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2016 03 31 Basa Pilipinas Quarter 4 Grade 2 English Teacher's Guide (Second Edition) PDF
2016 03 31 Basa Pilipinas Quarter 4 Grade 2 English Teacher's Guide (Second Edition) PDF
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BASA PILIPINAS
TEACHER’S GUIDE
GRADE 2 ENGLISH
QUARTER 4
MARCH 2016
This learning resource was produced with the generous support of the American people through
the United States Agency for International Development (USAID) under the Basa Pilipinas Project
and the Department of Education.
TEACHER’S GUIDE GRADE 2 ENGLISH
Grade 2 Quarter 4
Produced under USAID/Basa Pilipinas with support from the Department of Education (DepEd)
Layout Artists: Emerson John Lozanta, Maritoni Rejano, and Harry James Creo
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Non-text materials, i.e., songs, stories, poems, pictures, photos, brand names, etc. included in this
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Teacher’s Guide are copyright to their respective owners. The publisher and authors claim no credit
or ownership over them. Every effort has been exerted to locate and seek permission to use these
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materials from their respective copyright owners.
A selection of stories from Adarna House, Tahanan Books, and Vibal Publishing House were used
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No part of this material may be reproduced or transmitted in any form or by any means, electronic
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or mechanical, including photocopy, or any information storage and retrieval system without
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DEPED COPY. All rights reserved. No part of this learning resource may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. Second Edition, 2016.
GRADE 2 ENGLISH TEACHER’S GUIDE
CONTENTS
Week 31: Respect and Kindness to Others. . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Weekly Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
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Week 34: Conserving Energy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
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Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
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Week 35: Gratitude and Appreciation for What We Have . . . . . . . . . . . . . . 99
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
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Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
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QUARTER 4 WEEK 31
WEEK
31
TEACHER’S GUIDE
GRADE 2
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TEACHER’S GUIDE GRADE 2 ENGLISH
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G • EN2G-IVa-b-4.2.1
Use singular pronouns
(e.g. I, you, he, she, it in dialogues)
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SS • EN2SS-IVa-b-2
Arrange words alphabetically by the
first letter
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Structures
real objects, illustrations,
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2 electronic or mechanical including photocopying – without written permission from the DepEd Central Office. Second Edition, 2016.
QUARTER 4 WEEK 31
• Teacher asks questions allowing pupils to talk • Pupils talk about respect and kindness to
about respect and kindness to others others
• Teacher introduces a poem or song that • Pupils recite a poem or sing a song
pupils will learn
• Pupils participate in read along of text
• Teacher encourages pupils to read along
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c. Oral Language/Grammar, Study Skills,
(choral reading, echo reading etc.)
and Spelling games
c. Oral Language/Grammar, Study Skills,
• Pupils practice short vowel sounds,
and Spelling games
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alphabetical order, and elements of speech
• Teacher introduces a game to practice by playing a game
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short vowel sounds, alphabetical order, and
elements of speech
1. Routine 1. Routine
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3. Read Aloud Story: The Black Kitten • Pupils listen to the teacher using words,
phrases, or expressions that are unfamiliar
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Pre-Reading Activities
• Pupils talk about words, phrases,
• Teacher unlocks unfamiliar words and
or expressions that are unfamiliar
expressions
• Pupils play a game using words, phrases,
• Teacher models using new vocabulary
or expressions that are unfamiliar
and structures
3. Pupils complete exercises with pronouns
• Teacher introduces a game to practice new
vocabulary and structures
V – Vocabulary Development LC – Listening Comprehension RC – Reading Comprehension
ATR – Attitude Towards Language, Literacy, and Literature SS – Study Strategies
* – Basa-added Objective
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TEACHER’S GUIDE GRADE 2 ENGLISH
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2
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• Use comparative adjectives when
comparing features of people,
places, or things*
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4 electronic or mechanical including photocopying – without written permission from the DepEd Central Office. Second Edition, 2016.
QUARTER 4 WEEK 31
2. Read Aloud Story: The Black Kitten 2. Read Aloud Story: The Black Kitten
• Teacher asks questions about pets and what • Pupils share experiences related to the story.
their pets do for their family They talk about the cover of the story and
make predictions.
• Teacher asks questions to elicit predictions
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• Pupils review words, phrases, or expressions
• Teacher unlocks unfamiliar words and
that are unfamiliar
expressions
During Reading Activities
During Reading Activities
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• Pupils listen attentively to the story read and
• Teacher reads the story to the pupils and
make predictions based on the characters,
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pauses for pupils to predict possible ending
incidents, and settings
based on the characters, incidents, and
settings After Reading Activities
D
• Teacher asks questions about the story: who, 3. Concluding the Session
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2. Retelling of the Read Aloud Story: 2. Retelling of the Read Aloud Story:
The Black Kitten The Black Kitten
• Teacher shows pictures to help pupils retell • Pupils retell the story
the Read Aloud story
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TEACHER’S GUIDE GRADE 2 ENGLISH
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V • EN2V-IVa-e-21 • Short a
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4 F • EN2F-IVa-d-4
Read phrases, sentences, and
stories consisting of short a
D
5
• EN2WC-IVa-1.1
Brainstorming
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6 electronic or mechanical including photocopying – without written permission from the DepEd Central Office. Second Edition, 2016.
QUARTER 4 WEEK 31
• Teacher asks pupils about their predictions • Pupils answer questions about common terms
and tells them to watch and listen for key in English relating to parts of a book and they
themes and details identify the title, author, and illustrator, and
tell what they do
During Reading Activities
During Reading Activities
• Teacher rereads the story pausing at
some parts to ask questions and check • Pupils participate actively during the
comprehension rereading of the story
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4. Concluding the Session • Pupils discuss the story
1. Routine 1. Routine
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2. Short a and high frequency words 2. Short a and high frequency words
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• Teacher leads an activity with short a and • Pupils complete activities for short a and high
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3. Fluency: practice reading the poem 3. Pupils practice reading the poem “RESPECT”
“RESPECT”
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2. Brainstorming 2. Brainstorming
• Teacher conducts a brainstorming activity • Pupils brainstorm words used for describing
of words used for describing or for qualities or for qualities people have
people have
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TEACHER’S GUIDE GRADE 2 ENGLISH
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8 electronic or mechanical including photocopying – without written permission from the DepEd Central Office. Second Edition, 2016.
QUARTER 4 WEEK 31
4. Concluding the Session: Sharing and Reading 4. Concluding the Session: Sharing and Reading
• Teacher invites pupils to share their drawing • Pupils show their works to each other in
and written work in groups of four groups of four and talk about it
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. Second Edition, 2016. 9
TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
DAY OBJECTIVES
• EN2A-IVa-e-1 Participate/engage in a read-along of texts
1
(e.g. poetry, repetitive text)
• EN2G-IVa-b-4.2.1 Use personal pronouns (e.g. I, you, he, she, it, we, they)
in dialogues
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During Week 31, the teacher observes five pupils per day during
during reading in groups English period and assesses their Listening/Reading Comprehension
and observe all pupils in the using this table:
course of the two-week
period.
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1 2
Identifying
Is not able to Is able to identify
RC elements of
C
identify the the elements of a
a story
elements of a story story
D
1 ROUTINE
E
EP
a. Sharing Information
BRIDGING
• Teacher explains that the weekly theme is “Respect and Kindness
When pupils are sharing to Others.” In English, we will study the words we use to talk about how we
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information, let them use demonstrate respect and what we do when we are kind to others.
words or expressions
in Mother Tongue or • Teacher lets pupils talk about this in pairs: What are the things you do
Filipino or let them when you want to be kind to someone? Then, he or she picks 1–2 names
show you with gestures from a box or bowl. These pupils will share in front of the class.
and movements if that b. Poem: “RESPECT”
is easier, then model
how to say the words in • Teacher introduces the poem, “RESPECT,” that pupils can learn.
English. He or she explains a few words and expressions such as: respect,
caring, polite, courtesy, glue.
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10 electronic or mechanical including photocopying – without written permission from the DepEd Central Office. Second Edition, 2016.
QUARTER 4 WEEK 31
NOTES
“RESPECT” NOTE
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Time should be spent
pointing out the
differences between
2 PERSONAL PRONOUNS Filipino and English.
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There are two main
• Teacher explains that there are words we use in English instead of
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differences:
the name of people or animals. These are called pronouns.
We know them in Filipino as panghalip. Today, we are going to In Filipino, siya is used
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talk about the pronouns that refer to only one person or thing. for both a male/boy and
female/girl. In English,
• The teacher writes the Filipino pronouns and English equivalents
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female/girl.
Filipino Panghalip English Pronouns
In Filipino, we have the
word ito which means
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NOTE
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
Filipino Panghalip English Pronouns
siya he
siya she
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O
ito it
C
• Teacher says that we use pronouns a lot in English and so it is
important to practice these small words.
D
• Teacher says they will play a game of “Point to” with some
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pronouns (I, you, he, she, it). He or she says a pronoun (not in
order) and for each pronoun, pupils point:
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PRE-READING ACTIVITIES
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12 electronic or mechanical including photocopying – without written permission from the DepEd Central Office. Second Edition, 2016.
QUARTER 4 WEEK 31
• Teacher explains why people use these names for the black cat,
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using pictures of a witch and a black cat, some charcoal.
Teacher says: Sometimes, old stories were told about witches having
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black cats and that’s why we may call a black cat, Spook. There are
old stories or superstitions about black cats being bad luck. That is
why we may call a black cat, Bad Luck. Last, charcoal is something we
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use to cook food and it is black. So some people may call a cat, Charcoal.
(3) sob, sobbed
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When you cry hard, you sob. Have you ever sobbed? Or do you know
someone who has sobbed? What happened?
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(4) mused BRIDGING
Teacher says: Sometimes we dream in the daytime and we think Some words are easy to
about things that could happen, or how we could solve a problem. We can explain by showing the
use the word think and we can use the word muse. picture in the book.
(5) weather bureau
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES Teacher says: In every country, there is a government agency that studies
the sky, the winds, and the clouds. In the Philippines, we have PAGASA.
They can tell us days before if it will rain, or if the sun will shine.
PAGASA can also be called the weather bureau in English. The
weather bureau is the office that tells us when a typhoon is coming.
(6) statue
(7) adopt
Teacher says: When you take in an animal or take in a child that is not
your own, we say you adopt.
(8) quiver
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shake, we quiver. When you are very very happy, you quiver with joy.
Can someone show me how they would quiver?
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Did you ever quiver with joy? When?
C
I quivered with joy when _______________________.
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(9) scamper
child runs fast, we say it scampers. Scamper is another word for run.
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When you scamper, you are light and quick. Can someone show me how you
would scamper?
4
D
SPELLING
e. The teacher tells pupils to spell the word orally and write the word.
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14 electronic or mechanical including photocopying – without written permission from the DepEd Central Office. Second Edition, 2016.
QUARTER 4 WEEK 31
Teacher tells pupils to ask a family member to help them practice cat, rat, sat, hat, man, fan,
their spelling words. ran, rap, tap, sap, tab, jam
OBJECTIVES DAY
• EN2A-IVa-e-1 Participate/engage in a read-along of texts
2
(e.g. poetry, repetitive text)
• EN2G-IVa-b-4.2.1 Use personal pronouns (e.g. I, you, he, she, it, we, they)
in dialogues
PY
• EN2SS-IVa-b-2 Arrange words alphabetically by the first letter
* Basa-added objective
E
1 ROUTINE
EP
a. Poem: “RESPECT”
D
b. Sharing Information
• Teacher lets pupils talk in pairs. What kind of pet does your family have?
Does this pet do anything to help the family?
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TEACHER’S GUIDE GRADE 2 ENGLISH
Teacher explains that they will pretend that they are putting food
BRIDGING into a basket in alphabetical order. Each pupil in turn contributes
something that begins with the letter of the alphabet (A-L).
Explain to the pupils All the pupils then repeat the entire list.
that words in English
are separated by spaces Teacher begins the game: I put in an apple.
in writing. The same is Pupil 1: I put in an apple and a banana.
true in Mother Tongue
and Filipino. Have them All pupils: I put in an apple and a banana.
practice dividing spoken
Pupil 2: I put in an apple, a banana, and a cookie.
sentences into individual
words starting with All pupils: I put in an apple, a banana, and a cookie.
poems and songs they
know in English. And so on!
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PRE-READING ACTIVITIES
a. Making Predictions
O
• Teacher shows the cover of the Read Aloud story, The Black Kitten,
C
and asks a pupil to read the title. He or she then asks pupils to
describe what they see on the cover. He or she asks pupils what
they think the story ,The Black Kitten, might be about.
D
• Then, he or she asks pairs to discuss: What do they see on the cover?
What do you think will happen in this story titled, The Black Kitten, the cat,
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and the little girl on the cover? He or she asks a few pairs to share their
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answers.
• Teacher opens the Read Aloud story, The Black Kitten, and shows
the illustrations on pages 1, 3, and 5 and asks pupils to describe
D
what they see. He or she asks pairs to discuss: Why do you think
these people look mean or scared? How do they feel about the cat? Why do you
think so? He or she asks a few pairs to share their answers.
Teacher asks: If you look at the cover and then at these three pages, what
do you think will happen to the cat in the story? Then, he or she asks
pupils to discuss in pairs. After the discussion, he or she asks a few pairs
to share.
Teacher reads the story, The Black Kitten, to the pupils. Before reading
page 10, he or she asks pupils: What do you think will happen here?
Then, he or she asks pupils to discuss in pairs. He or she asks a few
pairs to share. After pupils share, teacher finishes reading the story.
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16 electronic or mechanical including photocopying – without written permission from the DepEd Central Office. Second Edition, 2016.
QUARTER 4 WEEK 31
3
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ELEMENTS OF THE STORY
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
DAY OBJECTIVES
• EN2A-IVa-e-1 Participate/engage in a read-along of texts
(e.g. poetry, repetitive text)
3 • EN2PA-IVa-b-3.1 Demonstrate the concept of word by dividing spoken
sentences in English into individual words
• EN2G-IVa-b-4.2.1 Use personal pronouns (e.g. I, you, he, she, it, we, they)
in dialogues
• EN2OL-IVa-b-3.3 Talk about texts identifying major points and key themes*
1 ROUTINE
PY
a. Sharing Information
BRIDGING
• Teacher lets pupils talk in pairs. Do you like the story, The Black
When pupils are sharing
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Kitten? Why? Why not? He or she gives them a sentence frame to
information, let them use complete.
words or expressions
C
in Mother Tongue or I like the story because _____.
Filipino or let them show I don’t like the story because _____________.
D
Teacher asks: Does the little girl care for the cat? How? What does the
cat say she will do to earn the respect of her new owner?
D
b. Poem: “RESPECT”
Pupils recite and do movements as a class. Teacher asks pupils
to divide spoken sentences from the poem into words.
c. Alphabetical Order
• Teacher writes five words from the Read Aloud story on the
board:
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18 electronic or mechanical including photocopying – without written permission from the DepEd Central Office. Second Edition, 2016.
QUARTER 4 WEEK 31
NOTES
Teacher shows the pictures from the Read Aloud story, The Black BRIDGING
Kitten, one by one, and calls on pupils to say what happened.
As they retell the story, the pupils act out the actions. Explain to pupils that
putting words in
Do you think the people who called Ignacia Spook, Bad Luck or Charcoal
were respectful? Why or why do you not think that they were respectful?
PY
DURING READING ACTIVITIES O
• Teacher begins to read the book. He or she pauses at certain
points to ask questions.
C
• Teacher explains that they will discuss major points and pause,
and check the words and pictures to notice the details. He or she
D
Pages 2 to 7: What did the people think of Ignacia? What are the details Book and Print
in the story and the pictures that support your answer?
EP
Knowledge
Pages 10-11: What are the details in the words and pictures that help us Review English terms for
predict that this house is a nice house? parts of a book.
D
Pages 12-16: What did Ignacia say she will do if she is adopted?
(several answers)
Page 19: Why do you think Ignacia was quivering with joy?
Teacher asks: What happened at the end of the story? He or she lets
pupils talk in pairs and gives them a sentence frame to complete.
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TEACHER’S GUIDE GRADE 2 ENGLISH
Pages 25-28: Teacher asks: What did the little girl do to show Ignacia
she cared? Do you think the little girl was respectful and caring? Give an
example.
PY
Do you think Ignacia and the little girl will be happy together? Why do you
think so? He or she gives them a sentence frame to complete.
O
Ignacia and the little girl will be happy together because _______.
C
• He or she picks a few pairs to share their responses.
D
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QUARTER 4 WEEK 31
NOTES
OBJECTIVES DAY
• EN2A-IVa-e-1 Participate/engage in a read-along of texts
(e.g. poetry, repetitive text)
PY
• EN2PWR-IVa-c-1 Read words with the short a sound in CVC pattern
(cat, man, bag)
1 ROUTINE
E
EP
a. Sharing Information
• Teacher explains the saying, “What counts is what is on the
inside.” What does that mean? How does it describe Ignacia, the cat?
D
• Teacher lets pupils talk in pairs. What did the people at the beginning of
the story think of Ignacia? Did they try to get to know her? How was Ignacia
different on the outside than from the inside?
• He or she picks 1–2 pupils using any method (e.g., pupils whose
first name begins with the m sound. These pupils share in front of
the class.
b. Poem: “RESPECT”
• Pupils recite and do movements as a class. Teacher asks pupils to
divide spoken sentences from the poem into words.
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES c. Spelling
• Teacher asks pairs to practice spelling words with the short a
WORDS WITH THE
vowel sounds. He or she gives them a list of: words to practice:
SHORT a SOUND
(1) Teacher uses the word. For example: man.
cat, rat, sat, hat, man, fan,
ran, rap, tap, sap, tab, jam (2) Teacher uses the word in a short sentence. For example: The man
has a fan.
(3) He or she stresses the short a sound. For example: Man is a word
that rhymes with fan, and has the short a vowel sound.
(5) The teacher tells pupils to spell the word orally and write the
word.
(6) He or she has the pupils check to see if they wrote it correctly.
PY
• Teacher goes around and observes pupils.
d. Alphabetical Order
O
Teacher asks pairs to put their spelling words in alphabetical order.
He or she asks a few pairs to share their answer. He or she then
C
writes the words in alphabetical order on the board.
D
e. Pronouns
• Teacher plays the game, “Point to,” with pronouns (see Day 1).
E
EP
• Tell pupils that they will be learning some new words which they
will be seeing a lot. Teacher writes the four words: and, came,
from, have on cards and posts on board. Teacher reads each word
and then writes the word in a short sentence using the word in
context with CVC (short a) words.
• The teacher asks pupils to read the sentences to their partner, then
read it for the second time.
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22 electronic or mechanical including photocopying – without written permission from the DepEd Central Office. Second Edition, 2016.
QUARTER 4 WEEK 31
NOTES
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OBJECTIVES DAY
• EN2S-IVa-e-2 Spell words with short a sound in CVC pattern
5
O
• EN2G-IVa-b-4.2.1 Use personal pronouns (e.g. I, you, he, she, it, we, they)
in dialogues
C
• EN2LC-IVi-j-2.6 Retell and/or reenact events from a story
• EN2WC-IVa-1.1 Brainstorming
E
EP
1 ROUTINE
D
a. Spelling
WORDS WITH THE
Teacher gives a spelling test on words with short a vowel sounds SHORT a SOUND
from the list given on Days 1 and 4.
cat, rat, sat, hat, man, fan,
ran, rap, tap, sap, tab, jam
b. Retelling of Read Aloud Story: The Black Kitten
Teacher shows the pictures of the Read Aloud story, The Black
Kitten, one by one, and calls on pupils to say what happens to
Ignacia, how does she feel and what does she do. As they retell the
story, the pupils act out the actions.
c. Sharing Information
• Teacher lets pupils talk in pairs. He or she explains the terms
name-calling and bullying.
