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INSTRUCTIONAL MATERIALS
Alignment of the Learning Competencies, Teaching Method used, and the Instructional Activity Quality of Instructional Activity lO pts.
lO pts.
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Clarity of Writing 5pts.
TOTAL 25 pts. Lesson Synthesis:
As a teacher, what is your inclination or preference? Would you prioritize teaching for meaning or accuracy? Share your thoughts to the class.
INSTRUCTIONAL M a f e rS l& ; ‘
Lesson O bjectives: At the end of the lesson, students are expected to: identify the different sources of instructional materials for Mother Tongue instruction; evaluate instructional materials for Mother Tongue instruction vis-a-vis learning goal, distinctive features, and grade-level appropriateness; and • choose on-grade and culturally relevant materials in teaching Mother Tongue as a learning area. Instructional M aterials Needed: sample instructional or reading materials in the MotherTongue
Learning Activities:
I. ACTIVATE
Where do you get the instructional materials in teaching MotherTongue?
Definitely, you have ideas where these materials can come from. The challenge to you in this activity is to list down as-many sources of instructional materials in MotherTongue as you can. You have one minute to write as many as possible. An example has been provided.
Compare your list to a seatmate. Any similarities? Differences? Do you agree or disagree with your seatmate's list? Prepare to share your answers to the class.
Below are three examples of instructional materials that may be used in teaching Mother Tongue. With a partner, discuss the material using the questions that follow. Prepare to share your answers to the class.
Instructional Material # 1
1. What do you think is the learning goal of the instructional material?
2. Characterize the material. What is its purpose? What are its distinctive features? What format was used? What is it about?
3. What grade level do you think this material can be used?
Instructional M aterial # 2 Panuto: Pagsunod-sunurin ang mga pangyayari sa kwento. Lagyan ng bilang 1,2,3,4, at 5 ang nakalaang patlang. _______ 1. Namasyal ang mag-anak. _ _ _ _ _ 2. Tuwang-tuwa ang dalawang bata sa kanilang pamamasyal. _______ 3. Umuwi silang may ngiti habang nakatingin si Loida sa batang pulubi. _______ 4. Napansin ni Loida ang batang pulubi at binigyan niya ito ng tinapay. _______ 5. Namili at kumain sila ng masasarap na pagkain.
2. Characterize the material. What is its purpose? What are its distinctive features? What format was used? What is it about?
3. What grade level do you think this material can be used?
Instructional Material #3
You will listen to a popular song in your mother tongue. Enjoy listening!
1. What do you think is the learning goal of the instructional material?
2. Characterize the material. What is its purpose? What are its distinctive features? What format was used? What is it about?
3. What grade level do you think this material can be used?
III. ABSTRACT
In choosing the instructional materials, you just need to remember two important criteria: the material must be on-grade (i.e. appropriate to the grade level of your learners) and culturally relevant (i.e. your learners can relate to the material).
Below is a summary grid developed by Malone (2000) that shows the common characteristics of graded reading materials. Your task this time is to identify the Stage of Reading that the statement refers to. Reading for new readers Reading for learners who are gaining fluency • Reading for learners who want to read in another language that they understand and speak Reading for learners who have become life-long readers and learners ____________ 1. The purpose of this stage is simply for the readers to realize that written texts have meaning. ____________ 2. It talks about people, places, and activities that are familiar to the readers.
________ 3. Sentences are short, easy-to-read, and uses vocabulary that the readers know and use.
> _ _ _ _ _ _ _ _ 4. This stag"e makes use of small reading books. ____________ 5. The purpose is to "help readers gain confidence in using print literature for learning and enjoyment." ____________ 6. It is written in a language that the readers understand and have learned to read.
____________ 7. This stage "provides information about the vocabulary and grammar of the languages that readers have learned so they can use the languages for higher level of thinking and learning." _________ _ _ 8. This stage "provides readers with information and ideas that are relevant to their life and affirm their heritage language and culture, and help them learn about the world outside their community."
For your final task, the class must create a "mini-database" of instructional/ reading materials in teaching MotherTongue. Find at least two reading materials in your mother tongue. Then, analyze the materials by completing the matrix below.
I I I I I
Learning Goal Instructional
M a te ria l 1 In stru ctio n a l Material 2
instructional M a te ria ls
Features
Format
Content
Grade Level v' ' ' '
Lesson Synthesis:
How important are on-grade and culturally relevant materials in the teaching of MotherTongue? Recall a past learning experience where you encountered an instructional material that you feel was too easy or too difficult for you. How did it affect your learning experience?
LESSON 4 DEVELOPING ON-GRADE AND CULTURALLY RELEVANT INSTRUCTIONAL MATERIALS
Lesson Objectives: At the end of the lesson, students are expected to: • recall a short story, poem, or any piece of literature using their mother tongue language; analyze a piece of literature written in mother tongue to determine the basic elements of a short story; • familiarize themselves with the guidelines in developing materials for mother tongue instruction; • write, edit, and translate Level 1 stories using their mother tongue language; and • create a.story book using their-own stories written in mother tongue. Instructional Materials Needed: sample short story written in the student's mother tongue, A4 sheets of paper, and colored materials
I. ACTIVATE
As a teacher of Mother Tongue, you can develop your own literature in various ways:
L1 speakers can create their own stories; • They can put their traditional oral literature into written form; • They can translate materials from one language to another; • They can adapt materials from outside their community so that it is relevant and interesting to local readers; and Learners can make their own stories as they gain fluency in reading and writing (Malone, 2013, p.13). ■
For starters, think of a short story, poem, or any literature that you can remember that your parents/grandparents have told you. It can also be any story or song that you have heard while you were growing up. Share it to the class using the language of your mother tongue.
