SPEC 102 – Content and Pedagogy for the Mother Tongue Module 4

CHAPTER VI. USE OF MOTHER TONGUE IN TEACHING ARALING PANLIPUNAN

Teaching Social Studies or Araling Panlipunan will be easy and interesting for future teachers like
you because the contents in the early elementary years start with subject matter which are familiar to both
the learners and the teachers. Major topics include personhood, the physical environment around us, our
local culture and community, civics, and government, among others are basic ideas in our everyday life.
Taught in the mother tongue, Araling Panlipunan will allow every learner to be fully aware of the
responsibilities, obligations and rights as an individual and as a member of the community. Araling
Panlipunan will teach personhood, sense of community and nationwood. These are very important in early
schooling and will be better understood when taught in the mother tongue.
You will be the best teacher of Araling Panlipunan because you speak the language of the
community. In fact, the medium of instruction is also your mother tongue (L1) or perhaps the national
language (Filipino as L2). In the DepEd curricula, Araling Panlipunan is taught in Filipino except in K to
Grade 3. Let us use Filipino as a base language and find out we teach using the MT and eventually the
English language. As a future elementary grades teacher you will be inspired to learn by first identifying
the content covered in the three languages. By doing so, you become a multilingual teacher.
Let’s begin with a little exercise by filling out the table below with the overall contents of Araling
Panlipunan in three languages.
Cluster of Contents to be Covered
In Filipino In Your Mother Tongue In English
1. Tao, Kapaligiran at
Lipunan
2. Panahon,
Pagpapatuloy at
Pagbabago
3. Kultura,
Pagkakakilanlan at
Pagkabansa
4. Karapatan,
Pananagutan at
Pagkamamamayan
5. Kapangyarihan,
Awtoridad at
Pamamahala
6. Produksyon,
Distribusyon, at
Pagkonsumo
7. Ugnayang Pangrehiyon
at Pangmundo

Reviewing the general content topics, in what language are the topics easier to understand? In using the
mother tongue, you will encounter some difficulties at the beginning but as we move along in this lesson,
you will find it more interesting.
A. The New Curriculum in Araling Panlipunan
The curriculum is anchored on the seven themes as prescribed by the K to 12 Enhanced
Curricula of the Department of the Department of Education. The skills to be developed
among the learners include:
 General thinking

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 Logical reasoning
 Creativity
 Appreciation of one’s culture
 Research skills
 Communication skills
 Responsibility
 Productivity
 Environmental consciousness
 Global vision
The skills require higher order thinking, but since the subject will be taught in the mother
tongue, the children will find school learning easy and will enjoy in classes.
To further understand the curriculum from the themes, the Learning Area Standard of
Araling Panlipunan is a crucial component in teaching AP. The learning area standards are to be
fully contextualized in the local setting based on what K to 12 has defined. Accordingly, the learning
area standards are stated below:
Naipamamalas ang pag-unawa sa mga konsepto at pag-aaral ng mga:
 Tao at grupo
 Komunidad at lipunan kung paano sila namumuhay;
 Ang kanilang mga paniniwalaat kultura upang makabuo ng pagkakakilanlan bilang
Pilipino, tao at miyembro ng bansa at mundo;
 Maunawaan ang sariling lipunan gamit ang mga kasanayan sa pananaliksik,
makikipagkapwa, likas kayang paggamit ng pinagkukunang yaman at
pakikipagtalastasan tungo sa isang mapanuri, mapagmuni, responsible, produktibo,
makakalikasan, makatao at makabansa na may pambansa at pandaigdigang
pananaw;
 At pagpapahalaga sa mga usapin sa lipunan sa nakaraan at kasalukuyan tungo sa
pagpanday ng kinabukasan.
The national curriculum is organized into blocks of years called “key stages”. At the end of each key
stage, the teacher will formally assess for learning and of learning as outcomes to determine progress and
performance. In Araling Panlipuna for K to Grade 3, the following are expected learning outcomes.
Learning Outcomes for K to Grade 3 are shown in the matrix below.
Grade Level Grade Level Standards
Naipamalas ang
K  Pag- unawa sa kaalaman tungkol sa sarili at mga Gawain ng tao sa kanyang
kapaligiran at pagpaunlad ng kakayahang sosyo- emosyonal at positibong
pakikipag- ugnay at pakikisalamuha sa tahanan, paaralan pamayanan.
1  Kamalayan bilang batang Pilipino at kasapi ng pamilya at paaralan at pag-
unawa sa batayang konseptong pagpapatuloy at pagbabago, distansya at
direksyon at ang pagpapahalaga sa kapaligiran ng tahanan at paaralan
tungo sa paglinang ng isang mamamayang mapanuri, mapagmuni,
responsible, produktibo, makakalikasan, makatao at makabansa na may
pambansa at pandaigdigang pananaw at pagpapahalaga sa mga usapin sa
lipunan sa nakaraan at kasalukuyan tungo sa pagpapanday ng kinabukasan.
2  Pagkilala, pag-unawa at pagpapahalaga sa kinabibilangang komunidad
ngayon at sa nakaraan gamit ang mga konseptong pagtuloy at pagbabago,
pagkakasunod- sunod ng mga pangyayari, mga simpleng konseptong
pagpatuloy at pagbabago, pagkasunod- sunod ng mga pangyayari, mga
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simpleng konseptong heographical tulad ng lokasyon tungo sa isang