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES Teacher asks: How would you apply these terms to the treatment of
Ignacia, the black cat, at the beginning of the story. Have you ever felt lonely?
What can you do to help someone who is feeling lonely?
• Then, he or she picks 1–2 pupils (pupils whose first name begins
with the /s/ sound). These pupils will share in front of the class.
• Teacher explains the term outcasts and asks: Does this word describe
Ignacia? Explain how Ignacia gained her self-respect and the respect of the
little girl.
2 BRAINSTORMING
• Teacher should remind pupils that the poem they have been
reading this week, “RESPECT,” is an acrostic poem.
PY
Teacher says: Today we will write an Acrostic poem about Ignacia.
O
I is for__________
G is for__________
C
N is for__________
A is for__________
C is for__________
D
I is for__________
A is for__________
E
EP
Teacher says:
Group A, look through the Read Aloud book we have already read.
Find descriptive words that could describe Ignacia.
Group B, think about the songs we sing in class. What descriptive words
are in these songs that could describe Ignacia?
Group C, look at the rhymes and poems we read in class. What descriptive
words are in these rhymes and poems that could describe Ignacia?
Group D, think about the proverbs and slogans we use such as, “It’s more
fun in the Philippines.” What descriptive words are in these proverbs and
slogans that could describe Ignacia?
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QUARTER 4 WEEK 31
PY
tolerant, tremendous, truthful, useful, understanding, ultimate,
unique, upbeat, vivacious, victorious, vocal, valuable, very
wonderful, wise, witty, young, yummy, zany, zesty
O
3 PRONOUNS
C
“I Can Do it” on page 121 and “We Can Do It” on page 157 in the
Learner’s Material (LM).
E
4
EP
Teacher corrects the pronoun and work together with the class.
D
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QUARTER 4 WEEK 32
WEEK
32
TEACHER’S GUIDE
GRADE 2
PY ENGLISH
O
C
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TEACHER’S GUIDE GRADE 2 ENGLISH
PY
Use personal pronouns (e.g. I, you,
Daily
he, she, it) in dialogues
SS • EN2SS-IVa-b-2
Arrange words alphabetically by the
O
first letter
C
E D
CVC pattern
PWR • EN2PWR-IVa-c-1
1 Read short a words in CVC pattern
(cat, man, bag)
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QUARTER 4 WEEK 32
• Teacher asks questions allowing pupils to talk • Pupils talk about products their community is
about products their community is known for known for
• Teacher encourages pupils to read along • Pupils recite a poem or sing a song
PY
(choral reading, echo reading etc.)
• Pupils participate in read along of text
c. Grammar, Phonics, Study Skills, Games,
c. Grammar, Phonics, Study Skills, Games,
and Activities
O and Activities
• Teacher conducts games to practice rhymes
• Pupils practice rhymes and reading words
with short a
C
with short a and other short vowel words by
• Teacher introduces activities to develop playing games
vocabulary
D
1. Routine 1. Routine
(same as above under Daily Activities) (same as above under Daily Activities)
EP
• Teacher walks class through a retelling of the • Pupils retell the Read Aloud story,
D
Read Aloud story, The Black Kitten by showing The Black Kitten
pictures
3. Words with short a and e
• Teacher leads pupils to write an acrostic
• Pupils practice reading words by playing
poem
a game
2. Words with short a and e
3. Composing Activity: Writing an Acrostic
Teacher introduces a game to practice spelling Poem
words with short a and Short e words (add a
• Pupils participate in generating ideas to write
letter, change the word)
an acrostic poem
V – Vocabulary Development LC – Listening Comprehension RC – Reading Comprehension
ATR – Attitude Towards Language, Literacy, and Literature SS – Study Strategies
* – Basa-added Objective
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TEACHER’S GUIDE GRADE 2 ENGLISH
PY
OL • EN2OL-IVa-b-3.3 • Leveled Reader: Do Your Chores
Use an understanding of characters,
• Use New Vocabulary and
incidents, and settings to make
O
Structures
predictions
BPK • EN2BPK-IVa-b-4 • Read a Leveled Reader
C
Identify the common terms in
• Short e and Short a Words
English relating to part of book
D
OL • EN2OL-IVa-b-3.3
Talk about texts identifying major
EP
reading
F • EN2F-IVa-d-4
Read phrases, sentences, and
stories consisting of short a
words, and some sight words with
appropriate speed, accuracy, and
proper expression
PWR • EN2PWR-IVa-c-2.9
Match pictures with short a words
PWR • EN2PWR-IVa-c-1
Read short a words in CVC pattern
(cat, man, bag)
DOMAINS: OL – Oral Language PA – Phonological Awareness
BPK – Book and Print Orientation PWR – Phonics and Word Recognition F – Fluency
S – Spelling WC – Writing and Composition G – Grammar Awareness and Structure
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QUARTER 4 WEEK 32
a. Composing Activity: Finish writing an acrostic a. Composing Activity: Finish writing an acrostic
poem poem
3. Concluding the Session: Sharing and Reading • Pupils complete reading and exercises on
page 116 in the LM and correct in class
• Teacher invites pupils to share their acrostic
poem in groups of groups 4. Concluding the Session: Sharing and Reading
PY
groups of four and talk about it
1. Routine 1. Routine
(same as above under Daily Activities) O (same as above under Daily Activities)
interest about the story and to identify set a purpose for reading.
common terms relating to parts of the book
EP
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TEACHER’S GUIDE GRADE 2 ENGLISH
PY
Talk about texts identifying major
points and key themes*
RC • EN2RC-IVa-2.2
State details of text during and after
O
reading
F • EN2F-IVa-d-4
C
Read phrases, sentences, and
stories consisting of short a
D
proper expression
4 PWR • EN2PWR-IVa-c
EP
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32 electronic or mechanical including photocopying – without written permission from the DepEd Central Office. Second Edition, 2016.
QUARTER 4 WEEK 32
• Fluency, phonics, and vocabulary activities • Level 2: Pupils complete the activity in the
with story from the “We Can Do It” activity “We Can Do It” activity on p.169 and the “I
on p.169 and the “I Can Do It” activity Can Do It” activity on pp.169-170 in the LM
on pp.169-170 in the LM
4. Concluding the Session
4. Concluding the Session
• Homework: Look for things in your home
• Homework: Ask pupils to look for things in that have a short a or e. Write them down in
their home that have a short a or e sound. your notebook.
Write them down in their notebook.
1. Routine 1. Routine
(refer to the Daily Activities) (refer to the Daily Activities)
2. Group Work: Guided Reading and Seat Work 2. Group Work: Guided Reading and Seat Work
PY
(with the teacher) (with the teacher)
• Teacher does a picture walk, points out high • Pupils do a picture walk, identify high
frequency words, listens to pupils as they frequency words, read the text then echo
read, and leads pupils through echo reading
O read the Leveled Reader
• Teacher models the writing activity • Pupils listen to the teacher as he or she
models the writing activity, Webbing
4. Guided Reading/Seat Work
4. Guided Reading/Seat Work
Group A: During Reading Activities
D
• Teacher does a picture walk, points out high • Pupils do a picture walk, identify high
frequency words, listens to pupils as they frequency words, read the text then echo
read, and leads pupils through echo reading read the Leveled Reader
• Teacher gives homework • Pupils talk to their family members about the
webbing activity
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TEACHER’S GUIDE GRADE 2 ENGLISH
PY
Read words with short a sounds
in CVC pattern (cat, man, bag)
V • EN2V-IVa-e-22
O
Give the meaning of two-syllable
words with Short e and a sounds
C
WC • EN2WC-IVb-1.2
Webbing
D
BPK – Book and Print Orientation PWR – Phonics and Word Recognition F – Fluency
S – Spelling WC – Writing and Composition G – Grammar Awareness and Structure
EP
D
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QUARTER 4 WEEK 32
2. Group Work: Guided Reading and Seat Work 2. Group Work: Guided Reading and Seat Work
• Teacher does a picture walk, points out high • Pupils do a picture walk, identify high
frequency words, listens to pupils as they frequency words, read the text then echo
read, and leads pupils through echo reading read the Leveled Reader
PY
• Teacher invites pupils to share their web • Pupils share their web and what they have
and what they have learned about caring and learned about caring and respect
respect
O
4. Independent Reading
4. Independent Reading
• Pupils choose something to read
C
• Teacher invites pupils to choose something to independently or in pairs
read independently or in pairs
D
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
DAY OBJECTIVES
• EN2A-IVa-e-1 Participate/engage in a read-along of texts (e.g. poetry,
1 repetitive text)
• EN2G-IVa-b-4.2.1 Use personal pronouns (e.g. I, you, he, she, it, we, they)
in dialogues
On-going Assessment
During Week 31, pupils listened to a story and during Week 32, they
will read a Leveled Reader. Although the competency below refers to
reading comprehension, it is just as important that pupils be able to
NOTE TO TEACHER
identify elements in a story that was read to them. During Week 31,
the teacher observes five pupils per day during English period and
PY
During Week 32, the
teacher will observe pupils assesses their Listening/Reading Comprehension using this table:
during reading in groups
1 2
and observe all pupils in the Identifying
O
course of the two-week Is not able to Is able to identify the
RC elements
period. identify the elements of a story
of a story
C
elements of a story
D
1 ROUTINE
E
a. Poem: “RESPECT”
EP
Teacher plays a game with pupils. He or she writes the word bed on
the board and asks pupils what word they get if they change the letter
“e” to “a.” He or she continues this game by changing the first or last
letters making new words.
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36 electronic or mechanical including photocopying – without written permission from the DepEd Central Office. Second Edition, 2016.
QUARTER 4 WEEK 32
NOTES
3 COMPOSING ACTIVITY:
WRITING AN ACROSTIC POEM
I is for__________
G is for__________
N is for__________
A is for__________
C is for__________
I is for__________
A is for__________
PY
each letter.
Differentiated Instruction:
O
Teacher assigns two levels of tasks: composing an acrostic poem and
drawing a picture of Ignacia, the cat:
C
Level 1: Pupils choose words from the list to put next to each
letter. Each word has to begin with that letter.
D
• Teacher writes the words can, he, must, say, and she on the
board. Teacher points to each one and reads them with the pupils.
He or she then plays the game “Buzz.” He or she points randomly
(not in order) at each word, saying “buzz,” and the pupils have to
say the word he or she is pointing to. He or she goes faster and
faster.
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
DAY OBJECTIVES
• EN2PA-IVa-b-3.1 Demonstrate the concept of word by dividing spoken
2
sentences in English into individual words
• EN2G-IVa-b-4.2.1 Use personal pronouns (e.g. I, you, he, she, it, we, they)
in dialogues
1
PY
ROUTINE O
a. Poem: “RESPECT”
C
• Teacher asks pupils to think about the words in the poem
“RESPECT.”
D
b. Letter Sounds
NOTE TO TEACHER
Teacher holds up cards with simple CVC words with short vowel
Teacher should have flash sounds of /a/ and /e/. He or she asks pupils to read the words
D
cards ready silently, then tell their partner what the word is. He or she asks a
few pairs to share their answers.
c. Alphabetical Order
Teacher explains that they will pretend they are packing a box
with things in alphabetical order. Each pupil in turn contributes
something that begins with the next letter of the alphabet and adds
it to the list of things in the box. Pupils should use the letters
“M-Z.”
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QUARTER 4 WEEK 32
NOTES
2 GROUP WORK
PY
NOTE
with the class.
Teacher should display
• Pupils share their acrostic poems in groups of four.
acrostic poems on the wall.
O
C
D
OBJECTIVES DAY
E
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
1 ROUTINE
a. Poem: “RESPECT”
NOTE TO TEACHER
Pupils recite and divide sentences into words.
There are two levels of
Leveled Readers used for
different groups. The easier b. Alphabetical Order
text is identified with the
• Teacher writes five words from the Leveled Reader (easy text) on
single dot mark on the cover
the board:
of the book. The more
challenging text is identified
with two dot marks on the Max play chore goat river
cover of the book.
• He or she asks pairs to put these words in alphabetical order
orally. He or she asks a few pairs to share their answer. He or she
then writes the words in alphabetical order.
2
PY
LEVELED READER: DO YOUR CHORES
O
PRE-READING ACTIVITIES
C
• Average and advanced groups read the more challenging text.
(This can be identified with the two dot marks on the cover of the
book.)
D
• Pupils with reading difficulties read the easy text. (This can be
E
identified with the single dot mark indicated on the cover of the
book.)
EP
b. Making Predictions
• Teacher distributes the Leveled Reader, Do Your Chores, and asks
pupils to look at the cover. Teacher asks pupils to describe what
they see in the picture. He or she picks a few pairs to answer the
questions.
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QUARTER 4 WEEK 32
• Teacher asks pupils to read the title. Then, he or she asks pupils to NOTES
discuss in pairs what they think the book will be about. He or she
picks a few pairs to answer the questions.
• Teacher asks what the title is and confirms that the title of the
story is Do Your Chores. Teacher asks pupils to look at the pictures
and read the book in pairs.
PY
• Group A with Teacher (less challenging text): Teacher leads
Group A pupils through each page of the book, asking them to
O
describe the picture: What is Max doing? Then he or she asks them
to read the page to themselves. He or she listens to the pupils read
C
and prompts the ones who are having difficulty.
• After reading, he or she asks what the story is about. What is Max
D
doing? What does his mother ask him to do? As a group, they complete a
story map identifying the key elements of the story:
E
EP
D
• Finally, the teacher may ask the pupils if they they like the story
and ask them to provide a reason why they did or did not like it.
Teacher may also ask: Do you think Max is respectful? Why? Why not?
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES • Teacher asks which words the pupils do not understand and he or
NOTE TO TEACHER she explains them.
If pupils finish their work • Then he or she asks: What are some of the words that are the same on
early, have them read every page? He or she tells them that these words make the book
different texts in pairs to easier to read. Then he or she reads the book and lets them follow
increase their fluency: with their finger. Teacher reads the book page by page and lets the
• The Leveled Reader, pupils echo read each page.
Do Your Chores • Groups B, C, D: Teacher asks pupils to complete the activities,
• The poem “RESPECT” “We Can Do It,”(LM on p.169) and “I Can Do It,”(LM on pp.
169-170) after they read the story with their partner. They do this
• Any other text previously while teacher works with Group A.
studied
PY
try to read it faster each
time they try.
DAY
OOBJECTIVES
• EN2G-IVa-b-4.2.1 Use personal pronouns (e.g. I, you, he, she, it, we, they)
C
4
in dialogues
• EN2WC-IVb-1.2 Webbing
D
• EN2OL-IVa-b-3.3 Talk about texts identifying major points and key themes*
EP
words, and some sight words with appropriate speed, accuracy, and proper
expression
1 ROUTINE
a. Sharing Information
• Teacher asks pupils to share the information about what they did
at home yesterday. Then, he or she picks 1–2 pupils (pupils whose
last name begins with the letter “A”). These pupils will share in
front.
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QUARTER 4 WEEK 32
NOTES
GROUP WORK: GUIDED READING
2 (LEVELED READER: DO YOUR CHORES)
AND SEAT WORK
• After reading, he or she asks what the story is about. What is Max
doing? What does his mother ask him to do? As a group, they complete
a story map identifying the key elements of the story.of the class.
PY
O
C
E D
NOTE
EP
provide a reason why they did or did not like it. Teacher may also
ask: Do you think Max is respectful? Why? Why not? increase their fluency:
• Teacher asks which words the pupils do not understand and he or • The Leveled Reader,
she explains them. Do Your Chores
• Then he or she asks: What are some of the words that are the same on • The poem “RESPECT”
every page? He or she tells them that these words make the book • Any other text previously
easier to read. Then he or she reads the book and lets them follow studied
with their finger. Teacher reads the book page by page and lets the
pupils echo read each page. They read the text faster
and faster, one reads while
• Groups A: Teacher asks pupils to complete the activities, “We the other counts or watches
Can Do It,”(LM p.169) and “I Can Do It,”(LM pp. 169-170) the clock and they try to
after they read the story with their partner. They do this while read it faster each time they
the teacher works with Group B. try.
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
Teacher says: Today we are going to do some webbing based on our poem,
“RESPECT.” I have drawn a web about “Colors” on the board. You saw
this web in Grade 1 English. Can you think of other webs you have drawn
in the past? We use webs to help us see how words are related to one another.
NOTE TO TEACHER
• Teacher then explains the Colors Web.
The teacher should draw
pupils’ attention to the fact
that they have completed a
web like this one before,
in Grade 1.
PY
O
C
Teacher says: I have drawn another web on the board with the word
RESPECT in the center. Help me choose words that best describe how we
D
to respect and each of the four topics should be drawn off the
four topics.
D
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QUARTER 4 WEEK 32
NOTES
GROUP WORK: GUIDED READING
4
NOTE TO TEACHER
(LEVELED READER: DO YOUR CHORES)
AND SEAT WORK The teacher should draw
pupils’ attention to the fact
that they have completed a
• Group A with Teacher (less challenging text): Teacher reviews
web like this one before in
the book with Group A, asking them to describe the picture:
Grade 1.
What is Max doing? Then he or she asks them to read the page to
themselves. He or she listens to the pupils read and prompts the
ones who are having difficulty.
• After reading, he or she asks what the story is about. What is Max
doing? What does his mother ask him to do? As a group, they review/
complete a story map identifying the key elements of the story.
PY
O
NOTE TO TEACHER
C
If pupils finish their work
early, have them read
different texts in pairs to
D
• Finally, the teacher may ask the pupils if they you like this story
and provide a reason why they did or did not like it. Teacher may • The poem “RESPECT“
also ask, Do you think Max is respectful? Why? Why not? • Any other text previously
D
• Teacher asks which words the pupils do not understand and he or studied
she explains them. They read the text faster and
• Then he or she asks: What are some of the words that are the same on faster, one reads while the
every page? He or she tells them that these words make the book other counts or watches the
easier to read. Then, he or she reads the book and lets them follow clock and they try to read it
with their finger. Teacher reads the book page by page and lets the faster each time they try.
pupils echo read each page. They read it backwards.
(Example: day moving is
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
DAY OBJECTIVES
• EN2G-IVa-b-4.2.1 Use personal pronouns (e.g. I, you, he, she, it, we, they)
5 in dialogues
• EN2OL-IVa-b-3.3 Talk about texts identifying major points and key themes
1 ROUTINE
PY
Teacher writes five words on the board and asks pupils to copy
them in alphabetical order.
crayon
O milk trees where glad
NOTE TO TEACHER
C
b. Pronouns
Teacher can provide a quick
review of the anchor chart • Teacher says that they are going to talk about pronouns that refer
D
sila they
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QUARTER 4 WEEK 32
• Teacher says they will play a game of “Point to” with some NOTES
pronouns (plural). He or she says a pronoun (not in order) and for
each pronoun pupils point:
out of the window (to another classroom) if the teacher says: they
c. Short a Words
• Teacher collects pp. 169-170 of the LM from the group work on
Days 3 and 4.
PY
GROUP WORK: GUIDED READING
describe the picture: What is Max doing? Then he or she asks them
to read the page to themselves. He or she listens to the pupils read
E
• After reading, he or she asks what the story is about. What is Max
doing? What does his mother ask him to do? As a group, they review the
story map identifying the key elements of the story:
D
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES • Finally, the teacher may ask the pupils if they like this story and
ask them to provide a reason why they did or did not like it.
