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Lesson Plan Day 1

Trimester: 2 Subject: English Grade: 2

√ Single
Week : 1 Date: 13/12/2020- 17/12/2020 Session
 Block
Topic Reflection

Standards SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional

information, or deepen understanding of a topic or issue.

Students would be able to:

Objectives (Use Action Verbs) Reflect on their reading level

ATL Skills √ Research  Communication Self-management Thinking  Social

( Specify the
Strands) -------------- ------------------- -------------------- ------------ ----------

Procedure:
Stage Time Steps Material
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- Start by drawing a backward arrow on the board (or wherever you write
down the objectives). Tell the students that today, for the first time, we are
going to move backwards instead of forwards. Explain that you’ll tell
them a story that explains why we will do this.

- The story (tweak/change it according to what you want):

Once upon a time, there was a very short boy who loved to do everything for
himself. He started eating on his own when he was 3. And at 6 years old, he
was making his own breakfast. He even wished to drive himself to school
every day but nobody would let him. But that boy, who everyone thought was
too old and responsible, had a problem that made him feel really small. He
was too short to press the elevator button, so every day when he got back from
school, he had to wait for his mom to come down and take him upstairs. It
made him feel like a baby, and he hated that. At first, he would try to jump and
climb and stand on his bag to reach the button, but nothing worked. Weeks
later, he stopped trying at all. He got used to waiting for his mom to come and
take him upstairs. Months later, so bothered by feeling so small, he stopped
doing everything for himself. He stopped making his own breakfast, stopped
30 eating by himself, even stopped brushing his teeth. Until one day, when he
mins was trying to call his mother to come down and take him upstairs, he found
that he forgot his phone, and so he could not call her. He felt so scared! He
started shouting for her, yelling, and crying, but she couldn’t hear him. He hit
the wall in anger, and by accident he hit the elevator button. It made a
grumbling sound and came down for him. How did he do that?!

- Prompt the children to answer: how did the boy do it? How could he press
the button now when a few months before he couldn’t do it even when he
jumped?
The answer: he grew taller.

- Ask them a follow-up question: Did he just grow taller right now? No.
- So why didn’t he use his length in calling the elevator yesterday and the
day before yesterday?
He didn’t know he was taller.
Attention

- Emphasize this point: if we do not know that we know something, if we

do not know that we have a skill, we won’t use it. And that is why we’re
going to go back and explore what we learned in the first trimester, or how
tall we got, so we can use those in our lives.
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Attainment
- Tell the students that we had about 100 English session last trimester. So surely we
grew a little taller—of course we learned a thing or two.
- Each student will take 5 mins on his own to think about 2 things s/he learned the most
in English this year.

The teacher will give each student their 3 formal reading comprehensions
and the reading exam. They will use their colors to color their grades.
They will reflect on their reading level as they color.

Reading exams

Grades Tracker
30
mins Formal Reading
Comprehensions

Lesson Plan Day 2

Trimester: 2 Subject: English Grade: 2

Week : 1 Date: 13/12/2020- 17/12/2020 Session

Topic:
Topic Reflection

SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional
Standards
information, or deepen understanding of a topic or issue.

Students would be able to: Reflect on their writing level

Objectives (Use Action Verbs)

ATL Skills √ Research  Communication Self-management Thinking  Social

( Specify the
Strands) -------------- ------------------- -------------------- ------------ ----------

Procedure:
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Stage
Attention Time Steps Material

15 The teacher will start by showing students the narrative writing certificate that
Writing booklet
mins she signed to the students at the end of their booklets.
Activation Attainment

They will check their progress since the beginning of the

trimester till the end.

Grades tracker
They will see their writing exam and compare it to his three writing
sheet and the
workshops through the grade tracker sheet.
writing exam

 By Product  By Process
 By
Differentiation:  By Content Different Different
Support
outcome activities

HW Assignment:

Lesson Plan Day 3

Trimester: 2 Subject: English Grade: 2

Week: 1 Single
Day 5 Date: 13/12/2020– 17/12/2020 Session √ Block
U.2 – W. 5
Topics
Phonics: 3-letter blends: Scr, spr, str, thr, spl, shr
Topics
Phonemic Awareness: Identify and generate rhyme, phoneme substitution and blending
Spelling List: scratch, scrape, spring, throne, stripe, strange, shred, shrub, splash, split, catch
HFWs: bird, far, field, flower, grow, leaves, light, orange, ready, until
RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.2.3f Recognize and read grade-appropriate irregularly spelled words.
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
L.2.2 Demonstrate command of the conventions of standard English capitalization,
Standards punctuation, and spelling when writing.
L.2.2d Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy ->
boil).
L.2.4b Determine the meaning of the new word formed when a known prefix is added to a
known word (e.g., happy/unhappy, tell/retell).
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Students will be able

to: Segment and blend phonemes in a word.
(Use Action Verbs) Recognize and read irregularly spelled words.
Objectives (These are the same
Apply phonics when decoding words with 3 letter blends.
objectives to be
written on LMS but
in the past tense )
ATL Skills Research Communication Self-management Thinking Social
(Specify the
Strands) -------------- ------------------- -------------------- ------------ ----------