panaun, mapagmuni, responsible, produktibo, makakalikasan, makatao at
makabansa na may pambansa at pandaig-digang pananaw at
pagpapahalaga sa mga usapin sa lipunan na nakaraan at kasalukuyan tungo
sa pagpanday ng kinabukasan.
3  Pag-unawa sa kasaysayan ng sariling lalawigan at rehiyon kasama ang
aspetong pangkultura, pampulitika, panlipunan at produksyon at
distribution ng local na produkto gamit ang mga natutunang konsepto at
pamamaraan sa mga naunang baiting para sa mas malalim napag-unawa ng
impormasyon at pagkakakilanlan bilang Pilipino at mamamayan ng tungo sa
paglinang ng isang mamayang mapanuri, responsible, produktibo,
makakalikasan, makatao at makabansa na may pambansa at
pandaigdigang pananaw at pagpapahalaga sa mga usapin sa lipunan sa
nakaraan at sa kasalukuyan tungo sa pagpanday ng kinabukasan.

The different grade level standards will serve as your guide. But remember that when you teach the
medium of instruction will be the mother tongue.
Based on the prescribed curriculum future teachers should also be familiar with the different
approaches and strategies in Araling Panlipunan (AP) or Social Studies.
A. Approaches and Strategies in Teaching Araling Panlipunan or Social Studies.
According to Villamor (2012), there are varied ways that you can use to teach your subject matter in
Araling Panlipunan. Not all of these can be used in your teaching. These are clustered into those
which can be used in K to Grade 3, lower primary, and another cluster for upper level elementary.
You have to make the steps in your lesson plans for each of the approaches or strategies.
Cluster A- For lower Primary ( K to Grade 3)
1. Role Playing – Popular among learners of various age brackets, role play is used to make the
learners “feel” and act the role assigned to them. It provides the opportunity for learners to
express their ideas at their own level. Children love role play because they act specific roles as
portrayed by the characters they represent.
2. Reading or Writing Quotation- Reading or writing short quotations that relate to the seven
themes in Araling Panlipunan like the local heroes, environment, and the family at the
beginning or at the end of the lesson encourages learners to appreciate better lesson.
3. Web Charting – Writing words such as war, peace, friendly, unfriendly, heroes, help, or destroy
at the beginning of the session and asking children to draw a picture or write a word that relate
to them will stimulate thinking. It can also be good springboard to develop concepts.
4. Use of Films and Photographs – Visual like pictures, films and the like will enhance images in the
learner’s mind. After showing these images, a discussion on the message conveyed or a reaction
to the visuals will trigger positive attitude towards learning.
5. Telling Stories – Story telling is one of the favorite strategies for young children. Learners can
share their personal experiences related to the topics in the story listed to or read. In the lower
grades, storytelling is accompanied with the use of big book and illustrated materials.
6. Song and Poem Analysis – Young learners always love to sing songs and recite poems. The use
of these will liven up the classroom, but these songs and poems should be related to the lesson.
7. Sentence Completion – Asking children to complete unfinished sentences will bring out their
individual thoughts and feelings on a particular topic. It will also improve comprehension.
8. Exposure Trips – First hand exposure, community immersion, and getting aware of the local
community condition, perhaps in calamity areas, can develop empathy and compassion among
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learners. Understanding and realization, will allow the young learners to be deeply involved in
the common issues at their own level. Exposure trips will allow learners to see, hear, and have
the first hand experiences of the prevailing realities.
9. Show-and-tell – These strategies give the learners an opportunity to explain the concepts to
their classmates with matching visual aids. Show- and – Tell is premised on the belief that if one
can explain a concept well to someone, this person, without doubt, understands the concepts.

