agree with using the mother tongue as a medium of teaching?
What are its advantages and disadvantages?
Answer: As a group, we agree with using the mother tongue as a medium
of teaching, especially in the early years of education. Advantages include
easier comprehension of complex concepts, a stronger connection to the
learning material, and improved student engagement. Learning in the
mother tongue also allows students to build a solid foundation for learning
other languages, including the second language, as it nurtures cognitive
and language development. However, disadvantages include the
potential challenge for students when they later transition to learning in a
second language, especially if the school system does not provide
adequate support. Additionally, if students’ primary language is not the
dominant language in the wider society, they might face difficulties in
social interactions and accessing broader opportunities. Despite these
disadvantages, we believe that the advantages of mother tongue-based
instruction, particularly in terms of educational equity and language
development, outweigh the challenges.
Apply
Language Knowledge
Examples
Phonology is defined as the study of patterns in speech sound. It consists of knowing
about the sounds of a language and of describing the said sound (Brentari, Fenlon,
&Cormier, 2018)
Phonemes – distinctive units sound within In Tagalog, the phoneme "p" is distinct, as
a language
in the words puno (tree) and pusa (cat).
These are separate sounds that help
distinguish meanings.
Allophones – the different ways to The phoneme "r" in Tagalog is pronounced
pronounce a single phoneme. For differently depending on its position in a
instance, in the word “top” the “t” is word. For example, in baro (clothes), "r" is
usually pronounced as a “the Fromkin, pronounced as a rolling sound, whereas in
Rodman, Hyams, 2018”
baryo (village), the "r" is a softer sound,
almost like a tap.
Morphology is defined as the rules of language that govern word formation
Morpheme- the smallest unit of a word The word bakit (why) can be broken down
that has information about the words into two morphemes: ba (question
meaning and purpose. For example, in marker) and kit (a variant of "what").
the word “farmer” there are two
morphemes which are “farm” and “er”.
The former indicates an area of land used
for growing crops while the latter
indicates a person who works in the said
area of land
Root word – a term that form the basis of In the word tulungan (help each other),
another word. These are usually nouns, tulong is the root word, meaning "help".
verb, adjectives, or adverbs.
Affixes- morphemes placed either at the In the word magbasa (to read), mag- is a
beginning, middle, or end of a root word prefix that indicates the action of reading.
to come up with a new meaning.
Compound words – a combination of two The word bahay-kubo (nipa hut) is a
root words to form a new meaning compound word made from bahay
(O’Grady, Archibald,2016.
(house) and kubo (hut), combining to
represent a specific type of dwelling.
Syntax is defined as the set of statutes and principle that govern sentence structure
and the word order in a language (Chomsky, &Lightfoot,2002).
What is the common order of subject, Tagalog typically follows a Verb-Subjectverb, and object or predicate in the Object (VSO) order. For example, Kumain
language being studied? Write an siya ng mangga (He/She ate a mango).
example on the right.
The verb "kumain" (ate) comes first,
followed by the subject "siya" (he/she),
and then the object "mangga" (mango).
Constituents- the sub- units in a sentence In the sentence Kumain siya ng mangga
that provide a complete thought.
sa park (He/She ate a mango in the park),
Syntactic category – a family of
expressions that can be substituted for
one another without losing proper
grammar. For example, there are four
syntactic categories in the sentence “The
bird is flying above the field”. These are:
“the field”, “above”, “flying”, and “The
bird”.
Semantics is defined as the study of
linguistic meaning.
Anomaly – a situation when specific
words or phrases cannot be combined to
make sense. For instance, the phrase
“colorless green” does not make sense
since green is a color and “colorless”
means “without color” (Fromkin, Rodman,
Hyams,2018).
Metaphor – is a figure of speech where
one object or idea is used to refer to
another object or idea for rhetorical
purposes (Merriam- Webster dictionary, n.
d).
Idioms – expressions established by
societal norms to have meaning aside
from what it literally indicates (Tom, 1992).
the constituents are: "Kumain siya"
(He/She ate), "ng mangga" (a mango),
and "sa park" (in the park).
In the sentence Ang aso ay tumakbo sa
kalsada (The dog ran on the road), we
can identify the following categories: Ang
aso (The dog), ay tumakbo (ran), and sa
kalsada (on the road).
A phrase like matamis na maasim (sweetsour) could be considered an anomaly in
some contexts because "sweet" and "sour"
are typically opposites.
Ang buhay ay isang paglalakbay (Life is a
journey) uses a metaphor to compare life
with a journey, implying that it is full of ups
and downs, similar to a trip.
Hapilicious is a local Tagalog idiom that
means something tastes really good, but
the literal translation of "hapilicious"
doesn't exist in the dictionary. It's a social
expression in Filipino culture to describe
delicious food.
If someone says Tingnan mo (Look at that)
while pointing to a building in front of you,
the physical context of the building
provides the meaning.
Pragmatics is defined as the study of
unseen or hidden meanings in different
languages apart from its content. This
meaning is provided by the context and
a pre- existing knowledge of the
perceiver about the utterance.
Physical context the actual location, apart of the utterance, that provides the
context.
Linguistic context – the context provided In the sentence Nagbukas siya ng
by the utterance itself.
tindahan kahapon (He/She opened a
store yesterday), the context of "kahapon"
Deixis – word that cannot be identified
without the context. Examples of these
words are here, there, him, her, yesterday,
and tomorrow.
Refences – the act of which the speaker
specifies an orientation or a position for
the deixis.
Inference – the perceivers use of
additional information not provided in the
utterance in order to understand the
message.
Anaphora – another term, for instance a
pronoun, used to identify an object that is
being referred to for the second time
(Yule, 2016).
(yesterday) provides the time reference
for when the action happened.
The word dito (here) refers to a place near
the speaker, but without knowing where
the speaker is located, the meaning is
unclear.
In the sentence Siya ay nag-aaral (He/She
is studying), siya is a reference to the
person being talked about.
If someone says Mag-ingat ka (Be
careful), we infer that they are warning
the person about potential danger or risk,
even though it may not be explicitly
stated.
