Name: Miss Morris

Grade: Two
Subject: Language Arts
Strand: Listening and Speaking
Duration: 1Hour
Term: Two: Unit 2
Unit Title:
Focus Question:
Topic: Speaking

Attainment Targets: - Communicate with confidence and competence for different purpose
and audiences, using SJE and JC appropriately and creatively.
Objectives: By the end of the lesson students should be able to:
Listen and following instruction
Skills: listen for instruction
Strategy: listening
Materials: blank sheet, pencil

Procedure: 1 [20 minutes]

Whole Class Activities
1. Write your name first name on the last line of the paper at the left-hand margin.
2. On the first line on the paper write the numbers 1 through 9. Start at the left and print the
numbers. Leave a space between each number.
3. Circle the number 6.

Pair Work 1 [5 minutes]

4. Draw a star in the upper left-hand corner of the page.

5. Fold your paper in half the long way.

Whole Class Activities 2 [15 minutes]

6. Open up your paper, then fold it the opposite way.
7. Use the tip of your pencil to poke a hole in the center of the paper (the place where the
two folds meet).
8. Draw a heart around the hole you made in your paper.

Pair Work 2(5 minutes)

 9. Write the first initial of your last name in the upper right-hand corner of the page.
10. On the last line on the page, write the word done near the right margin.

Whole class activities 3 (15 minutes)

Teacher elaborate; This is not a difficult assignment, but it does require listening. You might
be surprise at how many students fail. Teacher explain to students that it is very important to
listen and follow instruction given.

 NB. Repeat this activity once a month or so. Give a grade for each quiz. Do students grow
in their ability to follow directions over the course of the school year?

Reflection:
________________________________________________________________________
________________________________________________________________________
_____________________________________________________________________

Name: Miss Morris

Grade: Two
Subject: Language Arts
Strand: Word Recognition and fluency
Unit Title:
Focus Question:
Topic: Phonics
Attainment Target:

1.Develop phonic awareness and use knowledge of letter- sound correspondence in order to
decode unfamiliar words.
Objectives:

By the end of the lesson, students should be able to:

1. Apply their phonetic skills to decode unfamiliar words with consonant blends
in the initial and final position.

Materials: word cards

Skills: listening, speaking, reading

Content:
Procedure:

Whole Class Activities 1 [20 minutes]

 Begin the lesson by displaying pictures of common objects that contain consonant digraphs,
such as ship, chair, and fish.
 Ask the students to identify the objects and share what they notice about the spelling
of the words.

Prompt a discussion by asking questions like:

"What do you notice about the spelling of these words?"

"Can you identify any patterns in the words?"
"Have you encountered any other words with similar spelling?"

Pair Work 1 [5
minutes]

 Provide each student with a worksheet containing a list of words with consonant
digraphs.
 Instruct the students to read the words silently and underline the consonant digraphs
they find.
 Encourage students to work individually or in pairs to complete the task.
 Afterward, ask the students to share the words they found and discuss their findings as
a class.
Prompt a discussion by asking questions like:
"What consonant digraphs did you find in the words?"
"How did you identify the digraphs in each word?"
"Can you think of any other words that contain the same digraphs?"

Whole Class Activities 2[15 Minutes]

 Introduce the concept of consonant digraphs to the students.

 Explain that a digraph is a pair of letters that make a single sound.
 Provide examples of commonly used consonant digraphs, such as "sh," "ch," and "th."
 Explain that digraphs can be found in the initial, medial, or final position of words.
 Discuss the sound each digraph makes and provide examples of words that contain
them.
 Encourage students to ask questions to ensure their understanding.
Pair Work 2 [5 minutes]
 Divide the students into small groups and provide each group with a set of picture
cards.
 Instruct the groups to sort the picture cards based on the consonant digraph sound they
hear at the beginning, middle, or end of each word.
 Allow students to discuss their reasoning within their groups and come to a
consensus.
 Afterward, have each group present their sorting and explain their reasoning to the
class.
Prompt a discussion by asking questions like:
"Why did you sort these words together?"
"What sound did you hear in each word to make your grouping?"
"Can you think of any other words that belong in the same group?"
Whole Class Activities 3[15 Minutes]

Assessment Questions:
1. Identify the consonant digraph in the word "ship."
2. Give an example of a word that contains a consonant digraph in the medial position.
3. How would you spell the word that sounds like "chess"?
4. Create a new word that contains a consonant digraph in the initial position.
Activity 1: Complete the sentences by filling in the missing digraph: "The __ip sailed on the
ocean." (Answer: "ship")
Activity 2: Write sentences using at least five words that contain consonant digraphs.
Reflection:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________________
Name: Miss Morris
Grade: Two
Subject: Language Arts
Strand: Comprehension
Duration: 1Hour
Term: Two: Unit 1
Unit Title:
Focus Question:
Topic: Comprehension- Identifying Cause and Effect Relationship
Attainment Targets:
1. Read for meaning, fluency and enjoyment
2. Respond critically to literature and other stimuli.

