SAMPLE LESON PLAN IN ENGLISH GRADE II

Week 1: STORY TRACK: MEANING

I. OBJECTIVES:
At the end of the week the pupils are expected to:
1. Describe / talk about ones self/experience
2. Give the meaning of new words through pictures, actions and context clues.
3. Answer wh-questions in the story listened to.
4. Respond to a story through different engagement activities
5. Identify the beginning sound of a word.
6. And produce the sound of /k/ in words with c
7. Produce correctly all consonant sounds.
8. Use nouns in sentences (people and animals)
9. Identify and supply the English word equivalent of words in the mother tongue or in
Filipino.
10. Use personal experience to make predictions about text to be listened to.
11. Validate predictions made after listening.
12. Act-out parts of the story

II. SUBJECT MATTER

A. Topics :
1. Oral Language:
Describing/talking about ones self/experience, giving the meaning of new words
through context clues, pictures and actions and answering wh-questions.
2. Phonemic Awareness
Identifying and producing the beginning sound of a word
3. Phonics and Word Recognition
Knowing all consonant letter sounds
4. Grammar
Using nouns in sentences (people and animals)
5. Vocabulary
Identifying and supplying the English word equivalent of words in the mother tongue
or in Filipino.
6. Listening Comprehension
Using personal experience to make predictions and text to be listened to
7. Attitude
Act-outing some parts of the story.
B. References:
K 12 Curriculum Guide
BRIGHT BOOK Part 2 pp. 36-42
 C. Materials
Big Book, pictures, cut-outs, realia, songs, worksheets, charts
D. Theme
Taking care of animals
E. Value Focus
Love and care for animals

III. LEARNING ACTIVITIES

Day I

A. Pre-reading
1. Drill:
Teacher flash cards with beginning sound /k/
Can cane corn
Car care candy
Cap cart comb
2. Activating Prior Knowledge:
Ask: Do you have pets at home? What is your pet?
Let the pupils describe their pet and write on the board using semantic web. The pupils
should be encouraged to talk on their own experiences.
Ex. Cute

Cotton white cat Cathy

Let pupils formulate simple sentences using the words on the web.
Example:
- I have a pet cat.
- Cathy is her name.
- She is a cute cat.
- Her color is cotton white.

Call another pupil to describe his/her pet at home.

Do the same with other pets given by the pupils.

3. Developing a Purpose for Reading

Say: Today, we are going to listen to the story
Cami Cat and the Cuckoo Bird
The author is Lourdes C. Visaya and the illustrator is Larry A. Dodiola.
- Present the motive question.
Ask: What do you think Cami Cat did to Cuckoo bird?
(Show book cover)
Guide the pupils to make their guesses to be written in the prediction chart.

QUESTION GUESSES WHAT REALLY HAPPENED

What did Cami cat do to
cuckoo bird?

4. Unlocking of Difficulties
Unlocking of words through actions, pictures and context clues. The pupils may give
the equivalent words in Filipino and in mother tongue as many words as they can to
develop their vocabulary skills
a. Curled up
Show a picture of a cat curled up in the sofa. Say: Look at the cat. The cat is curled
up in the sofa.
Let pupils do the action of curled up for more emphasis. Ask the equivalent words
in Filipino and mother tongue.
b. Couch
Showing the picture, say: This is a couch.
Ask: What do you do with the couch? Where do you find a couch?
Another word for couch is sofa. Teacher may solicit another synonyms from the
mother tongue or in Filipino.
c. Creep
Show the picture. Say: Look at the cat. It creeps. Ask: Who can show how to
creep?
d. Cuckoo bird
Show a clock with cuckoo bird. Say: The cuckoo bird moves in and out saying
cuckoo.. cuckoo. Cuckoo.. Let us be cuckoo birds. Say: cuckoo.. cuckoo.
Cuckoo..
 B. During Reading:
Teacher reads the story to the class using the big book.

Cami Cat and the Cuckoo Bird

Cora comes with a new pet cat named Cami cat

She looks at Cami Cat cutely curled up in the car.
Cora puts the cat down on a couch in one corner of the sala and says,
This couch is your bed for your catnaps. Ok, stay here as I get your food.
Cora comes back with a cupful of milk and a plate of macaroni with corn, cookies and cake.
Here, enjoy your meal. Then, Cora tells Cami Cat, Take care and be good while I am out.
And Cami Cat falls asleep.
Cuckoo! Cuckoo! Cuckoo! Whats that? She asks and starts looking around to see where the
sound is coming from. Ah, its a bird, a bird from that big clock up there.
It will make a good meal for me.

Quietly, Cami Cat creeps across the carpet and climbs up the curtain.
She tries to catch the cuckoo bird, but she cant.
Cuckoo birds moves in and out of the big clock.
It moves out . . . in and out.
It moves out . . . in and out.
Finally, Cami Cat catches Cuckoo Bird.
I got you, Cuckoo Bird! and holds it tight.
But Cuckoo Bird is just a wooden bird. Cami Cat says,
This bird is not cat food at all!