Teacher may also ask: Do you think Max is respectful? Why? Why not?
• Then he or she asks: What are some of the words that are the same on
every page? He or she tells them that these words make the book
easier to read. Then he or she reads the book and lets them follow
with their finger. Teacher reads the book page by page and lets the
pupils echo read each page.
Teacher invites pupils to share their web and what they have learned
in English about respect.
PY
4 INDEPENDENT READING
O
Pupils choose something to read independently or in pairs.
C
E D
EP
D
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QUARTER 4 WEEK 33
WEEK
33
TEACHER’S GUIDE
GRADE 2
PY ENGLISH
O
C
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TEACHER’S GUIDE GRADE 2 ENGLISH
PY
Read phrases, sentences and stories
consisting of short a words and
Daily some sight words with appropriate
speed, accuracy, and proper
O
expression
PA • EN2PA-IVc-d-6.2
C
Produce speech sounds (sounds and
letter names)
D
S • EN2S-IVa-e-3
Spell words with short e and a and
E
i sounds
(Fast Track: Words with with short
EP
S • EN2S-IVa-3
Spell words with short i sound in
CVC pattern (bit, six, kit)
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QUARTER 4 WEEK 33
• Teacher asks questions allowing pupils to talk • Pupils talk about conserving energy
about conserving energy
b. Poem or Song
b. Poem or Song
• Pupils recite a poem or sing a song
• Teacher introduces a poem or song that
• Pupils participate in read along of text
pupils will learn
PY
c. Fluency: Practice reading the poem “Energy is
• Teacher encourages pupils to read along
Everywhere” and the Leveled Readers from
(choral reading, echo reading etc.)
Week 32: Do Your Chores
c. Fluency: Practice reading the poem “Energy Is
O
d. Oral Language and Spelling Games
Everywhere” and the Leveled Readers from
Week 32: Do Your Chores • Pupils practice short vowel sounds by playing
C
a game
d. Oral Language and Spelling Games
D
1. Routine 1. Routine
D
(same as above under Daily Activities) (same as above under Daily Activities)
2. Read Aloud Story: Pipit and the Kamagong Tree 2. Read Aloud Story: Pipit and the Kamagong Tree
• Teacher unlocks unfamiliar words and • Pupils listen to the teacher using words,
expressions phrases, or expressions that are unfamiliar
• Teacher models using new vocabulary and • Pupils talk about words, phrases, or
structures expressions that are unfamiliar
• Teacher introduces a game to practice new • Pupils play a game using words, phrases, or
vocabularies and structures expressions that are unfamiliar
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TEACHER’S GUIDE GRADE 2 ENGLISH
2
PY
O
C
E D
EP
D
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QUARTER 4 WEEK 33
2. Read Aloud Story: Pipit and the Kamagong Tree 2. Read Aloud Story: Pipit and the Kamagong Tree
• Teachers questions about why trees are • Pupils share experiences related to the story.
important. Do you have a tree that is special They talk about the cover of the story, and
to you? make predictions
PY
• Teacher asks questions to elicit predictions • Pupils review words, phrases, or expressions
that are unfamiliar
• Teacher unlocks unfamiliar words and
expressions During Reading Activities
O
During Reading Activities • Pupils listen attentively to the story read
and make predictions based on characters,
C
• Teacher reads the story to the pupils and
incidents, and settings
pauses for pupils to predict possible ending
based on characters, incidents, and settings After Reading Activities
D
• Teacher asks questions about the story: who, 3. Concluding the Session
EP
2. Retelling of the Read Aloud Story: 2. Retelling of the Read Aloud Story:
Pipit and the Kamagong Tree Pipit and the Kamagong Tree
• Teacher shows pictures to help pupils retell • Pupils retell the Read Aloud story
the
3. Rereading of the Read Aloud Story:
3. Rereading of the Read Aloud Story: Pipit and the Kamagong Tree
Pipit and the Kamagong Tree
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TEACHER’S GUIDE GRADE 2 ENGLISH
SS • EN2SS-IVc-d-3
Interpret simple maps of unfamiliar
places, signs, and symbols
G • EN2G-IVc-d-4.2.3
Use demonstrative pronouns
(this/that)
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QUARTER 4 WEEK 33
• Teacher asks pupils about their predictions • Pupils talk about the predictions they make
and tells them to watch and listen for clues in in Day 2
the characters, settings, and incidents
During Reading Activities
During Reading Activities
• Pupils participate actively during the
• Teacher rereads the story, pausing at rereading of the story
some parts to ask questions and check
• Pupils discuss clues to make predictions:
comprehension
characters, incidents, and setting
After Reading Activities
After Reading Activities
• Teacher asks questions about the characters,
• Pupils discuss the story and its elements
incidents and setting in the story:
who, where, when, what is the problem, 4. Concluding the Session
what is the solution
• Homework: Retell the story in the correct
PY
4. Concluding the Session sequence to their family members
• Teacher gives homework
1. Routine 1. Routine
O
(same as above under Daily Activities) (same as above under Daily Activities)
C
2. Spelling: Words with Short i Sound 2. Spelling: Words with Short i Sound
• Teacher leads an activity with short i sound • Pupils complete an activity with short i sound
D
on pp. 181-182 in the LM (“Let’s Aim”) on pp. 181-182 in the LM (“Let’s Aim”)
• Teacher lets pupils answer activity on • Pupils answer activity on Learner’s Material
Learner’s Material
5. Group Work
5. Group Work
a. Fluency: Pupils practice reading Leveled
a. Fluency: Practice reading Leveled Reader, Reader, Do Your Chores
Do Your Chores
b. Pupils complete tasks interpreting maps, signs,
b. Interpreting maps, signs, and symbols and symbols
• Teacher gives activity on matching word with • Pupils match the word to the picture
the correct picture
V – Vocabulary Development LC – Listening Comprehension RC – Reading Comprehension
ATR – Attitude Towards Language, Literacy, and Literature SS – Study Strategies
* – Basa-added Objective
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TEACHER’S GUIDE GRADE 2 ENGLISH
SS • EN2SS-IVc-d-3
Interpret simple maps of unfamiliar
places, signs, and symbols
PY
O
C
E D
EP
D
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QUARTER 4 WEEK 33
• Teacher leads pupils into thinking about • Pupils think about their favorite scenes and
different scenes from the story write about them
3. Concluding the Session: Sharing and Reading 3. Concluding the Session: Sharing and Reading
• Teacher invites pupils to share their ideas in • Pupils share their ideas in groups of four and
groups of four talk about it
V – Vocabulary Development LC – Listening Comprehension RC – Reading Comprehension
ATR – Attitude Towards Language, Literacy, and Literature SS – Study Strategies
* – Basa-added Objective
PY
O
C
E D
EP
D
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
DAY OBJECTIVES
• EN2A-IVa-e-1 Participate/engage in a read-along of texts
PY
during reading in groups
and observe all pupils in the 1 2
course of the two-week Reading with
Reads slowly and Is able to read
period. appropriate
without expression, studied texts with
O
F speed,
makes mistakes appropriate speed,
accuracy, and
and the reading is accuracy, and
C
expression
laborious expression
D
1 ROUTINE
E
a. Sharing Information
EP
• Teacher lets pupils talk about this in pairs: What did you do at home
last night? Then, he or she picks 1–2 names from the box or bowl.
These pupils will share in front of the class.
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QUARTER 4 WEEK 33
NOTES
“Energy is Everywhere”
Energy is everywhere,
In the sun, water, and the air.
But we must take action,
And practice conservation.
Energy is everywhere,
In the sun, water, and the air.
PY
But we must take action,
And practice conservation. O
• Teacher explains that pupils will practice reading the poem with
proper expression.
C
pronouns. Pronouns that show ownership. Let’s look at the anchor chart
on the board.
Teacher points out the Filipino words and the comparable English
words. Teacher and pupils read “Let’s Aim” on p. 180 and
“Remember This” on p. 181 in the Learner’s Material. The pupils
then do the “We Can Do It” activity in the LM on p. 181.
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES • Teacher puts the words the following chart on the board and
points out the two columns, highlighting that in the second
column we are going to add “s” to the beginning of the word:
Add “s”
Word
(“s” + word)
cat
led
pan
lap
Teacher says: We can put an “s” in front of the word, cat and make
the word scat. Teacher writes scat in the second column of the
chart and then reads the word. Then the teacher has the pupils
read the words cat and scat with him or her.
PY
other three words and has pupils repeat after him or her.
Add “s”
O Word
(“s” + word)
cat scat
C
led sled
pan span
D
lap slap
E
Teacher says to end the lesson: We will play this game again other
EP
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QUARTER 4 WEEK 33
(1) grove NOTES
(2) exception, exceptionally
When explaining new
vocabulary, do not
Teacher says: When something is not the same as others we say it routinely translate
is an exception. For example, if all the fruits in a bowl are bananas “as the default.” Use
and one is a mango, the mango is an exception. Exceptionally pictures, actual objects,
means special. For example, my friend is an exceptionally good singer. That hand gestures, and
means he sings very well. Do you know someone who is exceptionally good movements as much as
at something? (Teacher may want to bring in a bowl of fruit as an possible.
example or use another example using real objects.)
PY
The same objects or
one of a kind. For example, if a chicken has five white chicks and
illustrations used in the
one black chick, we say the black chick is one of a kind.
previous vocabulary words,
(4) sharpest steel exceptionally should be used
O
to show only one of a
Teacher says: Steel is metal. Knives and axes are made of steel.
kind.
They need to be sharp to cut well. The sharpest steel means that the
C
knife or ax is very sharp and can cut almost anything. (Teacher may
want to bring an object that is made of steel.)
D
(5) wood carvers
E
Teacher says: People that make things out of wood, like statues and
bowls, are wood carvers. Do you have anything that is carved out of
EP
(6) lifeless remains
D
Teacher says: The trees have been cut down so all that is left are
these stumps that show no life—they don’t have leaves and are not able
to move in the wind—they show no life. They are lifeless remains.
(Teacher should point out the stumps on pp. 10–11.)
(7) unspoken
(8) limbs
Teacher says: Your arms and legs are called limbs. Which part
of the tree do you think we call limbs as well? The branches. (Teacher
should point to the limbs on the tree on pp. 14–15.)
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
3 SPELLING
PY
She hit him.
Ask pupils to sound out the
words they are spelling and c. He or she stresses the short i sound. For example, hit is a word
reading. with the short i vowel sound and him also has the short i vowel
O
sound.
C
d. He or she asks pupils to cover the word.
e. The teacher tells pupils to spell the word orally and write the
D
word.
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QUARTER 4 WEEK 33
NOTES
OBJECTIVES DAY
• EN2A-IVa-e-1 Participate/engage in a read-along of texts
(e.g. poetry, repetitive text)
1 ROUTINE
PY
• Fluency Practice: Teacher asks pupils to get into groups of
five and practice reading the poem or their Leveled Reader,
Do Your Chores, with correct intonation. Teacher observes five
O
pupils.
b. Sharing Information
C
• Teacher lets pupils talk in pairs. Do you use too much water?
Do you leave the door open? Are the lights on at night? What can you do to
D
• Teacher puts the words the following chart on the board and
points out the two columns, highlighting that in the second
column we are going to add s to the beginning of the word:
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
Add s
Word (s + word)
top
pin
lip
pot
• As an entire class, all pupils read the words. The teacher should
BRIDGING make note of pupils who have not yet understood the concept.
Ask pupils for the name These are pupils to focus on the next time this activity
of the author and the is conducted in class.
PY
illustrator.
Add s
Word
(s + word)
top stop
O
pin spin
lip slip
C
pot spot
D
PRE-READING ACTIVITIES
a. Making Predictions
D
• Teacher shows the cover of the Read Aloud Story, Pipit and the
Kamagong Tree, and asks a pupil to read the title. He or she then
asks pupils to describe what they see on the cover. He or she asks
pupils what they think the story, Pipit and the Kamagong Tree, might
be about.
Then, he or she asks pairs to discuss: What do you see on the cover?
What do you think will happen in this story titled Pipit and the Kamagong
Tree with this bird on the cover? He or she asks a few pairs to share
their answer.
• Teacher opens the Read Aloud Story, Pipit and the Kamagong Tree,
and shows the illustrations on pages 5 and 6 and asks pupils to
describe what they see. He or she asks pairs to discuss: What do you
see on the ground? What do you think will happen? Why do you think so?
He or she asks a few pairs to share their answer.
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QUARTER 4 WEEK 33
• Teacher reads the Read Aloud Story, Pipit and the Kamagong Tree,
to the pupils. Before reading page 21, he or she asks pupils:
What do you think is Pipit’s plan? Then, he or she asks pupils to
discuss in pairs. He or she asks a few pairs to share.
Where did the story take place? Can you describe the Kamagong tree?
Who came along and woke up the tree?
Who first noticed the Kamagong trees and cut down the trees?
What did Pipit discover in the city?
What was Pipit’s plan?
What happens in the end?
• How did your predictions match what happened in the story?
PY
b. Elements of The Story: Main Character
Teacher says: The main character in this story is Pipit. I have written
O
three words on the board: brave, smart, lazy. Teacher should have
drawn a simple chart on the board. Teacher should ask pupils
for definitions of each word and if they are not sure, supply the
C
meaning of the word.
Teacher says: With your seatmate, decide if you think Pipit is brave.
D
If you think Pipit is brave, think of a reason why you think so.
Teacher gives pupils two minutes to discuss in pairs and then
E
asks for a show of hands of how many pupils think Pipit is brave
EP
and fills in the chart with the number of pupils who think Pipit
is brave and how many think Pipit is not. After the chart is filled
out for brave, continue for smart, and lazy.
D
Pipit
Yes No
brave
smart
lazy
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
DAY OBJECTIVES
• EN2A-IVa-e-1 Participate/engage in a read-along of texts (e.g. poetry,
3
repetitive text)
1 ROUTINE
PY
a. Sharing Information
• Teacher lets pupils talk in pairs. Do you like the Read Aloud story,
BRIDGING Pipit and the Kamagong Tree? Why? Why not? He or she gives them a
O
sentence frame to complete.
When pupils are showing
information, let them use
C
I like the story because _____.
words or expressions
I don’t like the story because _____________.
in Mother Tongue or
D
movements, then model sister in their family. These pupils share in front of the class.
how to say the words in
EP
Teacher asks: How does Pipit help the Kamagong tree? Do you think
English.
planting trees is a good idea? Why?
D
• Fluency practice: Teacher asks pupils to get into groups of five and
practice reading the poem or their Leveled Reader, Do Your Chores,
with intonation. Teacher observes five pupils.
• Then, he or she puts pupils in pairs and they play the same game,
each taking turn telling their partner to point to the (pencil) that is
mine… or yours….
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QUARTER 4 WEEK 33
NOTES
Teacher shows the pictures of the Read Aloud Story, Pipit and the
Kamagong Tree, one by one, and calls on pupils to say what happened.
As they retell the story, the pupils act out the events.
PRE-READING ACTIVITIES
• Teacher shows the cover of the book and asks pupils to discuss
in pairs the following questions. He or she picks a few pairs to
answer the question: Do you think Mang Tasyo was conserving nature?
Why do you think so? He or she picks a few pairs to answer the
PY
question.
• Teacher tells pupils he or she will read the story again. He or she
tells them to listen for and watch for clues that help them make
O
predictions. For example: What are the clues that the trees have been cut
down in the grove? What are the clues that Pipit has found a way to plant
C
more trees?
D
• Teacher explains that they will discuss major points and pause
and check the words and pictures to notice the details. He or she
pauses and asks questions about details. He or she asks pairs to
D
Where did the story take place? Can you describe the Kamagong
tree?
Who came along and woke up the tree?
What did Pipit see in the grove?
Why did people call the Kamagong tree “iron wood”?
What did the Kamagong tree say about the trees that were in the
grove before?
Who first noticed the Kamagong trees and cut the trees down?
Who did Mang Tasyo sell the wood to?
What do you think the wood carvers made with the wood?
Did Pipit and the Kamagong tree get along? What makes you say
this?
Why did Pipit have to move far away?
What did Pipit discover in the city?
What was Pipit’s plan?
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TEACHER’S GUIDE GRADE 2 ENGLISH
PY
frames with to complete.
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QUARTER 4 WEEK 33
NOTES
He or she tells pupils to play the game “Point To” mine and yours
with a family member.
OBJECTIVES DAY
• EN2A-IVa-e-1 Participate/engage in a read-along of texts (e.g. poetry,
4
repetitive text)
PY
• EN2S-IVa-e-3 Spell words Short i sound in CVC pattern
sounds
E
1 ROUTINE
a. Sharing Information
• Teacher lets pupils talk in pairs. What did the grove look like at the
beginning of the story? What did the grove look like at the end of the story?
Who helped make it better? How?
• He or she picks 1-2 pupils (pupils who ate chicken for dinner last
night). These pupils share in front of the class.
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TEACHER’S GUIDE GRADE 2 ENGLISH
• Teacher puts the words the following chart on the board and
points out the two columns, highlighting that in the second
column we are going to add b to the beginning of the word:
Add b
Word
(b + word)
rat
led
ran
rag
PY
• Teacher reads each of the four words in column one and quickly
defines the words. He or she asks the pupils to write down the five
O
words in their notebooks and with their seatmate, add the b before
each word. Write the new word beside the original word. After
C
five minutes, the teacher asks for volunteers to come up in pairs
and complete one line of the chart with the new word beginning
with b.
D
As an entire class, all pupils read the words. The teacher should
E
conducted in class.
Add b
Word
D
(b + word)
rat brat
led bled
ran bran
rag Brag
2 SPELLING
WORDS WITH • Teacher asks pairs to practice spelling words with Short i vowel
SHORT i SOUND sounds. He or she gives them a list of words to practice after
reviewing their definitions:
hit, sit, fit, sip, lip, dip,
him, rim, fin, sin 1. Teacher says the word. For example, sip.
2. Teacher uses the word in a short sentence. For example, Maria can
sip the water.
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QUARTER 4 WEEK 33
3. He or she stresses the Short i sound. For example, Sip is a word NOTES
with the Short i vowel sound. It has the same vowel sound as him and
hit—they all have the Short i vowel sound.
BRIDGING
4. He or she asks pupils to cover the word.
5. The teacher tells pupils to spell the word orally and write the word. Teachers can make the
6. He or she has the pupils check to see if they wrote it correctly point that the Filipino
and English both have
• Teacher goes around and observes pupils. pronouns that help point
out a person, place, or
thing that is close by or
3 DEMONSTRATIVE PRONOUNS: THIS, THAT farther away.
The difference between
Filipino English languages is that in
ito this Filipino there are two
iyon, iyan that words for that. Iyon for an
object that is far from the
Teacher says: Today we are going to talk about another kind of speaker and the person
pronouns. Pronouns that help point out a person, place, or thing , this is close
PY
whom he is speaking. Iyan
by or farther away. Let’s look at the anchor chart on the board. is used when the object
• Teacher points out the Filipino words and the comparable is close to the person
to whom the speaker is
English words. Teacher and pupils read “Let’s Aim” on p. 233
O
and “Remember This” on p. 233 in the LM. The pupils then speaking.
do the “We Can Do It” activity on p.234 in the LM p. 234.
C
• Teacher conducts a game asking pupils to point to this book, that NOTE
door, etc. Then he or she puts pupils in pairs and they play the
D
same game each taking turn telling their partner to point to this… Phonological Awareness
or that …. Objective:
E
EN1PA-IVc-d-6.2
4
EP
5 GROUP WORK
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES trying to increase their speed: one reads while the other counts
or watches the clock and they try to read it faster with correct
intonation.
