Lesson Plans for Multigrade Classes

Grades 2
Subject: ENGLISH Quarter: TWO Week: FOUR

Grade Level Grade 1 Grade 2

Content Standard Oral Language -demonstrates understanding of grade level appropriate
The Learner... words used to communicate inter- and intrapersonal experiences, ideas,
thoughts, actions and feelings
-demonstrates understanding of familiar literary texts and common
expressions for effective oral interpretation and communication
Fluency -demonstrates understanding of punctuation marks, rhythm,
pacing, intonation and vocal patterns as guide for fluent reading and
speaking
Listening Comprehension -demonstrates understanding of text elements
to see the relationship between known and new information to facilitate
comprehension
demonstrates understanding of information heard to make
meaningful decisions

Alphabet Knowledge -demonstrates understanding of the alphabets

in English in comparison to the alphabets of Filipino and Mother
Tongue
Phonics and Word Recognition -demonstrates understanding of the
relationship of phonetic principles of Mother Tongue and English to decode
unknown words in English
Ponological Awareness -demonstrates understanding of the letter-
sound relationship between Mother Tongue and English for effective
transfer of learning
Vocabulary -demonstrates understanding of suitable vocabulary
used in different languages for effective communication
Book and Print Knowledge -demonstrates understanding about the
concepts about print
Reading Comprehension -demonstrates understanding of the
elements of literary and expository texts for creative interpretation
-demonstrates understanding of paragraph development to identify

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 text types
Writing and Comprehension -demonstrates understanding of the
process of writing to generate and express ideas and feelings
- demonstrates understanding of different formats to write for a
variety of audiences and purposes
G Grammar -demonstrates understanding of sentence construction for
correct expression
-demonstrates understanding of the concepts of nouns, verbs and
adjectives for proper identification and description
-demonstrates understanding of the concepts of pronouns and
preposition for appropriate communication

-demonstrates understanding of concepts about narrative and

informational texts for appreciation
Study Strategy -demonstrates understandings of useful strategies
for purposeful literacy learning
Performance Standard
The learner...
Oral Language -independently takes turn in sharing inter and intra
personal experiences, ideas, thoughts, actions and feelings using
appropriate words
-uses appropriate expressions in oral interpretation and familiar
situations
Fluency -fluently expresses ideas in various speaking tasks
-accurately and fluently reads aloud literary and informational texts
appropriate to the grade level
Listening Comprehension -correctly presents text elements through
simple organizers to make inferences, predictions and conclusions
-uses information from theme-based activities as guide for decision
making and following instructions
Alphabet Knowledge -distinguishes similarities and differences of
the alphabets in English and Mother Tongue/Filipino
Phonics and Recognition -Analyzes pattern of sounds in words for
meaning and accuracy
-ably reads and spells out grade appropriate regular and irregular

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 words in English
Phonological Awareness -effectively transfers the knowledge of
letter-sound relationship from Mother Tongue to English
-correctly hears and records sounds in words
Vocabulary -uses familiar vocabulary to independently express
ideas in speaking activities
Book and Print Knowledge -correctly identifies book parts and
follows reading conventions
Reading Comprehension -uses information derived from texts in
presenting varied oral and written activities
-identifies correctly how paragraphs/ texts are developed
Writing and Comprehension -uses a variety of prewriting
strategies to generate, plan, organize ideas, make a draft for specific
purposes
-produces a variety of texts for creative, personal academic and
functional purposes
Grammar -uses pronouns and prepositions in a variety of oral and
written theme-based activities
Shows proficiency in constructing grammatically correct sentences
in different theme-based activities
Attitude -makes personal accounts on stories/texts as expression of
appreciation to familiar books
Study Strategy -independently uses strategies in accomplishing
literacy-related tasks
Competencies
Talk about one’s activities/ responsibilities in the community
EN2OL-IIab-1.3.3
Engage in a variety of ways to share information (e.g. role playing,
reporting, summarizing, retelling and show and tell)
EN2SS-IIa-e1.2
Perform dialogues, drama, mock interview, TV talk show etc.
EN2A-IIa-e7.4
Listen to a variety of media including books, audiotapes videos and
other age-appropriate publications and
g. Relate story events to one’s experience

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 h. Discuss, illustrate, dramatize specific events
i. Identify the problem and solution
j. Retell a story listened to
EN2LC-IIa-j1.1
Recognize proper eye movement skills (transfer skills)
 left to right
 top to bottom
 return sweep
EN2BPK-IId-e5
Derive meaning from repetitive language structures
EN2V-IId-e-6
Verbs
EN1G-IIa-e-3
Recognize common action words in retelling, conversation, etc.
EN1G-IIa-e3.4
Give the beginning letter of the name of each picture
EN2AK-IIa-e-3
Day 1
Talk about one’s activities/ responsibilities in the community
EN2OL-IIab-1.3.3
Learning Objectives Engages in a variety of ways to share information (e.g. role playing,
reporting, summarizing, retelling and show and tell)
EN2SS-IIa-e1.2
Performs dialogues, drama, mock interview, TV talk show etc.
EN2A-IIa-e7.4
Subject Matter  Expressing one’s activities/responsibilities in the community
 Engaging in a variety of ways to share information (e.g. role
playing, reporting, summarizing, retelling and show and tell)
 Performs dialogues, drama, mock interview, TV talk show
etc.
References TM, TG, BOW, Let’s Begin Reading in English 2 page 365 (others)
Procedure Grouping Structures (tick boxes):
 Whole Class
Use these letter icons to show Describe the parts of the lesson (for  Ability Groups
methodology and assessment

