UNIT 2

My Home, My Family
Lesson 1: Oops! Its My Turn
Target Skills:
Reading Comprehension:
State facts and details of a text/story before, during, and after reading
Making Wh- questions
Express their feelings about the ideas of others
Listening Comprehension:
Identify and discuss the elements of a story
Phonological Awareness:
Produce the sound of English letters using the letter sound in the mother tongue as
reference (long //)
Writing and Composition:
Participate in generating ideas through brainstorming and drawing
Objectives:
State details of a text or story during and after reading
Express their feelings about the ideas of others
Read with automaticity high frequency/sight words
Subject Matter: Story: Oops! Its My Turn by Dali Soriano
Value Focus:

Order

Procedure:
Pre-Assessment: (Refer to LM, p. 122, Lets Try)
Key to Correction:
I. 1. pant
II. 1. Sunday
2. palm
2. picnic
3. bite
3. banana leaves
4. seat
4. funny stories
5. beg
5. yes
Motivation:
Ask the pupils if they know places where people are seen lining up. Introduce movie houses
and lining up to buy their tickets.

Vocabulary:
Key words to be defined or explained in context using the mother tongue
movie guide
Papas turn to buy
High Frequency Words
when
with
those
right

wait for your turn

broke into the line

my
we

were
the

now
that

treat
ticket office

cinema

these

Presentation:
Talk about the picture on LM p. 123.
Read aloud Oops! Its My Turn to the class.
Encourage the pupils to follow along.
Comprehension Check:
A. Utilize Directed Reading Thinking Activity.
1. Read the first paragraph. Ask comprehension questions. Develop possible higher
order thingking skills.
2. Read aloud paragraphs 5 to 6. Ask comprehension questions. Develop possible
higher order thinking skills.
3. Read Paragraph 7. Probe idiom: His face turned red? Ask comprehension
questions. Develop possible higher order thinking skills.
B. Ask the comprehension questions. (Refer to LM, p. 124, Lets Answer)
Application:
1. Group Talk
Ask the pupils to share their experiences related to the event in the story and express their
feelings about it. Provide scaffolding if needed.
2. Expressing Feelings
Have the pupils complete the phrase: What can you say
3. Other ways to keep order
(Use pictures to show order.)
Synthesizing: Show pictures. Let the pupils put a star on pictures that show order.
(Refer to LM, p. 125, I Can Do It)
Valuing:
Ask: What happens when everyone wants to be served first or does not wait for ones turn?

Lesson 2: We Do Things Together

Objectives:
Share ideas on the things that families do together
Make simple Wh- questions
Subject Matter: Story: Oops! Its My Turn by Dali Soriano
Materials:

pictures of families, pencils, crayons, markers, cartolina or manila paper

Value Focus:

Order

Procedure:
Motivation:
Show pictures of different families doing things together.
Chant up. (Refer to LM, p. 126, Get Set)
Presentation:
Reread the story Oops! Its My Turn.
Ask for things done by the family together. Provide time for individual sharing.
Group Work:
Get the pupils to talk and ask simple questions about what their family does.
Application:
Let the pupils fill in the thought bubble about their family. (Refer to LM, p. 127, I Can Do It)
Evaluation:
Ask: What lesson can you find in the story?

Lesson 3: This Is Home

Objective:
Identify the elements in a story read
Subject Matter: Story: Antons Spider Lesson by Leah N. Bautista
Value Focus:

Order

Procedure:
Review the previous story Oops! Its My Turn.

Motivation:
Play the Main Character Guessing Game.
Let the pupils take a look at the cover of the storybook and give one main character or
characters of the story.
Presentation:
Read the story Antons Spider Lesson. (Refer to LM, pp. 127-128, Lets Aim)
Ask the pupils to answer the comprehension questions.
Do: Read the story again and look for the characters, events, and the place where it
happened.
Use the graphic organizer (Wh- Memory Card) for the story Antons Spider Lesson.

