LESSON PLAN IN ENGLISH 2

Classroom Observation Tool

School: SUQUI ELEMENTARY SCHOOL Grade Level: TWO- ROSE

Teacher: MARICEL F. AGUILAR Learning Area: ENGLISH

Date : JUNE 13,2023

Quarter: FOURTH
Time Started: ___________
Week: SEVEN
Time Finished: ___________

I. OBJECTIVE

Content Standard Demonstrates understanding of text elements to see the relationship between
known and new information to facilitate comprehension

Performance Standard Correctly presents text elements through simple organizers to make inferences
,predictions and conclusions

Learning Competency: Follow two-step directions

Write the LC code for each. EN1LC-IVg-h-3.6

II. Content/Topic Following two-step directions

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide Pages K to 12 MELCS - English page 180

2. Learner’s Materials PIVOT 4A English 2 Learner’s Material Quarter 1
pages Pages 35-37
3. Additional Materials
from Learning Resources https://www.youtube.com/watch?v=Pmxg2T9oQBM

https://www.youtube.com/watch?v=2V1gWEmmY6M

https://www.youtube.com/watch?v=il9wrLK2GuU

B. Other Learning
Resources Laptop
Projector
chalk and board
Charts
Powerpoint presentation
Activity Card
IV. PROCEDURES

A. Reviewing previous Preparatory Activities:

lesson or presenting  Prayer Indicator 4: Establish safe
the new lesson.  Greetings and secure learning
 Checking of Attendance environment to enhance
House rules learning through the
1.Listen carefully consistent
2. Be cooperative and participative in the implementation of
activities policies, guidelines and
3. Be polite and respectful always. procedures.
4. Always follow safety health protocols To show this objective, I
against COVID-19 prepared and
implemented Safety
Review Policies or House Rules
Which of the following is a one-to-two step directions? to establish a safe and
Write 1 if it is one-step directions and 2 if it I s not. secure learning
environment. My pupils
_ ___1. Walk slowly followed this guidelines
____ 2 beautiful that enhance individual
____3. Sing and Dance! and group learning.

B. Establishing a purpose A.Drill Indicator 2: Display

for the lesson/ proficient use of Mother
Motivation/Motive Feed count Tongue, Filipino, And
Questions
English to facilitate
Coop shout
teaching and learning.
 The teacher used words
that can be easily
understood by her
learners. The teacher uses
B.Show a picture. precise vocabulary and
intonation to express
meaning and often shows
great in fluency and ease
in delivering the lesson.

What have you seen on the picture?

C. Presenting Listen to the story.
examples/instances of
the new lesson Are you fond of reading and listening stories?
Stories can teach us a lot of things. We learn
new words and ideas from stories we read.

The Tenth Hen

By: Myrna J. Hipolito

Ben’s father, Tem has ten hens . Ben feeds

the ten hens everyday. He sets them free until ten
in the morning. Ben sees to it that the children are
in the coop before he leaves for school.
“ One, two, three, four, five, six, seven, eight
nine….” Ben counted the hens. “ Father, Ren-ren,
the tenth hen is missing, “ Ben shouted.
“No, Ben, Ren-ren is in the kitchen! Go,
get Ren-ren”, Father replied.
One, two, three, four, five, six, seven,
eight nine, ten”. Ben happily counted the ten
hens. Now, he has ten hens in the coop.
How many hens are in the story?
Ten or 10
How many hen is missing?
 One or 1

If one is missing, how many are left?

Let’s do subtraction or minus: Indicator 1-Apply
10 knowledge of content
- 1 within across
curriculum teaching
areas.

What do you think is the theme of the story? The teacher shown
Where did the story happen? integration of
Who were the characters in the story? Mathematics subject
What was Ben’s problem? Quarter 2, Week 1 with
How was Ben’s problem solved? an objective
What were the events that took place in the
“Visualizes, represents,
story?
subtracts 2-to 3 digit
numbers with minuends
up to 999 without and
The theme is the main idea (could be a lesson or
with regrouping)
moral) reflected in the story.
The setting is the place and time where and
when the story happens.
Characters are the people, animals, or entities
involved in the story.
Events are the series (or sequence) of events
( problem, solution).

Ten Hen - Character

Be helpful- Theme
 Ben’s house- Setting

Hen is missing. She is in the

kitchen- Event

D. Discussing new Identify the element. Indicator 3: Use effective

concepts and verbal and non-verbal
practicing new skills Problem Solution
1.Completed the hens. character classroom
#1
communication strategies
2.Ren-ren is in the kitchen. Problem theme to support learner
setting
understanding
3. The tenth hen is missing. participation,
Solution problem engagement, and
ending achievement.