PY
6 CONCLUDING THE SESSION
O
Meaning of Two-Syllable Words with Short a and e Sounds
Teacher writes five words on the board and also displays five picture
C
cards labeled A-E.
Teacher says: Please work with your seatmates and match the words on
E
the board with the correct picture. After 10 minutes, ask for volunteers
EP
to share their matches to the class. Discuss each word and its
meaning.
D
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QUARTER 4 WEEK 33
NOTES
OBJECTIVES DAY
• EN2A-IVa-e-1 Participate/engage in a read-along of texts (e.g. poetry,
5
repetitive text)
• EN2WC-IVc-1.3 Drawing
1 ROUTINE
NOTE
a. Spelling
The poster will be used later
PY
Teacher gives a spelling test on words with the Short i vowel in the lesson.
sound from the list given on Days 1 and 4.
Then he or she puts students in pairs and they play the same game
D
b. What happened next? Where did this happen? What did it look
like?
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES c. What happened next? Where did this happen? What did it look
like?
d. What happened in the end? Where did this happen? What did it
look like?
e. Sharing Information
• Teacher lets pupils talk in pairs. He or she explains the terms
energy. He or she asks pupils where energy comes from. (sun,
water, air, wood, petrol, etc.). What do we use electricity and heat for?
PY
September). These pupils share in front of the class.
2
O
GENERATING IDEAS FOR PREWRITING
C
• Teacher asks the pupils to take out their notebooks.
He or she reviews the chart that was created in Activity D
(described above). With their seatmate, they should talk and record
D
in their notebooks:
E
b. Sketches of what the places look like where these events took
place.
Teacher tells pupils to ask their family members one thing that
people can do to conserve energy.
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QUARTER 4 WEEK 34
WEEK
34
TEACHER’S GUIDE
GRADE 2
PY ENGLISH
O
C
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TEACHER’S GUIDE GRADE 2 ENGLISH
PY
Daily G • EN2G-IVc-d-4.2.3
Use possessive pronouns
(his and hers)* O
C
E D
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76 electronic or mechanical including photocopying – without written permission from the DepEd Central Office. Second Edition, 2016.
QUARTER 4 WEEK 34
• Teacher asks questions allowing pupils to talk • Pupils talk about conserving energy
about conserving energy
b. Poem or Song
b. Poem or Song
• Pupils recite a poem or sing a song
• Teacher encourages pupils to read along
• Fluency: Pupils practice reading the poem
(choral reading, echo reading etc.)
or the Leveled Readers from Week 32:
PY
• Fluency: Practice reading the poem “Energy Do Your Chores
Is Everywhere” or the Leveled Reader from
c. Grammar/Phonics Games and Activities
Week 32: Do our Chores
O
• Pupils practice rhymes and reading words
c. Grammar/Spelling Games and Activities
with vowel sounds by playing games
C
• Teacher conducts games to practice rhymes
• Pupils develop their vocabulary through
with words with vowel sounds
activities
D
1. Routine 1. Routine
(refer to the Daily Activities) (refer to the Daily Activities)
EP
• Teacher conducts activities on how to draw • Pupils complete activities on how to draw
D
• Teacher discusses sight words and starts • Pupils read sight words and participate in the
a game to reinforce the lesson game
• Teacher and class discuss drawing a map of • Pupils discuss drawing a map of the Read
the Read Aloud Story, Pipit and the Kamagong Aloud Story, Pipit and the Kamagong Tree
Tree
V – Vocabulary Development LC – Listening Comprehension RC – Reading Comprehension
ATR – Attitude Towards Language, Literacy, and Literature SS – Study Strategies
* – Basa-added Objective
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TEACHER’S GUIDE GRADE 2 ENGLISH
PY
G • EN2G-IVc-d-4.2.3
Use possessive pronouns
(his and hers)*
O
LC • EN2LC-IVc-d-2.5 • Leveled Reader: Making a Fire
C
Use an understanding of incidents,
• Use New Vocabulary and
characters, and settings to validate
Structures
predictions
D
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QUARTER 4 WEEK 34
• Teacher walks class through a retelling of the • Pupils retell the Read Aloud Story,
Read Aloud Story, Pipit and the Kamagong Tree Pipit and the Kamagong Tree
by showing pictures
• Group work
• Group work
2. Composing Activity: Drawing a Storyboard
2. Composing Activity: Drawing a Storyboard
• Pupils draw a map of the Read Aloud Story,
• Teacher leads pupils to draw a map of the Pipit and the Kamagong Tree
Read Aloud Story, Pipit and the Kamagong Tree
3. Words with Short e, a, and i Vowels
3. Words with Short e, a, and i vowels wounds
• Pupils practice short vowel sounds by playing
• Teacher conducts game games
PY
4. Concluding the Session: Sharing and Reading 4. Concluding the Session: Sharing and Reading
• Teacher invites pupils to share their maps in • Pupils show their works to each other in
groups of four groups of four and talk about them
O
1. Routine 1. Routine
C
(refer to the Daily Activities) (refer to the Daily Activities)
• Teacher unlocks unfamiliar words and • Pupils review words that are unfamiliar
expressions
EP
Reading in Pairs
Reading in Pairs
• Pupils read the story in pairs
• Teacher goes around as groups read the story
3. Group Work: Guided Reading and Seat Work
in pairs
Group A: During Reading Activities (with the
3. Group Work: Guided Reading and Seat Work
teacher)
Group A: During Reading Activities (with the
• Pupils do a picture walk, identify high
teacher)
frequency words, read the text, then echo
• Teacher does a picture walk, points out high read the Leveled Reader
frequency words, listens to pupils as they
read and leads pupils through echo reading
V – Vocabulary Development LC – Listening Comprehension RC – Reading Comprehension
ATR – Attitude Towards Language, Literacy, and Literature SS – Study Strategies
* – Basa-added Objective
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TEACHER’S GUIDE GRADE 2 ENGLISH
PY
S • EN2S-IVa-e-3
Spelling Practice; Storyboard
Spell words with Short e, a, and i
sound in CVC pattern (see PWR) O
C
4
E D
EP
D
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QUARTER 4 WEEK 34
• Fluency, spelling, and finish storyboard from • Fluency, spelling, and finish storyboard from
Day 2 Day 2
• Teacher gives instruction for the next day • Pupils in Group B finish their maps
1. Routine 1. Routine
(refer to the Daily Activities) (refer to the Daily Activities)
2. Group Work: Guided Reading and Seat Work 2. Group Work: Guided Reading and Seat Work
• Teacher does a picture walk, points out high • Pupils do a picture walk, identify high
frequency words, listens to pupils as they frequency words, read the Leveled Reader,
read and leads pupils through echo reading then echo read the Leveled Reader
PY
Group A: Seat Work Group A: Seat Work
• Fluency, spelling, story board • Pupils practice their spelling and fluency and
O
finish their story board
3. Instruction: Story Board of the Leveled
Reader, Making a Fire 3. Instruction: Story Board of the Leveled
C
Reader, Making a Fire
• Teacher models making a storyboard
• Pupils listen to teacher as he or she models
D
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TEACHER’S GUIDE GRADE 2 ENGLISH
G • EN2G-IVc-d-4.2.3
Use possessive pronouns
PY
(his and hers)*
O
C
D
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QUARTER 4 WEEK 34
2. Group Work: Guided Reading and Seat Work 2. Group Work: Guided Reading and Seat Work
• Teacher does a picture walk, points out high • Pupils do a picture walk, identify high
frequency words, listens to pupils as they frequency words, read the Leveled Reader,
read and leads pupils through echo reading then echo read the Leveled Reader
PY
• Teacher invites pupils to share their
Storyboards and what they have learned • Pupils share their Storyboards and what they
about conserving energy have learned about caring and respect
O
4. Independent Reading 4. Independent Reading
* – Basa-added Objective
EP
D
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
DAY OBJECTIVES
• EN2A-IVa-e-1 Participate/engage in a read-along of texts (e.g. poetry,
1
repetitive text)
NOTE 1 2
PY
During Week 34, the Reads slowly and Is able to read
Reading with
teacher will observe pupils without studied texts
appropriate
during reading in groups F expression, with appropriate
speed, accuracy,
makes mistakes speed, accuracy,
and observe all pupils in the
O
and expression
course of the two-week and the reading is and expression
period. laborious
C
1 ROUTINE
E D
Filipino English
niya his
niya hers
Teacher says: Today, we are going to talk more about pronouns that
show ownership-his and hers. Let’s look at the anchor chart on the board.
• Teacher points out that there is one Filipino word for his or hers
which is niya. Teacher and pupils read Let’s Aim in the LM on
pp. 197-198 and “Remember This” in the LM on p. 198.
• Then, he or she puts pupils in pairs and do the “We Can Do It”
in the LM on p. 198.
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QUARTER 4 WEEK 34
PY
and why.
Example:
O
pen, pin, bat rat, men, hat big, fan, fat
C
• Teacher then has pupils do a quick round of “On a Fast Track”
game.
D
He or she writes the words (listed below) with short vowel sounds
E
on the board and asks pupils to read them and discuss with their
seatmate which one is different and why?
EP
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
DAY OBJECTIVES
• EN2A-IVa-e-1 Participate/engage in a read-along of texts (e.g. poetry,
2 repetitive text)
1
PY
ROUTINE
Phonological Awareness
b. Letter Sounds
E
Objective:
• Teacher holds up cards with CVC words with similar Short e, a,
EP
EN1PA-IVc-d-6.2
and i vowel sounds. He or she asks pupils to read them silently,
Produce speech sounds then tell their partner what the words are. He or she asks a few
Ask pupils to sound out pairs to share their answer.
D
a tan bat
Dan sat on a mat.
a fat pig
The man has a ham.
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QUARTER 4 WEEK 34
• Teacher plays a game with pupils. He or she writes two similar NOTES
and one different short vowel words on the board and asks pupils
to read them and discuss with their partner which one is different
and why?
Example:
c. Sharing Information
• Teacher asks pupils to take out their notebooks, and review what
they wrote a few days ago when they planned with their seatmate
for making a map based on, Pipit and the Kamagong Tree. He or she
picks 1-2 pairs to share the events and places they chose. These
pupils share in front of the class.
PY
DRAWING A MAP/STORY BOARD
the story... 2.
3.
EP
Next... 1.
2.
3.
D
In the end... 1,
2,
3,
a. Differentiated Instruction
• Teacher assigns two levels of tasks: Drawing a map of the story
Level 1: Pupils draw the map of the places in the story and
number in sequence where the events took place.
Level 2: Pupils draw a map of the places in the story and number
in sequence where the events took place and write a few words
or sentence.
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
PY
Teacher says: Before we end English for the day, I would like you to
look at the four words I have on the board.
• Teacher has written the following four words on the board: city,
O
thick, cricket, frisky
Teacher says: All of the words have the Short i sound in them. Some
C
are one-syllable words and some are two-syllable words. I am going read each
word and I would like you to talk to your seatmate about what the words
D
means.
• Teacher reads each word and pauses for the partners to discuss
E
NOTE
the word’s meaning. Then, he or she proceeds to the next word.
EP
Teacher uses drawings, Then, the meanings of all four words are discussed with pupils
objects, or gestures to help sharing their ideas about the word’s meaning. Teacher can draw
students figure out meaning. pictures to reinforce the word’s meaning.
D
DAY OBJECTIVES
• EN2A-IVa-e-1 Participate/engage in a read-along of texts (e.g. poetry,
3 repetitive text)
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QUARTER 4 WEEK 34
NOTES
1 ROUTINE NOTE
PY
r__d (red) b__g (big) c__t (cat)
O
Possessive pronouns: His, Hers
• Teacher conducts a game asking pupils to point to pupils in the
C
classroom and saying, “It is her pen.” “They are his shoes.” etc.
Then he or she puts pupils in pairs and they play the same game
D
each taking turn telling their partner to point to point and say…
“It is his or her.”
E
2
EP
PRE-READING ACTIVITIES
D
• Teacher explains that in many places people cook their food over
a fire. Teacher asks pupils if they have seen people cooking with
a fire. Do you know how to make a fire? What do you need to make a fire?
Teacher asks pupils to discuss in pairs. Then, he or she picks 1-2
pupils (pupils with last names that begin with the
letter n). These pupils share in front of the class.
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
To make a fire you need _______ .
b.Predictions
• Teacher distributes the Leveled Reader, Making a Fire, and asks
pupils to look at the cover. Teacher asks pupils to describe what
they see in the picture. He or she picks a few pairs to answer the
question.
• Teacher asks pupils to read the title. Then, he or she asks pupils to
discuss in pairs what they think the book will be about. He or she
picks a few pairs to answer the question.
• Teacher asks what the title is and confirms that the title of the
Read Aloud Story is Making a Fire. Teacher asks pupils to look at
the pictures and read the book in pairs.
PY
• Teacher goes around and listens in as they read.
3 GROUP WORK
O
C
Group A with Teacher (less challenging text): Teacher leads
Group A pupils through each page of the book, asking them to
describe the picture: What is Carol doing? Then he or she asks them
D
Teacher asks: What is the story about? What is Carol doing? What
EP
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QUARTER 4 WEEK 34
Finally, the teacher may ask the pupils some inferential questions: NOTE
NOTES
Do you think Carol is helpful? Why? Why not?
Do you think Carol likes helping her mother? What makes you think so? If pupils finish their work
Would you like to help your mother make a fire? early, have them read
Do you like this story? Why? Why not? different texts in pairs to
increase their fluency:
• Teacher asks which words the pupils do not understand and he or • The Leveled Readers:
she explains them. Do Your Chores or Making
a Fire
Then, he or she asks for words that appear on every page.
He or she tells them that these words make the book easier to • The poem “Energy is
read. Then, he or she reads it and lets them follow with their Everywhere”
finger. Teacher reads the book page by page and the pupils echo
• Any other text previously
read each page.
studied (from Q3)
Group B: Teacher asks pupils to complete their map from Day 2.
They read the text faster and
They do this while he or she works with Group A.
faster, one reads while the
other counts or watches the
PY
4 CONCLUDING THE SESSION clock and they try to read it
faster each time.
• Teacher tells pupils that for the next day they will switch groups.
O
Group A will finish their maps.
C
OBJECTIVES DAY
• EN2A-IVa-e-1 Participate/engage in a read-along of texts (e.g. poetry,
D
4
repetitive text)
E
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
1 ROUTINE
a. Sharing Information
• Teacher asks pupils to share the information about what they did
at home yesterday. Then, he or she picks 1-2 pupils (pupils with a
birthday in January). These pupils share in front of the class.
Fluency practice: Teacher asks pupils to get into groups of five and
practice reading the poem or their Leveled Reader, Do Your Chores,
with appropriate intonation. Teacher observes five pupils.
PY
2 GROUP WORK: GUIDED READING (LEVELED
READER: MAKING A FIRE) AND SEAT WORK
O
Group B with Teacher (more challenging text): Teacher
leads Group C pupils through each page of the book, asking them
C
to describe the picture: What is Carol doing? Then, he or she asks
them to read the page to themselves. He or she listens to the
D
Teacher asks:What was the story about? What was Carol doing?
E
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QUARTER 4 WEEK 34
Finally, the teacher may ask the pupils some inferential questions: NOTE
NOTES
Do you think Carol is helpful? Why? Why not? If pupils finish their work
Do you think Carol likes helping her mother? What makes you think so? early, have them read
Would you like to help your mother make a fire? different texts in pairs to
Do you like this story? Why? Why not? increase their fluency:
• Teacher asks which words the pupils do not understand and he or • The Leveled Readers,
she explains them. Do Your Chores or Making
Then, he or she asks for words that appear on every page. a Fire
He or she tells them that these words make the book easier to • The poem “Energy is
read. Then, he or she reads it and lets them follow with their Everywhere
finger. Teacher reads the book page by page and the pupils echo
read each page. • Any other text previously
studied (from Q3)
Group A: Teacher asks pupils to complete their map from Day 2.
They do this while he or she works with Group B. They read the text faster
and faster, one reads while
3
the other counts or watches
PY
COMPOSING ACTIVITY: STORYBOARD
the clock and they try to
read it faster each time they
Teacher asks pupils: What do you think Carol’s mother said when try.
O
Carol asked her why they make such a small fire. Is it better to make a
They read words
big fire or a small fire like what Carol and her mother did? Why?
randomly: one points to
C
• Teacher leads a discussion about making small fires to conserve words at random and the
energy. If everyone made big fires all the time, there would not be other reads them as fast as
any trees left.
D
possible.
Then, he or she tells pupils they will get in groups of four and do a
E
• Pupils will choose four events and each pupil in the group will
illustrate one event in the story.
a. Differentiated Instruction
• Teacher assigns two levels of tasks: Drawing a storyboard
Level 1: Pupils draw the story board of four events in the story,
and write one word for each event that took place.
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
Teacher asks:
What was the story about?
What was Carol doing? What did her mother ask her to do?
PY
O
C
E D
EP
Do you think Carol likes helping her mother? What makes you think so
Would you like to help your mother make a fire?
Do you like this story? Why? Why not?
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QUARTER 4 WEEK 34
NOTES
OBJECTIVES DAY
• EN2A-IVa-e-1 Participate/engage in a read-along of texts (e.g. poetry,
5
repetitive text)
PY
• EN2WC-IVd-g-1.6 Express idea through illustrations or storyboard
*Basa-added objective O
1 ROUTINE
C
1-4. He or she explains that he or she will read each sentence and
EP
• His or Hers
D
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
Teacher asks:What was the story about? What was Carol doing?
What did her mother ask her to do?
PY
O
C
E D
inferential questions:
Do you think Carol is helpful? Why? Why not?
D
Do you think Carol likes helping her mother? What makes you think so?
Would you like to help your mother make a fire?
Do you like this story? Why? Why not?
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QUARTER 4 WEEK 34
NOTES
4 INDEPENDENT READING
PY
O
C
E D
EP
D
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QUARTER 4 WEEK 35
WEEK
35
TEACHER’S GUIDE
GRADE 2
PY ENGLISH
O
C
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TEACHER’S GUIDE GRADE 2 ENGLISH
PY
Daily
O
C
E D
short o sound*
• Give the meaning of two-syllable
words with short o, a, i, and e
D
sounds*
PWR • EN2PWR-IVi-10.1.1
Read phrases, short sentences, and
1
short stories consisting of words
with short e, a, or i sounds and the
Who, What, and Where questions
about them
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QUARTER 4 WEEK 35
• Teacher asks questions allowing pupils to talk • Pupils talk about stories and texts they read
about stories and texts they read and listen to and listen to and what they are thankful for
and what they are thankful for
b. Poem or Song
b. Poem or Song
• Pupils recite a poem or sing a song
• Teacher introduces a poem or song that
• Pupils participate in read along of text
pupils will learn.
PY
c. Fluency: Practice reading the poem
• Teacher encourages pupils to read along
“Thank You” and the Leveled Readers from
(choral reading, echo reading etc.)