Group Work:
Ask the pupils to make a thank you card for Lola Mary. Use the following story as their guide
to prepare the card.
Happy birthday, Mike! greeted Lola Mary. Dont go out on the road yet. You can
practice riding on your bike at the backyard, said Lola.
Oh, what a wonderful bike. This is the best gift Ive ever received. Thanks a lot Lola.
Generalization:
Every story has characters, place, and events.
The characters are the people in the story.
The place is where the story happened. The
events are the things that happened in the story.
Application:
Ask the pupils to identify the characters, place, and events. Use a graphic organizer.
SIMPLE ORGANIZER
WHO:_____________________
WHERE:___________________
WHEN:____________________
WHAT:____________________
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The park was full of people. Tom looked worried. He looked around from his back. A
little girl said, Are you looking for your wallet, Sir? I found this under the chair.
Thank you very much. You are an honest girl, said Tom.
Agreement:
Let the pupils tell who the characters are, place, and the events in the following story.
The buses, jeepneys and the cars stopped. Jose and Marie looked at the traffic lights.
The policeman signaled the people crossing the street. Jose and Marie crossed the street.

Lesson 4: Having Fun Together

Objective:
Decode words with long // sound
Subject Matter: The Long // Sound
Materials:

chart, flash card, picture

Procedure:
Motivation:
1. Read the word chart with short long // sound. (Refer to LM, p.129, Get Set)
2. Show a family picture then ask the pupils to talk about the picture.
(Refer to LM, p. 130, Get Set)
Presentation:
Read the following phrases with long //.
1. bake the cake
2. make the game
3. shake the cake
4. take the cane
Read An Enjoyable Party. (Refer to LM, p. 130, We Can Do It)
Allow the pupils to read the words in the story with the long // sound. Then, ask them to
answer the questions on LM p.130.
Key to Correction:
1. Nate
4. cake
2. cane
5. games
3. bake
Generalization:
The long // sound is the sound you hear
if you place a silent -e at the end of the word.

Application:
Ask the pupils to encircle the word with the long /a/ sound. (Refer to LM, p. 131, I Can Do It)
Evaluation:
Ask the pupils to read and draw the following phrases.
1. cage for sale
2. bake a cake
3. snake at the gate

Lesson 5: I Am Part of a Family

Objective:
Decode words with long vowel /i/
Subject Matter: Decoding long vowel sounds
Materials:

vowel chart, pictures, word cards/ metacards

Procedure:
Review:
Show and tell using picture grid to check vowel recognition.
Ex. picture of an ant show flash card of word ant
Motivation:
Ask the pupils to show the family tree with names of their family members. Have them talk
about the family members in class. (Refer to LM, p. 131, Get Set)
Presentation:
Teach/ Model:
kite
Mike
tire
bite
write
fine
like
line
wide
Show the pictures with the long //.
Read the phrases and use the Round Robin activity. Prepare strips of paper as visual
aids for the following sentences:
1. We helped mother put up clothes in a clothes line.
2. My sister and I love skipping rope.
3. We get scared looking at the spiders.
4. My brother and I fly kites during summer.
5. My father writes a good letter.

Generalization:
The long /i/ sound is the sound you hear
if you place a silent /e/ at the end of the word.
Group Work:
Ask the pupils to answer the exercises on finding the missing letters. Have them make short
sentences about the words formed.
1. _ _ n e

(Illustrate line)

____________________

2. s p _ d _ r

(Illustrate spider)

____________________

3. k _ t

(Illustrate kite)

____________________

4. w r _ t _

(Illustrate a boy writing)

____________________

5. s l _ _ e

(Illustrate a slide)

____________________

Evaluation:
Ask the pupils to read the words properly on their own.
neat
cane
bite
tape
coat
lane
hike
baby
seat
site
hire
buy

Lesson 6: Together as One

Objectives:
Infer what the story is about
Read the text aloud with fluency and expression
Answer simple questions about the story read
Subject Matter: Infer what the story is about
Value Focus :

Unity

late
note
tire

Procedure:
Pre-Assessment: (Refer to LM, pp. 133-134, Lets Try)
Key to Correction:
I. 1. broom
2. pool
II. 1. a
2. b