Procedure:

Stage Time Steps Material

Phonics
3 letter blends Digraphs: Scr, spr, str, thr, spl, shr
Students’
Ask students to recall what consonant blends are. Invite them to explain the boards
lesson to their friends. Ask them to write some words with blends (beginning
or ending sounds) on their lined boards. Reflect on their answers. Video
10
min.
Now we are going to make it a little more interesting.
Attention

Show them this video. 3 blends

Activity
https://www.youtube.com/watch?v=_YfuGb8f7Jo

Ask your students to answer the following activity orally

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Phonics and Phonemic Awareness:

Display the word spring. This is the word spring. When the
consonants s, p, r come together in a word, their sounds blend
together. Write the blends scr, spr, str, thr, spl, shr. Point to each
three-letter blend and blend the sounds: /skr/, /spr/, /str/, /thr/,
/spl/, /shr/.

Write these words on the board: scrap, spring, stripe, throne, splash,
shrink. Model by slowly blending the first three letters of each word
and then reading the whole word.

Have children blend each word with you. Prompt children to read
the connected text, sounding out the decodable words.

The shrub got big in the spring.

The cat stretches and then chases a scrap of string.
It is a thrill to splash in the lake.

What are these letters? Together what sounds do they stand for?
Remind children that the letters th in the blend thr and sh in the
Spelling
Attainment

blend shr stand for one sound.

Presentation
25 min. Display the Spelling Presentation.
HFWs
Phoneme Substitution: Presentation

Model how you can change, or substitute, the last sound in a word to
form a new word.

The word is strike. The last sound in strike is /k/. I’ll change the last
sound /k/ to /p/ to make a new word. The new word is stripe.

Phoneme Blending:
Place a marker for each sound you say. /s/ /t/ /r/ /i/ /p/. This word
has five sounds: /s/ /t/ /r/ /i/ /p/. Listen as I blend these sounds to
form a word: /striiip/, strip. The word is strip.
I will say one sound at a time. Then we will blend the sounds to say
the word. Do the first one with children.
Model with: scram spread strange throat splash shriek street thrill
scrape.

HFWs

Students read the HFWs displayed and put them in sentences orally.
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Production
Students finish Language Booklet page 1 / Practice Book page 92 Copybook

35 Students write some sentences using HFWs and Spelling words in

Language
Activation

minutes .the production copybook

Booklet

Practice
(Early Finishers) Book
Spelling, and HFW games on https://connected.mcgraw-hill.com/
ICT center

 By Product  By Process
Differentiation:  By Support  By Content Different Different
outcome activities

HW Assignment:

Lesson Plan Day 4

Trimester: 2 Subject: English Grade: 2

Week : 1 Single
Date: 13/12/2020 – 17/12/2020 Session
Day 4 √ Block
Topics U.2 – W. 5
Grammar: Possessive Nouns
Topics
Mechanics: Apostrophes
Review Mechanics: Abbreviations
L.2.1 Demonstrate command of the conventions of standard English grammar and usage
Standards when writing or speaking.
L.2.2.c Use an apostrophe to form contractions and frequently occurring possessives.
Students will be able to:
(Use Action Verbs)
- Identify Possessive Nouns (Singular and Plural).
Objectives (This are the same - Use an apostrophe to form possessives.
objectives to be written - Identify correct abbreviation forms of days and months.
on LMS but in the past
tense )
ATL Skills Research Communication Self-management Thinking Social
(Specify the
Strands) -------------- ------------------- -------------------- ------------ ----------
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Procedure:

Stage Time Steps Material

Teacher hides a personal item inside the classroom, and asks
students to look for it with her. She repeats that it belongs to her,
and that she owns it.
She tells them that when they find it, they don’t tell her right away.
The first one who finds it will whisper in his/her friend’s ear what he
Attention

5 min has found using a sentence that contains the name of the teacher and Personal item
her item as well. The teacher says “Stop!”, they’ll all stop
whispering, and tell her the sentence she asked about.
She’ll write whatever they say, and explains that today they are
going to learn the best way to show ownership.
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Grammar : Possessive Nouns

Explain/Model
Remind children that a noun names a person, place,
or thing. A possessive noun is a noun that shows who or what
owns something.
Display the following sentences:

The dog of Jackie knows many tricks.

