ENGLISH 2 - 1ST QUARTER

AY. 2021-2022
 CONTENTS

LEARNING WARM LESSON ASSESSMENT

OBJECTIVES UP PROPER
 LEARNING
OBJECTIVES
UNIT 1 - LESSON 1 LISTENING/READING LANGUAGE/WRITING
• Initiate conversations with • Distinguish sentences from

BACK TO SCHOOL peers in a variety of school

settings.
• Activate prior knowledge
non-sentences.
• Participate in reading along
texts.
based on the stories to be • Arrange words with a
read. different first letter
• Share information and alphabetically.
stories with others.
• Read simple sentences and
levelled stories.
• Note details regarding
characters.
• Create a response to stories
listened to through
drawing.
• Read short words in CVC.
• Read two-syllable words
with short vowel sound.
 REVIEW
NOTING DETAILS
 REVIEW
Read the notes found on Carlo’s table. Find the details to answer the
given questions.
Carlo,
Your friend Jerry called
up. He may not make it to
the game because his sister
broke her arm. They are
still in the hospital.
Papa
Carlo,
I’m in the grocery store
by the time you will be at
home. I’ll try to be home
before 6:00 in the evening.
Mama
 REVIEW
Answer the questions.
1.Who called up
Carlo?
2.Where are Carlo
and Jerry going?
3.Who broke an Carlo,
Your friend Jerry called up. He
Carlo,
I’m in the grocery store by the
arm? may not make it to the game time you will be at home. I’ll try to
because his sister broke her arm.
4.By what time They are still in the hospital.
be home before 6:00 in the evening.
Mama
Papa
would Mama be
home?
 READER’S
WORKSHOP
Inferring Character Traits
How will you describe Carlo, Carlo’s parents, the bus driver, and the school guard based on what they do?
Read the following sentences and choose a word from among the words in the box that describes best the
person in the story.

industriousstrict punctual kind lazy loving disciplined

__________1. Mother wakes me up. She cooks our breakfast.

__________2. The school bus driver is always on time. He is at our gate by 6 am.
__________3.I wake up early in the morning.
__________4. The school guard guides us as we enter the school.
__________5. I take a bath before eating my breakfast. I should be ready before the
school bus arrives.
 READER’S
WORKSHOP
PHONICS, WORD RECOGNITION, AND SPELLING
1. Read these words that have short /e/ 2. Read the
Title following
text addition sentences.
in CVC pattern. The user can demonstrate on a projector or
computer, or print the presentation and make
it film
-ed -et -eg 1.I fed the wet pet.
fed bet beg
bed get keg
2.The bed is red.
led jet leg 3.Melle and Belle beg to let
red let meg
ted met peg their pet in.
wed net
pet 4.The vet met my pet.
set
wet
yet
LANGUAGE Learning Objectives:
AND • Distinguish sentences from non-
sentences.
WRITING • Participate in reading along texts.
• Arrange words with a different first
SECTION letter alphabetically.
 ESSENTIAL
LANGUAGE

Examples:
Remember: 1. Mother wakes me up.
A sentence 2. The school bus driver is
expresses a complete always on time.
thought. It starts with a 3. I wake up early in the
capital letter and ends morning.
with a period. 4. The school guard guides us
as we enter the school.
 ESSENTIAL
LANGUAGE

Remember: Examples:
There are words 1. Early in the morning
that are combined but 2. Cooks our breakfast
they do not express a 3. Nice and kind
complete thought; they 4. On the streets
are non-sentences. 5. In front of the gate
 LANGUAGE
WORKSHOP
A. Read the following group of words from the story, “Back to School.” Which group shows complete
sentences? Which group shows non-sentences?

A B
I am a third grader now. The school bus driver
I wake up early in the morning. What the traffic light means
Mother wakes me up. We love to see
She cooks our breakfast. My father and mother
I take a bath before eating my The kind school guard
breakfast.
 LANGUAGE
WORKSHOP
Write S before a sentence and NS before a non-sentence.