In the sentence Siya ay pumunta sa park,
at doon siya naglaro (He/She went to the
park, and there he/she played), the
second siya is an anaphora, referring
back to the person mentioned in the first
part of the sentence.
Unit 2
UNIT 2: Lesson 1
I. ACTIVATE
How do you plan for instruction? Describe to your seatmate the process you do.
If possible, show instructional plans you have previously made.
It is possible that you have several questions to consider when planning for your
daily classroom teaching. Which among the questions on the succeeding page
will most likely guide you? Put a check (√) before all questions that apply. then,
rank the questions from your highest (1) to least (11) priority.
Questions
Rank
✔
What learning activities
will enable the students
to
acquire
target
knowledge,
and
develop target skills and
competencies?
1
✔
How much time will
each activity require?
6
✔
What are the interests
and
learning
preferences
of
the
students?
4
✔
What are the criteria for
success?
How
well
should the students
know the content after
instruction?
7
Questions
✔
How will the student outputs
be graded?
Rank
2
✔
What do students already
know about the topic?
3
Ⅱ. ANALYZE
Listed on the table below are questions we consider when planning for instruction.
Each question pertains to elements of classroom instruction (e.g., teacher,
students, learning resources, time, assessment, etc.) that must be prepared before
an instruction happens. Identify the classroom instruction element each question
refers to. The first item is done for you.
Questions
Classroom Instruction Elementary
What should your students
know, understand, or be able to
do?
Academic plan or curriculum
How
will
your
students
demonstrate their mastery?
Assessment
How will you instruct
students so they can
Instructional Strategies/Methods
your
reach that level of mastery?
What learning materials will you
utilize?
Learning Resources/Materials
What method will you use to
assess?
Assessment Method
What learning activities will
enable the students to acquire
target knowledge, and develop
target skills and competencies?
Learning Activities/Instructional Design
How much time
activity require?
Time Allocation /Scheduling
will
each
Questions
Classroom Instruction Element
What are the interests and
learning preferences of the
students?
Learning Characteristics
What are the criteria for success?
How well should the students
know
the
content
after
instruction?
Learning Objectives/ Success Criteria
How will the student outputs be
graded?
Assessment Rubrics/Grading
What do students already know
about the topic?
Prior Knowledge/Pre-assessment
Write in column A the components of an instructional plan. Then, in column B,
illustrate in a diagram or graphic organizer the relationship among these
components.
III. ABSTRACT
Robert Gagne, a renowned educational psychologist, developed Nine Events of
Instruction which has guided trainers and educators in designing instruction for
trainings and classroom-based teaching.
Components of an Instructional
Plan
Diagram
Gaining attention (reception)
Begin by capturing learners' attention to
focus them on the upcoming material.
Informing Learners of the Objective
(Expectancy)
Clearly state the learning goals. Learners
need to understand what they are
expected to learn and be able to do by
the end of the instruction.
Stimulating Recall of Prior Learning
(Retrieval)
Connect new information to learners'
existing knowledge.
4. Presenting the Stimulus (Selective
Perception)
Present the new information in a clear,
concise, and organized manner.
Gaining attention (reception)
Informing learners of the objective (expectancy)
Stimulating recall of prior learning (retrieval)
Presenting the stimulus (selective perception)
IV. APPLY
1. For each event in Gagne's list, come up with tips and guidelines for teachers.
Read relevant print and online sources.
Example: Techniques for gaining learner's attention:
stimulate learners' attention with novelty or surprise
pose thought-provoking questions
present an intriguing problem
present meaningful and relevant challenge
Events of Instruction
Tips and Guidelines for Teachers
Gaining attention
Start with a surprising fact, a captivating
image, a short video clip, or a thoughtprovoking question.
Informing
objective
learners
of
the
Clearly state the learning objectives at the
beginning of the lesson.
Stimulating recall of prior learning
Review key concepts from previous lessons
to activate prior knowledge.
Presenting the stimulus
Use headings, subheadings, bullet points,
and visuals to structure the content.
Providing learning guidance
Offer guidance to help learners overcome
challenges.
Eliciting performance
Give learners opportunities to practice the
new skill or knowledge.
Providing feedback
Encourage learners to think critically and
problem-solve
Assessing performance
Use
post-assessments
learning outcomes.
to
evaluate
Enhancing retention and transfer
Help learners connect new information
to familiar concepts.
1. Gather examples of instructional plans from friends and colleagues.
Examine
the presence of any of the nine events of instruction proposed by Gagne.
Did you find any new element? Identify and discuss.
Ans: The examination of instructional plans revealed a robust application of
Gagne's Nine Events of Instruction, with additional elements such as gamification,
collaborative learning, and technology integration enhancing the instructional
design. These innovations reflect a shift towards more interactive and engaging
learning environments, which are crucial for meeting the diverse needs of today's
learners.
1. What makes an instruction effective? Develop a rubric for an
effective
Instructional plan. Write your criteria on the blanks provided on the left side.
Exceeds the
Meets the
Developing
Beginning
Standard
Standard
2
1
4
3
Clarity
of Objectives
are Objectives are
Learning
crystal
clear, clear
and
Objectives
measurable,
understandable.
achievable,
relevant,
and
time-bound
(SMART).
Objectives
are
somewhat
vague
or
nuclear.
Student may
struggle to
understand
some
expectation.
Objectives
are
missing,
unclear or
irrelevant
to
the
learning
activities.
Differentiation Instruction
Instruction
expertly
addresses
addresses diverse diverse learning
learning
styles, needs.
needs,
and
abilities;
accommodations
are
seamlessly
integrated.
Instruction
partially
addresses
diverse
learning.
Instruction
doesn't
addresses
diverse
learning
Unit 2: Lesson 2
Step 1: Analyze
1A. Goals for the Lesson
- To help students understand what nouns are and their role in sentences.
- To identify different types of nouns (common, proper, collective, abstract).
- To enable students to use nouns accurately in their writing and speaking.
