2nd.

Grading ENGLISH 2

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Lesson 13: Time Attack

Objective: Recognize that by adding -s, -ing, -ed to a rootword will change the time expression of a verb.
Subject Matter: Recognizing Inflections
Materials: chart, pictures, English II, p. 298-299 (adding –ing)

Procedure:
Review:
Read again the story “Wake Up! Wake Up!
With accuracy
What is the story about?
What did you learn from the story?
(That is i go to bed early, I will wake up early also) Why can’t you not sleep early?
(Answers may vary like I watch TV till late at night.)
Go over some activities on identifying action words or verb from the previous day’s lesson.

Motivation:
Sing the song to the tune of “Insy Weensy Spider.”

Anna was Still Sleeping

Anna was still sleeping when an ugly spider jumped.
Down came the spider, and kissed Anna’s mouth.
Out came the sun and startled Anna up.
Now, the insy-weensy spider runs quickly out the door.

Presentation:
Read the story. See (LM p. 199)

Comprehension Questions:
From the story, why did Mother say “Wake Up! Wake Up!
Write the answer on the board.

Ana was still sleeping

Why can’t she not wake up early?
Ana sleeps late.
What should she do next time?
She should sleep early.

Group Work:
Let the children do the five-minute buzz session.
Ask: What are the things that Ana did?
Let the pupils read the words.
sleep - sleeping jump - jumped kiss - kissed startle - startled
The word sleep is the short word or the rootword.
What are added to the rootword?
-ing is added to sleep -ed is added to jump -ed is added to kiss -ed is added to startle

Application:
Listen and tell me the root word of the words I will say.
dancing eats playing shouted
sits standing showed claps

Evaluation:
Let the pupils identify the rootword and the suffix of the given words.
Root word Suffix
praying _____ _____
baked _____ _____
lives _____ _____
watching _____ _____
worked _____ _____

Agreement:
Let the pupils fill in the chart. See (LM p. 200)

CHRISTOPHER A. MOSTOLES EST-II 1

2nd. Grading ENGLISH 2

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Lesson 14: I See Double

Objective:
Identify the sound of /ee/ which is not in the mother tongue
Read words/sentences with the /ee/ sound

Subject Matter: The Long e Sound

Materials: chart, pictures

Procedure:
Motivation:
Read again the story Wake Up Wake Up!
As you listen to the children reading the story, find out if the pupils can identify and produce the /ee/ sound in the word
sleep.

Presentation:
Spring Board

Read the rhyme, emphasize the word with /ee/.

Repeat the rhyme and encourage the children to join.
Tell the children that /iy/ is the sound they hear in see.
That the ee makes a long sound.

Let the children listen and repeat the sound.

See! See! What do you see?
I see a tree.

See! See! What do you see?

Let the children read the phrases.
see a tree a peel on a tree three bees

Generalization:
What is the sound of ee in the words we read? /ē/

Application:
Distribute bee cut-outs. Draw a big tree.
Show the list of words. Write the words for the meaning or clue I will give in your bee cut-outs.
Ex. It is the number after two.
(Copy the word three in your bee cut-out.)

1. “Haaaching!” (sneeze)
2. the front part of the TV (screen)
3. You do not pay for it. (free)
4. a part of the leg (knee)
5. You do it before eating a banana (peel)

Evaluation:
(Refer to LM p.203, Measure My Learning)

CHRISTOPHER A. MOSTOLES EST-II 2

2nd. Grading ENGLISH 2

______________________

Lesson 15: Making Stories on Our Own

Objectives:
Follow simple directions
Illustrate activity in a story
Work with the group cooperatively

Subject Matter: Making Rhymes

Value Focus: Working cooperatively with the group
Materials: Rhyme: “See!, See! I See a Bee!”
Manila paper or cartolina, crayon, pentel pens
English II, p. 301302 (Following Two-Step Directions)
Procedure:
Motivation:
Close your eyes as I read the rhyme.
Think/Imagine.
Tell me what you see as I read the rhyme.
A Ball in a Mall

Mommy, Mommy went to the mall,

Mommy Mommy bought a new ball,
My brother was playing
While my sister was staring 20
Down, the ball came rolling
To the hole it was falling.

