You are on page 1of 7

136

Lesson 6: Which Word?
Target Skills:
Oral Language:
• Participate in group and individual oral interpretation of short poems, rhymes, and
stories
• Recite known verses, short poems, and rhymes in English
Fluency:
• Read aloud Grade 2 level text
Phonics and Word Recognition:
• Match consonant blends/clusters sounds to their corresponding letters/letter patterns
Grammar:
• Use question words (who, what, where, when, and why)
Listening Comprehension:
• Participate in the retelling of poems / stories
Reading Comprehension:
• Make connection of text to self
Writing and Composition:
• Write a simple story
Attitude Towards Reading:
• Retell familiar stories to other children
• Instill the value of concern for family and the future generation
Objectives:
Answer Wh- questions
Identify and describe the main character
Sequence events
Participate in the retelling of poems / stories
Subject Matter: Sequencing Events
Materials: pictures, flash cards
Value Focus: Love / Concern for family and the future generation
Procedure:
Pre-Assessment: (Refer to LM, pp. 260-261, Let’s Try)
Key to Correction:
A. Have the pupils name each object and write its beginning sound.
1. bl 2. cl 3. pl 4. gl
5. bl 6. fl 7. gl 8. sl
B. 9. Where 10. Who 11. Who 12. Why
13. How 14. When 15. What
C. 16. ☺ 17. 18. ☺ 19. 20. ☺
137
Motivation:
Show a picture of a crippled person or one who is physically
handicapped.
Ask: Do you know someone who is like him/her who is talented
or who became successful despite his/her disability?
What are the different ways of showing one’s concern for
others at home or in school?
Let the pupils choose their answer from the pictures drawn
on the pieces of a broken heart and paste each part until the
heart is completed.
Presentation:
Unlocking of Difficult Words through pictures or action:
crippled limp
Motive Question:
Ask: How did Wilma become an Olympic winner?
Read Aloud: (Refer to LM, pp. 262-263, Let’s Listen)
Comprehension Questions: (Refer to LM, p. 263, Let’s Answer)
Group Work: (Refer to LM, p. 264, We Can Do It)
Application:
Ask the pupils to retell the story according to the importance of events and using the
completed timeline.
Lesson 7: Talented Too
Objectives:
Identify and describe the characters of the story
Retell the story heard
Subject Matter: Story Retelling
Materials: pictures
Value Focus: Love and concern for others
Procedure:
Motivation:
Ask: Do you want to become a champion like Wilma?
In which of the following areas do you want to succeed?
sports music or singing painting
dancing other forms of art cooking
138
Presentation:
Hold a talent show in class.
Have some volunteer pupils show their talent.
Choose the pupils who have the best talent. Help them recall and share the important
events in their lives which led them to develop such talent by completing the following
statements:
I am ________________.
I am a good __________. (pupil’s talent)
When I was ___ years old, ____________ trained me how to __________well.
I won _____ place when I joined the __________ contest. (optional statement)
Using the given details, write the pupil’s story on the experience chart.
Let the pupils read the completed story.
Ask: Why is it important to show our love and concern for other people?
(We help people become successful if we show our love/concern for and support to
them.)
Have pupils recall the story of Wilma.
Using the pictures on page 264 of the LM, recall the important events or key points in
the story.
Group Work: (Refer to LM, p. 265, We Can Do It)
Evaluation: (Refer to LM, p. 265, I Can Do It)
Lesson 8: Tell Me Who, What, Where, When, Why, and How
Objectives:
Use question words or interrogatives (who, what, where, when ,why, how)
Write a simple story
Subject Matter: Using Interrogatives (Who, What, Where, When, Why, How)
Materials: pictures, puzzle
Value Focus: Love / Concern for family and the future generation
Procedure:
Review:
Have pupils recall the story of Wilma.
Have them identify the important events in the story using the pictures.
(Refer to LM, p. 264)
Motivation:
Ask: Do you also want to be a popular athlete like Wilma?
Why? How many silver or gold medals would you like to win? How will you do it?
139
Presentation:
Have pupils read the following details and questions. Let the pupils underline the words
or phrase in the sentence that answers each question. (Refer to LM, p. 266, Let’s Aim)
1. Wilma was crippled by polio. (Who was crippled by polio?)
2. The doctor told her parents that she would never walk again because she was
crippled by polio. (Why did the doctor say that she would never walk again?)
3. Her parents gave her heat and water treatment. (What did her parents give her?)
4. When she was 11 years old, she played basketball. (When did she play basketball?)
5. She won three gold medals in the Summer Olympics in Rome. (Where did she win
the Summer Olympics gold medals?)
6. She became a real winner through the love and concern of her family. (How did
she become a real winner?)
Ask: What words / interrogatives are we going to use if we want to ask about a person? A
thing or an idea? Time? Place? Reason? (Refer to LM, pp. 266-267, Let’s Answer)
What specific details do we use to answer questions that begin with the following?
Who? (person)
What? (thing or idea)
Where? (place)
When? (time)
Why? (reason)
How? (ways or means)
Say: Choose a partner. Get to know more about him/her by asking and answering
questions that begin with who, what, where, when, why, and how.
Generalization:
When do we use the interrogatives?
We use interrogatives to ask for information.
Who is used when asking about persons.
What is used when asking about things, ideas, or events.
Where is used when asking about places.
When is used when asking about time.
Why is used when asking about reasons or causes.
How is used when asking about the way a thing is done.
Application: (Refer to LM, p. 268, I Can Do It)
140
Lesson 9: I Love My Family and Everyone in School
Objectives:
Read aloud Grade 2 level text
Recite known verses, poems, rhymes, and stories in English
Match consonant blends/clusters sounds with their corresponding letters/letter patterns
Instill the value of love/concern for family and the future generation
Subject Matter: Love / Concern for family and the future generation
Consonant Clusters and Blends
Materials: pictures
Value Focus: Love / Concern for family and the future generation
Procedure:
Drill:
Have pupils complete each word with the appropriate initial consonant blends.
_ _ _ aw
_ _ awn
_ _ _ ap
_ _ op
Review:
Ask: What made Wilma a real winner?
How did her family members show their love and concern for her?
Motivation:
Ask: How will you show your love and concern for your family and classmates?
Draw a heart on the board like the one on LM, p. 269, Get Set.
Have pupils write their answers around the heart.
Presentation:
Let the pupils read the poem “My Family, My Treasure” by Amcy M. Esteban.
(Refer to LM, p. 269, Let’s Aim)
Have the pupils answer the comprehension questions.
(Refer to LM, p. 269, Let’s Answer)
Let the pupils read the poem again.
• by the whole class
• by group
• individually
Group Work:
Ask the pupils to complete the Venn diagram. (Refer to LM, p. 270, We Can Do It)
Have pupils list all the words in the poem which have consonant clusters/blends.
(truly, treasure)
141
Application:
A. Let the pupils do the activity. (Refer to LM, p. 270, I Can Do It)
B. Have them give other words with consonant clusters/blends.
(Write the pupils’ answers on the board and have them read the words.)
Have them arrange the following letters to form words with consonant clusters/blends.
1. r d m u ___________
2. n t o r f ___________
3. r e s s d ___________
4. l e v r a g ___________
5. p o r u g ___________
Evaluation:
Have pupils write the word with consonant blends.
1. care crash case cash
2. pay say play pain
3. trap tap tape tip
4. crib ribs hip lips
5. dove drove done don’t
Lesson 10: Writing a Simple Story
Objectives:
Write a simple story
Instill the value of concern for family and the future generation
Subject Matter: Writing a Simple Story
Materials: flash cards
Value Focus: Concern for family and the future generation
Procedure:
Drill:
Conduct a pronunciation drill using flash cards for the following words:
/gr/ /str/ /rk/
grow strip work
greet strong park
grand string bark
green street spark
Review:
Ask the pupils to recite the poem “My Family, My Treasure” again.
Motivation: (Refer to LM, p. 271, Get Set)
142
Presentation:
Choose a sample of the pupils’ output from the Get Set activity.
Using this, guide the pupils in answering the following questions.
(Write the pupils’ answers on the board to form a simple story.)
1. Who are you?
I am __________.
2. Who is your loved one?
My loved one is_________. or My loved ones are _______.
3. Why do you love her/him?
I love him/her because ________.
4. How do you show your love for him/her?
I show my love for him/her by_______.
Application: (Refer to LM, pp. 271-272, I Can Do It)
Evaluation: (Refer to LM, p. 272, Measure My Learning)
Evaluate pupils’ written work using the following rubric:
Indicators Ior each
question
Score
5 4 3 2 1 0
(
A
l
l

