DETAILED LESSON PLAN IN ENGLISH

GRADE 2

NAME: MAY FLOR T. BELANDO

I. LEARNING OBJECTIVES
At the end of the lesson the students are expected to achieve at least 90%
mastery in the following behaviour:

1. Cite and explain speech sounds s and sh in the initial position of the word.
2. Recognize words using spelling patterns with consonant blends in the
initial position.
3. Associate names of objects/pictures with their printed symbols.

II. SUBJECT MATTER

LESSSON 1: INITIAL SOUND S AND SH.

Textbook: English for All Times Reading and Language Grade 2.

Reference: A. Olivarez, et. Al., Lesson Plan in English-2, 2021 Edition.
Reeve Book Supply, Manila, 2012.
Materials: DLP, Everyday English for Grade 2, 2008.
Values: observant, cooperative, active and attentive.
Ideas: say words with initial sounds s and sh correctly.
Skills: Comprehension and arranging words alphabetically based on the first
and second letters.
.
III. INSTRUCTIONAL PROCEDURE
 TEACHER’S ACTIVITY PUPIL’S ACTIVITY
A. PRELIMINARY ACTIVITIES

 Good morning kids. Please stand up  Standing up (John leading the

kids for the prayer to be lead by John. prayer).
 Thank you, John.
 Good Morning Class!  Good Morning Teacher! Good
Morning classmates! It’s nice to see
you today!
 Before you sit down lets have a small  Dancing.
exercise by dancing a zumba.
 Please sit down everyone and settle if  Thank you, teacher.
you want to go to CR you may have it
now.
 Let us check your attendance. Do we  No, teacher.
have absent today class?
 Very good, we have a perfect  Clapping their hands.
attendance for today.

Review
 Last meeting we discuss about words  Yes, teacher.
with similar sounds. To review our
lesson I have here a short poem with
pictures you will identify what word
will rhyme that is also appropriate
with the picture. Please read everyone
and raise your hand if you know what
is the answer or the rhyme word.
 One, two, tie my  Shoe, Teacher.

 Three, four, shut the  Teacher, door is the answer.

 Five, six, pick up the  Teacher, stick.

 Seven, eight, lay them  Straight teacher.

 Nine, ten, a big fat  Hen teacher, hen is the answer.

 Very Good! Class. Remember, there  Yes, teacher, we will remember.

are words that have similar sounds.
When the sounds are similar at the end
of lines in a poem, we say this lines
have rhyming pattern.

B. MOTIVATION
IV. EVALUATION

Find the words with /s/ and /sh/ sound in the puzzle. Encircle the word and
Arrange it in your paper according to its sound.

S A M E N T S E A T
H E Y H S A C V C Z
O M A U S E E N O P
R X S H O R T B S S
E Y A S O C P H S A
P M W I C R A S H I
E F S W Q P S A I L
R I O N E O E E N O
T S R U S H N D E R
D H T S A W D S I P

V. ASSIGNMENT

A. Practice reading these sentences. Underline correctly the words having s

and sh sounds.
1. I saw shell along the shore.
2. She sells seashells in the seashore.
3. That sign will shine in the dark.
4. May I have a sheet of paper?
5. She stayed in the shade to see the show.

B. I want you to memorize this tongue twister and present it next meeting.

She sells seashells by the seashore.

The shells she sells are surely seashells.
So if she sells shells on the seashore,
I’m sure she sells seashore shells.