4.Ben found the tenth hen. The teacher establishes

Solution character
classroom practices
setting which promote open
5. Tem communication between
Solution problem the teacher and learners,
character and among the learners
6. Ben’s house and their peers. The
Solution setting
ending
 teacher ensures loud,
clear voice to maintain
7. Ben Solution problem
attention and keep pupils
ending engaged (through my use
of tone, pace and
8. Being helpful. theme problem volume).
ending
Teacher gives flashcards
and pupils uses it to
answer.

E. Discussing new Group Activity Indicator 5: Maintain

concepts and Listen to a story and identify its elements. learning environment that
practicing new skills promote fairness, respect,
#2 The Ant and the Grasshopper and care to encourage
learning.

The teacher used

differentiated activities
that promoting a
supportive and nurturing
learning environment
where all learners feel
accepted, encouraged to
learn, and free to take
learning risks.

There was once an ant who worked day and

night in the meadow. He looked for food and kept
it in his home. He said he would need it during
the rainy days. There was also a grasshopper who
only liked to play. He did not look for food. Indicator 6: Maintain
One night, heavy rains poured. Ant stayed learning environment that
in his warm home and ate his food. Grasshopper nurture, and inspire
knocked on Ant’s door and asked for food. Ant learners to participate,
took pity on him and let him in. He told cooperate and collaborate
Grasshopper that next time they will look for food in continued learning.
together.
The teacher constructs
carefully structured
groups in which learners
are engaged in learning
experiences that clearly
reflect all elements of
cooperative learning.
Group 1: From the story entitled “The Ants and
the Grasshopper”, complete the graphic organizer.

The Ant and Grasshopper

The Ant looks for food and the grasshopper sings.
Being helpful.
In the meadow

Group 2: Paste the picture to its corresponding

elements.
Theme Character

Setting Events

Group 4: Group 3:
Using the story “The Ants and the Grasshopper”,
Use picture of events in their correct sequence.
Use the guide below.
 Study and complete the word puzzle about the
elements of a story.

F. Developing mastery Read the statements below and choose the letters Indicator 7: Apply a
of the correct answers. range of successful
1. It tells the happening/occurrences of the story strategies that maintain
in a logical order.
learning environment that
A. settings B. theme
C. characters D. events motivate learners to work
2. It refers not only to the physical location but productively by assuming
also the time the action responsibility for their
takes place. own learning.
A. setting B. protagonist
C. introduction D. falling action
3. It refers to any person, animal, or figure
represented in a literary The teacher creates a
work. learning environment that
A. setting B. character sustains learners’ active
C. plot D. theme engagement and self-
motivation.
4. It is the part of the story that usually sets where
the problem is re-
solved.
A. beginning B. middle C. ending D. settings
5. Which of the following elements pertains to the
lesson or moral in
the story?
A. events B. character
C. theme D. setting
Draw a thumbs up if you agree with the Indicator 3: Use effective
G. Finding practical verbal and non-verbal
applications of concepts statement and a thumbs down if you do not.
classroom
and skills in daily living Write your answers in your answer sheet.
communication strategies
_____1. Reading stories will teach us lessons in to support learner
life. understanding
participation,
_____2. Characters’ actions do not affect the engagement, and
development of events. achievement.
 _____3. The setting shows us the place and the The teacher establishes
time in the story. classroom practices
which promote open
_____4. Characters are usually introduced at the communication between
beginning of the story. the teacher and learners,
_____5. Problems in stories are usually solved at and among the learners
the beginning part. and their peers. The
teacher ensures loud,
clear voice to maintain
attention and keep pupils
engaged (through my use
of tone, pace and
volume).

Pupils use thumbs up

and thumbs down as non-
verbal communication.

G. Making generalizations Following directions is a very important skill. Directions

and abstractions about are important because they tell people the things they
the lesson need to know or do. Things will be easier if you can
follow oral and written directions.

H. Evaluating learning Listen to the story and identify the elements of the
story.

.
1.Who were the characters?
A. Fox and Frog
B. Fish and Ox
C. Fox and Fish
D. Fox and Bird
2.Where is the setting?
A. Fox’s house
B. the pond
C. the beach
D. the river
 3. When was the setting?
A.Recess
B. Lunch time
C. Merienda time
D. Dinner time

4. What is the problem in the story?

A. He forgot his lunch.
B. He fell in the pond
C. It was raining.
D. His lunch was stolen.

5. How did the story end?

A. Fish helped fox to get back in the land.
B. Fox is drown in the pond.
C. Bird helped fox to get back in the land.
D. Fox ate his lunch.

I. Additional activities Identify the elements of the story.

for application or
remediation

Theme: Setting:
Characters: Events:

Prepared by:

MARICEL F. AGUILAR
Teacher III
Checked by:

MA. MONETTE C. CORONA

NOTED:Master Teacher I

ELISA D. PINOHERMOSO
Principal II
_____________________________________________________________________________________

SUQUI ELEMENTARY SCHOOL

Suqui, Calapan City / 09777228092
111549@deped.gov.ph