Weeks 32 and 34: Do Your Chores and Making
c. Fluency: Practice reading the poem a Fire
O
“Thank You” and the Leveled Readers from
d. Oral Language and Spelling Games
Weeks 32 and 34: Do Your Chores and Making
C
a Fire • Pupils practice short vowel sounds by playing
a game
d. Oral Language and Spelling Games
D
vowel sounds
1. Routine 1. Routine
EP
• Teacher gives pupils story to read and • Pupils read a story and answer questions
asks them to answer the questions in their
• Two-syllable words
notebook
• Pupils complete activity on words with
• Two-syllable words
short o sound
• Teacher leads an activity with two-syllable
words with short o, a, u, and e sounds in the
“Get Set” and Let’s Aim” activity on
pp. 318-319 in the LM and the “We Can Do
It” activity on pp. 320- 321 in the LM
V – Vocabulary Development LC – Listening Comprehension RC – Reading Comprehension
ATR – Attitude Towards Language, Literacy, and Literature SS – Study Strategies
* – Basa-added Objective
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TEACHER’S GUIDE GRADE 2 ENGLISH
PY
words with short o, e, a, or i
sounds*
O
2
C
E D
EP
D
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QUARTER 4 WEEK 35
1. Routine 1. Routine
(refer to the Daily Activities) (refer to the Daily Activities)
PY
• Teacher unlocks unfamiliar words and • Pupils listen to the teacher using words,
expressions. phrases or expressions that are unfamiliar
• Teacher models using new vocabulary and • Pupils talk about words, phrases,
structures
O or expressions that are unfamiliar
“Let’s Aim” and “Get Set” activity on pp 330- on pp. 330 about two-syllable words
331 of the LM
EP
1. Routine 1. Routine
(refer to the Daily Activities) (refer to the Daily Activities)
• Teacher asks questions about home and what • Pupils share experiences related to the story.
there is to be thankful for at home They talk about the cover of the story, and
make predictions
• Teacher asks questions to elicit predictions
• Pupils review words, phrases, or expressions
• Teacher unlocks unfamiliar words and
that are unfamiliar
expressions
V – Vocabulary Development LC – Listening Comprehension RC – Reading Comprehension
ATR – Attitude Towards Language, Literacy, and Literature SS – Study Strategies
* – Basa-added Objective
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TEACHER’S GUIDE GRADE 2 ENGLISH
PY
LC • EN2LC-IVi-j-2.6 • Read Aloud Story: Whuush!
Retell and reenact events from
• Validate Predictions
the story O
RC • EN2RC-IVe-2.16
C
Use clues to make and justify
predictions before, during, and after
reading (titles, pictures,)
D
OL • EN2OL-IVe-1.1
Listen and respond to texts to
E
4
D
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QUARTER 4 WEEK 35
• Teacher reads the story to the pupils and • Pupils listen attentively to the story read
pauses for pupils to predict possible ending and make predictions based their personal
based on characters, incidents, and settings experience
• Teacher asks questions about the story: • Pupils answer questions about the story
who, what, where, when
3. Two-Syllable Words
3. Two-Syllable Words
• Pupils complete activities in the LM on
• Teacher leads activities in the LM on pp. 344-345 “Let’s Aim” and “Get Set”
pp. 344-345 Let’s Aim and Get Set
4. Concluding the Session
4. Concluding the Session
• Homework: Retell story to family members
• Teacher gives homework
PY
1. Routine 1. Routine
(refer to the Daily Activities) (refer to the Daily Activities)
2. Retelling of the Read Aloud Story: Whuush! 2. Retelling of the Read Aloud Story: Whuush!
O
• Teacher shows pictures to help pupils retell • Pupils retell the story
the Read Aloud story
C
3. Rereading of the Read Aloud Story: Whuush!
3. Rereading of the Read Aloud Story: Whuush!
Pre-Reading Activities
D
Pre-Reading Activities
• Pupils talk about the predictions they make in
• Teacher asks pupils about their predictions Day 2
E
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TEACHER’S GUIDE GRADE 2 ENGLISH
PY
DOMAINS: OL – Oral Language PA – Phonological Awareness
BPK – Book and Print Orientation PWR – Phonics and Word Recognition F – Fluency
S – Spelling WC – Writing and Composition G – Grammar Awareness and Structure
O
C
E D
EP
D
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QUARTER 4 WEEK 35
2. Words with Short a, e, i Vowel Sounds 2. Words with Short a, e, i Vowel Sounds
• Teacher write words with short a, e, i sounds • Pupils fill in the missing letter
on the board with missing letters that pupils
3. Composing Activity: Storyboard of the
fill in
Read Aloud Story, Whuush!
3. Composing Activity: Storyboard of the Read
4. Concluding the Session: Sharing and Reading
Aloud Story, Whuush!
• Pupils share their ideas in groups of four and
4. Concluding the Session: Sharing and Reading
talk about it
• Teacher invites pupils to share their ideas in
groups of four
PY
V – Vocabulary Development LC – Listening Comprehension RC – Reading Comprehension
ATR – Attitude Towards Language, Literacy, and Literature SS – Study Strategies
* – Basa-added Objective O
C
E D
EP
D
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
DAY OBJECTIVES
• EN2A-IVa-e-1 Participate/engage in a read-along of texts (e.g. poetry,
1
repetitive text)
PY
On-going Assessment: During Weeks 35 and 36, pupils will
continue to practice their reading skills. During this two-week period,
O
the teacher observes five pupils per day during English period and
NOTE assesses their Listening/Reading Comprehension using this table:
C
During the Two-week
period, the teacher will Answering 1 2
observe pupils during reading comprehension Is not able to Is able to answer
D
questions questions
EP
1 ROUTINE
D
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QUARTER 4 WEEK 35
NOTES
“Thank You”
PY
That bring me so much joy
Thank you for my family
Who cares for me happily.
O
Thank you, thank you
C
There’s so much to be grateful for
Thank you, thank you
I won’t complain anymore!
E D
• Teacher explains that pupils will practice reading the poem with
proper expression.
EP
b. Sharing Information
D
• Teacher lets pupils talk about this in pairs: There are so many beautiful
things in nature, like the beaches, the trees, the flowers, the animals.
What in nature are you most thankful for?
Then, he or she picks five names from the box or the bowl. These
pupils share in front of the class.
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
Pat is a dog. He has a mosquito net over his bed. Ted is a cat.
He does not have a net on his bed. They are on a farm. It is wet.
“Bzzzzzz…bzzzzz.” Ted gets sick. Pat is sad. Pat gets the vet, Jim.
Jim, the vet, comes to help. Jim, the vet, says: “Ted is sick.” Jim,
the vet, says: “Get a net!” Ted gets a big net for his bed. Ted is
better. Pat and Ted say: “Thank you.”
Who is Pat?
Who is Ted?
Who is Jim?
PY
What does Jim say?
Where are they?
• Teacher then shows three words and plays the “On the Fast Track
EP
Game.” Teacher asks pupils read the word in the left column
and then with their partner come up with the new word (adding
s to the beginning of the word). Ask them to write the new word
in their notebook. After pupils have written the word, ask for a
D
Two-syllable words
• Teacher distributes and conducts activities on Two-syllable words
with Short e, a, i, and o sounds. Refer to the LM on pp. 318-319
(“Get Set” and “Let’s Aim”) and to the LM pp. on 320-321 (“We
Can Do It”).
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QUARTER 4 WEEK 35
NOTES
3 FLUENCY
They read the text faster and faster: one reads while the other
counts or watches the clock and they try to read it faster each time
they try.
• Teacher tells pupils to ask a family member what they are thankful
for.
OBJECTIVES DAY
PY
• EN2A-IVa-e-1 Participate/engage in a read-along of texts (e.g. poetry,
2
repetitive text) O
• EN2V-IIIa-b-13.1 Give the meaning of words used in stories presented
through real objects, illustrations, demonstrations, and context clues
C
• Give the meaning of two-syllable words with short vowel sounds*
* Basa-added objective
D
1 ROUTINE
E
EP
intonation.
b. Sharing Information
• Teacher lets pupils talk in pairs. What is your mother or father
(or sister or brother) thankful for? (Homework from Day 1)
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
• Teacher asks pupils for other words that makes the sound of
things (possible answers: pitter patter (rain); brummm, brummm
(thunder), chug, chug (train)).
PRE-READING ACTIVITIES
PY
a. Unlocking Some Words and Expressions
• Teacher explains the following words and expressions and asks
BRIDGING questions.
O
When explaining new sturdy
vocabulary, do not
C
immediately translate. Teacher says: When something is strong (teacher makes the gesture of
Use hand gestures and being strong) and won’t break, like a chair or a house, we say it is sturdy.
Can you tell me something that is sturdy?
D
movement as much as
possible.
E
skills
Teachers may not address
the meaning here in the Teacher says: When you are good at something, that is a skill. You
lesson but may make the have have skills as a reader, as a basketball player, as cook, as a story teller.
D
comment that the tree is There are many skills. What are you good at?
sturdy when they come to
the word in the book. I have skills, I am a good _______________.
permission
BRIDGING Teacher says: When you want to do something, you have to ask for
Some words are easy to permission. For example, here in the classroom, if you want to go out of
explain by showing the the room you have to ask for permission. You use the phrase: Teacher may
picture in the book I …. What do you asks permission for at home or at school?
(e.g., electrical posts)
When I want to ______________, I ask for permission.
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QUARTER 4 WEEK 35
underground NOTES
NOTE
Teacher says: There are things on the ground, like you and I,
Teacher can show a
animals, cars, and plants. There are things above ground like birds and
photo of a subway stop
airplanes. And there are things and places underground, like worms,
underground or a train
roots and caves. In the city, they have roads under other roads, or places
running underground.
to park you car under building, these places are underground. Have you been
underground? Where?
Teacher says: In some places, there are many shops all in the same Teacher can show a
place. You walk inside from shop to shop. These are called shopping picture of some malls in
malls. Have you ever been in a shopping mall? Where? the community or ones
the pupils may have seen in
neighboring communities.
concrete
PY
NOTE
Teacher says: Some roads, bridges, and buildings are made of a hard
material called, concrete. It is very hard to break concrete. Have you Teacher could bring in a
seen a bridge or building made of concrete? Where? small piece of concrete.
O
I saw a _________ made of concrete in ___________ .
C
3
D
SHORT O SOUND
NOTE
E
• Teacher reviews the Short o sound with pupils using I Can Do It, in Phonological Awareness
EP
the LM on p. 252.
Objective:
2-syllable words EN2PA-IVe-f-6.3
D
• Teacher distributes and conducts activities on two-syllable words Produce speech sounds
with Short e, a, i, and o sounds in the LM on pp. 330 “Let’s Aim”
Ask pupils to sound out the
and “Get Set.”
words they are spelling and
Class corrects together. reading
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
DAY OBJECTIVES
• EN2A-IVa-e-1 Participate/engage in a read-along of texts (e.g. poetry,
repetitive text)
3 • EN2G-IVc-d-4.2.3 Use possessive pronoun*
1 ROUTINE
PY
You” and how they would read them with appropriate intonation.
• Fluency practice: Teacher asks pupils to get into groups of five
and practice reading the poem, the story of “Pat and Ted” or
O
their Leveled Reader, Making a Fire, with appropriate intonation.
Teacher observes five pupils.
C
b. Sharing Information
• Teacher lets pupils talk in pairs. He or she says: Remember when we
D
talk about what your families were thankful for? What are you thankful for?
E
Filipino English
natin ours
nila theirs
Teacher says: Today we are going to talk more about pronouns that show
ownership-his and hers. Let’s look at the anchor chart on the board.
• Then, he or she and pupils do the “We Can Do It” exercise in the
LM on pp. 217-218.
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QUARTER 4 WEEK 35
NOTES
PRE-READING ACTIVITIES
a. Making Predictions
BRIDGING
• Teacher shows the cover of the Read Aloud Story, Whuush! and
asks a pupil to read the title. He or she asks pupils if they can
Ask pupils for the name
think of what could make the sound “Whuush.” He or she then
of the author and the
asks pupils to describe what they see on the cover. He or she asks
illustrator.
pupils what they think the story Whuush! might be about?
Then he or she asks pairs to discuss: What do you see on the cover?
What do you think will happen in this story titled Whuush! with the young
wind on the cover? He or she asks a few pairs to share their answers.
• Teacher opens the Read Aloud Story, Whuush! and shows the
illustrations on pages 2 and 3 and asks pupils to describe what they
PY
see. He or she asks pairs to discuss: What is the wind doing? What
do you think will happen? He or she asks a few pairs to share their
answer.
O
DURING READING ACTIVITIES
Before reading page 18, he or she asks pupils: What do you think
EP
will happen next? Do you think Ling-ling is feeling lonely? Why/Why not?
Then, he or she asks pupils to discuss in pairs. He or she asks a
few pairs to share.
D
Before reading page 22, he or she asks pupils: What do you think
will happen next? Do you think Ling-ling will stay with Paros or will she go
home? Why/Why not? Then, he or she asks pupils to discuss in pairs.
He or she asks a few pairs to share.
Who is Ling-Ling?
Who is Paros?
Where did the story start?
What did Ling-Ling want to do? Where did she want to go?
What did Ling-Ling and Paros do in the city?
What happened to Ling-Ling after a while? How was she feeling?
What did Ling-Ling remember she was supposed to do?
Why didn’t the elders want her to leave?
How did she feel when she came back?
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES Teacher asks: Think about your predictions about this story. Who was
surprised by the story because it did NOT match your predictions?
4
NOTE
2-SYLLABLE WORDS
Phonological
Awareness • Teacher conducts activities with two-syllable words with short a, e,
Objective: i, and o sounds in the LM on pp. 344-345 (“Let’s Aim” and “Get
EN2PA-IVe-f-6.3 Set”). Class corrects together.
DAY OBJECTIVES
PY
• EN2A-IVa-e-1 Participate/engage in a read-along of texts (e.g. poetry,
4 repetitive text)
1 ROUTINE
EP
a. Sharing Information
D
• Teacher lets pupils talk in pairs. Do you like the story Whuush!? Why?
Why not? He or she gives them a sentence frame to complete.
Then, he or she picks 1-2 names from the box or the bowl. These
pupils share in front of the class.
Teacher asks: Have you gone somewhere for several nights? Were you
happy to come back home? Why?
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QUARTER 4 WEEK 35
Fluency practice: Teacher asks pupils to get into groups of five NOTES
and practice reading the poem, the story of “Pat and Ted,” or their
Leveled Reader, Making a Fire, appropriate with intonation. Teacher
observes five pupils.
BRIDGING
2 RETELLING OF READ ALOUD STORY: WHUUSH!
Book and Print
• Teacher shows the pictures of the Read Aloud Story, Whuush! one Knowledge
by one and calls on pupils to say what happened. As they retell the
story, the pupils act out the actions.
Review English terms for
parts of a book, if needed.
PRE-READING ACTIVITIES
• Teacher shows the cover of the book and asks pupils to discuss
in pairs the following questions. He or she picks a few pairs to
PY
answer the question:
Do you think Ling-Ling was happy to go back home? Why do you think
that?
O
He or she picks a few pairs to answer the question.
C
• Teacher tells pupils he or she will read the story again. He or she
tells them to listen for and watch for clues that help them make
D
predictions. For example: What are the clues Ling-ling may go to the city
to learn how to become stronger and faster? What are the clues that Ling-ling
E
• Teacher explains that they will discuss major points and pause
to check the words and pictures to notice the details. He or she
pauses and asks questions about details. He or she asks pairs to
discuss and picks different pairs to share their answers:
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TEACHER’S GUIDE GRADE 2 ENGLISH
Do you think Paros was a good wind or a bad wind for the people below?
PY
He or she picks a few pairs to answer the questions. Then, he or
she continues the discussion:
O
What did Ling-Ling realize when she was in the playground with the
children?
C
He or she gives them sentence frames with to complete.
D
Do you think Ling-ling was thankful at the end? What was she thankful for?
D
Do you think Ling-Ling would make a good friend? Why? Why not?
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QUARTER 4 WEEK 35
Give pupils 20 minutes to complete the map and then ask groups
to supply their response to one “box” on the map.
PY
O
C
E D
EP
D
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
DAY OBJECTIVES
• EN2A-IVa-e-1. Participate/engage in a read-along of texts (e.g. poetry,
5
repetitive text)
1 ROUTINE
b. Sharing Information
PY
• Teacher lets pupils talk in pairs. If you were Ling-Ling what would you
be thankful for? O
• He or she picks 1–2 pupils- pupils with last names that begin with
the t sound. These pupils share in front of the class.
C
If you were the people of Makiling, what would you be thankful for?
He or she picks 1–2 pupils- pupils with last names that begin with
the t sound. These pupils share in front of the class.
E D
• Teacher writes short a, Short e and Short i words from the story
“Pat and Ted” on the board with the vowel missing. Pupils copy
the word and fill in the missing vowel.
Ex:
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QUARTER 4 WEEK 35
NOTES
PY
• Teacher asks a few groups to share their ideas and the beginning
of the work done on their storyboards. These will finish during the
next lesson. O
C
E D
EP
D
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QUARTER 4 WEEK 36
WEEK
36
TEACHER’S GUIDE
GRADE 2
PY ENGLISH
O
C
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TEACHER’S GUIDE GRADE 2 ENGLISH
PY
Daily
O
C
E D
PWR
Read two-syllable words consisting
• Storyboard
of short e, a, and i (pigpen,basket,
magnet). • Sight Words
D
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QUARTER 4 WEEK 36
• Teacher asks questions allowing pupils to talk • Pupils talk about what they are thankful for
about what they are thankful for
b. Poem or Song
b. Poem or Song
• Pupils recite a poem or sing a song.
• Teacher encourages pupils to read along
• Fluency: Pupils practice reading the poem
(choral reading, echo reading etc.)
“Thank You,” the story “Pat and Ted,” or the
PY
• Fluency: Practice reading the poem “Thank Leveled Readers from Weeks 32, 34:
You,” the story “Pat and Ted,” or the Leveled Do Your Chores and Making a Fire
Readers from Weeks 32, 34: Do Your Chores
O
c. Vocabulary/Phonics Games and Activities
and Making a Fire
• Pupils practice rhymes and reading words
c. Vocabulary/Phonics Games and Activities
C
with short a, e, i, and o vowel sounds by
• Teacher conducts games to practice spelling playing games
words with short a, e, i, and o vowel sounds
D
vocabulary
EP
1. Routine 1. Routine
(refer to the Daily Activities) (refer to the Daily Activities)
• Teacher discusses sight words and conducts a • Pupils read sight words and participate in the
game to reinforce lesson game
• Teacher asks pupils to tell families about • Pupils tell families about the storyboard of
the storyboard of the story, Whuush!, and the story, Whuush!, and practice retelling the
practice retelling the story story
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TEACHER’S GUIDE GRADE 2 ENGLISH
PY
WC • EN2WC-IVd-g-1.6 • Leveled Reader: The End of the
Express idea through illustrations or World
storyboard
• Use New Vocabulary and
LC • EN2LC-IVc-d-2.5
O
Structures
Use an understanding of incidents,
characters, and settings to validate • Group A: Read Leveled Reader
C
predictions
• Group B: Fluency and Spelling
F • EN2F-IVg-j-4.2
Practice; Storyboard
D
proper expression
V • EN2V-IIIa-b-13.1
Give the meaning of words used
D
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QUARTER 4 WEEK 36
2. Retelling the story: Oral Dramatic Activity 2. Retelling the Story: Oral Dramatic Activity
• Teacher leads pupils to retell the Read Aloud • Pupils retell the Read Aloud Story: Whuush!
Story Whuush! using their storyboards using their storyboards
• Teacher gives pupils story to read and asks • Pupils read a story and answer
them to answer comprehension questions in comprehension questions in their notebook
their notebook
4. Concluding the Session
4. Concluding the Session
• Pupils discuss story
• Teacher discusses story
PY
1. Routine 1. Routine
(same as above under Daily Activities) (same as above under Daily Activities)
2. Leveled Reader: The End of the World 2. Leveled Reader: The End of the World
O
Pre-Reading Activities Pre-Reading Activities
C
• Teacher unlocks unfamiliar words and • Pupils review words that are unfamiliar
expressions
• Pupils share experiences related to the story.