1B. Relevant Characteristics of Learners
- Age and grade level: Consideration of developmental stage (e.g., elementary,
middle school).
- Language proficiency: Varying levels of understanding of English and exposure
to grammatical concepts.
- Learning style: Visual learners may benefit from diagrams, while kinesthetic
learners may engage with interactive activities.
Step 2: Design
2A. Specific Learning Objectives
- Students will be able to define and identify nouns.
- Students will categorize nouns into different types.
- Students will construct sentences using a variety of nouns.
2B. Measurement of Objectives
- Formative assessment through class activities and verbal questioning during the
lesson.
- Summative assessment through a written quiz at the end of the unit, including
multiple-choice questions and sentence construction tasks.
Step 3: Develop
3A. Instructional Strategies
- Direct instruction: Explain the definition and types of nouns using examples.
- Interactive activities: Group work were students sort words into noun categories.
- Visual aids: Use flashcards and charts to illustrate different nouns.
- Writing exercises: Encourage students to write sentences or short paragraphs
using specified types of nouns.
3B. Logistical Issues
- Classroom setup: Ensure there is enough space for group activities.
- Materials: Prepare flashcards, handouts, and writing supplies ahead of time.
- Technology: Consider using multimedia presentations if available.
Step 4: Implement
4A. Deliver the Lesson
- Introduce the concept of nouns with a brief presentation.
- Engage students in group activities to categorize nouns.
- Facilitate a whole-class discussion to share findings and clarify any
misunderstandings.
- Assign a short writing task to apply what they have learned.
Step 5: Evaluate
5A. Feedback and Changes
- Gather student feedback on the lesson's clarity and engagement level.
- Review assessment results to identify areas where students struggled.
- Adjust future lessons by incorporating more interactive or differentiated
instruction to support varied learning styles.
5B. Watch Out For
- Time management: Ensure activities fit within the allotted class time.
- Engagement: Some students may need extra encouragement, so plan for how
to motivate all learners.
- Diverse learning abilities: Be prepared with extension tasks for advanced learners
and support for those struggling with the material.
Unit 2 M2 Lesson 3
I. Activate
Principle
Unknown to the unknown
Language and academic
development
Cognitive development
Discovery learning
Key ideas/description
It refers to the concept of things that
are entirely beyond our awareness,
even to the point where we are
unaware that they exist. It suggests
layers of uncertainty, where there are
aspects we don't know and are also
unaware of our lack of knowledge.
Are closely linked, as language skills
form the foundation for learning. Early
language acquisition aids literacy,
comprehension, and communication,
which are essential for academic
success. As students grow, language
supports critical thinking, reasoning,
and the ability to engage with
complex academic content across
subjects.
Refers to the process by which
individuals acquire, process, and
apply knowledge and skills over time.
It encompasses the growth of mental
abilities such as thinking, reasoning,
memory, problem-solving, and
decision-making. Cognitive
development begins at birth and
continues throughout life, with
significant milestones during
childhood as the brain matures and
gains new capacities.
Is an instructional approach where
students actively engage in the
learning process by exploring and
solving problems on their own. Rather
than being directly taught by an
instructor, learners discover concepts,
relationships, and solutions through
hands-on experiences,
experimentation, and inquiry. This
method encourages critical thinking,
problem-solving, and the
development of independent
learning skills.
Active learning
is an approach to education or
machine learning where the learner
(whether a human or an algorithm)
actively engages in the learning
process rather than passively
receiving information. In education, it
involves methods like discussions,
problem-solving, group activities, and
hands-on experiences, encouraging
students to take responsibility for their
learning and engage with the
material.
Meaning and accuracy
Meaning refers to the significance or
interpretation of something, such as a
word, action, or concept. It explains
what something represents. Accuracy
refers to the degree of correctness or
precision in something, measuring
how closely it aligns with truth, facts,
or the intended outcome.
Language learning/ language transfer Language learning is the process of
acquiring a new language's skills, such
as speaking, reading, and writing.
Language transfer refers to the
influence of a learner's native
language on their second language
learning, which can be either positive
(helpful similarities) or negative (errors
due to differences).
Language transfer refers to the
influence of a learner's native
language (L1) on the learning of a
second language (L2). It can be
positive, where similarities between
languages help, or negative, where
differences lead to errors.
Understanding language transfer
helps learners overcome challenges
and improve fluency in L2.
Active components
Are electronic parts that require
external power to function and can
control or amplify signals. Examples
include transistors, diodes, operational
amplifiers, integrated circuits, and
LEDs. These components are essential
in electronics for tasks like signal
amplification, switching, and light
emission, unlike passive components,
which only store or dissipate energy
II. ANALYZE
The a fore mentioned principles come to life in the classroom through the
teaching and learning activities organized by the teacher when performing the
role of an instructional planner and designer.
Activity B.1 How is Mother Tongue taught in your school?
Answer. The Mother Tongue is taught in our school by naturally using it as a
medium of instruction for primary grades.
Ask your teacher about their instructional planning practices. List findings on a
table or graphic organizer.
Activity B.2 In group of 3-4 members, examine one language teaching
instructional model below in terms of their components, applicability in the
classroom and/or community, merits, and weaknesses. Tell whether this model is
used by the teachers/ colleagues you interviewed in the previous activity.
Unit 2: Lesson 4
How do you use the content of the DepEd curriculum guide on MTB-MLE?
Answer: I use the DepEd curriculum guide on MTB-MLE as my main reference in
planning my lessons. It helps me know what specific learning competencies my
learners should achieve at every grade level. The guide shows the topics, skills,
and language focus needed, so I make sure my activities, strategies, and
materials are aligned with what is required. It also helps me track the progress of
my learners based on the standards set by DepEd.
How do you teach the content of the DepEd curriculum guide on MTB-MLE?
Answer: When teaching MTB-MLE, I make sure to use the mother tongue of the
learners to make the lesson relatable and easier to understand. I incorporate
storytelling, songs, games, and conversations in their local language. I also create
activities that help develop their skills in listening, speaking, reading, and writing in
the mother tongue. I ensure that the learners are actively engaged and that the
activities are meaningful, allowing them to connect what they learn to their daily
experiences.