________1. Carlo in the school garden

________2. Carlo is playing in the school garden.
________ 3. Mina loves to stay in the library.
________ 4. Mina eats her lunch in the canteen.
________ 5. In the library
________ 6. Carlo’s pencils are of different colors.
________ 7. Mina’s blouse
________ 8. Mina loves to stay in the school garden.
________ 9. Mina’s friend
________ 10. Mina is Carla’s best friend.
 LANGUAGE
WORKSHOP
Homework [Language]

1. In the story, “Back to School,” the kind

bus driver Kuya Raul taught Carlo road
signs and showed him the pedestrian
lane. Draw a street with road signs you
see every day.

2. Write three sentences about your

drawing.
 REMINDER

Quiz no. 1 – Language

Aug. 18, 2021
Topic: Sentences and Non-Sentences
 WRITING
WORKSHOP
A. Tell which letter comes first among the
three letters in each item.

Remember: 1. B A C
2. M N O
Arranging words in 3. F E D
alphabetical order is 4. P Q R
done by following the 5. W Y X
6. H G I
order of the alphabet. 7. D E F
8. K L J
9. U T V
10. Z X Y
 WRITING
WORKSHOP
Seatwork #3 Reading
Arrange the following names alphabetically.

Cruz, Letty Tomas, Rosie Buena, Mario Manta, Leila Santos, David

1. _________________
2. _________________
3. _________________
4. _________________
5. _________________
 WRITING
WORKSHOP
Homework #2 Language
List down five names of your family members in alphabetical order.

1. _________________
2. _________________
3. _________________
4. _________________
5. _________________
 LEARNING
UNIT 1 - LESSON 2 OBJECTIVES
LISTENING/READING LANGUAGE/WRITING
THE BLACK • Retell some parts of the
story.
• Draw and write sentences
about one’s drawing.

BUTTERFLY • Express ideas in a

conventional manner.
• Differentiate real from
• Express thoughts and
feelings.
• Construct simple
make-believe. sentences.
• Note important details.
• Sequence three events.
• Read words with short /a/
sound in CVC pattern.
• Participate in read along
texts.
• Recognize more common
sight words in order to read
simple phrases and
sentences.
• Read texts consisting of
two-syllable words with
short vowel sound.
 READING SECTION
What is in the picture? Describe it.
 READING SECTION
A. Listen as your teacher reads the following paragraph. Note important details.
Caterpillars Are Baby Butterflies
Butterflies start out as eggs. First, butterflies
lay their eggs on leaves. Then, the egg hatches
into a caterpillar with a tube-shaped body.
When a caterpillar is in full size, it goes into
another stage called chrysalis. Finally, the
caterpillar inside the chrysalis changes into a
butterfly. Some butterflies make the change into
one week. Some butterflies take years to
change.
 READING SECTION
B. Read the following sentences. Sequence the three events using signal words.
Number each sentences based on how it appears in the selection.

___________ Then, the egg hatches into a caterpillar with a tube-shaped

body.

___________ Finally, the caterpillar inside the chrysalis changes into a

butterfly.

___________ First, butterflies lay their eggs on leaves.

 READING SECTION
Sequencing Events

Using sequence means putting events in

order in which they happened. Sequencing will
give order and help you understand what you
read.
The words first, next, then, and finally are
sequence markers. These sequence markers are
used to keep the events in their correct order.
 READING
WORKSHOP
Seatwork [Reading]: Write the number 1 in the box beside what happened
first. Write the number 2 in the box beside what happens second. Write the
number 3 in the box beside what happens third. Write the number 4 in the
box beside what happens last.
 READING
WORKSHOP
Seatwork [Reading]: Write the number 1 in the box beside what happened
first. Write the number 2 in the box beside what happens second. Write the
number 3 in the box beside what happens third. Write the number 4 in the
box beside what happens last.
 ESSENTIAL
READING
Read this selection about a butterfly who would like to be yellow in color.
The Black Butterfly
A black butterfly did not like her color. She was not
happy. She thought she was as black as night. She liked
the red and green butterflies. She liked the yellow and
white butterflies. She wanted to be like other colorful
butterflies.

One day, she saw a man. The man was painting his
house yellow. She liked the color. It was beautiful. She
wanted to become yellow just like the color of the
house.
 ESSENTIAL
READING
So she went near the house and rolled on the
wet yellow paint. She would like to make her
wings yellow. “At last, I am now yellow,” said
the butterfly.

She was so happy she wanted to jump and fly.

