Lesson Plan Grade 2 Competency 1 Quarter 1

PROTOYPE LESSON PLAN USING TRIMODAL DELIVERY
PLATFORM
MELC Grade 2 Quarter 1
Classify/categorize sounds heard (animals, mechanical objects, musical

instruments, environment, speech)
Sub-task/Pre-requisite Competencies:
1. Identify and classify transportation sounds as loud/soft.
2. Answering Wh questions
Online (using any Self-Directed Classroom (Face-
platform or app) Learning to-Face)
Day 1 Read
Procedure Please refer to the
I. Routine Activities procedure in the
1. Video with teacher online platform.
a. doing routine The same
activities procedure,
b. introducing the different platform
lesson objectives and of delivery.
activities
It is expected that,
II. Pre-listening there is a greater
Activities degree of
A. Video with teacher interaction
aided by presentation between the
slides teacher and the
learners and
a. Motivation questions among the learners
Use pictures because of the
I have a picture. face-to-face setup.
What is in the picture?
How do you go to
school? What kinds of
transportation do you
take?
(Learners may give
their answer depending
on the online app to be
used by the teacher)
b. Write the pupils’
responses in a circle
map or bubble map.
C. Motive Question
What kinds of
transportations do you
take?
III. Listening Stage

A. First listening:
The teacher
reads the story to the
pupils.
Off to School
It was seven o‘clock in
the morning. Lito’s
service vehicle arrived.
“Brrroom, brrroom,
brrrooom,” sounded the
tricycle. Lito happily
boarded the tricycle to
school.
When they reached the
junction, the tricycle
could not go fast like
before. “I am sorry Lito,
there’s a traffic jam
again! We can’t get
ahead of the cars and
jeeps,” Kuya Ben said.
“Yes, there are trucks,
vans, and taxis too,”
Lito added.
“There, the signal light
just turned green.”
“Now, we can go,”
Kuya Ben happily drove
to school. Brrrooom,
brrrooom, tooot, tooot,
toot, eeeeennnnggg,
beeep, beep, beeeep!
Prrriiittt! These sounds
can be heard
everywhere. Everybody
was in a hurry to go.
Screeeech! “Here we
are, Lito, “Kuya Ben
said. Lito got off the
tricycle. “Thank you,
Kuya Ben see you this
noon.” And Lito happily
walked to his classroom.
After listening to the

story the teacher will
ask some questions.
B. Second Listening:
Teacher: I will read
the story again. I want
you to find out what are
the sounds heard by Lito
before arriving to his
school.
Are you ready to listen
again to the story?
After listening to
the story for the second
time, the teacher asks:
1. Who is going to the
school?
2. Where did the story
happened?
3. When did the story
happened?
4. What is the problem
of Lito?
5. How was the
problem solved? Who
helped him?
The teacher makes a
follow up question:
1. Where was Lito
going?
2. Why can’t Lito’s
tricycle get ahead of the
cars and jeeps? What
other transportations
were there?
3. What sounds were
heard?
IV. Presentation of the

lesson
Present pictures of
vehicles/models and
word cards. Say the
words and let the pupils
repeat after you.
(Guided Practice)
Note: The teacher must
guide the learner to
answer the activity.
Let us answer the
following about the
story you have listened
to.
1. Where was Lito
going?
2. Who is Kuya Ben?
3. How did Lito get to
school?
4. What sounds were
heard by Lito on his way
to school?
5. Which means of
transportation made
these sounds?
6. Do you think Lito
arrived in the school on
time? What made you
think so?
7. How did Lito feel that
day?
8. Will Lito see Kuya
Ben again?
(Generalization)
Almost everything
around us produced
sounds animals,
mechanical objects,
musical instruments and
environment speech, all
we need to do is to
identify it if it is loud or
soft sound.
V. Evaluation
Answer the following
questions.
1. Who walked happily
going to his classroom?
2. What is the sound of
the tricycle?
3. What is the time
when Lito’s service
vehicle arrived?
4. What was the work of
Kuya Ben?
5. When will Kuya Ben
and Lito see each other
again?
1. Identify and classify sounds produced by animals as loud/soft.
Day 2 Read
activities
learners and
What kinds of pet do
you have? What sounds
do they make? When do
they make these sounds?
(Learners may give
map or bubble map.
D. Motive Question
What kinds of
pet/animals do you see
before going to school?
III. Listening Stage