Objectives:
By the end of the lesson students will be able to:
1. Identify cause and effect relationship in sentences or stories
2. Establish cause and effect relationship in sentences or stories
3. Write sentences using signal words to show cause and effect

Skills: Comprehension- identifying a cause, identifying an effect

Materials: “Big and Strong” Read With Me, Literacy 1-2-3Grade 2 Anthology, Graphic
Organizer, worksheets, other stories depicting cause an effect.
Technology: http://www.youtube.com/watch?v=bWK0PF_-fc8 Song which gives students an
introduction to cause and effect.
http://files.havefunteaching.com/worksheets/reading/cause-and-effect/cause-effect-
worksheet2.pdf Worksheet with sentences on cause and effect.

Strategies: Think Aloud, Questioning, Graphic Organizers

Content:
A cause is the reason for an event or action and an effect is the result of an action or event.
Some words which help us to understand the cause and its effect are if, and, so and because.
Examples:
• If I eat my vegetables I will grow big and strong.
• My parents took me to the clinic because I was sick.

Group Activities [40 minutes]

Group 1
A. Independent (20 minutes)
1. Students will be given a worksheet with short scenarios written at grade level.
2. Students will identify and write under the appropriate heading the cause and effect in
each scenario or story.

B. Teacher Guided (20 minutes)

1. The teacher will review the worksheet activity completed in the independent section
and provide feedback.
 2. The teacher and students will read another short story or passage where the cause and
effect relationship is depicted using signal words such as because, and or so.
3. The teacher will ask students to identify the cause and effect in the story.
4. S/he will also ask students to indicate which word linked the action (cause) to the
effect (result). Students should be guided to identify the signal words used in the
passage/ sentence. Discuss the usefulness of signal words to link cause and effect.
5. Using a Think Aloud to demonstrate, the teacher will provide additional practice with
more examples, before allowing students to independently write two sentences ,using
signal words to show cause and effect relationship.
Group 2
A. Teacher Guided (20 minutes)
1. Students will be given a short story or scenario(s) at the appropriate reading level.
Students will read story. The teacher will pose specific questions to help students as
s/he guides them through the process of identifying the cause and effect in each
scenario or story. For example:
a. Who / what was the story about?
b. What action or event occurred?( effect)
c. Why did that action occur? ( cause)
2. What words helped you to identify the effect?
3. Students will write the identified cause or effect under appropriate heading of a
graphic organizer or table. See Examples C4-2 and C4-3 on the next page.

B. Independent (20 minutes)

1. Students will be asked to write a suitable cause or effect to complete the sentences
given.
Example C4-1
Write a suitable cause or effect to complete the following sentences.
a. Ann bought some flowers because _________________________ .

b. _______________________because he got a prize.

c. If you eat your vegetables __________________________________ .

Whole Class Activities [10 minutes]
1. Students will share the products of their independent work.

Reflection:
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________

Name: Miss Morris

Grade: Two
Subject: Language Arts
Strand: Grammar and Convention
Duration: 1Hour
Term: Two: Unit 1
Unit Title:
Focus Question:
Topic: Collective Nouns
Attainment Target:
Know and use basic skills and the conventions of spoken and written language.
Objectives:
At the end of the lesson students should be able to:
identify and use collective nouns in complete sentences
Skills: Reading, listening, speaking, writing
Materials: pencil, paper, chart
Technology: Collective noun song at https://youtu.be/c_HgpqPfNBA
Content: A collective noun is a naming word used to refer to a group or number of
animals, people or things.
Procedure:
Whole Group Activities 10 minutes]
Activate student knowledge reviewing the concept of a noun. Ask them what types of nouns
they know. Give some examples of your own: people, places, things, common, proper,
singular, plural, etc. Introduce this lesson's main concept by writing "collective nouns" on a
piece of chart paper.
Explain that collective nouns are special words for groups of people, animals, places, and
things. Tell students they will watch a short video that contains examples of collective nouns.
Challenge them to remember two examples from the video.
On the chart paper, make a list of examples students saw in the video. Allow them to share
their answers with their partners in complete sentences (e.g., "In the video, I noticed the
collective noun ____.")