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activities. example the introduction), where  Friendship Groups
you may address all grade levels as  Other (specify)
Direct Teaching one group.  Combination of Structures
 Mixed Ability Groups
 Grade Groups
Teaching, Learning and Assessment Activities
Primer:
Poem:
“ I Am Part of a Community”
(See Appendix 1)
T
Say: Are you a part of the community?
What are the activities/reponsibilities that you do in your
community?

Here are the activities/responsibilities that you

usually do? (See Appendix 2)
G
Group A – Color My World!
Directions: Color the pictures that shows proper
attitude in doing activities/responsibilities in the
community. Tell something about it. (See Appendix 3)

Group B - Lights! Camera Action!

Directions: Read the situation and act it out.
(See Appendix 4 )

Group C – Paint Me a Picture!

Directions: Draw and explain the place you want to live in. Tell
someting about it.

Group D – It’s Q & A Time!

Directions: Perform a simple dialogue on how to maintain the
cleanliness of the community.

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 T
Presentation of outputs

I
Directions: How do you help in taking care of your community?
( Answer orally).

Remarks
Reflection
Day 2
Listens to a variety of media including books, audiotapes videos and
other age-appropriate publications and
a. Relates story events to one’s experience
b. Discusses, illustrate, dramatize specific events
Learning Objectives c. Identifies the problem and solution
d. Retells a story listened to
EN2LC-IIa-j1.1
Recognizes proper eye movement skills (transfer skills)
 left to right
 top to bottom
 return sweep
EN2BPK-IId-e5
Derives meaning from repetitive language structures
EN2V-IId-e-6
Subject Matter  Relating story events to ones’s experience
 Dramatizing specific events
 Identifying problem and solution
 Retelling a story listened to
 Recognizing proper eye movement skills
 Deriving meaning
References TM, TG, BOW, (others)
Procedure
Primer

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 ”It’s I, You, We, Who Builds the Community” (See
Appendix 5)
T
Say:
This is the proper eye movement when reading. It must start from
the left going to the right; top to bottom; and return sweep.
Unlocking of difficulties (See Appendix 6)

Listen to the short story entitled ”Joining the Clean – Up Drive”

(See Appendix 7 )

(Note: The teacher will read the story using bigbook) .

G
Group A – The Past!
Directions: Recall your experiences related to the story you have
heared. Share to your groupmates and then, a volunteer shares
his/her own experience to the class.

Group B -Tell Me!

Directions: Arrange the following pictures and tell it to the class.
(See Appendix 8)

Group C – Act-It-Out
Directions: Dramatize the event in the story that you like best. (See
Appendix 9)

Group D – Solve Me!

Directions: Read the short story.
Identify the problem and give the solution on the space provided.
(See Appendix 10)
T
Presentation of outputs
Remarks
Reflection
Day 3

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 Verbs
EN1G-IIa-e-3
Objectives Recognize common action words in retelling, conversation, etc.
EN1G-IIa-e3.4
Give the beginning letter of the name of each picture
EN2AK-IIa-e-3
Subject Matter  Verbs
 Recognizing common action words in retelling and
conversation etc.
 Giving the beginning letter of each picture

References TM, TG, BOW, (others) TM, TG, BOW, (others)

Procedure Teaching, Learning and Assessment Activites

Primer
Recall the story “ Joining the Clean-Up Drive”
T
Say:
The word pick, water, sweep and plant which are taken from the
story are called verbs, because they show action. It tells what
someone or something does.

Guess the actions that I am going to act out.( sweeping, drinking,

praying, jumping, etc)

Here are other examples of action word. (See Appendix 11)

G
Group A – Singing-Bee
Directions: Present action words song. Tell the action word found in the
song. (Note: Let them identify the action)

Group B – Capture Me!

Directions: Identify the actions from the picture.Tell it to the class.
(See Appendix 12)

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 Group C – Choose Me!
Directions: Choose the correct action words that describe the picture.
Encircle the beginning letter of your answer. (See Appendix 13)

Group D – Complete Me!

Directions: Complete the sentences by filling up the correct action
words. (See Appendix 14)
T
Presentation of outputs
I
Directions: Read the poem and encircle all the action words. (See
Appendix 15 )
Remarks
Reflection

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