Unit 3
Unit 3: Lesson 5.1
I. ACTIVATE
In Julian Treasure's TED Talk titled "5 Ways to Listen Better"
1. Silence: Spend a few moments in silence each day to allow your ears to adjust.
This can help you appreciate the sounds around you and improve your ability to
listen.
2. The Mixer: Focus on identifying different sounds in your environment. Try to
discern multiple layers of sound instead of just one dominant noise.
3. Savoring: Listen to the sounds you often take for granted, such as music or
nature. This practice helps to develop a deeper appreciation for sound.
4. Listening Positions: Treasure suggests adopting different listening positions—
active, passive, and empathetic. This allows you to engage in various contexts
and situations, adapting your listening approach accordingly.
5. RASA: This acronym stands for Receive, Appreciate, Summarize, and Ask. This
technique emphasizes active listening, ensuring you not only hear but also
understand and engage with the speaker.
Regarding why individuals in contemporary times lose their listening skills,
Treasure argues that the pervasive nature of technology and constant
distractions contribute significantly to this decline. People are often multitasking,
focused on their devices rather than engaging with the world around them.
Additionally, the dominance of visual stimuli such as screens over auditory
communication diminishes our practice and skill in listening. This cultural shift leads
individuals to become less present and less attentive to others, impairing their
ability to truly listen.
Activity 1:
1. TU - Listen to a 2-minute long conversation about getting around the city.
2. BU - Listen to sentences giving and asking for directions, paying attention to the
intonation, meaning, and grammatical structure of each phrase.
3. BU - Answer a completion test by selecting the appropriate verb to complete
the thought of a sentence.
4. TU - Asking and answering questions about the famous foods in town.
5. TU - Holding a class discussion about different modes of transportation to get to
the famous city museum.
6. TU - Listening to the first 20 seconds of the audio recording to predict the topic
of the material.
7. TU - Check one's predictions after listening to the audio recording.
8. TU - Summarizing a conversation.
9. TU - Act out situations.
10. TU - Writing a story based on a picture of a city.
Explanation:
Top-Down (TU): Activities that require using prior knowledge, context, or
predictions to understand or engage with the material.
Bottom-Up (BU): Activities that involve focusing on specific linguistic components
or detailed understanding of the language form and structure.
Activity 2:
Assumptions and Insights
1. Listening materials should be based on a wide range of authentic texts,
including both monologue and dialogue.
Your Comments/Insights: I agree that using authentic texts exposes learners to
real-life language use, helping them to understand cultural nuances and
contextual meaning. Authentic materials can make the learning experience
more relevant and engaging.
Other Language Teacher Feedback: Many teachers noted that they utilize a
mix of authentic podcasts, interviews, and dialogues from everyday situations.
However, some expressed challenges in sourcing materials at an appropriate
level for all students.
2. Schema building tasks should precede listening.
Your Comments/Insights: It makes sense to activate prior knowledge before
engaging with a listening task. Schema-building helps students create mental
frameworks to understand the new information they encounter, leading to better
comprehension.
Other Language Teacher Feedback: Teachers indicated that they often begin
with discussions or predictions about a topic to activate prior knowledge. They
observed that this approach generally improves students' overall engagement
and comprehension.
3. Strategies for effective listening should be incorporated into the materials.
Your Comments/Insights: Incorporating specific listening strategies, such as
note-taking or prediction skills, prepares students for real listening environments
and improves their overall listening competence.
Other Language Teacher Feedback: Most teachers stated they apply various
strategies in their lessons, such as summarization or inferring meaning from
context. They noticed that teaching these strategies empowers students to
become independent learners.
4. Learners should be given opportunities to progressively structure the listening by
listening to a text several times and by working through increasingly challenging
listening tasks.
Your Comments/Insights: Gradually increasing the difficulty of listening tasks
allows learners to build confidence and competence progressively. Repeated
listening also helps with retention and deepens understanding.
Other Language Teacher Feedback: Many teachers practice staged listening
exercises, where students listen multiple times—first for general understanding,
then for specific details. This method has proven effective in enhancing
comprehension.
5. Learners should know what they are listening for and why.
Your Comments/Insights: Clear objectives help students focus their attention
and strategies effectively during listening activities. This awareness enhances
motivation and accountability.
Other Language Teacher Feedback: Teachers emphasized the importance of
setting clear goals for each listening exercise. They found that when students
understood the purpose, they were more engaged and effective in their listening.
6. Tasks should include opportunities for learners to play an active role in their own
learning.
Your Comments/Insights: Active engagement is crucial for language
acquisition. Learners who take an active role tend to retain information better
and develop critical thinking abilities. Encouraging peer discussions or
collaborative activities can enhance this active learning process.
Other Language Teacher Feedback: Many teachers mentioned incorporating
pair work, group discussions, and other interactive tasks to foster active
participation. They observed a positive correlation between increased student
engagement and improved listening skills.
III. ABSTRACT
Teaching Strategy
Listen and Draw
Guidelines
Have students follow
audio instructions to
create
illustrations,
promoting
active
listening. Afterward, let
Usefulness/Effectiveness
This strategy encourages
students to focus on
details in the audio while
engaging their creativity.
It fosters collaboration
them compare their and
discussion,
drawings with peers.
enhancing
comprehension through
visual representation.
Asking questions to help Pose guiding questions This technique primes
students listen
before listening tasks to students' minds, directing
clarify
focus
areas, their attention to specific
encouraging students to elements in the audio. It
listen with purpose.
promotes critical thinking
and
improves
comprehension,
as
students actively seek
answers while listening
Purposeful Listening
Help
students By clarifying the purpose
understand the reasons of each listening session,
behind their listening students remain more
tasks by systematically focused and engaged. It
presenting
objectives: allows them to develop
(1) Listening for main specific listening skills,
ideas, (2) Listening for improving their overall
details, (3) Listening to listening proficiency.
make inferences.