Jackie’s dog knows many tricks.

Point out how the underlined words in the two sentences say the
same thing in different ways.

Model identifying the possessive noun in the second sentence.

- Who owns something? Jackie owns something.

Jackie’s in the second sentence is a possessive noun. It
shows that Jackie owns the dog. It is Jackie’s dog.
-
Explain that to make a singular noun possessive, we add an
apostrophe and an -s to the end of the noun. Point out that the
apostrophe and –s make the noun Jackie’s possessive.
Smart Board
Attainment

Guided Practice
15 min Display the sentences below and read them aloud together. Ask
children to rewrite the underlined parts with a possessive noun.
Prompt children by asking, Who or what owns
something? What does it own?

- The stripes of the zebra are black and white. (zebra’s

stripes)
- Matt touched the hair of the pony. (pony’s hair)
- The pets of Lily are friendly. (Lily’s pets)

Remind children that a plural noun names more than one

person, place, or thing and usually ends in -s or -es.
Explain that plural nouns can also be possessive, or show who or
what owns something. We add an apostrophe after the
final s to make a plural noun possessive.
Display the following sentence:

The girls’ pets marched in the parade.

Point out that girls’ is a plural possessive. It shows that more
than one girl owned the pets.
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Mechanics: Apostrophes
Explain/Model
 Remind children that we add an apostrophe and an -s to the end
of a noun to show possession, or who or what owns something.
Show students these examples:
a bat’s wings
a turtle’s shell
Point out that the apostrophe and -s at the end
of bat’s and turtle’s show that these are possessive nouns.

Guided Practice
 Write the following phrases on the board and read them aloud.
Ask children what should be added to the underlined nouns to
make them possessive. (an apostrophe and an -s)
Have partners rewrite each phrase to make the underlined noun
possessive.
a camel hump (camel’s)
my cat whiskers (cat’s)
the kitten toy (kitten’s)
’ and ’s
Whole Class Activity: flashcards
Each students has two flashcards; ’ and ’s. Teacher asks the
students to raise the right card up when they read the nouns that
the teacher writes on her small board every time.
- Teacher writes: kitten Students raise ’s flashcard.
- Teacher writes: kittens Students raise ’ flashcard.

More examples are used until all students understand how to

use the apostrophe with singular and plural possessive nouns.

Review Mechanics: Abbreviations

Review Remind children that many words, such as street,

doctor, mister, days of the week, and months of the year have
abbreviations. Abbreviations are shortened words that begin with
a capital letter and end with a period.
Practice Have children write abbreviations for the following
words.
Monday (Mon.) November (Nov.) Avenue (Ave.)
Doctor (Dr.) August (Aug.)
Street (St.) Saturday (Sat.)
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Language Booklet pages

Independent (20 min):

Have one partner name a kind of animal. The other
partner should make the animal name possessive by
naming a feature of the animal. For example, one
partner says, lizard. The other partner says lizard’s Language
Activation rough skin. Partners then reverse roles. They write
their possessive nouns on index cards. Tell them to Booklets
talk about the animal in the plural form as well. Index Cards

Early Finishers (20 min):

Abbreviations games on ConnectED / Unfinished
Work

 By Product  By Process
Differentiation:  By Support  By Content  Different  Different
outcome activities

HW Assignment:

Lesson Plan Day 5

Trimester: 2 Subject: English Grade: 2

Week: 1 Single
Date: 13/12/2020– 17/12/2020 Session
Day 5 √ Block
Topics U.2 – W. 2
Selection: The Boy Who Cried Wolf
Essential Question: What can animals in stories teach us?
Topics
Genre: Fiction : Fable
Comprehension Skill: Plot: Problem and Solution
Comprehension Strategy: Make, Confirm, Revise Predictions
RF.2.4a Read on-level text with purpose and understanding.
RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on
successive readings.
Standards RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or
subject area.

CCRA.R.3 Analyze how and why individuals, events, and ideas develop and interact over the
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course of a text.

L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.

RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine
their central message, lesson, or moral.

RL.2.5 Describe the overall structure of a story, including describing how the beginning
introduces the story and the ending concludes the action.
RL.2.3 Describe how characters in a story respond to major events and challenges.
Students will be able
to: Read “The Boy Who Cried Wolf” with purpose and understanding
(Use Action Verbs) to support comprehension.
Objectives (This are the same Recognize the features of a fable.
objectives to be Retell the plot in a fable (Beginning, Middle, End)
written on LMS but Make reasonable guess about what might happen next in a story.
in the past tense )
ATL Skills Research Communication Self-management Thinking Social
(Specify the
Strands) -------------- ------------------- -------------------- ------------ ----------

Procedure:

Stage Time Material

Steps
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Teacher posts this picture on the screen and asks the students
think about why the bear is dressed like humans.