Group Activities [40 minutes]

Group 1- Above Grade Level
Independent (40 minutes)
Group 2- Below Grade level Teacher Guided (20 minutes)
Independent (20 minutes)

Whole Class Activities [10 minutes]

Post the question: Why do we use collective nouns? Allow students to share their responses.
Reinforce: Collective noun song at https://youtu.be/c_HgpqPfNBA
Reflection:
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________
Name: Miss Morris
Grade: Two
Subject: Language Arts
Strand: Writing
Duration: 1Hour
Term: Two: Unit 1
Unit Title:
Focus Question:
Topic: Parts of a Letter
Attainment Target:
Develop approaches to the writing process to enable them to organise their ideas into a
coherent structure including, layout sections and paragraphs

Specific Objectives:
By the end of the lesson students will be able to:
Write formal simple invitations using the writing process
Skills: critique invitations
Materials: Charts, Markers/crayon, https://youtu.be/cRY7TCn1O7M?
si=pF72HYK3Ej2ej8bw
Friendly letter / Informal letter song
Strategy: listening and speaking
Content: The action of inviting someone to go somewhere or to do something.
Procedure:
Whole Class Activities [20 minutes]
 Begin the lesson by showing students examples of formal simple invitations. Ask
them to identify the key components of an invitation (e.g., date, time, venue, occasion,
RSVP).
 Facilitate a class discussion by asking questions such as:
 Have you ever received a formal invitation? What was it for?
 What do you think are the important elements to include in a formal invitation?
 Introduce the objective of the lesson: to write formal simple invitations using the
writing process.
Pair Work 1 [5 minutes]
 Provide students with a sample scenario (e.g., a formal dinner party, a wedding) and
ask them to work in pairs or small groups to brainstorm the necessary details for an
invitation related to that scenario.
 Whole Class Activities 2 [15 minutes]
 Through this discussion, teacher begins direct instruction in teaching the parts of the
friendly letter.

PARTS OF THE LETTER

 Heading This includes the address, line by line, with the last line
being the date.

 Greeting/ The greeting always ends with a comma. The greeting may
Salutation be formal, beginning with the word “Dear” and using the
person’s given name or relationship, or it may be informal
if appropriate.

 Body This is the main text, which includes the message written.
The tone is friendly and often includes news and
invitations.

 Closing This short expression is always a few words on a single

line. It ends in a comma.

 Signature Line There is a typed or printed name added here.

 Postscript If your letter contains a postscript, begin it with “P.S.” and

end it with your initials.

Teacher provides examples of friendly letters from Dear Peter Rabbit by Alma Flor Ada.
Teacher projects letter (Dear Peter) on overhead while students refer to their paper copies.
Teacher leads students in a discussion as they identify the parts of the friendly letter on their
paper copy of the letter .

Friendly Letters
(Dear Peter)

· Use a red crayon or marker to draw a box around the heading.

· Use an orange crayon or marker to draw a box around the greeting/salutation.

 · Use a yellow crayon or marker to draw a box around the body.

· Use a green crayon or marker to draw a box around the closing.

· Use a blue crayon or marker to draw a box around the signature.

· Use a brown crayon or marker to draw a box around the postscript.

Pair Work 2[5 minutes]

Students then partner and complete activities for Dear Pig One… letter.

(Dear Pig One, Pig Two, and Pig Three)

Here is another friendly letter from the book Dear Peter Rabbit. With a partner, do the
following:

· Use a red crayon or marker to draw a box around the heading and label it by
writing the word heading to the left.
· Use an orange crayon or marker to draw a box around
the greeting/salutation and label it by writing the word greeting/salutation to the
left.
· Use a yellow crayon or marker to draw a box around the body and label it by
writing the word body to the left.
· Use a green crayon or marker to draw a box around the closing and label it by
writing the word closing to the left.
· Use a blue crayon or marker to draw a box around the signature and label it by
writing the word signature to the left.
· Use a brown crayon or marker to draw a box around the postscript and label it by
writing the word postscript to the left.

Answer the following questions:

1. Who is writing the letter?
2. When was the letter written?
3. Who is receiving the letter?
4. What is the letter about?
5. What does the postscript tell us?

Whole Class Activities 3[15 minutes]

Teacher will reinforce what they have learnt about Parts of a Letter Writing through
questions and answering.