But how come she could not move her wings?
Her wings became heavy. She could not flap
them. She was stuck on the wall. She could not
move for hours and hours. After some time, the
butterfly died.
 ESSENTIAL
READING
Fluency exercise:
Read the following two-syllable words accurately.

color happy yellow painting

wanted heavy after

 READER’S
WORKSHOP
Reading a Short Story
A short story describes imaginary people, animals, places, and events.
There are important elements that comprise a short story. Some of them
are:

Setting Plot Characters

Tells where and Tells what The lead person or
when the story happens in a animals in the story.
happens story.
 READER’S
WORKSHOP
Seatwork: Reading Aug. ___, 2021
A. Comprehension Check: The following questions will help you find out for yourselves how well
you read. Write your answers on your notebook.

1.Read the title. What is the color of the sad butterfly?

2. What are the colors of the butterflies in the garden?
3. What made the black butterfly want to become a yellow butterfly? What did the butterfly see?
4. What did the butterfly do to become yellow?
5. Was the butterfly happy after her color became yellow? What happened to her?
6. Why did the butterfly die?
7. Why did she roll on the wet yellow paint?
8. What could have happened to her if she did not roll on the wet yellow paint?
9. What can we learn from the experience of the butterfly?
10. How did you feel when you read the story? Why did you feel that way?
 READER’S
WORKSHOP
PHONICS, WORD RECOGNITION, AND SPELLING
1. Read these words that have short /a/ 2. Read the
Title following
text addition phrases.
in CVC pattern. The user can demonstrate on a projector or
computer, or print the presentation and make
1. Tag of the bag it film
-ab -ag -ap -at
2. Cap and map in the bag
cab bag cap bat
dab hag gap cat
3. Pat the fat cat
gab jag lap fat
jab lag map hat 3. Read the following sentences.
lab nag nap mat
nab rag rap pat
tab wag sap sat 1. The fat cat sat on my lap.
2. I left my cap and bag in the cab.
3. The cat ran after the rat on the mat.
LANGUAGE Learning Objectives:
AND • Distinguish sentences from non-
sentences.
WRITING • Participate in reading along texts.
• Arrange words with a different first
SECTION letter alphabetically.
 ESSENTIAL
LANGUAGE
Subject
-the part that tells who or what is
talked about is the subject of the
Remember: sentence.
A sentence has two Example: The sun shines brightly
parts. today.
• Subject Predicate
• Predicate -the part that tells something about
the subject is called predicate.
Example: The sun shines brightly
today.
 READER’S
WORKSHOP
Seatwork: Language Aug. ___, 2021
A. Underline the subject once and the predicate twice.
1. The black butterfly is not happy.
2. A man painted his house.
3. The black butterfly wanted yellow wings.
4. She likes the color of the house.
5. My classmates and I love reading the story of the black butterfly.

B. Form a sentence by matching the subject and the predicate.

SUBJECT PREDICATE
_____1. Small butterflies a. Are flying in the garden
_____2. The house b. Is bright and sunny
_____3. The day c. Is beautiful
_____4. The bees and the butterflies d. Are flying low
_____5. The garden e. Is painted yellow
 READER’S
WORKSHOP
Homework: Language Aug. ___, 2021

C. Write a predicate that tells something about the following subjects.

1. The black butterfly ___________________________________.

2. The man ___________________________________________.
3. The yellow paint _____________________________________.
4. Red butterflies _______________________________________.
5. Green butterflies ______________________________________.
 LEARNING
UNIT 1 - LESSON 3 OBJECTIVES
LISTENING/READING LANGUAGE/WRITING
LEARNING AND • Retell some parts of the
story.
• Draw and write sentences
about one’s drawing.