Cluster B- For Upper Primary (Grade 4) and Intermediate grades ( Grade 5-6)
Cluster B are strategies that develop higher order thinking skills which young learners through the
guidance of the teacher, can effectively utilize.
1. Visualization / Imagination Exercise – This strategy allows learners to use their imagination.
Young children are more imaginative. They make varied images that can be a subject of
conversation. They can make drawings of different images even in K to Grade 3 and most
especially in upper grades.
2. Perspective Taking- This is a strategy for problem solving. This is like “standing on the shoes of
another person and walking with them for a while.” The “ if and then” initial statement can also
be utilized. For example: If you are the Barangay Captain of a typhoon – ravaged community,
what will you do to immediately respond to the disaster? Then , I should ….
3. Discussion – This is a strategy that enables each member of the group to be heard. Topics for
discussion shall be based on the factual information that is relevant to the lesson. Discussion
will be best if it is student- led and teacher facilitated. Group discussion is preferred than whole
class discussion.
4. Simulation Games- Simulating the varied situation like poverty allows learners a better feel of
the situation. This will allow them to be more creative in making suggestions or alternative
situations.
5. Journal Writing/ Individual Reflection- This is done at the end of the class session. Learners are
to answer one or two questions that will allow thinking of their response, reflections or
reactions to a topic that has been discussed.
6. Think – Pair- and Share – This strategy requires two persons or a dyad. Each one verbally gives
his or her thoughts while the partner listens. After the first of the pair has spoken and listened,
they exchange places in the conversation. When each of the two has spoken and listened, they
continue by discussing their thoughts together. This will develop the skill in communicating and
thinking as well as in listening.
7. Problem Solving – It is one of the most valuable learning strategies. It enables the person to use
other valuable cognitive skills such as analyzing, generating option, and evaluating option.
8. Research through Interview – Even young school children can conduct interviews and do
research. Asking children to interview community helpers and take down answers will help
develop high order thinking skills.
9. Reciprocal Learning- Learners take turn in facilitating a discussion or a learning episode in small
groups or whole class. This will be the under the close guidance of the teacher.
10. Twinning Project- This is a strategy where the learners in one school partner with other learners
in another school in the same municipality, in other province, or outside the country through
emails or other means of communication. They share activities that they are doing in their
school or community. This project allows them to develop wider perspectives and deepen their
understanding of the situations and become model for one another.
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B. Some Common Terms in the Mother Tongue for Use in Araling Panlipunan

Let us make an inventory of some common terms needed to teach and learn Araling
Panlipunan with the use of the mother tongue. We will use the seven themes s
recommended in the framework and the new K to 12 Curriculum.
We will use Filipino as the basis of our listing, since the seven themes are written in Filipino
in the curriculum. For purposes of this material, we will only focus on the first them which is
Tao, Kapaligiran at Lipunan.

Common Terms for Theme 1: Tao, Kapaligiran at Lipunan (Examples)

In Filipino In Hiligaynon (MT) In Your Mother Tongue
1. Bata Bata
2. Kapatid Utod
3. Kaibigan amiga/ amigo
4. katulong kabulig
5. Bayan banwa
6. Bundok bukid
7. Ilog suba
8. Kapitbahay kasilingan
9. Magsasaka mangunguma
10. Palengke tindahan
11. Simbahan simbahan
12. Paaralan eskwelahan
13. Guro manunudlo/ titser
14. Palay humay
15. Bulaklak bulak

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You can add more to the list by looking at the table of contents of the curriculum materials
used in Kindergarten to Grade 3
Below is an Araling Panlipunan Lesson Plan.