C. Post Reading
a. Answering the motive question.
b. Processing answers in the prediction chart.
c. Comprehension Check:
- What is Coras pet?
- What is his name?
- What serves as Camis bed?
- What is Camis food?
- Do you think Cami enjoys her meal? Why?
- Do you think Cora loves Cami? Why do you think so? Do you also do the same to your
pets?
- If you were Cora in the story, will you give the same food to Cami? Why?
- Do you do the same to your pets? Why?
- If Cami could talk, what do you think she would say to Cora? Why?
After comprehension check, present the story again.

Let the pupils give words that begin with the sound /k/. Produce the beginning sound of the
words.
Reading of words with beginning sound /k/.
Example:
Cart catsup candy
Can cane crop
Corn cape crib

Day 2

1. Review of the story Cami Cat and the Cuckoo Bird)

Asks the comprehension - check questions again in order to recall the events that happened in
the story.

D. Engagement Activities
Group I: Draw the characters in the story.
Show it to the class and tell something about each character.

Group II: Situation: Cami Cat hears Cuckoo bird inside the big clock. The cuckoo bird
moves in and out of the clock making the sound, cuckoo. Cuckoo. Cuckoo Cami
Cat was surprised, she says, meow.. meow meow..

Group III: Color the box if it happened in the story.

Cuckoo bird and Cami Cuckoo bird slept in a couch.

Cat became friends.

Cami cat caught Cami cat lived inside a big couch.

Cuckoo bird.

Cami cat discovered that

Cuckoo bird was not a real bird
 Group IV: How does Cami cat feel..

1. When Cora gives her a couch and some food?

2. When she hears the sound of Cuckoo bird?
3. When she catches Cuckoo bird but can not eat it?
4. When Cuckoo bird moves in and out of the clock?

Put the number below each face.

Sad face happy face surprised face Angry face

2. Discussion:

Discussions will be based on the group activities presented by each group.

3. Processing of Activities.
Teacher will process the activity done by the 4 groups. Responses are written on the
chart.

GROUP ACTIVITY WHAT HAVE YOU LEARNED

4. ENRICHMENT ACTIVITY:
Draw your pet in a short size bond paper.
Say to the class how you can show your love to your pet?
Ex. To show my love to my pet, I _____________.
 DAY 3
PRIMER TRACK

LETTER AND SOUND FESTIVAL

( Note: Decorate the room in a festive mode, Hang banderitas with the alphabets written
on them.)
1. Review the consonant sounds through the Letter ansd Sound Festival.

1.1 Preparatory Activities.

Lead the class to sing an action song to the tune of Jolly Good Fellow

ITS ALPHABET FIESTA

Its fiesta! (chant)

Were going to the fiesta (3X)
Were going to the fair .
To see the alphabets (3X)
Hanging on the air.
CHORUS:
Oh! Shake it! Shake it! Shake it!
Shake it everywhere!
Oh! Get it! Get it! Get it!
Get it in the air.
Oh! Shout it! Shout it! Shout it!
Shout it loud and clear!

2. Present another activities to be performed by the pupils.

Activities that use real objects will be done first.

2. 1 SHOW AND TELL

Pupils show and name objects found in the room.
Pupils give the beginning sound.

2.2 THE BOAT IS SINKING

Semi concrete

2.3 Pabitin
2.4 Spin a wheel
 2.5 Picture name
2.6 Final sound /k/ picture name

Semi Abstract

2.7 Puzzle
2.8 Words with beginning sound /k/

Abstract

2.9 Clapping Hands Game

2.10 Mystery word
3. Writing:
Follow writing activity as suggested.

4. Generalization:
Ask: What sound did we learn today?
What is the letter name for /k/?

5. Enrichment Activity:
Let pupils do FILL THE WORD CUPS ACTIVITY. Orally.

DAY 4 Grammar Lessons

1. Review:
Recall some of the activities done on day 3.
What sound we learned for 3 days?

2. Do Preparatory Activities up to Generalization.

Modifications Made:
Additional HOTS questions for comprehension check-up.
Example: Do pets do something good for us? In what way?

Generalization: What do you call words that name persons like Carlo and Carla? Name of animals
like cat and dog?
 DAY 5

1. Application:

Do the DEAL OR NO DEAL and Give Me That Sound

2. Evaluation:
A. Direction: Underline the words that name people or person and encircle the words that name
animals.
1. Carlos feeds his carabao.
2. The cow is owned by Camilo.
3. The child has a calf.
4. The counselor gives me a fried catfish for my dinner.

B. Copy all the words that has a beginning sound of /k/.

3. Assignment:
Look for animals that are found in your place. Draw at least one (1) of them.

Prepared by:

ILIGAN CITY DIVISION DELEGATES

1. Adelina P. delos Reyes EPS-I English elementary

2. Jose S. Bagunas PSDS
3. Guillermo L. Fuentes PSDS
4. Nieves M. Ebon P-I
5. Simplicia J. Razo P-I
6. Divina Gracia L. Gapor P-I
7. Romeo O. Larita HT-III
8. Michael O. Emano HT-III
9. Avemar T. Gonzaga HT-III