Step 1

Competency: Recognized common action words in retelling or conversation.(ENIG-

IIa-E3.4).

Understand
Skill: Recognized
Methodology: Conversation and Retelling
Content: Action Words
Context: Oral

Expectations : After our lesson, each of you can recognized common action words in retelling or
conversation.

Direction:
Retell the short story heard and identify the action words found in
the story by enumerating it orally.

Sam and Mike

Sam and Kim are in the park. They are riding a bike. Their pet dog is following
them. Their sister Lily is in the swing. She is holding her doll. “Bow-wow-wow!” barks
Bantay. It is chasing a kitten
“Stop it Bantay,” yells Lily.

Step 2
Expected Answer:
The action words found in the story are riding, following, holding, barking
yelling and chasing.

Planning of the lesson ( remembering )

1. Identify the action words found in the story heard and in conversation.

Step 3: Making Lesson Plan

 Grade 2 – English
Lesson

Competency: Recognized common action words in retelling or conversation.(ENIG-IIa-

E3.4).
Assessment: Remembering

Learning Episode 1:

A. Motivation
1. Today, we will learn how to recognize common action words in
retelling or in conversation.
2. It is important that we can recognize common action words so that we can
identify what kind of actions we are doing everyday.
3. After our lesson, each of you will identify common action words from the story
you’ve heard and from the conversation given.

Probe and Respond

Pre-requisite skills
What is verb?
Answer:
Verb is an action word
Example: running, walking, crying, eating, dancing and etc.

Learning Episode 2: Modeling

I will show to you the different kinds of action words. (The teacher will act out the
examples of verb given.)
Running, walking, crying, eating, dancing and etc.

Learning Episode 3:
A. Guided Practice
I will group you into two. The first group will identify the action words found in
the story and the other group will identify the action words found in the the given conversation by telling
it orally.

GROUP A

A Good Helper
Many children are good helpers at home. One such good helper is Josefa. Josefa is
in Grade Two like you. Before she goes to school in the morning, she does many things to help her
mother. She fixes her bed. She buys bread from the store. She sets table for breakfast.
After coming from school, she takes care of her baby brother. She waters the plants in the
garden. Then she studies her lessons.
 GROUP B
Situation:
Two boys named Lito and Roy were talking about the summer vacation they had.

Lito: Hi Lito, How are you?

Roy: I’m fine. How about you?
Lito: I’m fine too! By the way how’s your summer?
Roy: We went to Cebu last summer. I enjoyed a lot because I was able to ride a boat and watched movie
with my cousins. How about you?
Lito: Me, I just stayed at home but I had fun too because I helped my mother on our household chores. I
washed dishes, I scrubbed the floor and I cleaned our yard.
Roy: Oh! That’s very nice thing to do.

A. Independent Practice
I will give you another short story. I want you to identify the action word found in that
story.

Sam and Mike

Sam and Kim are in the park. They are riding a bike. Their pet dog is following
them. Their sister Lily is in the swing. She is holding her doll. “Bow-wow-wow!” barks
Bantay. It is chasing a kitten “Stop it Bantay,” yells Lily.

Learning Episode 4: Evaluation

(The independent practice is the evaluation itself. Use the given checklist.)

Name of teacher Can give Needs help Corrective feedback

Reference:
Lesson Plan Written by:
MARISTELLA C. MALON