D
• Teacher asks questions to stimulate pupils’ They talk about the cover of the story and set
interest about the story and to identify a purpose for reading.
E
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TEACHER’S GUIDE GRADE 2 ENGLISH
PY
F • EN2F-IVg-j-4.2 • Groups B and A: Leveled Reader
Read phrases, sentences, and
stories consisting of short e, a, and • Groups B, and A: Fluency and
Spelling practice; Storyboard
i words and some sight words with
O
appropriate speed, accuracy, and
C
proper expression
V • EN2V-IIIa-b-13.1
4
Give the meaning of words used
D
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QUARTER 4 WEEK 36
• Fluency, Spelling, and Composing Activity, • Fluency, Spelling, and Composing Activity:
Illustration: Teacher asks pupils to illustrate Illustration
their favorite part of the story
• Pupils illustrate their favorite part of the story
4. Concluding the Session
4. Concluding the Session
• Homework: Group A should finish their
• Homework: Group A should finish their
storyboard
storyboard
1. Routine 1. Routine
(refer to the Daily Activities) (refer to the Daily Activities)
2. Group Work: Guided Reading and Seat Work 2. Group Work: Guided Reading and Seat Work
Group B: During Reading Activities with the Group B: During Reading with the Teacher
Teacher Activities
PY
• Teacher does a picture walk, asks for • Pupils do a picture walk, make predictions,
predictions, points out high frequency words, identify high frequency words, read the
listens to pupils as they read, and leads pupils Leveled Reader, and echo read the Leveled
through echo reading Reader.
O
Groups A: Seat work Groups A: Seat work
C
• Fluency, Spelling, Illustration of The End of the • Pupils practice their spelling and fluency and
World finish their illustrations
D
Group A: During Reading Activities with the Group A: During Reading Activities with the
Teacher Teacher
• Teacher does a picture walk, asks for • Pupils do a picture walk, make predictions,
predictions, points out high frequency words, identify high frequency words, read the
listens to pupils as they read, and leads pupils Leveled Reader, and echo read the Leveled
through echo reading Reader
V – Vocabulary Development LC – Listening Comprehension RC – Reading Comprehension
ATR – Attitude Towards Language, Literacy, and Literature SS – Study Strategies
* – Basa-added Objective
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TEACHER’S GUIDE GRADE 2 ENGLISH
PY
characters and settings to validate
predictions
V • EN2V-IIIa-b-13.1
Give the meaning of words used
O
in stories presented through real
5 objects, illustrations, demonstration,
C
and context clues
WC • EN2WC-IVd-g-1.6
D
F • EN2F-IVg-j-4.2
Read phrases, sentences and stories
EP
proper expression
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QUARTER 4 WEEK 36
• Writing activity: Storyboard/post cards of the • Pupils begin their post card story board of the
Leveled Reader, The End of the World Leveled Reader, The End of the World
• Teacher gives homework • Pupils tell their families about the post card/
storyboard
1. Routine 1. Routine
(refer to the Daily Activities) – Assessment (refer to the Daily Activities) – Assessment
focus: Spelling focus: Spelling
2. Group Work: Guided Reading and Seat Work 2. Group Work: Guided Reading and Seat Work
Group B: During Reading Activities with the Group B: During Reading activities with the
PY
Teacher Teacher
• Teacher does a picture walk, asks for • Pupils do a picture walk, make predictions,
predictions, points out high frequency words, identify high frequency words, read the
O
listens to pupils as they read and leads pupils Leveled Reader, and echo read the Leveled
through echo reading Reader
C
Group A: Seat Work Group A: Seat Work
D
• Writing Activity: post card /storyboard • Pupils work on their post card/storyboard of
the Leveled Reader, The End of the World
3. Concluding Session
E
3. Concluding Session
• Teacher invites pupils to share their
EP
post card/storyboards and what they have • Pupils share their post card/storyboards and
learned about being thankful and grateful what they have learned about being thankful
and grateful
4. Independent Reading
D
4. Independent Reading
• Teacher invites pupils to choose something to
read independently or in pairs • Pupils choose something to read
independently or in pairs
V – Vocabulary Development LC – Listening Comprehension RC – Reading Comprehension
ATR – Attitude Towards Language, Literacy, and Literature SS – Study Strategies
* – Basa-added Objective
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
DAY OBJECTIVES
• EN2OL-IVf-g-1.16 Create and participate in oral dramatic activities
PY
and observe all pupils in the
questions comprehension questions
course of the two-week
questions
period. O
NOTE
Spelling
C
• Play daily spelling games with one or two-syllable words with
Phonological Awareness
Short e, a, i and o sounds and additional letters before the word
Objective: (i.e., top + s is stop). Choose from the following:
D
EN2PA-IVe-f-6.3
a. Ask pupils to fill in the missing letter
E
Ask pupils to sound out the word, or add a letter to the beginning of the word to make a
words they are spelling and new word
reading
c. Ask pupils to read flash cards
D
e. Team A and Team B: Ask pupils from each team to come to the
board and spell a word. The first to spell correctly gets a point
for the team
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QUARTER 4 WEEK 36
NOTES
1 ROUTINE
c. Sharing Information
PY
• Teacher asks pupils what they are most thankful for in their
community. He or she picks 1-2 pupils who are born in July.
These pupils share in front of the class. O
2 COMPOSING ACTIVITY: STORYBOARD
C
• Teacher tells pupils to bring out and complete their storyboards of
the Read Aloud Story, Whuush!
D
3
E
• Teacher writes the words and, want, see, of, go, here on the board.
Teacher points to each one and reads them with the pupils.
He or she explains the meaning of each word. He or she then
D
• Teacher asks pupils to tell theitr family about their storyboards and
practice retelling the Read Aloud Story, Whuush!
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
DAY OBJECTIVES
• EN2OL-IVf-g-1.16 Create and participate in oral dramatic activities
1 ROUTINE
PY
and practice reading the poem, the story of “Pat and Ted” or their
Leveled Reader, Making a Fire, with intonation. Teacher observes
five pupils.
O
b. Spelling (see games and activities on page 152)
C
Teacher plays one spelling game with pupils.
D
c. Sharing Information
E
• Teacher asks pupils to say three events from the Read Aloud Story
Whuush! He or she picks 1-2 pupils who are born in August. These
EP
2
D
3 TWO-SYLLABLE WORDS
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QUARTER 4 WEEK 36
NOTES
“Pat and the Dentist”
Pat puts on his jacket and his helmet. Pat rides his bike to play
tennis at the park. He locks his bike with a padlock. After the
game, he takes out his napkin and sandwich and eats it. On
the way home, Pat falls and breaks a tooth. Oh no! Pat’s mom
takes him to the dentist. Pat is afraid and upset. The dentist has
a puppet to cheer Pat up. The puppet is a parrot. “Hello” says
Pat. “Hello,” says the parrot. Pat feels better.
Who is Pat?
What does Pat put on?
Where does Pat go?
What game does Pat play?
What does Pat use to lock his bike?
PY
What does Pat eat?
What does Pat break?
Where does his mom take him?
What does the dentist have to cheer Pat?
O
• Teacher collects notebooks to assess pupils’ reading
C
comprehension.
Example: Why does Pat lock his bike with a padlock? Why do you think
Pat is afraid and upset? Why do you think Pat feels better?
D
OBJECTIVES DAY
• EN2OL-IVf-g-1.16 Create and participate in oral dramatic activities
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
1 ROUTINE
PRE-READING ACTIVITIES:
PY
O
Average and advanced pupils read the more challenging text.
(This can be identified with two dot marks on the cover of the
C
book.)
Pupils with less reading profiency read the easy text. (This
D
can be identified with the single dot mark indicated on the cover
of the book.)
E
EP
did Paros like better Makiling or the city? What do you like better, being at
home or somewhere else?
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QUARTER 4 WEEK 36
• Teacher asks what the title is and confirms that the title of the
story is The End of the World. Teacher asks pupils to look at the
pictures and read the book in pairs.
3 GROUP WORK
PY
Group A with teacher (less challenging text): Teacher leads
Group A pupils through each page of the book, asking them to
O
describe the pictures (e.g., I?) Then, he or she asks them to read
the page by themselves. He or she listens to the pupils read and
C
prompts the ones that have difficulty. He or she asks:
What does the rooster wanting to do? What does he do? NOTE
What are the elements of the story (Teacher can use the graphic
E
organizer on page 8 to capture the elements of the story) If pupils finish their work
Who are the main characters? early, have them read
EP
Do you like this story? Why? Why not? Do Your Chores or Making
Do you think Rooster learned a lesson? Why? Why not? a Fire
What lesson did he learn?
• The poem “Thank You”
• Teacher asks the pupils if the ending of the story matched their • Any other reader or
predictions about the story and asks them why or why not. poem previously studied
• Teacher asks which words the pupils do not understand and he or (from Q3/Q4)
she explains them. They read the text faster
Teacher asks: What are some of the words that are the same on every and faster. One reads
page? while the other counts or
watches the clock and they
• Teacher tells the pupils that these words make the book easier try to read it faster each
to read. Then, he or she reads it and lets them follow with their time they try.
finger. Teacher reads the book page by page and the pupils echo
read each page.
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TEACHER’S GUIDE GRADE 2 ENGLISH
• Teacher tells pupils that for the next day, they will switch groups.
Group A should finish their illustration of “Pat and the Dentist.”
DAY OBJECTIVES
• EN2OL-IVf-g-1.16 Create and participate in oral dramatic activities
PY
• EN2LC-IVc-d-2.5 Use an understanding of incidents, characters and settings
to validate predictions O
• EN2V-IIIa-b-13.1 Give the meaning of words used in stories presented
through real objects, illustrations, demonstration, and context clues
C
• EN2WC-IVd-g-1.6 Express ideas through illustrations or storyboard
a, i, and o words and some sight words with appropriate speed, accuracy, and
proper expression
E
EP
1 ROUTINE
D
a. Sharing Information
• Teacher asks pupils to share the information about what they are
grateful for with their friends. Then, he or she picks 1-2 names
from the box or the bowl. These pupils share in front of the class.
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QUARTER 4 WEEK 36
The class will play Buzz with the sight words. After saying “Buzz”
the teacher will point to a word and the pupils say the word.
• Teacher asks volunteers to come to the front and lead the game.
Teacher may make the game harder by adding more sight words
previously learned.
PY
What is the story is about?
What does the rooster want to do? What does he do?
What are the elements of the story? (Teacher can use the graphic
O
organizer on page 8 to capture the elements of the story)
Who are the main characters?
C
What other characters are there?
Where did the story takes place?
What happens in the end? How else could the problem have been solved?
D
• Teacher asks the pupils if the ending of the story matched their
predictions about the story and asks them why or why not.
D
Teacher asks: What are some of the words that are the same on
every page?
Teacher tells the pupils that these words make the book easier
to read. Then, he or she reads it and lets them follow with their
finger. Teacher reads the book page by page and the pupils echo
read each page.
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
3 COMPOSING ACTIVITY:
STORYBOARD USING POST CARDS
Dear Hen,
It told me to go ____________________.
Yours/Sincerely/ Drawing
NOTE
Rooster
PY
Remind pupils about the use
of a or an: Then, he or she explains pupils they will get in groups of 6 and
a monkey an eagle do a storyboard using post cards for the Leveled Reader, The End
of the World. Each pupil in the group will choose one animal and a
O
place where the rooster was and make a post card.
C
He or she tells them to use the sentence frame to write the reader
and to draw the place where the rooster is.
D
If some pupils in the group finish early, teacher tells them make
another post card about the beginning of the story, when rooster
E
a. Differentiated Instruction
D
Level 1: Pupils draw the place and complete the sentence frame.
Teacher tells pupils to use their Leveled Reader to find the words
they need.
Level 2: Pupils draw and write their post card using the sentence
frame. They may add more sentences.
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QUARTER 4 WEEK 36
NOTES
GROUP WORK: GUIDED READING
4 (LEVELED READER: THE END OF THE WORLD)
AND SEAT WORK
Teacher asks:
What is the story about?
What does the rooster want to do? What does he do?
What are the elements of the story?(Teacher can use the graphic
organizer on below.)
Who are the main characters?
What other characters are there?
What are the places where the story happens?
PY
What happens in the end?
Is there another way they could have solved the problem?
Do you like this story? Why? Why not?
Do you think Rooster learned a lesson? Why? Why not?
O
What lesson did he learn?
C
NOTE
Identify Story Elements
Characters Setting Problem Solution If pupils finish their work
D
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
DAY OBJECTIVES
• EN2OL-IVf-g-1.16 Create and participate in oral dramatic activities
PY
• EN2F-IVg-j-4.2 Read phrases, sentences, and stories consisting of Short e,
a, i, and o words and some sight words with appropriate speed, accuracy, and
proper expression
O
1
C
ROUTINE
Vowel Sounds
E
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QUARTER 4 WEEK 36
NOTES
2 GROUP WORK
(LEVELED READER: THE END OF THE WORLD)
He or she listens to the pupils read and prompts the ones that
have difficulty.
Teacher asks:
What the story is about?
What does the rooster want to do? What does he do?
What are the elements of the story? (Teacher can use the graphic
organizer on page 143 to capture the elements of the story.)
PY
Who are the main characters?
What other characters are there?
Where did the story takes place?
What happens in the end?
O
Is there another way the problem could have been solved?
Do you like this story? Why? Why not?
C
Do you think Rooster learned a lesson? Why? Why not?
What lesson did he learn?
D
• Then, he or she asks: What are some of the words that are the same on
EP
every page? He or she tells them that these words make the book
easier to read. Then, he or she reads it and lets them follow with
their finger. Teacher reads the book page by page and the pupils
D
4 INDEPENDENT READING
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES ASSESSMENT
Look at the pictures closely. Fill in each blank with a correct vowel to
complete the word.
PY
O
C
E D
EP
D
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QUARTER 4 WEEK 37
WEEK
37
TEACHER’S GUIDE
GRADE 2
PY ENGLISH
O
C
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TEACHER’S GUIDE GRADE 2 ENGLISH
PY
Daily
O
C
E D
EP
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QUARTER 4 WEEK 37
• Teacher asks questions allowing pupils to talk • Pupils talk about stories and texts they read
about stories and texts they read and listen to and listen to and what they are thankful for
and about caring for the environment
b. Poem or Song
b. Poem or Song
• Pupils participate in read along of text
• Teacher tells pupils to practice their fluency
c. Create and Participate in Oral Dramatic
reading a poem or Leveled Reader
Activities
PY
c. Create and Participate in Oral Dramatic
d. Fluency: Pupils practice reading the poems
Activities
learned to date and the Leveled Readers from
d. Fluency: Teacher makes groups for reading
O
Weeks 32, 34, or 36: Do your Chores, Making a
the poems learned to date and the Leveled Fire or The End of the World”
Readers from Weeks 32, 34 or 36: Do your
C
e. Vocabulary or Spelling activities and games
Chores, Making a Fire or The End of the World
• Pupils practice vocabulary or spelling short i
e. Vocabulary or Spelling activities and games
D
1. Routine 1. Routine
(same as above under Daily Activities) (same as above under Daily Activities)
D
2. Short u 2. Short u
• Teacher gives pupils exercises with words • Pupils complete short u exercises with words
with the short u sound in the LM on with the short u sound in the LM on pp. 375-
pp. 375-376 376
3. Fluency: Teacher listens to pupils practice 3. Fluency: Pupils practice reading their Leveled
reading their Leveled Reader, The End of the Reader, The End of the World
World
4. Concluding the Session
4. Concluding the Session
• Pupils create an oral drama of the text,
• Create oral drama of the text, The End of the The End of the World
World
V – Vocabulary Development LC – Listening Comprehension RC – Reading Comprehension
ATR – Attitude Towards Language, Literacy, and Literature SS – Study Strategies
* – Basa-added Objective
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TEACHER’S GUIDE GRADE 2 ENGLISH
PY
O
C
LC • EN2LC-IVg-3.15 • Read Aloud Story: Fruits
Recognize the difference between
• Make Predictions
“made-up” and “real” in texts
D
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QUARTER 4 WEEK 37
• Teacher unlocks unfamiliar words and • Pupils listen to the teacher using words,
expressions. phrases or expressions that are unfamiliar
• Teacher models using new vocabulary and • Pupils talk about words, phrases or
structures expressions that are unfamiliar
• 3. Short u 3. Short u
PY
• We Can Do it in the LM on pp. 219-220
4. Concluding the Session Prepositions of
4. Concluding the Session: Prepositions of location
location
O
• Pupils play game to learn prepositions
• Teacher plays game with pupils indicating location
C
1. Routine 1. Routine
(refer to the Daily Activities) (refer to the Daily Activities)
D
• Teacher asks questions about what fruits the • Pupils share experiences about fruits they eat
EP
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TEACHER’S GUIDE GRADE 2 ENGLISH
PY
Retell/reenact events from a story
OL • EN2OL-IVe-1.1
Listen and respond to texts to
clarify meanings heard while
O
drawing on personal experiences
C
G • EN2G-IVg-i-7.3
Use the most frequently occuring
prepositions (e.g., on, over, under,
D
4
D
LC • EN2LC-IVg-3.15
Recognize the difference between
“made-up” and “real” in texts
listened to
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QUARTER 4 WEEK 37
• Teacher asks questions about the book and • Pupils answer questions about the book and
discuss whether this book is made up or real discuss whether this book is made up or real
information information
PY
(refer to the Daily Activities) (refer to the Daily Activities)
2. Retelling of the Read Aloud Story: Fruits 2. Retelling of the Read Aloud Story: Fruits
O
• Teacher shows pictures to help pupils recall • Pupils recall information about the fruits in
information about the fruits in the book the book
C
3. Rereading of the Read Aloud Story: Fruits 3. Rereading of the Read Aloud Story: Fruits
• Teacher asks pupils to share their drawing • Pupils share their drawing and sentence in
E
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TEACHER’S GUIDE GRADE 2 ENGLISH
PY
O
C
DOMAINS: OL – Oral Language PA – Phonological Awareness
BPK – Book and Print Orientation PWR – Phonics and Word Recognition F – Fluency
S – Spelling WC – Writing and Composition G – Grammar Awareness and Structure
E D
EP
D
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QUARTER 4 WEEK 37
• Teacher leads a game with prepositions • Pupils practice their prepositions by playing a
game
• Teacher gives homework
• Pupils will ask family about their favorite fruit
1. Routine 1. Routine
(same as above under Daily Activities) – (same as above under Daily Activities) –
Assessment focus: Words with the short u Assessment focus: Words with the short u
sound, prepositions sound, prepositions
2. Composing Activity: Pictograph: Which fruit 2. Composing Activity: Pictograph: Which fruit
do you like best? do you like best?
PY
own pictograph
• Pupils share and read each other’s pictograph
3. Concluding the Session: Sharing and Reading
O
• Teacher invites pupils to share their
pictographs
C
V – Vocabulary Development LC – Listening Comprehension RC – Reading Comprehension
ATR – Attitude Towards Language, Literacy, and Literature SS – Study Strategies
* – Basa-added Objective
E D
EP
D
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
DAY OBJECTIVES
• EN2OL-IVf-g-1.16 Create and participate in oral dramatic activities
* Basa-added objective
PY
NOTE
continue to practice their reading skills. During Week 37, the teacher
During the next two weeks observes five pupils per day during English period and assesses their
observe how pupils answer Listening Comprehension using this table:
O
questions during activities
such as: Sharing information, 1 2
C
During Reading and After
Does not ask Asks and
Reading the Read Aloud, Asking/
questions and answers
During Reading of the LC Answering
does not answer questions
D
NOTE
EP
in the course of the sound in CVC pattern. Pages 383-384 in the LM has a list of words.
two-week period. Choose from the following activities:
b. Ask pupils to change the initial or final letter to make a new word
d. Write three words (two similar and one is different). Pupils identify
which one is different and say why.
e. Team A and Team B: Ask pupils from each team to come to the
baord and spell a word. The first to spell correctly gets a point for
the team.