3. scoop
3. c

4. food
4. a

5. Look
5. b

Motivation:
Elicit schema based on the picture on LM p. 135.
Probe pupils experiences at home.
Vocabulary:
Play a mystery word game.
Unlock the following words:
united
quarrel
1. unity
meal
time
twig
success
2.
siblings
make
fun
of
others
3.
4.
1. unity- There is unity in the classroom when there is understanding.(contextual clue)
2. quarrel- The boys fight over the toys.
3. make fun of others- make others laugh by playing jokes on someone
4. twig- a small piece of wood or branch
5. The synonym of winning is ________________.
6. Siblings- your brothers and sisters, if any
Presentation:
Shared Reading
Read aloud the story The Happy Ant Hill on LM pp. 135-136.
Comprehension Check:
Have the pupils answer comprehension questions through Thinking Aloud.
Note to Teacher:
Read paragraph 1. Ask questions either about characters or the other elements of the
story. Then move on to the next paragraph and ask about either the predictions or
inferences related to the story. Make the pupils infer about the story and its parts through
Directed Listening Thinking Activity.
Let the pupils color the twigs that show unity in the family on LM p. 136.
Group Work:
Ask the pupils work in pairs and answer the following questions.
1. Who quarrelled most of the time?
2. What do ants need to find before the rainy seasons begins?

3. What did Father Ant show the boys?

4. What did Luis and Bernie notice about the bundle of twigs?
5. How can they make their ant hill a happy place to live in?
Generalization:
Unity is to work together with brotherly love.
Ask: In what way can you show unity in the family?
Application:
Guided Practice:
Group the pupils into 3.
Discuss other activities where you can show unity in the family/school.

Lesson 7: Keep Things Tidy

Objective:
Use clues to make and justify predictions before, during, and after reading
Subject Matter: Predicting Outcomes
Materials :

chart, pictures

Value Focus:

Unity

Procedure:
Review:
Talk about the story The Happy Ant Hill again.
Recall the activities that were mentioned the other day.
Motivation:
Show a picture of a girl holding a shovel and a boy putting soil into a pot.
Ask: What is the girl going to do?
Presentation:
Show a picture of a boy throwing a banana peel on the ground.
A girl is walking behind.
Ask: What do you think will happen next?

Group Work:
1. Ask the pupils to read the story again.
2. Let the groups draw their own prediction of another ending to the story.
Application:
Read with the pupils the story of the little frog and the big fish on LM p. 137.
Ask them to draw what they think would happen to the little frog.
(An alternate activity would be to let the pupils draw what would happen to the big fish.)
Independent Practice:
Ask the pupils to match concepts to predict an outcome.
Connect ideas from Column A to Column B. (Refer to LM, p.138, I Can Do It)
Generalization:
Predicting outcomes is telling/guessing what will happen next
in a story. You can make a guess by:
1. Looking for clues in the story.
2. Understanding events by the pictures.
Evaluation:
Have the pupils answer Measure My Learning on LM p. 139.

Lesson 8: I Have a Cool Family

Objectives:
Identify and produce the sounds of /oo/
Read words with /oo/ sounds
Subject Matter: Sound of /oo/
Materials:

word chart/ flash cards, realia

Procedure:
Motivation:
Show different things with vowels /oo/. Put a box on all the words that do not belong in the
group.
Show:
a book
beach ball
sun block
Read the clue:
Fishy, fishy in the brook.
Daddy caught him by the hook.
Ask the pupils to guess where they are going.

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Presentation:
Read the story Weekend Camp with Dad.
Let the pupils answer the comprehension questions using the words with /oo/ sound in the
story.
Group Work:
Have the pupils listen to you read first and then let them read along.
(Let pupils read more words by providing more examples).
room
good
wood
hood
book
pool
food
stoop
look
cook
brook
wool
pool
fool
cool
hook
spool
shook
shoot
troop

nook
tool
room
scoop

Generalization:
The /oo/ is the sound of /u/ in the words look, book,
and good. It is sounded only once. It may be in the
middle or at the end of a word.
Example: book, zoo
Independent Practice:
Ask the pupils to read and draw the following. (Refer to LM, p. 140, I Can Do It)
Evaluation:
Have a guessing game on LM p. 141.
1. Im thinking of someone who works in the kitchen. (cook)
2. Its a part of the body connected to the leg. (foot)
3. We learn from it. It has lots in the library. (book)
4. It comes from trees. We use it to make tables. (wood)
5. It is the opposite of bad. (good)
Agreement:
Dictate the words you have presented and the pupils have read. Allow them to practice reading
the words at home.