Reflection:
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________
Name: Miss Morris
Grade: Two
Subject: Reading
Duration: 1Hour
Day 1
Attainment Targets:
know and use basic language and the conventions of spoken written language.
Respond critically and aesthetically to literature and other stimuli.

Objective
The objective of this lesson is to enable students to make inferences based on given
information.
Engage
In this stage, the teacher will capture the students' attention and activate their prior knowledge
about inference.
Show a picture to the class and ask students to make observations about it.
Discuss with the students what they can infer from the picture based on their observations.
Prompt the students with questions like: "What can you infer about the weather in the
picture?" or "What can you infer about the person in the picture?"
Explore
In this stage, the teacher will provide opportunities for students to explore the concept of
inference through hands-on activities.
Divide the class into small groups and provide each group with a set of short scenarios or
pictures that require inference.
In their groups, students discuss and make inferences based on the given information.
Each group presents their inferences to the class and explains their reasoning.
Explain
In this stage, the teacher will provide a clear explanation of the concept of inference and
provide examples to support understanding.
Present a definition of inference to the class and explain its importance in understanding
information.
Provide examples of situations where inference is required, such as reading between the lines
in a text or interpreting non-verbal cues in a conversation.
Engage students in a class discussion by asking questions like: "Why is inference important
in everyday life?" or "How can inference help us understand a story better?"
Elaborate
In this stage, the teacher will provide opportunities for students to apply their understanding
of inference in real-world situations.
Provide the class with a short story or a passage that requires inference.
In pairs or individually, students read the story and make inferences about the characters,
events, or outcomes.
Students share their inferences with the class and explain the evidence they used to support
their conclusions.
Evaluate
In this stage, the teacher will assess students' understanding of inference through various
assessment methods.
 Provide students with a picture and ask them to write down three inferences they can
make based on the image.
 Conduct a role-play activity where students have to make inferences about the
emotions and thoughts of characters in a given situation.
Reflection:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________________

Name: Miss Morris

Grade: Two
Subject: Reading
Duration: 1Hour
Day 2
Attainment Targets:
know and use basic language and the conventions of spoken written language.
Respond critically and aesthetically to literature and other stimuli.

Objective:
By the end of the lesson, students will be able to understand and apply the concept of
sequencing in a given context.
Materials:
Visual aids (pictures, charts, or diagrams)
Storybook or short passage
Worksheets or activity sheets
Writing materials

Engage
Start the lesson by showing a picture or a short video clip that depicts a sequence of events.
Engage students in a brief discussion about the importance of sequencing in daily life and
various activities.
Ask questions like:
Have you ever followed a recipe to cook a dish? What steps did you follow?
How do you know the order of events in a story or a movie?
Why is it important to follow a sequence when assembling something?
Explore
Provide students with a storybook or a short passage that contains events in a jumbled order.
Ask students to read the passage individually and identify the correct sequence of events.
Encourage students to discuss their answers in pairs or small groups.
Facilitate a class discussion to compare and validate their sequencing choices.
Guide students to understand the need for logical ordering of events.
Explain
Present a visual aid or a chart that demonstrates the concept of sequencing through a step-by-
step process.
Discuss the importance of using transition words (e.g., first, next, then, finally) to indicate the
order of events.
Explain how sequencing helps in understanding and conveying information effectively.
Elaborate
Divide the class into small groups and provide each group with a different set of events or
instructions.
Instruct the groups to arrange the events/instructions in the correct sequence.
Encourage students to use transition words to connect the events/instructions logically.
Monitor the groups' progress and provide guidance when necessary.
After completing the activity, ask each group to present their sequencing and explain their
choices.
Evaluate
Above Below Grade level
Provide a set of pictures depicting a story and ask students to arrange them in the correct
order.
Above Grade level
Ask students to write step-by-step instructions for a simple task (e.g., making a sandwich)
using appropriate sequencing.

Reflection:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________________

Name: Miss Morris

Grade: Two
Subject: Reading
Duration: 1Hour
Day 3

Attainment Targets:
Teaching student to visualize picture or image
Objectives: Students should be able to:
visualize events from the story “I Need My Monster” using the five senses
Material/ Resources: reader, flash cards
Procedure/ Activities
 . Engage

Activity: Story Introduction

 Begin the lesson by introducing a short story to the students.

 Ask the students to listen attentively as you read the story aloud.
 Encourage them to imagine the events and characters in their minds while listening.

