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Issue (2) 17/4/2018

Lesson Plan Day 1

Trimester: 3 Subject: English Grade: 2

√ Single
Week : 2 Date: 28/3/2021– 1/4/2021 Session
 Block
Topic Reflection

Standards SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional

information, or deepen understanding of a topic or issue.

Students would be able to:

Objectives (Use Action Verbs) Reflect on their reading level

ATL Skills √ Research  Communication Self-management Thinking  Social

( Specify the
Strands) -------------- ------------------- -------------------- ------------ ----------

Procedure:
Stage Time Steps Material
Attention

Teacher gets out a mirror and tell the students that she uses it to fix
30
mins her appearance, and at the same time she sees what looks good on her.
Teacher asks them if they do the same or no?
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Teacher asks if we can do the same with the learning that happened inside our
heads through the two trimesters we finished. Students discuss their answers with
the teacher.
Teacher stresses on the point that we use our exams and reflection sheets as a
mirror to check our points of strengths and weaknesses. We should be proud of
what we achieved and learned especially through the Online Learning phase.
We’re also spotting our problems and mistakes to fix or enhance them, not to feel
bad or to compare our grades with our colleagues. Remind them that mistakes
are our way to learning.

Students can watch the following video for more understanding.

https://www.youtube.com/watch?v=D9OOXCu5XMg
Attainment
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Reading Reflection:
Teacher will give each student their 4 formal reading
comprehensions and the reading exam. They will use their
colors to color their grades. They will reflect on their reading
level as they color.

Writing Reflection:
Teacher will start by showing students the narrative writing
certificate that she signed to the students at the end of their
booklets. They will check their progress since the beginning
of the trimester till the end. They will see their writing exam Reading exams
and compare it to his three writing workshops through the
Grades Tracker
grade tracker sheet.
Formal Reading
Comprehensions
30
mins
Writing Exam

Writing Booklet

Lesson Plan Day 2

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Trimester: 3 Subject: English Grade: 2

Week: 2 Single
Date: 28/3/2021– 1/4/2021 Session
Day 2 √ Block
Topics U.4 – W. 5
Selection: Snow Shape
Essential Question: What excites us about nature?
Topics
Genre: Poetry: Free Verse
Comprehension Skill: Theme
Comprehension Strategy: Free Verse
RF.2.4a Read on-level text with purpose and understanding.
RF.2.4b Read on-level text orally with accuracy, appropriate rate, and expression on
successive readings.
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or
subject area.
Standards
CCRA.R.3 Analyze how and why individuals, events, and ideas develop and interact over the
course of a text.

L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.

RL.2.3 Describe how characters in a story respond to major events and challenges.
Students will be able
to:
(Use Action Verbs) Read and understand “Snow Shape.
Objectives (This are the same Recognize the elements of poetry.
objectives to be Find the Theme in each poem.
written on LMS but
in the past tense )
ATL Skills Research Communication Self-management Thinking Social
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Strands) -------------- ------------------- -------------------- ------------ ----------

Procedure:

Stage Time Material

Steps
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Teacher posts this picture from the presentation and asks

them if it reminds them of different activities they do during
special times of the year. Teacher elaborates more with them Picture
about the reasons of choosing these times and places for their
activities. Videos

Poetry ppt.
Teacher asks them to write on a sticky note one sentence about one
unforgettable day they spent in nature.

Teacher uses the presentation to introduce “Poetry” then she

writes her own sentence model like:

That joyful day was in June

When I heard the melodious tune

When I heard the bumblebees buzz a melody sweet

And caterpillars tap their many feet
And happy hearts started to beat
Ask them to notice the beat of the rhyming words at the end of each
line. Students watch the following video to understand more about
Attention

poetry.

https://www.youtube.com/watch?v=foxOBoQwTvU
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Reading: Snow Shape:

Students start their independent reading to think of the following

questions (from the presentation). Draw their attention that they’ll
use the Comprehension Skill “Theme” while reading the three
poems.

Reading
Selection:

Snow Shape
Attainment

Reread “Snow Shape”: Reread the poem together. Then focus

25 min.
on the second stanza: Ask: What does the poet want us to
understand? How do you think the poet feels about snow? Model Poetry PPt
how to cite evidence to answer the questions.
The poet wants us to understand how the snow looks and feels.
Since the poet uses the words bright, soft, and smooth to describe
the snow, I think the poet likes the snow.

Reread “Nature Walk”: Reread the poem together. Then focus

on the first stanza. Ask: How does the poet help us picture what a
walk in the fall is like? Model citing evidence to answer the
question.
The poet uses sensory details. The leaves are like a blanket. They
crunch under your feet. These words make it sound like the poet
likes how the leaves look and feel.
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Genre: Poetry :Repetition:

Explain that some poems use repetition.

 A poet may repeat words and phrases within a poem.

 Repetition can make a poem sound like a song.

 Repeated words or phrases can be used to create meaning in a
poem.
Model Close Reading
Reread “In the Sky,” emphasizing the repeated words and
phrases. Discuss how the repeated exclamation “Look!” shows
excitement at seeing a new shape in the clouds. Point out how the
repeated structure “I see a...” helps children understand the
poem’s meaning. Have students listen for an example of
repetition in the line “Galloping, galloping across the sky.”