Listening
with
peers Facilitate opportunities Peer
interaction
interaction
for students to engage in enhances
conversations
with communicative
classmates and native competence and builds
speakers after listening self-confidence,
tasks
to
expand especially when students
communication
practice their listening
contexts.
comprehension
and
speaking skills together. It
enriches their learning
experiences
through
contextual practice.
Examining Viewing Frameworks
Title of the Multimodal Text/Artwork:
"Starry Night"
Author:
Vincent van Gogh
Viewing Strategy Method:
The Visual Thinking Strategies (VTS)
Summarize below your reaction and interpretation:
What do you see?
In “Starry Night,” I see a swirling night sky filled with bright stars that shine vibrantly
against a deep blue backdrop. The village below is calm, with its dark roofs and
a prominent church steeple. There’s a large cypress tree on the left, stretching up
toward the heavens, creating a contrast with the stillness of the village.
What do you think about what you see?
The swirling patterns in the sky convey a sense of movement and turbulence,
which contrasts sharply with the tranquility of the village below. The colors are rich
and deep, with blues and yellows dominating the palette. The cypress tree adds
a sense of verticality and connection between the earth and sky, suggesting a
bridge between the mundane and the spiritual.
What does it make you wonder?
I wonder about van Gogh’s emotional state when he created this painting. The
dynamic sky could reflect his inner turmoil, while the peaceful village might
symbolize a longing for stability. Is the cypress tree a representation of hope or
despair? What was van Gogh trying to communicate about the relationship
between humanity and the cosmos?
In contemplating the artwork further, I see a blend of chaos and calm, which
seems to reflect the complexity of human emotion. The stars represent the beauty
of dreams and aspirations, while the cypress tree might indicate the struggles
faced on earth.
Through class discussions, I can explore various interpretations of the painting and
validate the diverse perspectives offered by my peers. Each observation adds
another layer of meaning, encouraging a deeper understanding of van Gogh's
artistic choices and emotional expressions.
IV. APPLY
INSTRUCTIONAL ACTIVITY - LISTENING/VIEWING
Activity Title:
Exploring Cultural Customs Through Video Clips
Target Grade Level:
Grade 4
Time Required:
60 minutes
Type of Student Work:
Pair Work
Learning Objectives:
1. Listening Competency: Students will be able to identify and summarize key
points from a short video about cultural customs.
2. Viewing Competency: Students will analyze visual cues and context within the
video that reflect the culture being presented.
3. Communication Skill: Students will engage in a respectful discussion with their
partner about their reflections on the customs observed and their own cultural
experiences.
Activity Description:
1. Introduction (10 minutes): Begin by introducing the concept of cultural customs
and why they are important. Discuss briefly the cultures that the students may
know about.
2. Video Viewing (20 minutes): Show a short educational video clip (about 3-5
minutes long) that showcases various cultural customs from around the world.
Encourage students to pay close attention to the details of the visuals, the sounds,
and the activities being shown.
3. Pair Work (20 minutes): After viewing, students will pair up to discuss the following
questions:
- What cultural customs did you notice in the video?
- How do these customs compare to your own culture?
- What elements in the video stood out to you visually?
4. Group Reflection (10 minutes): Reconvene as a class and ask a few pairs to
share their observations. List key customs on the board and encourage an open
dialogue.
Criteria for Grading:
Process Questions:
1. Are the learning objectives clearly defined? If not, what suggestions do you
have to improve them?
- The learning objectives are clear and concise. They specifically target listening,
viewing, and communication.
2. Is the instructional activity well aligned with the learning objectives?
- Yes, the activity is designed to engage students in listening and viewing while
also incorporating reflection and discussion, which aligns well with the stated
objectives.
3. Does the activity encourage active student engagement?
- Yes, the activity encourages students to work collaboratively, discuss their
ideas, and actively reflect on their learning.
4. If the students complete the activity, can the teacher determine whether or
not the student has met the stated learning objectives?
- Yes, through the class discussion and the pair reflections, the teacher can
assess students' understanding of the cultural customs and their ability to
articulate their thoughts.
Unit 3 Lesson 5.2
I. ACTIVATE
TED (Technology Entertainment Design) talks have become viral nowadays. This
evolution in education revived the power of storytelling to disseminate ideas and
innovations in many aspects of life. Effective speaking skills requisite to powerful
oral presentations.
Recall a TED speaker you heard recently. How about an effective speaker you
heard recently? Who is he/she? What was the speech about?
What makes an effective speaker?
How should we teach young children effective speaking skills?
ANSWER.
A TED speaker I recently heard is Sir Ken Robinson, who discussed "Do Schools Kill
Creativity?" His speech emphasized the need to foster creativity in education,
advocating for a shift away from traditional academic-focused teaching.
An effective speaker engages the audience with clarity, passion, humor, and
storytelling, making complex ideas relatable. They also use confident body
language and a clear voice.
To teach young children effective speaking skills, create a supportive
environment for them to express themselves. Encourage activities like storytelling,
role-playing, and discussions to build confidence and make learning enjoyable.
Identify the domain to which the selected competencies belong.
Write OL for Oral Language and PA for Phonological awareness.
1. Use common expression and polite greetings.
2. Tell whether a given pair of word rhyme.
3. Talk about pictures presented using appropriate local terminologies with ease
and confidence.
5. Orally a segment a two-three syllable word into its syllabic parts.
5. Listen and respond to others in oral conversation.
6. Use expressions appropriate to the grade level to give opinion in a text listened
to, heard or read
7. Use the correct pronounce in place of naming words in sentences.
8. Give meanings of words through pictures clues.
9. Identify the tense of the action word in the sentence.
10. Add or substitute individual sounds in simple words to make new words.
ANSWER.
OL - Use common expression and polite greetings.
PA - Tell whether a given pair of words rhyme.
OL - Talk about pictures presented using appropriate local terminologies with
ease and confidence.
PA - Orally segment a two-three syllable word into its syllabic parts.
OL - Listen and respond to others in oral conversation.
OL - Use expressions appropriate to the grade level to give opinion in a text
listened to, heard or read.