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QUARTER 4 WEEK 37
NOTES
1 ROUTINE
a. Sharing Information
• Teacher explains that the weekly theme will be “Caring for Nature
and the Environment.” In English we will study the words we use
to talk about nature and the environment.
• Teacher explains that this week they will also study words we use
to tell where things are. For example: on, over, under, to, from, above,
in. He or she asks pupils to take their pencil or pen and put it
somewhere (above their head, in their bag, under their chair, etc.)
and to say where their pen is using the sentence frame:
My pen is _________.
PY
Then, he or she picks five pupils- those who have last names with
three syllables. These pupils share in front of the class.
O
b. Spelling (see games and activities on page 1)
• Teacher plays 1 spelling game with pupils.
C
NOTE
• Teacher distributes and conducts activities on words with Short u
E
sounds on pp. 375-376 in the LM: “Reading Words,” “We Can Do Pair each struggling reader
EP
3 FLUENCY
They read the text faster and faster: one reads while the other
counts.
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
DAY OBJECTIVES
• EN2OL-IVf-g-1.16 Create and participate in oral dramatic activities
1 ROUTINE
PY
a. Poems
• Teacher brings out poems from previous weeks and forms groups
of five around each poem. He or she asks pupils to think about
O
the words in the poem and how they would read them with
BRIDGING
appropriate intonation.
C
Remember to let pupils
• Fluency practice: Teacher asks pupils to practice reading the poem.
use words or expressions
Teacher observes pupils in one group.
in Mother Tongue or
D
English.
• Teacher plays one spelling game with pupils.
EP
c. Sharing Information
D
Then, he or she picks five names from the box or the bowl.
PRE-READING ACTIVITIES
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QUARTER 4 WEEK 37
• Teacher brings out a fruit, cuts it open, and shows pupils the
different parts of the fruit and the English word for each: peel, BRIDGING
rind, flesh, pulp, seed, layer, casing, etc.
When explaining new
• Teacher explains the following words and expressions and asks vocabulary, do not
questions. translate immediately.
Use hand gestures and
fruit movement as much as
possible.
Teacher says: A fruit is a part of a plant. The plant has flowers.
The flowers have seeds to make new plants. When the flower dries up, the
fruit forms around the seeds to save them from birds, animals, getting wet
from too much rain or too dry from too much sunlight. Fruits are good to eat. NOTE
PY
Teacher says: A fruit is ripe if it has fully grown and developed. NOTE
When a fruit is just starting to grow, it is sometimes small and not ripe.
Teacher shows
That means it is not ready for eating or to fall off the tree, like a green
illustrations or pictures
O
mango or a green papaya. Slowly the fruit ripens, or becomes ripe. It
to compare ripe and unripe
changes its color and is ready to eat. What is the color of a ripe mango?
fruits.
C
-ish
Teacher says: In English when you want to say that something is a little
D
bit of this or a little bit of that, you use the word and add the sound
–ish. For example, a green fruit with some yellow can be said to be BRIDGING
E
yellowish. A sky just before night time can be said to be darkish, it is not Some words are easy
dark yet, but almost dark. to explain by showing
EP
Etc.
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
DAY OBJECTIVES
• EN2G-IVg-i-7.3 Use the most frequently occurring prepositions
1 ROUTINE
a. Poems
BRIDGING • Teacher brings out poems from previous weeks and forms
groups of five around each poem. He or she asks pupils to think
PY
Remember to let pupils about the words in the poem and how you would read them with
use words or expressions appropriate intonation.
in Mother Tongue or
Filipino, then model • Fluency practice: Teacher asks pupils to practice reading the poem.
O
how to say the words in Teacher observes pupils in one group.
English.
C
b. Spelling (see games and activities on page 174)
• Teacher plays a spelling game with pupils.
E D
c. Sharing Information
EP
• Teacher lets pupils talk in pairs about the question, What fruits do
you eat at home?
Then, he or she picks five names from the box or the bowl.
PRE-READING ACTIVITIES
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QUARTER 4 WEEK 37
Teacher asks:
What fruits did we learn about?
Which one do you like best?
Do you know different kinds of bananas?
Have you tasted calamansi? What does it taste like?
What is special about the coconut?
What is the legend about the lansones?
PY
• Then teacher leads a discussion between “made-up” and “real” in
texts. He or she asks pupils if the information in the book, Fruits.
He or she asks: Is this book real or made up? How do they know?
O
• He or she asks pupils to discuss in pairs and then asks a few pairs
C
to share.
• Teacher then asks pupils if the story of Ling-Ling and Paros in the
D
share.
EP
• Teacher asks pupils if the story of Pipit in the book, Pipit and the
Kamagong Tree, is real or made up and how do they know. He or
she asks pupils to discuss in pairs. He or she asks a few pairs to
share.
D
3
COMPOSING: LABELING PARTS OF A FRUIT
AND WRITING A SENTENCE ABOUT IT
NOTE
• Teacher shows pupils a drawing of a fruit on manila paper and When using sentence frames,
writes the English words for the parts of the fruit. He or she then always encourage pupils to
asks pupils to draw a fruit of their choice, label the parts using the compose more than the one
words on the board and complete a sentence frame: sentence, if they are able.
The sentence frame scaffolds
writing for pupils who need
The ______________ is __________ . more support, but should
never limit what other pupils
want to express.
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
BRIDGING
Label the fruit in several
languages to help pupils
understand each part of
the fruit.
• Teacher tells pupils to tell their family members about the Read
Aloud Story, Fruits.
DAY OBJECTIVES
• EN2OL-IVf-g-1.16 Create and participate in oral dramatic activities
PY
4 • EN2G-IVg-i-7.3 Use the most frequently occurring prepositions
1 ROUTINE
EP
a. Poems
D
• Teacher brings out poems from previous weeks and forms groups
of five around each poem. He or she asks pupils to think about
the words in the poem and how they would read them with
appropriate intonation.
c. Sharing Information
• Teacher lets pupils talk in pairs. He or she asks pupils to share
their drawing and sentence about a fruit from the previous lesson.
First they share in pairs, then he or she asks pairs to come up and
share with the class.
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QUARTER 4 WEEK 37
NOTES
• Teacher shows the pictures of the Read Aloud Story Fruits one by
one and calls on pupils to recall details and information about that
fruit.
PRE-READING ACTIVITIES
• Teacher tells pupils he or she will read the book again. He or she
tells them to listen for and watch for information they missed in
the first reading. For example: Are all the lansones seeds the same size?
PY
• Teacher begins to read the book. He or she pauses at certain
points to ask questions.
• Teacher explains that they will discuss new information and pause
O
and check the words and pictures to notice the details. He or she
pauses and asks questions about details: peel/skin, rind, seeds, size of
C
the plant, etc.
D
fruits.
EP
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
DAY OBJECTIVES
• EN2OL-IVf-g-1.16 Create and participate in oral dramatic activities
1 ROUTINE
PY
b. Prepositions
• Teacher asks pupils to draw a banana in the middle of the page.
O
Then, he or she tells pupils to draw:
A mango ABOVE the banana
C
A papaya UNDER the banana
A seed INSIDE the mango
Guavas BETWEEN the banana and the mango
D
c. Sharing Information
• Teacher lets pupils talk in pairs. What fruits do people in your family
like? For each fruit mentioned, he or she writes the name on the
board. He or she gives them a sentence frame to complete:
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QUARTER 4 WEEK 37
NOTES
PY
2 COMPOSING ACTIVITY: PICTOGRAPH
they pick only one. He or she then asks them to put up their hands
when she names their favorite fruit. He or she names each fruit,
E
counts the number of hands up, call sout loud, and then draws
that number of fruits (see image). Then, he or she asks: which fruit is
EP
• Teacher tells pupils they will make a pictograph in pairs. Struggling pupils need only
write the word for each fruit
–– Each pair will draw and write the name of five fruits at the
for their illustrations. More
bottom of their paper.
advanced pupils try to write
–– Each pupil will ask five friends (10 total) which of the five fruits a phrase or sentence about
is their favorite. For each answer, they draw the fruit on their their pictograph.
pictograph
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QUARTER 4 WEEK 38
WEEK
38
TEACHER’S GUIDE
GRADE 2
PY ENGLISH
O
C
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TEACHER’S GUIDE GRADE 2 ENGLISH
PY
O
C
D
Interpret pictographs
• Pictograph
WC • EN2WC-IVd-g-1.6
EP
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QUARTER 4 WEEK 38
• Teacher asks questions allowing pupils to talk • Pupils talk about fruits and caring for nature
about fruits and caring for nature
b. Poem or Song
b. Poem or Song
• Pupils recite a poem or sing a song.
• Teacher encourages pupils to read along
• Fluency: Pupils practice reading the poems
(choral reading, echo reading etc.)
learned to date and the Leveled Readers from
PY
• Fluency: Teacher makes groups for reading Weeks 32, 34 or 36: Leveled Readers from
the poems learned to date and the Weeks 32, 34, or 36: Do Your Chores, Making
a Fire, Animals Here, Animals There
c. Vocabulary, Phonics, or Grammar Activities,
O
and games c. Vocabulary, Phonics, or Grammar Activities,
and games
C
• Teacher conducts games to practice
vocabulary, phonics, or grammar • Pupils develop their vocabulary, phonics, and
grammar through activities and games
D
1. Routine 1. Routine
E
2. Composing Activity: Finish pictograph of ten 2. Composing Activity: Finish pictograph of ten
friends’ favorite fruit friends’ favorite fruit
• Teacher discusses sight words and starts a • Pupils read the sight words and participates in
game to reinforce lesson the game
• Teacher conducts game with sight words • Pupils practice sight words through a game
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TEACHER’S GUIDE GRADE 2 ENGLISH
PY
V • EN2V-IIIa-b-13.1 • Leveled Reader: Animals Here,
Give the meaning of words used Animals There
in stories presented through
O
• Use New Vocabulary and
real objects, illustrations,
Structures
demonstrations, and context clues
C
SS • EN2SS-IVh-1.2 • Group A: Read Leveled Reader
Interpret pictographs
• Group B: Fluency and Illustration
D
RC • EN2RC-IVe-2.16
Use clues to make and justify
E
F • EN2F-IVg-j-4.2
Read phrases, sentences and stories
consisting of two-syllable short e,
a, i, o, and u words and some sight
words with appropriate speed,
accuracy, and proper expression
WC • EN2WC-IVd-g-1.6
Express idea through illustrations or
storyboard
DOMAINS: OL – Oral Language PA – Phonological Awareness
BPK – Book and Print Orientation PWR – Phonics and Word Recognition F – Fluency
S – Spelling WC – Writing and Composition G – Grammar Awareness and Structure
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QUARTER 4 WEEK 38
PY
prepositions
1. Routine 1. Routine
(refer to the Daily Activities) O (refer to the Daily Activities)
2. Leveled Reader: Animals Here, Animals There 2. Leveled Reader: Animals Here, Animals There
interest about the book and to identify set a purpose for reading
common terms relating to parts of the book
EP
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TEACHER’S GUIDE GRADE 2 ENGLISH
PY
WC • EN2WC-IVd-g-1.6
Reader
Express idea through illustrations
and storyboard • Groups A and B : Fluency and
O
RC • EN2RC-IVe-2.16 Pictograph
Use clues to make and justify
predictions before, during, and after
C
reading (titles, pictures,)
LC • EN2LC-IVh-3.1
D
F • EN2F-IVg-j-4.2
Read phrases, sentences and stories
EP
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QUARTER 4 WEEK 38
• Fluency and Composing Activity: Illustration: • Fluency, Spelling, and Composing Activity:
Teacher asks pupils to illustrate their favorite Illustration
animal
• Pupils illustrate their favorite animal
4. Concluding the Session
4. Concluding the Session
• Preparing for the next day
• Preparing for the next day
1. Routine 1. Routine
(refer to the Daily Activities) (refer to the Daily Activities)
2. Group Work: Guided Reading and Seat Work 2. Group Work: Guided Reading and Seat Work
Group B: During Reading Activities with the Group B: During Reading Activities with the
teacher teacher
• Teacher does a picture walk, asks questions • Pupils do a picture walk, answer questions
PY
to link to prior knowledge, points out High to link to prior knowledge, identify high
Frequency words, listens to pupils as they frequency words, read the text then and echo
read and leads pupils through echo reading O read the Leveled Reader
• Fluency, illustration of favorite animal • Pupils practice their spelling and fluency and
C
finish their illustrations
3. Composing: Pictograph of favorite animals
3. Composing: Pictograph of favorite animals
D
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TEACHER’S GUIDE GRADE 2 ENGLISH
PY
5
O
C
E D
EP
BPK – Book and Print Orientation PWR – Phonics and Word Recognition F – Fluency
S – Spelling WC – Writing and Composition G – Grammar Awareness and Structure
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QUARTER 4 WEEK 38
• Homework: Teacher tells pupils to tell • Homework: Pupils tell their family about the
their family about the Leveled Reader and the Leveled Reader and the animals described in
animals described in it it
1. Routine 1. Routine
(same as above under Daily Activities) – (same as above under Daily Activities) –
Assessment focus: Spelling Assessment focus: Spelling
two-syllable words two-syllable words
2. Group Work: Guided Reading and Seat Work 2. Group Work: Guided Reading and Seat Work
Group B: During Reading Activities with the Group B: During Reading Activities with the
teacher teacher
• Teacher does a picture walk, asks for • Pupils do a picture walk, make predictions,
predictions, points out high frequency words, identify high frequency words, read the text,
listens to pupils as they read, and leads pupils and echo read the Leveled Reader
PY
through echo reading
Groups A: Seat work
Groups A: Seat work
• Pupils work on their post card/ storyboard
• Writing activity: post card /storyboard
O of the Leveled Reader , Animals Here, Animals
There
3. Concluding Session
C
3. Concluding Session
• Teacher invites pupils to share their
pictographs and what they have learned about • Pupils share their pictographs and what
D
caring for the environment they have learned about caring for the
environment
E
4. Independent Reading
4. Independent Reading
EP
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
DAY OBJECTIVES
• EN2OL-IVh-j-1.6 Dramatize familiar stories, rhymes, and poems
PY
pupils answer questions
during activities such as:
1 2
Sharing Information, During
Does not ask Asks and
Reading and After Reading Asking/
O
the Read Aloud, During questions and answers
LC Answering
Reading of the Leveled does not answer questions
C
questions
Reader questions correctly
correctly
NOTE
D
b. Ask pupils to change the initial or final letter to make a new word
d. Have pupils notice consonant blends that have the same sound in
English as in Mother Tongue and/or Filipino. Example: tr at the
beginning of a word.
e. Team A and Team B. Ask pupils from each team to come to the
board and spell a word. The first to spell correctly gets a point for
the team.
f. In pairs, pupils quiz each other: one says a word, the other writes it,
together, they check the spelling
g. Ask pupils to read similar words with short vowel sounds correctly.
Example: pan- pen- pin-pun, bag-beg-big-bug-bog, trip-trap, fog-
sog-bog-frog-blog
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QUARTER 4 WEEK 38
NOTES
1 ROUTINE
a. Poems
• Teacher brings out poems from previous weeks and forms groups
of five around each poem. He or she asks pupils to think about
the words in the poem and how they would read them with
appropriate intonation.
b. Fruits
• Teacher explains that they will pretend they are making fruit salad.
Each pupil in turn contributes a fruit to put in the salad and they
will add it to the list of fruits. They all try to repeat the fruits that
PY
were mentioned.
c. Sharing Information
E
of Pipit and the Kamagong Tree. What did Pipit do to help the Kamagong
trees? He or she picks 1-2 names from the box or bowl. These
pupils share in front of the class.
D
• Teacher writes the words and, want, see, of, go, here on the
board. Teacher points to each one and reads them with the pupils.
He or she explains the meaning of each word. He or she then
plays the game, “Buzz.” He or she points randomly (not in order)
at each word, saying “Buzz,” and the pupils have to say the word
he or she is pointing to. He or she goes faster and faster.
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES • Teacher may make the game more complex with previously
learned sight words such as: says, she, he, the.
NOTE • Teacher asks pupils if they remember the story of “Pat and Ted”.
Teacher puts pupils in groups of three. In their groups, pupils plan
Pupils can reread the story if a dramatization of the story: one pupil plays the role of Pat, one
they need/want a review. pupil plays the role of Ted, one pupil plays the role of Jim, the vet.
DAY OBJECTIVES
• EN2OL-IVh-j-1.6 Dramatize familiar stories, rhymes, and poems
PY
two-syllable words with Short e, a, and i sounds and i, o, a, and u some sight
words with appropriate speed, accuracy, and proper expression
a. Poems
E
• Teacher brings out all the poems and forms groups of five around
each poem. He or she asks pupils to think about the words in the
EP
poem and how they would read them with appropriate intonation.
c. Sharing Information
• Teacher asks pupils in pairs to present their pictographs. He or she
encourages classmates to ask questions.
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QUARTER 4 WEEK 38
a. Pupils decide their individual roles (e.g. narrator, character). Teacher may read the
sentences to a small group
b. Pupils individually rehearse their dialogues with expressions.
of pupils with reading
c. If needed, groups create background sounds during dramatization. difficulties.
3 2-SYLLABLE WORDS
PY
• Teacher plays game with pupils using prepositions for location
class (see Week 37 day 4). O
OBJECTIVES DAY
• EN2OL-IVf-g-1.6 Dramatize familiar stories, rhymes, and poems
C
• EN2G-IVg-i-7.3 Use the most frequently occurring prepositions
vowel sounds
E
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TEACHER’S GUIDE GRADE 2 ENGLISH
2
LEVELED READER:
ANIMALS HERE, ANIMALS THERE
PRE-READING ACTIVITIES
PY
a. Sharing Information/Activating Prior Knowledge
Teacher says: Class, we have been reading about fruits and today we will
O
read about animals. Plants and wild animals are parts of nature. We must
care for nature if we want the wild animals to survive. Do you know what a
C
wild animal is? Do you know the names of any wild animals?
• Teacher picks 1-2 names from the box or the bowl. These pupils
share in front of the class.
E D
tortoise, elephant
c. Making Predictions
• Teacher distributes the Leveled Reader, Animals here, Animals
There, and asks pupils to look at the cover. Teacher asks pupils to
describe what they see in the picture. He or she picks a few pairs
to answer the questions.
• Teacher asks pupils if they know where some wild animals live and
what they eat. Teacher asks pupils to discuss in pairs. He or she
picks a few pairs to answer the questions.
• Teacher asks pupils to read the title. Then, he or she asks pupils to
discuss in pairs what they think the book will be about. He or she
picks a few pairs to answer the questions.
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QUARTER 4 WEEK 38
• Teacher asks what the title is and confirms that the title of the
story is Animals Here, Animals There. Teacher asks pupils to look at
the pictures and read the book in pairs.
PY
At the end of the book she asks pupils to look at the pictograph
and count how many of each animal were there. O
Teacher asks: What can you tell me about the lion? The camel?