Ask: What word or phrase is repeated in this line? Why do you

think the poet uses repetition? (The word galloping is repeated.
The poet repeats it to imitate the galloping of a horse.)

Poems often employ figurative rather than literal

descriptions. As a result, children will sometimes need to make
inferences to understand what a poem describes. Help children
make inferences about “In the Sky.”
 Does the poet actually see a giant polar bear in the sky?
What is the poet looking at? (no; a cloud that looks a bear)

 What does the bear change into? Why? (It changes into a

flower. The clouds might have changed shape.The poet might
be looking at the clouds in a different way.)

Guided Practice of Close Reading

Have children work in pairs to read aloud and listen for repeated
lines in “Nature Walk” on page 320. Have children discuss why
the poet uses repetition. Does it imitate a sound or add meaning to
the poem?
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Comprehension Strategy: Free Verse

Explain
Share with children the following characteristics of free
verse poetry.
 Free verse tells a poet’s thoughts, ideas, and feelings about a
topic.
 The lines in a free verse poem do not end with rhyming
words.
 A free verse poem may include similes or other figurative
language that help readers visualize the topic.

Model Close Reading
Model identifying the genre of “In the Sky” on page 321. Say: I
can tell that this selection is a poem. It is written in lines and not
in paragraphs. The words tell the poet’s thoughts and ideas about
the shapes of the clouds in the sky. The lines do not end with
rhyming words, so it is a free verse poem.

“Snow Shape” and “Nature Walk” are free verse poems

because they do not rhyme. They tell the author’s thoughts
and feelings about playing in the snow and about fall. They
also have similes.

Guided Practice of Close Reading

Have children work with partners to reread “Snow Shape” and
“Nature Walk.” Have children explain how they know that each
selection is a free verse poem. Ask volunteers to share their ideas
with the class.
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Comprehension Skill: Theme in Poetry

Explain
Explain to children that the theme of a text is the main message or
lesson.
 To find the theme, children should look for key details in the
poem.
 Children can use the key details as clues to figure out the
main message of the poem.
Model Close Reading
Model identifying the key details in “Nature Walk” on page 320.
Record the key details in the Clue boxes on the graphic organizer.
Then help children use the key details to determine the poem’s
theme: There are a lot of exciting things to experience in nature in
the fall.

Guided Practice of Close Reading

Have children work in pairs to complete a graphic organizer for
“In the Sky.” Remind children that key details in the poem are
clues about the theme.
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Students finish the following:

Page 196 (orally or written or use the one on ConnectED)

Activation

35 Page 198
minutes
For early finishers:
193, 194, and 195

 By Product  By Process
Differentiation:  By Support  By Content Different Different
outcome activities

HW Assignment: Phonics HW on Classera / Games on ConnectED

Lesson Plan Day 1

Trimester: 3 Subject: English Grade: 2

Week: 1 Single
Date: 28/3/2021– 1/4/2021 Session
Day 1 √ Block
U.5 – W.1
Topics
Phonics: Diphthongs ou, ow.
Topics
Phonological and Phonemic Awareness: phoneme blending.
Spelling List: sound, mound, cloud, shout, pound, clown, brown, crown, howl, growl
HFWs: answer, been, body, build, head, heard, minutes, myself, pretty, pushed
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.3b Know spelling-sound correspondences for additional common vowel teams.
Standards RF.2.3f Recognize and read grade-appropriate irregularly spelled words.
RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
RF.2.4a Read on-level text with purpose and understanding
Students will be able
to: - Blend and build words with the diphthongs ou and ow
(These are the same
objectives to be - Identify diphthongs ou and ow in words.
Objectives
written on LMS but - Read a story that has words with diphthongs ou and ow
in the past tense 
Copy the Topics part - Read and use HFW words in context.
too)
ATL Skills Research Communication Self-management Thinking Social
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Strands) -------------- ------------------- -------------------- ------------ ----------

Procedure:
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Stage Time Steps Material

Teacher will read a story that has words with the diphthongs ou and
ow (displayed on the PPT).
She will elicit from students to guess the new diphthong to be Phonics and
studied this week (namely, ou and ow). Spelling PPT
10
min. Next, students will be prompted to watch the following video as they
Attention

look for words with the diphthongs ou and ow: Videos

https://www.youtube.com/watch?v=ySRd-Amrd28

Practice
After watching the video, students will be asked to recall all words
in the video containing the diphthongs ou and ow. The teacher
reviews those words with them on the PPT.
Spelling
Having read some words with the diphthongs ou and ow, students Presentation
Attainment

will be introduced to the spelling list of the week with pictures and
sentences in order to facilitate comprehension of new words.
10 min. HFWs
Presentation
Upon finishing watching the Phonics & Spelling PPT, students will
be asked to watch the HFWs presentation.
McGraw-Hill
Teacher will introduce the new HFW through illustrative pictures
Online Game
and sentences. Students will go over the presentation and then they
will practice using the new words in an online game on McGraw-
Hill:
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Activity 1:

Students will solve their Practice Book (page 202) – Students will
read the words, circle the word that has a different vowel sound,
write the word on the line, and circle the letters that spell the vowel
35 sound. Practice
Activation

minutes
Book
Activity 2: Phonics
Students will play the online game: games
https://www.softschools.com/language_arts/phonics/games/
ou_ow_sounds.jsp HFWs Game
Activity 3:
Students will be asked to write a few sentences using the new HFW.