C. First listening:
The teacher
reads the story to the
pupils.
Five Little Goats
The first little goat went
to the market. The
second little goat stayed
home. The third little
goat ate a lot of grass.
The fourth little goat
had none. “I have
nothing” he cried,
“Meee-meee-meee!”
The fifth little goat
cried. “I can’t find my
way home. “Meee-
meee-meee-meee!”
After listening to the
story the teacher will
ask some questions.
D. Second Listening:
Teacher: I will read
the story again. I want
you to find out what is
the sound heard in the
story.
Are you ready to listen
again to the story?
After listening to
the story for the second
time, the teacher asks:
1. What animal was
mentioned in the story?
2. What sound did it
make? Why?
3. Guess what sound
the first three goats
made.
The teacher makes a
follow up question:
4. Ask several pupils
to mimic animal sound.
5. The other pupils
classify them as loud or
soft.
IV. Presentation of the

lesson
Present pictures of
animals and word
cards. Show the pictures
and let the pupils say
the sound of that
animal.
(Guided Practice)
guide the learners to
answer the activities.
Activity 1
Choose a story with four
different animal
characters. Divide the
class into four groups.
Assign an animal to
each group. Instruct the
pupils to mimic the
animal sound as the
animal is mentioned in
the story being told.
Activity 2
Play the tape/CD(pre-
recorded animal
sounds) Let the pupils
identify and classify
them as loud or soft.
Activity 3
Show the picture of an
animal. Let the pupils
produce the sound the
animals make and
classify them as loud or
soft.
(Generalization)
Different animals
produce different
sounds. Their sounds
could be loud or soft.
V. Evaluation
questions. Match the
animals to the sound
they produce.
meeoow
meee
mooooo
ungaaaa
tweeeet
neeeigh
1. Identify and classify sounds produced by musical instruments as
high/low.
Day 3 Read
activities
learners and
What is your favorite
musical instrument?
(Learners may give
map or bubble map.
E. Motive Question
What kind of musical
instruments do you
have at home?
III. Presentation of the
lesson
Present pictures of
musical instruments and
word cards. Show the
pictures and let the
pupils say the sound of
that musical
instrumentl.
(Guided Practice)
Activity 1
Play the pre-recorded
musical instruments.
Ask pupils to identify the
instrument.
Activity 2
Play the instrument
using models/real
musical instruments.
Pupils identify the
instruments and classify
the sound as high/low.
(Generalization)
Different musical
instruments produce
different sounds. Their
sounds could be high or
low.
V. Evaluation
questions. Match the
musical instruments to
the sound they produce.
sheek-sheek
kleng-kleng
tot-tot
boom-boom
tic-tic
1. Recognize/identify/classify environmental sounds heard as
loud/soft, high/low
Day 4 Read
activities
learners and
What sounds do you because of the
hear at home? Outside face-to-face setup.
your home?
(Learners may give
map or bubble map.
lesson
Using the viewing
technique in identifying
the sounds pupils hear in
the classroom. Tell them
to close their eyes. At
the count of three, they
should be totally quiet.
Have the class listen to
the sounds around. At
the count of five, they
will slowly open their
eyes and tell their
seatmate the sound/s
they heard. Bring back
the matrix earlier used to
publish the pupils
responses. Guide pupils
in classifying the sounds
heard as
loud/soft,high/low.
(Guided Practice)
Activity 1
Play the pre-recorded
sounds. Ask pupils to
identify the sounds
heard.
Activity 2
Lead the pupils to a trip
in the school yard. Ask
them to identify the
sounds they hear.
(Generalization)
Sounds in the
environment differ from
one another. They can
be loud/soft, high/low.
V. Evaluation
Encircle the correct
answer. What kind of
sound does the object in
the picture produce?
high, low
high, low
high, low
high, low
high, low
1. Alphabet Knowledge
Day 5 Read
activities
learners and
a. Motivation among the learners
You have learned the because of the
Alphabet song in Grade face-to-face setup.
One. Who among you
can sing the English
Alphabet Song? the
Filipino Alphabet? Let’s
find out who among you
can recall the song. Get
your partner and sing
the alphabet songs in
English then in Filipino.
As you sing with your
partner, take turns in
completing the letters of
both alphabets in the
boxes provided in your
LM. (Refer to
LM,pp.17-18)

lesson
Model the songs first
and then lead the pupils
in singing the Filipino
Alphabet song and then,
the English Alphabet
song. Point to each letter
on the chart as the pupils
sing. Each song can be
sung twice.
Practice Exercises
Have the pupils write on
the blanks the missing
letters of the alphabet.
(refer to LM,p.18)
(Generalization)
There are 28 letters in
the Filipino Alphabet
and 26 letters in the
English Alphabet. “Ñ”
and “Ng” in the Filipino
Alphabet are not found
in the English Alphabet.
V. Evaluation
In which alphabet are
the following letters
found? Ring the correct
answer. (refer to LM,
p.19)
References:
Teacher’s Guide in English Grade 2, pp. 1-13
Prepared by:
VIOLA C. PABLO
ADUAS ELEMENTARY SCHOOL
PANIQUI WEST DISTRICT

Lesson Plan Grade 2 Competency 1 Quarter 1

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PROTOYPE LESSON PLAN USING TRIMODAL DELIVERY

Classify/categorize sounds heard (animals, mechanical objects, musical

III. Listening Stage

After listening to the

IV. Presentation of the

III. Listening Stage

IV. Presentation of the

III. Presentation of the

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