Discussion Prompt:

 What do you think the story is about based on the title or the introduction?

II. Explore

Activity: Sensory Exploration Stations

 Set up different sensory exploration stations in the classroom, such as:

i. Sight: Display colorful pictures related to the story.
ii. Sound: Play audio recordings related to the story.
iii. Touch: Provide objects or materials that represent elements of the story.
iv. Taste: Offer small samples of food or drinks mentioned in the story.
v. Smell: Provide scented items related to the story.

Discussion Prompt:

 What did you see, hear, touch, taste, or smell at each station? How did it relate to the story?

III. Explain

Activity: Story Retelling

 Have the students gather in a circle.

 Ask them to take turns retelling different parts of the story using their own words.
 Encourage them to incorporate the sensory details they experienced during the exploration
stations.

Discussion Prompt:

 How did the sensory details help you understand and remember the story better?
 IV. Elaborate

Activity: Sensory Story Mapping

 Provide each student with a large sheet of paper and art supplies.
 Instruct them to create a visual representation of the story, incorporating the sensory details
they explored earlier.
 Encourage creativity and imagination in their artwork.

Discussion Prompt:

 Share your story maps with a partner and explain the sensory details you included. How do
these details enhance the story?

V. Evaluate

Activity: Assessment Questions

1. Which station provided sensory experiences related to sight? Describe what you saw.
2. What did you hear at the sound station? How did it connect to the story?
3. Name one object you touched at the touch station. How did it represent the story?
4. Describe the taste of the food or drink you sampled. How did it relate to the story?
5. Which scented item did you smell? How did it enhance your understanding of the story?

Sample Activities:

1. Station Activity: Have students take turns visiting each station, spending a few minutes at
each to observe and experience the sensory details provided.
2. Storytelling Circle: Encourage students to actively listen and engage in the retelling activity,
encouraging them to use descriptive language and sensory details.
3. Story Map Creation: Allow students to express their creativity through artwork, incorporating
the sensory details they experienced and discussed.
4. Partner Sharing: Pair students up to share and discuss their story maps, providing an
opportunity for peer feedback and discussion.
5. Assessment Questions: Administer the assessment questions to

. Engage

Activity: Story Introduction

 Begin the lesson by introducing a short story to the students.

 Ask the students to listen attentively as you read the story aloud.
 Encourage them to imagine the events and characters in their minds while listening.
 Discussion Prompt:

 What do you think the story is about based on the title or the introduction?

II. Explore

Activity: Sensory Exploration Stations

 Set up different sensory exploration stations in the classroom, such as:

i. Sight: Display colorful pictures related to the story.
ii. Sound: Play audio recordings related to the story.
iii. Touch: Provide objects or materials that represent elements of the story.
iv. Taste: Offer small samples of food or drinks mentioned in the story.
v. Smell: Provide scented items related to the story.

Discussion Prompt:

 What did you see, hear, touch, taste, or smell at each station? How did it relate to the story?

III. Explain

Activity: Story Retelling

 Have the students gather in a circle.

 Ask them to take turns retelling different parts of the story using their own words.
 Encourage them to incorporate the sensory details they experienced during the exploration
stations.

Discussion Prompt:

 How did the sensory details help you understand and remember the story better?

IV. Elaborate

Activity: Sensory Story Mapping

 Provide each student with a large sheet of paper and art supplies.
 Instruct them to create a visual representation of the story, incorporating the sensory details
they explored earlier.
 Encourage creativity and imagination in their artwork.

Discussion Prompt:
 Share your story maps with a partner and explain the sensory details you included. How do
these details enhance the story?

V. Evaluate

Activity: Assessment Questions

1. Which station provided sensory experiences related to sight? Describe what you saw.
2. What did you hear at the sound station? How did it connect to the story?
3. Name one object you touched at the touch station. How did it represent the story?
4. Describe the taste of the food or drink you sampled. How did it relate to the story?
5. Which scented item did you smell? How did it enhance your understanding of the story?

Sample Activities:

1. Station Activity: Have students take turns visiting each station, spending a few minutes at
each to observe and experience the sensory details provided.
2. Storytelling Circle: Encourage students to actively listen and engage in the retelling activity,
encouraging them to use descriptive language and sensory details.
3. Story Map Creation: Allow students to express their creativity through artwork, incorporating
the sensory details they experienced and discussed.
4. Partner Sharing: Pair students up to share and discuss their story maps, providing an
opportunity for peer feedback and discussion.
5. Assessment Questions: Administer the assessment questions to