PLAYING • Express ideas in a

conventional manner.
• Differentiate real from
• Express thoughts and
feelings.
• Construct simple
make-believe. sentences.
• Note important details.
• Sequence three events.
• Read words with short /a/
sound in CVC pattern.
• Participate in read along
texts.
• Recognize more common
sight words in order to read
simple phrases and
sentences.
• Read texts consisting of
two-syllable words with
short vowel sound.
 LISTENING AND
SPEAKING
Listen to your teacher as he or she reads the sentences below.
Bicycles have two wheels. One wheel is in front of the other. The heart of every
bicycle is its frame. A seat, called a saddle, is in the middle of the frame. Bicycles have
two wheels. The wheels have brakes for stopping.
A bicycle has handlebars. Handlebars are used to steer and help you balance on two
wheels. Most bikes have brake levers on the handlebars. Pedals and chain make a bike go.
You out your feet on the pedals and push. The pedals go round and round.
List down the parts of a bicycle:
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
 LISTENING AND
SPEAKING
Cause:
- The reason why
Remember: something happens.
Relationship of events in a Effect:
story can be identified by - The result of the cause.
analyzing the cause and Example:
effect. Marife had a fever. [cause]
Sometimes the cause is Marife was absent in class.
stated after the effect. [effect]
 READER’S
WORKSHOP
Write C before the sentence if it states the cause of an event and E if it refers to
the effect.

_________1. The pedals go round and round.

_________2. You put your feet on the pedals and push.

_________3. You press the brake levers on the handlebars.

_________4. The bike will stop.

 LISTENING AND
SPEAKING
Read this story about a boy who is learning to ride a bike.
Learning and Playing
Gerry felt like crying. He looked at his right knee. There was a big new scrape on it. It
was bleeding and it was hurting him. Beside him was a bicycle lying on the ground. He
looked around and said, “It’s a good thing that nobody saw me.”
He got up slowly with his eyes still wondering. “What if Uncle Ben saw me? Would he be
laughing at me? Can I proudly say riding a bike is easy?”
Gerry headed for home walking side by side with his black bike. Upon reaching the
backyard of Uncle Ben’s house, he carefully placed the bike. Still limping, he went straight to
the bathroom. He washed his legs with soap and water. He found out that there were also
bruises on his legs and arms. He thought he had better cover it up. He did not want anyone to
know.
He knew now that biking is not easy, but he will continue to practice. He will not stop
until learns to ride a bike.
 READER’S
WORKSHOP
Homework: Reading Aug. 26

A. Comprehension Check and Close Reading: Answer the following questions:

1. Read and underline the sentence in the first paragraph that explains why Gerry
felt like crying.
2. What happened to Gerry?
3. Read the sentence in the third paragraph that describes the setting of the story.
Where did the story take place?
4. Where do we usually have our first learning experience?
 READER’S
WORKSHOP
Phonics, Word Recognition, and Spelling
1. Read the following words with short /i/ sound in CVC pattern.

bid big dim dip bin

did dig him hip din
hid fig Jim lip fin
kid gig Kim nip kin
lid jig Tim sip pin
mid pig rim tip tin
rid rig vim zip win
 ESSENTIAL
LANGUAGE

DECLARATIVE SENTENCES
When you would like to state a fact or provide information,
then you need to use a declarative sentence. You have to use the
falling intonation at the end of your sentence. You also have
to put a period [.] at the end of your sentence.

Example: She lost her text book.

 ESSENTIAL
LANGUAGE

INTERROGATIVE SENTENCES
When you ask a question, you make an interrogative sentence.
Don’t forget to put a question mark [?] at the end of the
question.

Example: What time is our Science subject?

 WRITING
SECTION
Write two meaningful statements about the given topics.
Topics Type of Sentence Your Sentences
1. Favorite Songs Declarative Sentence 1.
2.

2. Subjects in school Declarative Sentence 1.

2.

3. Favorite TV Shows Interrogative Sentence 1.

2.

4. Favorite Interrogative Sentence 1.

2.
UNIT 1 - LESSON 4 LEARNING
OBJECTIVES
LEARNING TO LISTENING/READING LANGUAGE/WRITING

BIKE • Listen to poems and

identify rhyming words.
• Identify imperative and
exclamatory sentences.
• Recount specific, • Ask, talk about, and
significant events. determine the meaning of
• Read aloud short poem new words.
with fluency, appropriate • Use appropriate
rhythm, pacing, and punctuation marks.
intonation. • Write a note of advice.
• Describe literary
characters.
• Read words with short /o/
sounds in CVC pattern.
 READING SECTION
1
I Am Special 4
In the mirror How I laugh,
What do I see? How I talk,
A child so special How I run,
And that is me! How I walk.
2 5
My eyes, my ears, All the things
My lips, my nose, I like to do
No one’s looks are Are not the same
Just like those! With the ones you do.
3 6
What I like God is great,
To eat and drink, God is good,
And what I like I will thank Him always,
To say and think. As best as I could
 READER’S
SECTION
Stanza
- A stanza is the paragraph of the poem. It
can have two, three, four, five, or 14 lines. The
Remember: lines share a set of pattern in the number of
syllables and rhymes.
Poetry has a special
rhythm and form that is
different from ordinary
paragraphs or speeches.
 READER’S
WORKSHOP
Seatwork [Reading] Sept. 6
C. Answer the following:
1. How many stanzas are there in the poem “I am Special”?