 By Product  By Process
Differentiation:  By Support  By Content Different Different
outcome activities

HW Assignment: None

Lesson Plan Day 4

Trimester: 3 Subject: English Grade: 2

Week : 1 Single
Date: 28/3/2021– 1/4/2021 Session
Day 4 √ Block
Topics U.4 – W5
Topics Grammar: Contractions
Mechanics: Apostrophe in contraction
L.2.1 Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
Standards L.2.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.2.2C Use an apostrophe to form contractions and frequently occurring possessives.
Students will be able to:
(Use Action Verbs)
-Form contractions using apostrophe
Objectives (This are the same
objectives to be written
on LMS but in the past
tense )
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ATL Skills Research Communication Self-management Thinking Social

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Strands) -------------- ------------------- -------------------- ------------ ----------

Procedure:

Stage Time Steps Material

Day 4
Attention

Grammar:
Prepare an apostrophe flash card. Ask students what is this
5 min
reminding you of? Contraction
Flash Card
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Explain that a contraction is a way to combine two words into a

shorter word.
An apostrophe is used in place of the missing letter or letters. Tell
children that some contractions are made by combining a verb with
the word not. Display the following sentences:
The grass is not green in winter.
The grass isn’t green in winter.

Model identifying the contraction in the second sentence.

Demonstrate forming contractions with the words do not (don’t), has

not (hasn’t), have not (haven’t), and are not (aren’t). Explain that a
contraction means the same thing as the two words it combines and
Attainment

does not change the meaning of a sentence.

In 1
Mechanics: Apostrophes with Contractions

Show children these examples:

Snow hasn’t fallen yet.
The leaves haven’t changed color.

Point out that the apostrophe in hasn’t and haven’t stands for the
missing letter o in not.
Invite students to add apostrophes to these words.

Trees in the desert dont grow very tall. (don’t)

Isnt that a rare flower? (Isn’t)
There arent any clouds in the sky today. (aren’t)

Language Booklet pages

Activation

40 min.
ICT center for Early Finishers
Games on Connected.mcgraw-hill

 By Product  By Process
Differentiation:  By Support  By Content  Different  Different
outcome activities

HW Assignment: Language Booklet

Lesson Plan Day 4

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Trimester: 3 Subject: English Grade: 2

Week: 2 Single
Date: 28/3/2021– 1/4/2021 Session
Day 4 √ Block
Topics
Topics
Writing Genre: Opinion Writing
W.2.1 Write opinion pieces in which they introduce a topic or book they are
writing about, state an opinion, supply a reason for the opinion, supply reasons
that support the opinion, use linking words (e.g., because, and, also) to connect
opinion and reasons, and provide a concluding statement or section.
Standards
L.2.1 Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
L.2.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Differentiate between facts and Opinions
Objective Students will be Demonstrate understanding of proper usage of
s able to: capitalization and punctuation.
Identify “Opinion Writing’ features.
ATL
Skills Research Communication Self-management Thinking Social
(Specify
the -------------- ------------------- -------------------- ------------ ----------
Strands)

Procedure:

Stage Time Steps Material

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Teacher starts the session by displaying the two posters of

facts and opinions and revise the difference between them.

Posters
https://
www.youtube.com/
10 watch?
min. v=KYkp0BiknJw
Introduction to
opinion writing
Attention

presentation

Teacher will play the first 35 minutes of this video:

● https://www.youtube.com/watch?v=KYkp0BiknJw
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Students are reminded that writers sometimes

want to share their thoughts and feelings about a
topic or something that they have read. Writers
may wish to share an idea they have with a person
they know.
Here are some features of opinion writing:
- It tells the writer’s opinion about a topic.
- It gives reasons that support the writer’s
opinion.
- It has a topic sentence that mentions the
writer’s opinion, reasons and examples
supporting the opinion, and a concluding
sentence which is restating the writer’s opinion
in different words.
- It often uses linking words and sentence
starters to show how ideas are connected.
 Teacher will complete this video with the students.
https://www.youtube.com/watch?v=KYkp0BiknJw
Introduction
Attainment

25 to opinion
min. writing
presentation

Through the presentation, teacher reviews the

components of an opinion State that opinions are
beliefs that people have about things. Remind the
students that opinions must also state reasons why
people believe those things and that there are no
right or wrong opinions. Finally, opinions wrap up
with a statement. A concluding statement brings
the opinion together and retells the opinion a little
differently than the first sentence.
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Introduction
to opinion
Activation

writing
35
presentation
minutes Students will solve pages 5, 12, and 13 in the opinion
writing booklet
Opinion
writing
booklet

 By Product  By Process
 By
Differentiation:  By Content Different Different
Support
outcome activities
HW
Map Skills Task
Assignment: