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Developing Instructional Plans for Mother Tongue Education: Unpacking Curriculum and Designing Learning Experiences

Learn how to unpack curriculum standards, identify competencies, select assessments, and plan effective learning experiences for Mother Tongue-Based Multilingual Education (MTB-MLE).

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Prepared By: APRIL BALBIN CAÑUTAL Developing Instructional Plans For Mother Tongue Lesson 4 MTB-MLE 🎀
🎉 ICE BREAKER: MOTHER TONGUE TONGUE TWISTER RACE 🎀 MECHANICS: 2. Task: One by one, run to the front, pick a tongue twister card, and say the phrase 5 times clearly without any mistakes. 3. FUN TWIST: If you stumble or make a mistake, perform a silly dance (such as Brazilian funk steps, samba wiggles, Budots–Brazil mixes, viral TikTok moves, or a funny walk). If you refuse to dance, your entire block will dance instead!!! 4. Pass: Once you say the phrase perfectly, run back and tag the next teammate to begin their turn. 5. Winning: Teams earn points for every successful turn. The team with the highest total points wins the game! 1. Teams: There will be 2 groups Block A and Block B with 5 members each ( 5 students from each block). Line up at the back of the room.
Menikaniko ni Moniko ang makina ng manika ni Monika. For Example: 🎀 Peter Piper picked a peck of pickled peppers 🎀
Sisisi ni Sisa si Siso sa sising- sising sisi 1. 🎀 Fuzzy Wuzzy was a bear. Fuzzy Wuzzy had no hair. 🎀
Bumili ng buto si Buboy, buto’y nabili ni Buboy. 2. 🎀 I thought a thought. But the thought I thought wasn’t the thought I thought I thought. 🎀
Kuku-kukok si Kukok sa kuko ng manok. 3. 🎀 Six sick hicks nick six slick bricks with picks and sticks. 🎀
Tumutulo ang tulo ng tubig sa tulo ng bubong. 4. 🎀 I slit the sheet, the sheet I slit, and on the slitted sheet I sit 🎀
Pitong puting pating, pumuputi sa puting bato 5. 🎀 A skunk sat on a stump and thunk the stump stunk, but the stump thunk the skunk stunk 🎀
Lesson Objectives: At the end of the lesson, students are expected to: • Unpack the standards in the curriculum guide; • Determine the nature of competencies; • Identify topic or content of instruction; • Select assessment strategies; and • Plan learning experiences. 📌 Material Needed: Mother Tongue Curriculum Guide
ANALYZE – UNPACKING THE CURRICULUM GUIDE Key Ideas: • It is the teacher’s blueprint for planning • NOT taught word-for-word • Contains broad standards for student achievement • Teachers use these standards to unpack strategies
WHAT IS UNPACKING STANDARDS? Unpacking = Extract knowledge/skills from standards clearly explain to students & → parents 3 Main Purposes: 1. Set clear focus for standards & competencies 2. Link standards, competencies, and teaching 3. Make teaching meaningful and connected
STEPS IN UNPACKING STANDARDS Analyze the standards Determine nature of competencies (Knowledge, Skills, Values) Identify topic/content Select assessment strategies Choose/prepare instructional materials Plan learning experiences
FIRST STEP – ANALYZE THE STANDARDS • Understand what students should know, understand, and do by year-end • Set fair benchmarks for all classes & schools • Guide all planning and teaching decisions Competency Language Domain Nature For steps 2-3 use the template below:
TYPES OF STANDARDS Answers: “What do students want to know, be able to do, and understand?” Defines what students are expected to know (facts, info) and do (process/skills) using what they already know. 1. CONTENT STANDARD Answers: “What do we want students to do with their learning or understanding?” Defines the expected level of proficiency; evidence that students can transfer learning to real-life situations. 2. PERFORMANCE STANDARD
OTHER TYPES OF STANDARDS 📌 Learning Area Standard → Broad goal for the whole MTB-MLE subject Example: Use Mother Tongue properly in speaking, reading, and writing; value our culture and heritage. 📌 Key Stage Standard → Targets for grade groups (K–3, 4–6, 7–10) Example (K–3): By Grade 3, learners can talk about familiar topics, read simple texts, and make their own stories in their mother tongue.
📌 Grade Level Standard → Specific skills for one grade level Example (Kindergarten): Learner shows skills in listening, recognizing sounds/letters, and understanding simple texts in their mother tongue.
STEP 2 – IDENTIFY LANGUAGE DOMAIN ✅ 5 Macro Skills: Reading, Listening, Speaking, Writing, Viewing ✅ These are grouped into 12 specific domains in the MTB‑MLE curriculum: 7. Vocabulary and Concept Development (VCD) 8. Listening Comprehension (LC) 9. Reading Comprehension (RC) 10. Attitude towards Reading (ATR) 11. Study Skills (SS) 12. Composing (C) 1. Oral Language (OL) 2. Phonological Awareness (PA) 3. Book and Print Knowledge (BPK) 4. Phonics and Word Recognition (PWR) 5. Fluency (F) 6. Grammar Awareness (GA) Competency Language Domain Talk about oneself and one’s personal experiences (family, pet, favorite food) Oral Language (OL) Examples:
📑 STEP 3: DETERMINE THE NATURE OF COMPETENCIES WHAT IT MEANS Classify what the competency targets: • Knowledge: Facts, concepts, and information learners need to know • Skills: Abilities to do, perform, or demonstrate tasks • Values: Right attitudes, appreciation, and proper behavior toward language and culture Examples: Competency Language Domain Nature Talk about oneself and one’s personal experiences (family, pet, favorite food) Oral Language (OL) Skill
For steps 4-7 Use the template below Competencies Topic/Content Assessment Learning Experiences Materials
Key points: • The Curriculum Guide gives the minimum standard and required topic for the lesson • Time Allotment: States how long to teach the topic (e.g., Quarter 1, Week 1) • Competency sets the goal; topic is the specific focus for the day 📌 STEP 4: Determine the Topic or Content & Time Allotment Example Competency Language Domain Nature Topic Time Allotment Talk about oneself and one’s personal experiences (family, pet, favorite food) Oral Language (OL) Skill Talking about oneself and other topics Quarter 1, Week 1
Key Principle: Assessment should have CONSTRUCTIVE ALIGNMENT → Assessment, learning activities, and learning outcomes must all match one another. 📌 STEP 5 – SELECT ASSESSMENT STRATEGIES CONSTRUCTIVE ALIGNMENT Learning Outcomes Learning Experiences Assessment What is Alignment? “Matchmaking” of 4 important things: 1. Why we teach it (goal/importance) 2. What we teach (content) 3. How we teach it (activities) 4. What we ask learners to do (assessment) All three must connect and support each other.
Example: Time Allotment Competency Language Domain Nature Assessment Strategies Quarter 1, Week 1 Talk about oneself and one’s personal experiences (family, pet, and favorite food) Oral Language ( OL) Skill Individual and collaborativ e speaking activities (self- introduction and completing sentence stems)
🎯 Target Competency 📚 Learning Activities / Experiences Recognize that printed text has meaning • Look at pictures of familiar scenes and say what they mean • Take part in shared reading activities (Focus on Whole Language / Meaning) • Use books independently; turn pages in correct order, point to and talk about pictures • Read short simple stories with pictures Recognize letters of the alphabet (Focus on Parts of Language / Accuracy) • Read / say the sound of letters one by one • Read / sound out short words alone • Read and write own name correctly 📌 STEP 6 – PLAN LEARNING EXPERIENCES Goal: Make sure all activities match your target competency and learning outcomes.
Based on Tomlinson (2003): Effective language materials must: ✅ Let learners use language in real, meaningful situations ✅ Help learners notice important language features ✅ Give learners chances to use the target language to communicate clearly ✅ Provide feedback to help them improve ✅ Spark their curiosity, keep their attention, and stir their thinking, feelings, and interest STEP 7 – DESIGN LEARNING MATERIALS
Thank you 😛😛😛