OL - Use the correct pronunciation in place of naming words in sentences.
PA - Give meanings of words through picture clues.
OL - Identify the tense of the action word in the sentence.
PA - Add or substitute individual sounds in simple words to make new words.
II. ANALYZE
Read and analyze different instructional activities or learning experiences aimed
at developing a child's early speaking skills. For each activity, Identify the
language domains and the competencies that is/are being Targeted by the
activity.
1. Play or say a tongue twister then tell the learners that they are going to repeat
the sentence bit by bit after you. Start by asking your learners to repeat the last
part of the sentence until they complete the tongue twister.
Language Domain:
Speaking Competencies:
2. This activity is done by pairs. Give each learners a picture. The picture should
be almost the same with two or three elements missing from each picture. Without
showing each other the picture, they should describe their pictures to each other
and try to find which objects are missing.
Language Domain:
Speaking Competencies:
3. Have students listen to stories. Then have them retell the stories aloud. Record
their retellings in their own words to create a language experience chart that can
be used for future reading.
Language Domain:
Speaking Competencies:
4. Use role ply cards for students to assume the role of a specific person or
character and to act to a stimulus or prompt as that person.
Language Domain:
Speaking Competencies:
5. Sing or read songs. Children can bring in a favorite song to perform alone or as
a group, but make sure you have heard the song first and can approved it.
Language Domain:
Speaking Competencies:
ANSWER.
1. Activity: Play or say a tongue twister then tell the learners that they are going
to repeat the sentence bit by bit after you. Start by asking your learners to repeat
the last part of the sentence until they complete the tongue twister.
Language Domain: Speaking
Speaking Competencies: Pronunciation, articulation, fluency
2. Activity: This activity is done by pairs. Give each learner a picture. The picture
should be almost the same with two or three elements missing from each picture.
Without showing each other the picture, they should describe their pictures to
each other and try to find which objects are missing.
Language Domain: Speaking
Speaking Competencies: Descriptive language, communication, listening, and
speaking clarity
3. Activity: Have students listen to stories. Then have them retell the stories aloud.
Record their retellings in their own words to create a language experience chart
that can be used for future reading.
Language Domain: Speaking
Speaking Competencies: Storytelling, sequencing events, recall, and fluency
4. Activity: Use role-play cards for students to assume the role of a specific person
or character and to act to a stimulus or prompt as that person.
Language Domain: Speaking
Speaking Competencies: Expressing
expressions and tone, role-playing
ideas,
creativity,
using
appropriate
5. Activity: Sing or read songs. Children can bring in a favorite song to perform
alone or as a group, but make sure you have heard the song first and can
approve it.
Language Domain: Speaking
Speaking Competencies: Pronunciation, fluency, rhythm, and expression
III. ABSTRACT
ANSWER.
Read the four-note card about principles and approaches in the teaching of
speaking. Read each carefully. Fill out the matrix afterwards.
1. Topic: Proficiency-Oriented Teaching of Speaking Skills
Hadley proposes five principles for proficiency-oriented teaching:
Opportunities must be provided for students to practice using the language in a
range of contexts likely to be encountered in the target culture.
Opportunities should be provided for students to carry out a range of functions
(tasks) necessary for dealing with others in the target culture.
The development of accuracy should be encouraged in proficiency-oriented
instruction. As learners produce language, various forms of instruction and
evaluative feedback can be useful in facilitating the progression of their skills
toward more precise and coherent language use.
Instruction should be responsive to the affective as well as the cognitive needs of
students, and their different personalities, preferences, and learning styles should
be taken into account.
Cultural understanding must be promoted in various ways so that students are
sensitive to other cultures and prepared to live more harmoniously in the target
language community.
2. Topic: Current Approaches to the Teaching of Speaking
Speaking and oral interaction is seen as the basis for learning.
Non-native usage as well as native usage both serve as models.
Both accuracy and fluency are a primary goal with a greater tolerance of errors.
Oral proficiency is viewed as dependent upon mastery of lexical phases and
conversational routines.
Pair and group activities predominate in the classroom.
3. Topic: Case Study on Singapore Schools' Teaching of Tamil Language
Use local context-based materials, so that the topics are familiar to the students.
Use domain-based vocabulary, that is, words as they are used in real everyday
living.
Use age-related content, that is, topics that are relevant to the students at their
particular stage in life.
4. Topic: Balance between Fluency and Accuracy in the Teaching of Speaking
According to Mazouzi (2013), learners' activities should be designed based on an
equivalence between fluency and accuracy achievement. Both fluency and
accuracy are important elements of communicative approach.
IV. APPLY
Similar to your Apply Activity for Listening and Viewing, you need to create an
instructional activity that specifically targets one or more speaking competencies
from the Mother Tongue Curriculum Guide. Complete the template on the next
page. Follow the same process. The same Criteria for Grading will also be used.
INSTRUCTIONAL ACTIVITY-SPEAKING
Activity Title:
Time Required:
Target Grade Level:
Type of Student Work: Individual, Pair, or Group Work
Learning Objectives:
At the end of the activity, the students are expected to
1.
2
3
Activity Description:
Criteria for Grading (if possible, include a rubric if necessary):
PROCESS QUESTIONS:
1. Are the learning objectives clearly defined? If not, what suggestions do you
have to improve them?
2. Is the instructional activity well-aligned with the learning objectives?
3. Does the activity encourage active student engagement?
4. if the student completes the activity, can the teacher determine whether or
not the student has met the stated learning objectives?
ANSWER.
INSTRUCTIONAL ACTIVITY-SPEAKING
Activity Title: Describing My Favorite Object
Time Required: 30 minutes
Target Grade Level: Grade 2
Type of Student Work: Individual
Learning Objectives:
At the end of the activity, the students are expected to:
Describe an object of their choice using simple sentences.
Use appropriate vocabulary to describe the object’s color, size, shape, and
function.
Practice clear pronunciation and speaking fluency in front of the class.