c
o
n
d
i
t
i
o
n
s

a
r
e

m
e
t
.
)

(
1

o
I

t
h
e

i
n
d
i
c
a
t
o
r
s

i
s

n
o
t

m
e
t
.
)

(
2

i
n
d
i
c
a
t
o
r
s

a
r
e

n
o
t

m
e
t

o
r

2

e
r
r
o
r
s

a
r
e

o
b
s
e
r
v
e
d
.
)

(
S
o
m
e

i
n
d
i
c
a
t
o
r
s

a
r
e

m
e
t

b
u
t

w
i
t
h

3

e
r
r
o
r
s
.
)

(
O
n
l
y

1

i
n
d
i
c
a
t
o
r

i
s

m
e
t

a
n
d

w
i
t
h

e
r
r
o
r
s
.
)

(
N
o

a
n
s
w
e
r

w
a
s

p
r
o
v
i
d
e
d
.
)

1. Complete name is
written. The use oI
capital letters is
properly observed.

2. Complete name oI
loved one/ones
is/are correctly
written. The use oI
capital letters is
properly observed.

3. Reasonable
answers are
provided. The
words used are
correctly spelled.

4. Two or more
reasonable answers
are given. The
words used are
correctly spelled.

Total Score (20 points)

Agreement: (Refer to LM, p. 273, Agreement)