Teacher models the rhyme.

Mall rhymes with ball
rolling rhymes with falling

Let the children do the activity. See (LM p. 204)

Presentation:

Initiate making the story. Prompt the children to make sentences for each picture.
Refer to LM p.205
The teacher should familiarize the children with the words that they are going to use.
Make the children talk about the story and give a title for it.

Group Work:
Let the pupils construct sentences based on the pictures of the rhyme pairs.

1. Gabriel drinks milk in a (glass) The glass is on the (grass)

2. He sits with friends under the (tree) And saw a (bee)
3. They try to catch bee with a (net)
4. The rain fell, the net got (wet)

Application:
Let the pupils write a story by writing all the sentences into a paragraph form.
(Refer to LM, p. 206, I can Do It)

Evaluation:
Have the pupils complete the thought bubble.(LM p. 206, Measure My learning)

I made the story _____________ on my own. I feel _____

Agreement:
Name a job that you would like to have. Make different words that rhymes with it.

CHRISTOPHER A. MOSTOLES EST-II 3

2nd. Grading ENGLISH 2

______________________

Lesson 16: Off for a Picnic

Objectives:
Use clues to make and justify predictions before, during and after reading
Recognize which incident comes before and after a given event
Subject Matter: Making and justifying predictions
Procedure:
Motivation:
Setting the Purpose/Previewing
(See story For A Picnic in LM)
Locate and read the title of the story .Look at the drawings.
(illus: basket of food, tent, grill , fish, salbabida)
Name the things in the picture.
What do you think the story is about? (Let children predict.)
Pre Assessment: (Refer to LM, p.208)
Key to Correction:
I. 1. Baby powder II. 1. Changed III. 1 - 3 - 2
2. broom 2. cleaned
3. stove 3. cooked
4. glass 4. helped
5. book 5. looked
Presentation:
Key Words
holiday --------- no work, no school
alarm clock ---- a lock with an apparatus that can be set to ring loudly
backyard ------- a yard at the back of a house
tower ----------- a tall narrow building
beautiful ------- good looks
bedroom ------- room for sleeping
(Display the words, discuss their meaning and let the children use them in sentences.)
High Frequency Words
of we me where white were you soon out
Good readers guess what might happen next.
Guessing what might happen next is making prediction.
To make a prediction, think about the characters and about what has happened in the story so far.
Find out whether your prediction is right.
Directed Reading and Thinking Activities (DRTA)
Read Aloud as children follow along.
Pause to make children predict.
Read paragraph 1. Is Liza really alone in the house?
Where do you think Mother, Father and the other children are?
Read the next paragraph: Did you guess right?
Where do you think the family is going?
After sometime swimming, Mother looked for the children.
Where do you think they are? Find out. Will mother find the children again?
Go on reading. Did you guess right? Where did mother find the children?
What were they looking at?
How did you know if the children enjoyed the picnic?
Read the lines that prove they did.
Were your guesses right?
Have you any experience going to a picnic with your family?
Generalization:
What can you say about events in the story?
Do they happen at the same time?
Every story has events that happen before and after.

Group Work:
Tell your group about your own experience going to a picnic with your family.
Big Group Sharing: Let one of the members of the group share what they have talked about in their small group talk.

Application:
(Refer to LM, p. 211, I Can Do It)

Measure My Learning:
Have the children write sentences about the pictures. Let them arrange the picture in the order they happened.
(Refer to LM, p. 212, Measure Your Learning)

CHRISTOPHER A. MOSTOLES EST-II 4

2nd. Grading ENGLISH 2

___________________

I. Measures one’s ability to retain and apply knowledge and concept learned to answer a weekly test.
II. Weekly Test
III. a. Preparation
b. Testing
c. Checking
IV. Noting item missed.

CHRISTOPHER A. MOSTOLES EST-II 5