The giraffe? The eagle? The whale? The crocodile? The tortoise? The
C
elephant?
she asks them if they can find any of the sight words studied and NOTE
put their finger on it: and, want, see, of, go, here. He or she tells
them that these words make the book easier to read. Then, he or If pupils finish their work
D
she reads it and has them follow with their finger. Teacher reads early, have them read
the book page by page and the pupils echo read each page. different texts in pairs to
increase their fluency:
Group A: Composing activity: Writing a reaction to the book
through an illustration • The Leveled Readers,
Do Your Chores, Making
• Teacher asks pupils to name the animals in the book. Teacher a Fire, or The End of the
tells pupils to draw their favorite animal in this book and write the World
name of the animal below. They can write a phrase or sentence to
accompany their drawing if they want to. • Any other text or poem
previously studied
They do this while the teacher works with Group A. (from Q3/Q4)
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
DAY OBJECTIVES
• EN2OL-IVf-g-1.6 Dramatize familiar stories, rhymes, and poems
PY
• EN2F-IVg-j-4.2 Read phrases, sentences, and stories consisting of
two-syllable words with short vowel sounds and some sight words with
appropriate speed, accuracy, and proper expression
O
1 ROUTINE
C
a. Game: Prepositions
D
• Teacher asks volunteers to come to the front and lead the game.
• Teacher may make the game harder by adding more sight words
previously learned.
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QUARTER 4 WEEK 38
Then, he or she asks what words are the same on every page.
He or she asks them is they can find any of the sight words studied
and put their finger on it: and, want, see, of, go, here. He or she
tells them that these words make the book easier to read. Then,
PY
he or she reads it and lets them follow with their finger. Teacher
reads the book page by page and the pupils echo read each page.
3 COMPOSING ACTIVITY:
PICTOGRAPH OF FAVORITE ANIMALS
D
This time you will work alone. You will ask ten friends to show you their
illustration of their favorite animal in the book, Animals Here, Animals
There.
D
1. Draw and write the names of the nine animals on the side of your
paper
2. Each pupil will ask ten friends to show you their illustration of
their favorite animal from the book. For each answer, draw the
animal on your pictograph.
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
Differentiated Instruction:
Teacher assigns two levels of tasks: Pictograph
NOTE Level 1: Pupils draw their pictograph. Teacher tells pupils to use
their Leveled Reader to find the words they need.
If pupils finish their work
early, have them read Level 2: Pupils draw and write a sentence about their pictograph.
different texts in pairs to Example: four friends like the eagle.
increase their fluency: They may add more sentences if they wish.
• The Leveled Readers, GROUP WORK: GUIDED READING (LEVELED
Do Your Chores, Making
a Fire, or The End of 4 READER: ANIMALS HERE, ANIMALS THERE) AND
SEAT WORK
the World
• Any other text or poem Group A (less challenging text): Teacher leads Group A pupils
previously studied through each page of the book, asking them to describe the picture:
(from Q3/Q4) What does the lion look like? Where is he? What is he doing? Then, he or
PY
They read the text faster she asks them to read the page by themselves. He or she listens to
and faster: one reads while the pupils read and prompts the ones that have difficulty. He or she
the other counts or watches asks the same questions on every page.
O
the clock and they try to At the end of the book, she asks pupils to look at the pictograph
read it faster each time they and count how many of each animal were in the story.
C
try.
Then he or she asks:
They read it backwards. What can you tell me about the lion? The camel? The giraffe? The eagle?
D
(example: day moving is The whale? The crocodile? The tortoise? The elephant?
today) Do you like this book? Why? Why not?
E
They read words randomly: • Teacher asks which words the pupils do not understand and he or
one points to words at
EP
and put their finger on it: and, want, see, of, go, here. He or she
tells them that these words make the book easier to read. Then,
he or she reads it and lets them follow with their finger. Teacher
reads the book page by page and the pupils echo read each page.
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QUARTER 4 WEEK 38
NOTES
OBJECTIVES DAY
• EN2OL-IVf-g-1.6 Dramatize familiar stories, rhymes, and poems
PY
two-syllable words with Short e, a, and i sounds and some sight words with
appropriate speed, accuracy, and proper expression O
1 ROUTINE
C
a. Assessment
D
• Spelling
Teacher gives spelling test of CVC words with short vowel
E
• Interpreting Pictographs
Teacher distributes a pictograph with questions (see page 211).
When pupils are finished, teacher collects papers.
D
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TEACHER’S GUIDE GRADE 2 ENGLISH
PY
and faster: One reads while
reads the book page by page and the pupils echo read each page.
the other counts or watches
the clock and they try to Group A: Pupils work on their pictograph. They do this while the
read it faster each time they teacher works with Group B.
O
try.
3
C
CONCLUDING THE SESSION
4 INDEPENDENT READING
EP
Questions:
1. How many books did Paul read?
2. Who read the most books?
3. Who read the least books?
4. How many books did Carol read?
5. Who read two books?
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QUARTER 4 WEEK 38
Word Families - Short i Sound - Mostly CVCC and CCVCC pattern words.
ift ilk ilt imp inch int isk
gift bilk built limp cinch dint disk
lift milk guilt chimp finch hint risk
rift silk hilt pinch lint wisk
sift jilt winch mint whisk
shift kilt tint
silt quint
tilt
wilt
quilt
PY
skimp stint
filth scrimp splint wring
shrimp sprint
O
sixth squint wrist
C
writ
bl cl fl gl sl br cr dr fr
E
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QUARTER 4 WEEK 39
WEEK
39
TEACHER’S GUIDE
GRADE 2
PY ENGLISH
O
C
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TEACHER’S GUIDE GRADE 2 ENGLISH
LC • EN2LC-IVi-j-2.6
Retell and/or reenact events from a
story
PY
Daily
O
C
E D
EP
PWR • EN2PWR-IVj-2.8
Match the two-syllable words with
1
the correct pictures
• EN2PWR-IVj-15.2
Read two-syllable words consisting
of short vowel words
(pigpen, magnet, . . .)
DOMAINS: OL – Oral Language PA – Phonological Awareness
BPK – Book and Print Orientation PWR – Phonics and Word Recognition F – Fluency
S – Spelling WC – Writing and Composition G – Grammar Awareness and Structure
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QUARTER 4 WEEK 39
• Teacher asks questions allowing pupils to talk • Pupils talk about stories and texts they read
about stories and texts they read and listen to and listen to and about nature and caring for
and about nature and caring for living things living things
• Teacher tells pupils to practice their fluency • Pupils participate in read along of text
in reading a poem or Leveled Reader
c. Create and Participate in Oral Dramatic
PY
c. Create Oral Dramatic Activities Activities
d. Fluency: Teacher makes groups for reading d. Fluency: Pupils practice reading the poems
the poems learned to date and the Leveled
O learned to date and the Leveled Readers
Readers from Weeks 32, 34, 36, or 38: Do from Weeks 32, 34, 36, or 38: Do your Chores,
your Chores, Making a Fire, The End of the Making a Fire, The End of the World, Animals
C
World, Animals Here, Animals There Here, Animals There
• Teacher conducts games to practice spelling • Pupils practice vocabulary or spelling words
E
1. Routine 1. Routine
(refer to the Daily Activities) (refer to the Daily Activities)
2. Two-syllable words with words with short 2. Two-syllable words with short vowels
D
vowel sounds
• Pupils read a two-syllable story and complete
• Teacher gives pupils short two-syllable words exercises
story to read and exercises “Lisa Goes on a
Picnic”
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TEACHER’S GUIDE GRADE 2 ENGLISH
OL • EN2LC-Ia-j-1.1
2 Listen to a variety of media
PY
including books, audiotapes
videos and other age-appropriate
publications and:
O
–– Identify the speaker in the story
or poem
C
–– Infer the character feelings and
traits
D
to
3 • character
• settings
• events
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QUARTER 4 WEEK 39
2. Read Aloud Story: Message in the Sand 2. Read Aloud Story: Message in the Sand
• Teacher unlocks unfamiliar words and • Pupils listen to the teacher using words,
expressions phrases or expressions that are unfamiliar
• Teacher models using new vocabulary and • Pupils talk about words, phrases or
PY
structures expressions that are unfamiliar.
3. Teacher reads the poem, “Let’s Aim” in the 3. Pupils listen to the poem, “Let’s Aim” in the
LM on p. 472 and answer questions 2 and 3 LM on p. 472 and answer questions 2 and 3
O
in “I Can Do It” in the LM on p. 473 in “I Can Do It” in the LM on p. 473
C
4. Concluding the Session 4. Concluding the Session
1. Routine 1. Routine
(refer to the Daily Activities) (refer to the Daily Activities)
E
2. Read Aloud Story: Message in the Sand 2. Read Aloud Story: Message in the Sand
EP
• Teacher asks questions about nature and • Pupils share what they know about things that
D
things that destroy the air and water. destroy the air and water. They talk about the
cover of the book.
• Teacher asks questions to elicit predictions
• Pupils review words, phrases, or expressions
• Teacher unlocks unfamiliar words and
that are unfamiliar
expressions
During Reading Activities
During Reading Activities
• Pupils listen attentively to the book read and
• Teacher reads certain pages of the book (up
discuss what they think will happen
to page 23) to the pupils and pauses for pupils
to discuss what they think will happen
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TEACHER’S GUIDE GRADE 2 ENGLISH
PY
Retell/reenact events from a story Sand
LC • EN2LC-Ia-j-1.1
• Cause and Effect
Listen to a variety of media
O
including books, audiotapes, • Feelings of Characters
videos, and other age-appropriate
C
publications and
events
traits
EP
4
D
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QUARTER 4 WEEK 39
• Teacher asks questions about the book • Pupils answer questions about the book
3. Composing: Writing a reaction of the book 3. Composing: Writing a reaction of the book
PY
(refer to the Daily Activities) (refer to the Daily Activities)
2. Retelling of the Read Aloud Story: 2. Retelling of the Read Aloud Story:
Message in the Sand
O Message in the Sand
• Teacher shows pictures to help pupils retell • Pupils retell the Read Aloud Story,
C
the Read Aloud Story, Message in the Sand Message in the Sand
3. Rereading of the Read Aloud Story: 3. Rereading of the Read Aloud Story:
D
• Teacher asks pupils to share their pledge in • Pupils share their drawing and sentence in
EP
Day 3 Day 3
During Reading Activities During Reading Activities
D
• Teacher rereads the story pausing at • Pupils participate actively during the re-
some parts to ask questions and check reading of the story.
comprehension.
After Reading Activities
c. After Reading Activities
• Pupils discuss the story and identify cause
• Teacher leads discussion and helps pupils and effect as well as infer the feelings of the
identify cause and effect as well as infer the characters
feelings of the characters
4. Concluding the Session
4. Concluding the Session
• Pupils think of message such as that of
• Teacher gives homework. Miguel’s in the story
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TEACHER’S GUIDE GRADE 2 ENGLISH
PY
BPK – Book and Print Orientation PWR – Phonics and Word Recognition F – Fluency
S – Spelling WC – Writing and Composition G – Grammar Awareness and Structure
O
C
E D
EP
D
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QUARTER 4 WEEK 39
2. Composing Activity: Message to Save Mother 2. Composing Activity: Message to Save Mother
Earth Earth
PY
ATR – Attitude Towards Language, Literacy, and Literature SS – Study Strategies
* – Basa-added Objective
O
C
E D
EP
D
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
DAY OBJECTIVES
• EN2OL-IVh-j-1.6 Dramatize familiar stories, rhymes, and poems
PY
practice their reading and writing skills. During Week 39, the teacher
will assign two writing tasks and will be able to assess Composition
skills using this table:
O
1 2
Composing
C
Does not Composes original
original
C compose original pieces of written
pieces of
pieces of written work
D
written work
work
E
Spelling
EP
Play daily spelling games with two-syllable words with short vowel
sounds in CVC pattern. Words can be found in the LM pp. 318,
330, 333, and 347. Additional words are: dinner, basket, farmer,
napkin, picnic, sister. Choose from the following activities:
D
1 ROUTINE
a. Sharing Information
• Teacher explains that the weekly theme will be respecting nature
and all living things. In English, we will study the words we use to talk
about what hurts nature and living things and what we can do to help.
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QUARTER WEEK 39
• Teacher lets pupils talk in pairs. Can you name living things? Then, he NOTES
or she picks five names from the box or bowl.
2 TWO-SYLLABLE WORDS
PY
“Don’t bring anything back home!”
Lisa meets a rabbit and gives her carrot to
the rabbit. Lisa meets a farmer and gives her
orange to the farmer. Lisa eats her chicken leg
O
and drinks her water. Lisa meets a kitten and
takes it home in her empty basket.
C
“Oh no!” says mother, “I said don’t bring
anything back home!”
D
• Teacher writes the following words on the board and asks the
pupils to copy only the words of the things that are in Lisa’s
basket: picnic, carrot, mother, farmer, napkin, orange.
D
• Teacher tells pupils to get into groups of two and create a drama
of the story “Lisa Goes on a Picnic.”
3 FLUENCY
• They read the text faster and faster with appropriate intonation:
one reads while the other counts.
• Teacher puts pupils in pairs. Each pair creates an oral drama of the
story “Lisa Goes on a Picnic.”
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
DAY OBJECTIVES
• EN2OL-IVh-j-1.6 Dramatize familiar stories, rhymes, and poems
1 ROUTINE
a. Poems
PY
• Teacher brings out poems from previous weeks and forms
groups of five around each poem. He or she asks pupils to think
about the words in the poem and how you would read them with
O
appropriate intonation.
BRIDGING
C
• Fluency practice: Teacher asks pupils to practice reading the poem.
Remember to let pupils Teacher observes pupils in one group.
use words or expressions
D
how to say the words in • Teacher plays one spelling game with the five words of the week
English. with pupils.
EP
c. Sharing Information
D
• Teacher asks a few pairs to present their oral drama of the story
“Lisa Goes on a Picnic.”
BRIDGING
2 READ ALOUD STORY: MESSAGE IN THE SAND
PRE-READING ACTIVITIES
When explaining
new vocabulary, do a. Activating Prior Knowledge
not translate. Use
hand gestures and Teacher says: Have you ever tried writing words in the sand? What are
movements as much some of the words you have written?
as possible. b. Unlocking Some Words and Expressions
• Teacher explains the following words and expressions and asks
questions.
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QUARTER WEEK 39
message NOTES
Teacher says: A message is something you want to say. You can NOTE
give a message on the phone like: “Don’t be late, or come to eat on
Friday.” You can write a message on a piece of paper like: remember Teacher can show pupils
to take your shoes, or you can write a message when you want many a note that he or she has
people to know something important like: Don’t smoke! Do you know written.
someone who gives messages?
mining company
dumping waste
Teacher says: Waste is another word for garbage. Small houses have
small amounts of waste, and big companies have lots and lots of waste.
PY
Dumping waste, means just throwing your waste anywhere, like in a
river, or in the ocean. Have you ever seen waste just dumped on the street or
forest or river? O NOTE
tide
Teacher should use hand
Teacher says: The water in the ocean goes up slowly and comes down
C
motions to demonstrate the
slowly. When you go to the beach, you can see that sometimes the water comes
motion of the tide
way up the beach and other times is way far away. That is called the tide.
D
Have you ever been to the ocean? Have you seen the wet sand left by the tide?
wash away
E
NOTE
Teacher says: If you leave something on the beach when the tide is low,
EP
and then, the tide comes up, the water will cover it. In English you say, Teacher should make the
“The tide washes away your things.” For example, if you play in the gesture of washing away.
sand and make a drawing or a sand house, and the tide comes up, the water
D
carries it away. Have you ever played at the beach? Did anything get washed
NOTE
away? What?
Teacher can hold up a sign
poison
for poison (i.e., skull and
Teacher says: Poison is something very bad for you. It can make you cross bones).
sick and may even kill you. Do you know of any poisons around the school
or your house?
3 POEM
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
DAY OBJECTIVES
• EN2OL-IVh-j-1.6 Dramatize familiar stories, rhymes and poems
• character
PY
• settings
• events
O
–– Predict possible ending of a story read
C
1 ROUTINE
D
a. Poem
E
• Teacher brings out poems from previous weeks and forms groups
EP
BRIDGING • Fluency practice: Teacher asks pupils to practice reading the poem.
Teacher observes pupils in one group.
Ask pupils for the name
of the author and the
b. Spelling (see games and activities on page 198)
illustrator.
• Teacher plays one spelling game with the five weekly words with
pupils.
c. Sharing Information
• Teacher lets pupils talk in pairs. What are some of the things that pollute
the air? The water? Then, he or she picks five names from the box or
the bowl.
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QUARTER WEEK 39
NOTES
PRE-READING ACTIVITIES
• Teacher shows the cover of the Read Aloud Story, Message in the
Sand and asks pupils to describe what they see. BRIDGING
Teacher says: Where do they think this is? This book is in two
languages. Please do not
Then, he or she asks pairs to discuss: What they know about the translate immediately
beach and the ocean and the creature that live in the ocean? for the pupil. Read and
He or she asks a few pairs to share their answer. He or she then explain unknown words
turns to page 1 and asks a pupil to read the title. in English.
PY
DURING READING ACTIVITIES
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES
3
COMPOSING:
WRITING A REACTION TO THE BOOK
4
PY
CONCLUDING THE SESSION
O
• Teacher tells pupils to tell their family members about the
C
Read Aloud Story, Message in the Sand, and to finish writing and
illustrating their pledge at home.
D
DAY OBJECTIVES
• EN2OL-IVh-j-1.6 Dramatize familiar stories, rhymes and poems
E
pictures
• EN2LC-IVi-j-2.6 Retell and/or reenact events from a story
D
1 ROUTINE
a. Poems
• Teacher brings out poems including from previous weeks and
forms groups of five around each poem. He or she asks pupils to
think about the words in the poem and how you would read them
with appropriate intonation.
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QUARTER WEEK 39
• Fluency practice: Teacher asks pupils to practice reading the poem. NOTES
Teacher observes pupils in one group.
c. Sharing Information
• Teacher lets pupils talk in pairs. He or she asks pupils to share
their pledge and drawing from the previous lesson. First, they
share in pairs, then he or she asks pairs to come up and share with
the class.
2
RETELLING OF READ ALOUD STORY:
MESSAGE IN THE SAND
PY
• Teacher shows the pictures of Read Aloud Story, Message in the
Sand, one by one, and calls on pupils to retell the story.
O
3 READ ALOUD BOOK: MESSAGE IN THE SAND
C
PRE-READING ACTIVITIES
D
• Teacher tells pupils he or she will read the book again. He or she
tells them to listen for and watch for cause and effect, for example:
E
• Teacher also pauses to ask pupils to think about how Miguel feels.
How does Miguel feel at the beginning of the book when the
ocean is dirty and the fish are dying? How does Miguel feel when his
message is washed away by the tide every day? How does Miguel feel when the
big men in business suits come to his house? How does Miguel feel when his
mother reads him the news that the mining company will stop dumping?
How does Miguel feel at the end of the story?
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TEACHER’S GUIDE GRADE 2 ENGLISH
NOTES Teacher asks: Why do you think the president was so interested in the
message SOS? What does SOS also mean? Do you think it was smart of
Miguel to use the same letters as a call for help? Why?
DAY OBJECTIVES
• EN2OL-IVh-j-1.6 Dramatize familiar stories, rhymes and poems
1 ROUTINE
PY
O
a. Assessment: Two-syllable words
C
• Teacher gives spelling test for the five weekly words.
b. Sharing Information
EP
Teacher asks: What message would you want to write to save mother
earth? What message could we write about the air? The water? The plants?
D
2
COMPOSING ACTIVITY:
MESSAGE TO SAVE OUR EARTH
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QUARTER WEEK 39
• Teacher tells pupils to get into pairs to make their poster with a NOTES
message to Save the Earth
• Each pair will draw and write a slogan for their poster. First, they
plan. Then, they draw a small poster in their notebook. After, they
draw a larger one.
PY
O
C
E D
EP
D
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