Teacher listens to their guessing and ask them the following

question:

“Do you think that animals can teach us lessons about life?”

Teacher discuss their opinions. Then, she explains that the idea is
possible if we read stories about animals and how they solve
problems that are similar to human’s problems.

Students watch the following videos to understand more about

fables and what they are.

https://www.youtube.com/watch?v=wY2KQ25hzC8

https://www.youtube.com/watch?v=B-YuJaXQWe4

videos
Attention
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Genre: Fable

Explain
Share with children the following key characteristics of a fable.
 A fable is a made-up short story that teaches a lesson or
moral and has a clear beginning, middle, and end.
 A fable may have animal characters that speak and act like
people.

Model Close Reading: Text Evidence

Model identifying the genre of “The Boy Who Cried Wolf.” I can Reading:
tell that this story is a fable. It is a made-up story. It has a clear
The Boy Who
beginning that tells about a problem. It has a middle in which the
Cried Wolf
characters try to solve the problem. In the end, the character
learns a lesson.
Attainment

Story Structure Elicit more details about the beginning and Genre: Fable
25 min. middle of the story. Have children review pages 119-120 Ask: At Interactive
Mini-Lesson on
the beginning of the story, what trick does the shepherd boy play ConnectED
on the villagers? (He cries wolf when there is no wolf.) Review
pages 121– 122. What happens in the middle of the story? How Fable PPt
do the villagers try to teach the boy a lesson? (First, they tell him
not to cry wolf when there is no wolf. Then the villagers don’t
come when the boy cries wolf.)

Guided Practice of Close Reading

Have children work with partners to tell what happens at the end
of the story. Have them discuss the lesson the fable wants to teach
readers. Then have them share their ideas with the rest of the
class.
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Emphasis on the point that the Author’s

Purpose in Fables is to entertain as
they’re Fiction.

Use the Genre: Fable Interactive Mini-Lesson

on ConnectED to find the features of “Fable”.

Post the following questions on the board, and ask them to write their
answers on their production copybooks.
Production
Copybooks
1. Who are the characters?
2. What is the problem of the boy?
3. What is the better idea that he had?
4. What did the villagers do after that?
5. What happened that afternoon?
6. Why didn’t the villagers come to him that
night?
7. What was the important life lesson that he
learned at the end?
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Comprehension Strategy: Make, Confirm, Revise Predictions

Explain
Remind children that a prediction is a reasonable guess about
what might happen next in a story. As you read, it is important
to confirm your predictions by reading on to find out whether or
not the prediction was correct. Sometimes you need to revise, or
change, a prediction based on an event in the story.
 Good readers make predictions about what will happen next in a
story. They base their predictions on the clues in the illustrations
and on what they have read in the text.
 Using the text to make, confirm, and revise predictions helps
readers monitor their understanding. If a prediction is not
confirmed, readers may need to reread to make sure they
understand the story.
 Confirming and revising predictions helps readers better
understand characters and their actions.
Model Close Reading
Model how to make and confirm a prediction. Reread the last
paragraph on page 120 of “The Boy Who Cried Wolf.” Remind
children of the prediction that the boy will repeat his actions and upset
the villagers again. Ask: Why might you predict that the boy will upset
the villagers again? Then have children reread page 121 and confirm
the prediction.

Guided Practice of Close Reading

Direct children to page 122 of “The Boy Who Cried Wolf.” Have
children work in pairs to talk about the predictions they made when the
boy saw the wolf. Partners should reread the page to confirm or revise
their predictions. Tell children to discuss other predictions they
confirmed or revised.
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Comprehension Skill: Plot: Problem and Solution

Explain
Remind children that the plot is what happens in a story. Often,
the plot includes a problem that the characters need to solve.
The ending usually tells how the characters solved or tried to
solve the problem.
 To find the problem, readers should look at the beginning and
decide what is wrong. What is the problem?
Readers should identify the steps the characters take to solve the
problem.
 To find the solution, readers should look to the end of the story
and decide if and how the problem is solved.
Model Close Reading
Identify the problem at the beginning of “The Boy Who Cried Wolf.”
Model recording the problem on the graphic organizer.
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Students reread the fable from their books to fill in the Retell
Activity Sheet.

Retell Activity
Sheet
Activation

35
minutes
Students finish the problem and Solution Activity.
Problem and
Solution
Activity

 By Product  By Process
Differentiation:  By Support  By Content Different Different
outcome activities

HW Assignment: