Lesson Exemplar in English

School Los Baños Central Grade Level Grade II

Lesson Elementary
Exemplar School
Teacher Learning Area ENGLISH
Teaching Date August 2020 Quarter First Quarter
Teaching Time No. of Days 5

I. OBJECTIVES At the end of the lesson, learners are expected to:

A. Content Standards
B. Performance Standards
C. Most Essential Learning
Competencies
(MELC)
D. Enabling Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
a.Teacher’s Guide Pages
b. Learner’s Material Pages
c. Textbook Pages
d. Additional Material from
Learning Resources
B. List of Learning Resources
for
Development and Engagement
Activities
IV. PROCEDURES
A. Introduction
( 1 day )
a. Identify the sounds heard and classified them as to
loud and soft.
b. Can imitate the sounds of animals
c. answer Wh- questions
Effectively transfer knowledge of letter-sound relationship from
Mother Tongue to English.
Demonstrates understanding of the letter sound relationship
between Mother Tongue and English for effective transfer of
learning
Classify/Categorize sounds heard (animals, mechanical, objects,
musical instruments, environment, speech)
Discriminate sounds from a background of other sounds
SOUNDS
Answering Wh-Questions
Pages 1 - 9
Pages 1 - 15
Video, pictures
This lesson will help you learn to classify and categorize sounds that you hear.
 What makes this sound? Draw it in the box.

1. tweet-tweet 2. oink-oink 3. kring-kring

4. ding-dong 5. Hisss - hisss

B. Development Listen to this story:

( 1 day )
Off to School
by Myrna J. Hipolito
It was seven o’clock in the morning. Lito’s service vehicle arrived.
“Brrroom, brrroom, brrroom,” sounded the tricycle. Lito happily boarded the
tricycle to school.
Where was Lito going?
When they reached the junction, the tricycle could not go fast like before.
“I am sorry Lito, there’s a traf c jam again! We can’t get ahead of the cars and
jeeps,” Kuya Ben said. “Yes, there are trucks, vans, and taxis, too,” Lito added.
Why can’t Lito’s tricycle get ahead of the cars and jeeps?
What other transportations were there?
 “There, the signal light just turned green.” “Now, we can go,” Kuya Ben
happily drove to school. Brrroom, Brrroom, brrroom, tooot, tooot, tooot.
eeeeeeeeng, beeep, beeep, beeep! prrrriiiiit! These sounds can be heard
everywhere. Everybody was in a hurry to go. Screeeeech! “Here we are, Lito,”
Kuya Ben said. Lito got off the tricycle. “Thank you, Kuya Ben see you this
noon.” And Lito happily walked to his classroom.
What sounds were heard?
Answer the following questions:

1. Where was Lito going?

2. Who is Kuya Ben?
3. How did Lito get to school?
4. What sounds were heard by Lito on his way to school?
5. Which means of transportation made these sounds?
6. Do you think Lito arrived in school on time? What made you think so?
7. How did Lito feel that day? 8. Will Lito see Kuya Ben again?

Look at the following pictures. What sounds do they produce? Loud or Soft?
High or Low?

Transportations, animals, musical instruments produce different

sounds.
Their sounds could be high or low, loud or soft

C. Engagement What’s more?

2 A. Write what kind of sounds the following pictures make. Loud or soft

____________1.

___________2.

_____________3.

_____________4.

_____________5.
 What can I do?

Make a chart and let the pupils list down five different sounds you
hear at home. Check whether the sound is loud or soft, high or
low.

What other enrichment activities can I engage in? (Additional

Activities)

Assimilation What I have learned?

Show how to complete the following story. Then, ask the pupils to
do it by themselves.

Hello, I’m ______(name)______. I ride in a (transportation)

in going to school. The (transportation) makes a loud/soft
sound
(sound) and off we go to school.
 D. What I can do? (Assessment)

V.REFLECTION The learner will write their personal understandings about the
lesson.

I understand that
______________________________________.
I realized that
_________________________________________.