I. Layunin:
a. Nakapagtutukoy ng iba’t ibang uri ng transportasyon mula bahay patungo sa paaralan base sa distansya ng tirahan
II. Paksang Aralin:
A. Ako at Aking Tahanan at Paaralan
B. Sanggunian: Araling Panlipunan Teaching Guide
C. Konsepto: May iba’t- ibang uri ng transportasyon ang ating sinasakyan patungong paaralan.
D. Proseso: Pagtukoy
III. Pamamaraan:
A. Pumukaw Siglang Gawain
1. Panimulang Gawain
Mga bata, gusto nyo bang umawit? Opo. Magaling! May inihanda akong awitin natin ang “Dyip ni Mang
Juan” ng sabay- sabay!”
B. Panlinang na Gawain
1. Paunang Pagtataya
Mga bata, maaari ninyo bang iguhit ang ating silid- aralan patungong silid aklatan? Opo . (Iguhit ang
munting mapa).
2. Paglalahad
Ano ang inyong sinasakyan patungong eskwelahan? Dyip po.
(Mag- iiba –iba ang sagot ng bata depende sa lokasyon ng tirahan ng bata.)
3. Pagtuturo ng bagong leksiyon
Mga bata, ang uri ng transportasyon na sinasakyan natin ay depende sa layo at lapit ng ating tirahan sa
eskwelahan o sa lugar na ating pinupuntahan. Naintindihan ba mga bata? Opo.
4. Pagtatalakay
Ikaw, saan ka nakatira? Sa Lagalag po sa Westgate.(Mag-iiba- iba ng sagot.)
Saan ka sasakay patungong paaralan? Sa dyip po. (Mag-iiba- iba ng sagot.)
5. Kasanayang Pagpapayaman
Isulat ang mga transportasyon na ginagamit papunta sa mga sumusunod:
a. Bahay- palengke
b. Bahay- eskwelahan
c. Bahay – tindahan
6. Kasanayang Pagkabisa
Saan ka nga uli nakatira? (Sasagot ang bata kung saan siya nakatira)
Anong nga uli ang uri ng transportasyon ang sinasakyan mo? (Sasabihin kung dyip, bus, tricycle o motor.)
7. Paglalahat
Anu-ano nga ang iba’t ibang uri ng transportasyon?Dyip, motor, bus, bisikleta, atbp.
8. Pagpapahalaga
Mga bata palagi ninyong tatandaan na mahalaga ang mga sasakyan dahil malaki ang naitulong nito sa atin
upang makarating ng mabilis at maayos sa ating pupuntahan. Malinaw ba? Opo.
9. Pahuling Pagtataya
Iguhit ang inyong tahanan at ang iyong sinasakyan patungong paaralan
IV. Takdang Aralin:
Iguhit ang isa sa madalas mong sakyan.
Prepared by: Elaiza G. Mayo

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Now, you are ready to write your own lesson plan.

Let us try to make a lesson plan in Araling Panlipunan for Grade 1.
Steps:
1. Review the example lesson given to you earlier.
2. You will follow the procedure given in that example. You may write in Filipino or in your Mother
Tongue.
I. Layunin:
II. Paksang Aralin
III. Pamamaraan
A. Pamukaw: Siglang Gawain
1. Panimulang Gawain
B. Panlilang na Gawain
1. Paunang Pagtataya
2. Paglalahad
3. Pagtuturo ng Bagong Leksiyon
4. Pagtatalakay
5. Kasanayang Pagpapayaman
6. Kasanayang Pagkabisa
7. Paglalahat
8. Pagpapahalaga
9. Pahuling Pagtataya
IV. Takdang Aralin
3. Choose any topic as given in the Table of Contents for Quarter 1 and Quarter 2. Find a reference for this
from any teacher in Grade 1 of the Department of Education.
4. Submit your work to your teacher for comments and feedback.

CHAPTER VI- ASSESSMENT: USE OF MOTHER TONGUE IN TEACHING ARALING PANLIPUNAN

Instruction:
1. Construct a lesson plan teaching Araling Panlipunan for lower primary ( K to Grade 3).
2. Construct a lesson plan teaching Araling Panlipunan for a upper primary (Grade 4) and Intermediate
grades (Grade 5-6).
3. For lower primary: Select a strategy listed in your module, for upper primary and intermediate
select a strategy or approach listed in your module.
4. Lesson plan should be in detailed form.
5. Translate the attached lesson plan in to mother tongue.

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DETALYADONG BANGHAY ARALIN

BANGHAY ARALIN SA ARALING PANLIPUNAN
I. LAYUNIN:
Natutukoy ang iba’t ibang uri ng transportasyon mula sa bahay patungong paaralan base sa distansya ng tirahan.
II. PAKSANG ARALIN:
A. Ako at Aking Tahanan at Paaralan
B. Sanggunia: Araloing Panlipunan Teaching Guide
C. Konsepto: May iba’t ibang uri ng transportasyon ang ating sinasakyan patungong paaralan
D. Proseso: Pagtukoy
III. PAMAMARAAN:

GAWAIN NG GURO GAWAIN NG MAG-AARAL

A. PAMUKAW SIGLANG GAWAIN
1. Panimulang Gawain
Mga bata, gusto nyi bang umawit? -Opo, Maam.
-Awitin natin ng sabay-sabay, “Ang Dyip ni Mang Juan”.
May inihanda akong awitin natin ang “Dyip ni Mang
Juan”
B. PANLINANG NA GAWAIN
1. Paunang Pagtataya
Mga bata maaari ninyo bang iguhit ang ating silid- -Opo, Maam! (Iguhit ng mga bata ang munting mapa.)
aralan patungong silid- aklatan?
2. Paglalahad
Ano ang inyong sinasakyan patungong eskwelahan? -Dyip po.
Ikaw Ronel, mula sa inyong bahay patunong -Bus po, Maam. Dahil malayo po ang bahay namin.
eskwelahan, ano ang iyong sinasakyan?
3. Pagtuturo ng bagong leksiyon
Mga bata, ang uri ng transportasyon na sinasakyan natin ay
depende sa layo at lapit ng ating tirahan sa eskwelahan o sa
lugar na ating pinupuntahan.
Naintindihan nyo ba mga bata? -Opo Maam.
4. Pagtatalakay:
1. Ikaw, saan ka nakatira? -Doon po Maam sa kabilang kalya. ( Mag-iiba-iba ang
sagot.)
2. Ronel, saan ka ba sasakay patungong paaralan? -Sa dyip po. (mag-iiba- iba ng sagot)
5. Kasanayang Pagpapayaman.
Isulat ang mga transportasyon na ginagamit papunta
sa mga sumusunod:
a. Bahay-palengke -traysikel
b. Bahay- eskwelahan -dyip
c. Bahay- tindahan -motorsiklo
[Link] Pagkabisa
Saan ka nga uli nakatira? -Doon po ako nakatira sa kabilang kalye, ang San Julian
Street.
Anu-anong sasakyan ang iyong sinasakyan papunta dito sa -Alex-dyip po
eskwelahan? -Ronel-bus po
-Aliah-traysikel po
-Rosely- motosiklo po
7. Paglalahat
-dyip, motorsiklo, bus, bisikleta
Anu-ano ang mga iba’t ibang uri ng transportasyon?
8. Pagpapahalaga
Mga bata palagi ninyong tatandaan na mahalaga ang mga
-Malinaw ba? Opo Maam
sasakyan dahil malaki ang naitulong nito sa atin upang
makarating ng mabilis at maayos sa ating pupuntahan.
[Link] Pagtataya:
-Guhit ng bata
Iguhit ang iyong tahanan at anginyong sinasakyan patungong
paaralan.

IV. Takdang Aralin:

Iguhit ang isa sa madalas mong sinasakyan
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