2. What are some of the words that rhyme? List at least three pairs. An example is given:
see – me: ______________, ________________, ________________

D. Recount specific and significant events mentioned in the poem. Answer the following
questions:
3. Who does the speaker in the poem see in the mirror?
4. What makes a person special?
5. Why is God great?
 ESSENTIAL
LANGUAGE

IMPERATIVE SENTENCES
If you give a command or make a request, then you are stating
in imperative sentence. Don’t forget to always put a period [.] at
the end of an imperative sentence.

Example: Do it now.
 ESSENTIAL
LANGUAGE

EXCLAMATORY SENTENCES
If you wish to express strong feelings or emotions such as joy,
anger, or surprise, then you produce an exclamatory sentence. Use
an exclamatory point [!] after an exclamatory sentence.

Example: Really! What a surprise!

LANGUAGE Learning Objectives:
AND • Distinguish sentences from non-
sentences.
WRITING • Participate in reading along texts.
• Arrange words with a different first
SECTION letter alphabetically.
 WRITING
SECTION
Parts of a Letter
August 14, 2017

Dear Uncle Gerry,

Please do not touch my bike for now. The tire is flat and it needs
repair. Thanks
Your niece,
Hannah
 WRITING
SECTION
Parts of a Letter
1. The name and signature of the letter sender is found at the
bottom of the letter.
2. The date is found in the part which is called the dateline.
3. The part of the letter which has the name of the person one
is writing to is called the greeting or salutation. There is a
comma after it.
4. The body of the letter contains the message of the letter.
5. The complimentary close is a courteous expression you use
before you end your letter.
 WRITING
SECTION
Answer the questions below.

August 14, 2017

Dear Uncle Gerry,

Please do not touch my bike for now. The tire is flat and it needs repair. Thanks
Your niece,
Hannah

1. Who wrote the letter?

2. When did she write the letter?
3. To whom was the letter sent?
4. What is the content of the letter about?
5. What is the expression before the name of the letter sender is written?
 WRITING
SECTION
In a short bond paper, do the following:

1. Fold your bond paper into two (crosswise).

2. Write a letter of advice to a family member. Follow the guide below.

Family Member Topic

1. Mother a. Giving an advice about your missing
book in English and asking for help to
find it.
2. Sister
b. Giving an advice about your messy
room and asking for help to clean it.
UNIT 1 - LESSON 5 LEARNING
OBJECTIVES
HAPPY TO LEARN LISTENING/READING LANGUAGE/WRITING
• Listen to poems and • Identify imperative and
identify rhyming words. exclamatory sentences.
• Recount specific, • Ask, talk about, and
significant events. determine the meaning of
• Read aloud short poem new words.
with fluency, appropriate • Use appropriate
rhythm, pacing, and punctuation marks.
intonation. • Write a note of advice.
• Describe literary
characters.
• Read words with short /o/
sounds in CVC pattern.
 READER’S
WORKSHOP
A. Guess the traits of the characters based on their thoughts and actions.
Choose from the words in the box what best describes the person in the story.

willing to learn happy punctual kind focused excited determined

_____________1. All morning, Gerry tried to learn how to ride a bike.

_____________2. Gerry couldn’t sleep when his father said that he will give
him a bike. He simply wanted morning to come.
_____________3. The next morning, Gerry got up early and off he went to
Uncle Ben. Uncle Ben shared the secret of bike riding.
_____________4. He had to ask Uncle Ben to teach him to balance while on
the bike.
 ESSENTIAL
READING
Discovering the Plot of a Story
A plot is the series of events in a story. It is the proper
arrangement of events in a story: the beginning, the middle, and
the end.

• What is the situation?

• How come it happened?
• Was there a problem in the story?
• How did the story end?
 LANGUAGE
SECTION
Read the following words from the story.

Morning Uncle Ben pedal bike leg home night

kitchen father birthday

These words are name words. They are names of persons,

places, events, and things. You have learned in your previous
grade that these name words are also called nouns.
 LANGUAGE
SECTION
Morning Uncle Ben pedal bike leg home night
kitchen father birthday

1. Which words in the box above are name of persons? Read them.
2. Which words name places? Read them.
3. Which words name things? Read them.
4. Which words name events? Read them.
 LANGUAGE
SECTION
Firefliesrainstorm furniture lettuce geese
Hydrantlibrary giraffes cobwebs airplane

1. Which words in the box above are name of persons? Read them.
2. Which words name places? Read them.
3. Which words name things? Read them.
4. Which words name events? Read them.
 WRITING
SECTION
Read the sample Thank you letter below.

October 17, 2017

Dear Uncle Samuel,

Thank you so much for teaching me how to ride a bicycle. Your words of
encouragement inspired me to succeed in spite of the difficulty at first. I will
never forget your instruction to be careful in riding a bike.

Your nephew,
Samboy
 WRITING
SECTION
Writing A Thank You Letter
In a bond paper, write a Thank you letter according to the given situation.
State the reason why you are thanking the person.
Also, tell the person what you can do for him/her in return.

1. Write a thank you letter to a classmate who helped you with a project
you can’t finish.

2. Write a thank you letter to your Mom who took care of you when you
were sick.
UNIT 1 - LESSON 6 LEARNING
OBJECTIVES
THE VALUE OF LISTENING/READING LANGUAGE/WRITING

THINKING • Listen to poems and

identify rhyming words.
• Identify imperative and
exclamatory sentences.
• Recount specific, • Ask, talk about, and
significant events. determine the meaning of
• Read aloud short poem new words.
with fluency, appropriate • Use appropriate
rhythm, pacing, and punctuation marks.
intonation. • Write a note of advice.
• Describe literary
characters.
• Read words with short /o/
sounds in CVC pattern.
 READER’S
WORKSHOP
A. Listen to the text below to understand feelings and traits of the character in
a story. Then, answer the questions that follow.

Anteree was a young ant. He could run fast. Anteree’s

parents told him not to go out when there are people in
the house. But Anteree never listened. He believed
that he was strong and he was fast.

One night, Anteree went out to play. The people in the

house were eating. Anteree crawled under the table.
He is strong. He is not afraid. But then, something hit
him.
READER’S
WORKSHOP
Making Predictions
READER’S
WORKSHOP
Making Predictions
 READER’S
WORKSHOP
B. Guess or infer what you think Anteree’s Papa and Mama would feel about
their son who did not want to listen to them.

________ sad ________ proud

________ happy ________ angry

C. What do you think would happen to Anteree? Write your prediction.

______________________________________________________
______________________________________________________
______________________________________________________
 READER’S
WORKSHOP
Listen to Father and Mother
Anteree was a young ant. He had a small head but strong feet. He could run
fast. He would jump high. Anteree would love to go to the kitchen. He would
play in the sink. He would run under the table. He would run under the chair. He
was brave and strong.
But Anteree’s Papa and Mama told him not to go out when there are people
in the house. Anteree never listened. He believed that he was strong and he was
fast.
One night, Anteree went out to play. The people in the house were eating.
Anteree crawled under the table. He thought that he was strong. He was not
afraid and he enjoyed what he was doing. But then, something hit him. Anteree
fell on the floor. He called for his Papa and Mama. But, it was too late, and
everything turned dark.
LANGUAGE
WORKSHOP
 LANGUAGE
WORKSHOP
Common and Proper Nouns
A noun that names a class of persons, a class of places, or
a class of things is a common noun. They are the general
name of a noun. It is always written in small letters, except
if it is the first word in a sentence.
Examples:
teacher, school, pencils, books
 LANGUAGE
WORKSHOP
Common and Proper Nouns
A noun that names a specific person, place, or things is a
proper noun. A proper noun always begins with a capital
letter.

Examples:
Teacher Zara, Malolos City, Iloilo Pet Clinic
Thank you for listening