Activity Description:
In this activity, each student will select an object that is meaningful to them (such
as a toy, book, or personal item). They will then describe the object in front of the
class, focusing on details like its color, size, shape, and function. The teacher will
guide them in practicing key vocabulary words and sentence structures before
they present. After each student has described their object, the class will have
the opportunity to ask questions about the object.
Criteria for Grading (Rubric):
Criteria
Excellent (4) Good (3)
Satisfactory (2)
Needs Improvement (1)
Clarity of Description
Clear and detailed description with multiple details
Clear description with some details Basic description with few details
Description is unclear or incomplete
Pronunciation
with minor errors
Excellent pronunciation and clarity
Good
pronunciation
Use of Vocabulary Uses rich vocabulary accurately
Uses basic vocabulary
with few errors
Limited vocabulary used Incorrect or very limited vocabulary
Fluency
Speaks fluently with confidence
Speaks with slight hesitation
PROCESS QUESTIONS:
Are the learning objectives clearly defined? If not, what suggestions do you have
to improve them?
Yes, the learning objectives are clearly defined. They focus on speaking fluency,
vocabulary use, and describing an object, which are measurable and
achievable.
Is the instructional activity well-aligned with the learning objectives?
Yes, the activity directly targets the objectives by having students describe an
object, use vocabulary, and practice speaking in front of the class.
Does the activity encourage active student engagement?
Yes, the activity encourages engagement by allowing students to choose their
own objects and present to the class, which is interactive and personal.
If the student completes the activity, can the teacher determine whether or not
the student has met the stated learning objectives?
Yes, through observation and the grading rubric, the teacher can assess whether
the student has met the objectives of clarity, vocabulary use, pronunciation, and
fluency.
Unit 3: Lesson 5.3
Activity 1:
Play the game Stand Up/Sit Down. This game is like Simon says. Say pairs that
rhyme and pairs that do not rhyme. Students go from one position to the next only
if the words rhyme. The student's responses will tell you if they are getting the
concept.
Language Domain: Phonological Awareness, Vocabulary
Reading Competency/ies: Rhyme recognition, Auditory discrimination
Suggested Grade Level: Kindergarten - Grade 2 (adaptable for older students
needing reinforcement)
Activity 2:
The students match the letter or word cards with the pictures displayed. Write the
letters for a picture on the outside of a small paper bag. Students find the picture
that matches the letters and put the picture in the bag.
Language Domain: Phonological Awareness, Letter Recognition, Vocabulary
(depending on the complexity of words used)
Reading Competency/ies: Letter-sound correspondence, Word recognition,
Visual discrimination
Suggested Grade Level: Pre-K - Grade 1 (adaptable for older students needing
reinforcement)
Activity 3:
The students will select a book from the choices that you provide as a teacher.
They will then have to read their books silently. As they read, you move around
and ask each student to read aloud selected sections where you note his or her
fluency to determine which skills need to be taught. After reading, the students
will share and discuss their books with each other.
Language Domain: Reading Fluency, Reading Comprehension
Reading Competency/ies: Oral Reading Fluency, Reading Accuracy, Prosody
(expression and intonation), Reading Comprehension (sharing and discussion),
Vocabulary
Suggested Grade Level: Grades 1-3 (Adaptable for older students with lower
reading levels or as a differentiated instruction activity)
Activity 4:
You show them the big book and then you discuss the book cover, read the title,
author, illustrator, and other book features. Encourage the students to discuss the
cover and some of the pages of the book. Just make sure that you do not give
away the entire story. Ask them to predict and share what they think will happen
in the book.
Language Domain: Oral Language, Reading Comprehension, Print Awareness
Reading Competency/ies: Print Awareness (title, author, illustrator), Predicting,
Making inferences, Vocabulary Development, Comprehension
Suggested Grade Level:Pre-K - Grade 2 (Adaptable for older students as an
introduction to a new book or to spark discussion about a theme)
Activity 5:
write another syllable on the board and have the students read it. Then have
them read the word formed by putting the two syllables together. For example,
students read "ba" and then "ta" and then "bata."
Language Domain: Phonological Awareness, Phonics
Reading Competency/ies: Syllabication, Blending, Decoding, Word Recognition
Suggested Grade Level: Kindergarten - Grade 2 (adaptable for older students
needing reinforcement in syllable blending)
Students will read words by syllables. Write a syllable on the board and have
students read it. Then
III. ABSTRACT
In your course Teaching English in the Elementary Grades (Language Arts), you
will have a comprehensive discussion of teaching reading. The instructional
strategies that you will learn in that course, though it is L2 instruction, may also be
applied to Mother Tongue instruction.
In this course though, you will only focus on the three major approaches in the
teaching of reading to young learners: phonics, whole language, and language
experience.
The matrix below shows the three approaches to the teaching of reading and a
set of sample activities for each approach. With this input, your responsibility is to
come up with your own, simple definition and characterization of each
approach.
Approaches to Teaching
Reading
Example Activities
What
does
the
approach mean to you?
In what ways will the
approach be useful to
you in teaching reading
in the Mother Tongue?
Phonics
Whole Language
•
identify the first
sound in a word
Identifying initial sounds,
sorting
pictures
by
beginning sounds, and
the ball-toss game all
directly practice lettersound correspondence.
•
sort pictures or make
a collage of objects
that begin with the
same letter- sound or
rhyme
Identifying initial
sounds,
sorting
pictures
by
beginning
sounds.
•
toss a ball to a
student after saying a
word. The student has
to think of a word that
begins with the same
sound.
Identifying initial
sounds,
sorting
pictures
by
beginning
sounds, and the
ball-toss game all
directly practice
letter-sound
correspondence.
reading
aloud
where
students are given the
chance to hear stories,
poems, songs, chants, and
other texts read aloud, with
opportunities to chime in
words or lines are repeated
Reading aloud,
shared reading,
guided reading.
shared
reading
involves the students
in reading. Teacher
may
ask
these
questions
after
reading:
Reading aloud, shared reading,
guided
reading,
and
independent
reading
all
emphasize reading for meaning
and enjoyment within a rich
language context.
-Did you
story?
like
-What
was
favorite part?
the
your
-Who
was
your
favorite character?
Reading aloud, shared reading,
guided
reading,
and
independent
reading
all
emphasize reading for meaning
and enjoyment within a rich
language context.
Reading aloud, shared reading,
guided
reading,
and
independent
reading
all
emphasize reading for meaning
and enjoyment within a rich
language context. The postreading questions encourage
comprehension
and
critical
thinking.
-Do you want to read it
again?
-Do you want to see the
pictures again?
•
guided
reading
allows teachers to
work with small
groups of children
who are at the
same
reading
level,
providing
support
or
scaffolding while
they read.
Reading aloud, shared
reading,
guided
reading.
Reading aloud, shared
reading,
guided
reading,
and
independent reading all
emphasize reading for
meaning and enjoyment
within a rich language
context.
The postreading
questions
encourage
comprehension
and
critical thinking.
independent
reading
encourages
students to read
independently
and
motivates
them to read a
variety of texts.
Reading aloud, shared
reading,
guided
reading,
and
independent reading all
emphasize reading for
meaning and enjoyment
within a rich language
context.
The students participate
in
a
common
experience (e.g. a field
trip, a story, or a picture
that evokes feelings).
They will then discuss and
decide what to write.
They dictate the "story"
to the teacher, who
writes it so everyone can
see. Everyone then reads
what the teacher has
written and decides on
what to edit. Then, they
will copy into their
notebooks
what
is
written on the board.
The shared experience,
dictation, collaborative
editing, and copying
reinforce the connection
between spoken and
written
language,
building literacy skills
based on the students'
own experiences and
language.
•
Language Experience
IV. APPLY
Similar to your previous Apply activities in the other macro skills, complete the
template below.
INSTRUCTIONAL ACTIVITY - READING
Activity Title: The Mystery Picture Story
Target Grade Level: Grade 1
Type of Student Work: Group Work (Groups of 3-4)
Learning Objectives:
- Students will be able to identify and name common sight words.
- Students will be able to blend sounds to read simple CVC (consonant-vowelconsonant) words.
- Students will be able to work collaboratively to solve a problem.
- Students will be able to make inferences based on textual clues.
Time Required: 45 minutes
At the end of the activity, the students are expected to:
- Successfully read and decode the sight words and CVC words within the story.
- Work together to piece together the clues and solve the mystery.
- Share their solution and reasoning with the class.
Activity Description:
1. The Mystery: The teacher presents a picture depicting a simple scene with a
"mystery" element (e.g., a missing object, a character with a question mark over
their head).
2. The Clues: The teacher provides a short, simple story (written with large font and
plenty of illustrations) containing clues to solve the mystery. The story includes
common sight words and CVC words relevant to the picture.
3. Group Work: Students work in groups to read the story, identifying the sight
words and blending the sounds of the CVC words. They discuss the clues and try
to solve the mystery together.
4. Presentation: Each group shares their solution and explains their reasoning to
the class.
PROCESS QUESTIONS:
1. Are the learning objectives clearly defined? If not, what suggestions do you
have to improve them?
Ans. Yes, the learning objectives are clearly defined and measurable. They
specify observable behaviors (identifying sight words, blending sounds,
collaborating, making inferences).
2. Is the instructional activity well-aligned with the learning objectives?
Ans. Yes, the activity directly addresses all the learning objectives. Students must
read sight words and CVC words, collaborate to solve the mystery, and use
textual clues to make inferences.
3. Does the activity encourage active student engagement?
Ans. Yes, the group work and collaborative problem-solving nature of the activity
encourage active student engagement. The mystery element adds an element
of fun and intrigue.
4. If the student completes the activity, can the teacher determine whether or
not the student has met the stated learning objectives?
Ans. Yes, the grading rubric provides a clear framework for assessing student
performance against each learning objective. The teacher can observe student
participation in group work and assess their ability to solve the mystery based on
their reasoning and explanation.
Unit 3: Lesson 5.4
IV- Apply
Instructional activity - writing
Activity title: Essay writing
Time required: 1 and 30 min.
Target grade level: Grade 6
Type of student work: by peers
Learning objectives:
-Identify and apply the basic structure of an essay, including the introduction,
body paragraphs, and conclusion.
-Formulate a clear and arguable thesis statement that guides the essay's
argument or purpose.
-Organize ideas logically and cohesively in paragraphs to support the thesis and
main points.
Activity description: Essay writing is the process of composing a structured piece
of writing that explores a particular topic or argument. It includes an introduction,
body paragraphs with supporting evidence, and a conclusion. The goal is to
communicate ideas clearly, logically, and persuasively, while adhering to specific
formatting and citation standards.
Criteria for essay writing:
Process questions:
1. Are the learning objectives clearly defined? If not, what suggestions do you
have to improve them?
-Learning objectives should be clear, specific, measurable, achievable, relevant,
and time-bound. If unclear, improve them by using action verbs, making them
measurable, clarifying scope, and ensuring they align with the learners' level.
Clear progression between objectives helps create a logical and focused
learning path for students.
2. Is the instructional activity well-aligned with the learning objectives?
-To determine if the instructional activity is well-aligned with the learning
objectives, check if the activity directly supports the skills or knowledge outlined
in the objectives. It should engage students in tasks that allow them to
demonstrate the intended outcomes, ensuring consistency between what is
taught and assessed.
3.Does the activity encourage active student engagement?
-To assess if the activity encourages active student engagement, consider if it
requires students to participate actively rather than passively. Activities like
discussions, problem-solving, group work, hands-on tasks, or real-world
applications promote engagement by encouraging students to think critically,
collaborate, and apply knowledge.
4. If the students complete the activity, can the teacher determine whether or
not the students met the stated learning objectives?
-Yes, if the activity is well-designed, the teacher should be able to assess whether
students met the learning objectives. The activity should include measurable
outcomes, such as specific tasks, assessments, or reflections that directly align with
the objectives. This allows the teacher to evaluate student performance and
understanding effectively.