Lesson 9: More Fun at the Camp

Objectives:
Identify synonyms
Use synonyms in sentences
Subject Matter: Identifying Synonyms
Story: More Fun At the Camp by Leah N. Bautista

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Procedure:
Motivation: (Refer to LM, p. 142, Get Set)
Ask: Have you tried hiking in the forest? Im thinking of a word which also means forest.

Let the pupils hold a damp cloth. Let them repeat after you saying This is a damp cloth.
Then, ask the pupils to give another word for damp. (wet, moist)

Presentation:
Read with the pupils the story on LM p. 142. Tell them to listen and use their pointing finger
while you read. Have the pupils work on the elements of the story. (Refer to LM, p. 143)
Let them answer the comprehension questions that follow.
Work Together:
Have the class answer the exercises on LM p. 143, We Can Do It.
Key to Correction:
1. happy - glad
2. small - huge
3. high - tall
Independent Practice:
Let the pupils answer the exercises on LM, p. 144 , I Can Do It, by choosing the word/words
from the group of words that means the same.
Generalization:
Ask: What are synonyms?
Synonyms are words that have the same meaning.
TINY and SMALL are words that have the same
meaning. Tiny and small are synonyms.
Evaluation:
1. Say: Write a word that is a synonym of the underlined word.
(Refer to LM, p. 144, Measure My Learning)
2. Ask the pupils to give pairs of words that are synonyms.
(Writes the pupils answers on the board.)
Have them use the pair of words in sentences.
3. Extending Vocabulary
a. Jumble words that are synonyms. Let pupils identify the words that are synonyms.
b. Play a game on synonyms with the class. Ask one pupil to give a sentence.
Another pupil will say the sentence changing a word with a synonym.

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Example: The program will begin at seven. The program will start at seven.

Lesson 10: Meet My Family

Objectives:
Identify the verb
Use verbs to show present action
Subject Matter: Present tense of the verb
Materials:

flash cards, pictures, metacards

Procedure:
Note to teacher:
Teach/ Model/ Focus:

Present two pictures showing a boy. One picture showing his activity
alone and another picture showing his activity with another person.
Show five metacards to the pupils.
You describe the action in sentences.

Motivation:
Show a family picture.
Use the following words in your introduction.
1.
2.
3.
4.
5.

is
has
works
cooks
plays

6. cleans
7. protects
8. loves
9. washes
10. gives

Let the pupils tell something about their families.

Presentation:
Read the story Leis Parents, on LM p. 145.
Play charades to act out the story.
Check the pupils comprehension through detailing of the characters.
Group Work:
Have the pupils work with a seatmate in answering We Can Do It, on LM pp. 145-146.
Generalization:
A verb is a word that tells an action. It tells what
someone or something does, did, or will do.

13

Independent Practice: (Refer to LM, p. 146, I Can Do It)

Ask the pupils to encircle the verbs from the words inside the box.
Agreement:
Ask the pupils to bring a picture of their favorite cartoon character. Have them write why they
love the character and what the character usually does.

Lesson 11: Wake Up! Wake Up!

Objectives:
Share experiences, feelings, and emotions using the mother tongue and English
Read the story with some accuracy
Subject Matter: Reading with Accuracy
Materials:

Story: Wake Up! Wake Up! by Porfiria Santos

Value:

Sleeping early and waking up early

Procedure:
Pre-Assessment: (Refer to LM, pp. 146-147, Lets Try)
Key to Correction:
I.
1. swims
2. played
3. writes
4. planted
5. eats

II. 1. -ed
2. -s
3. -ped
4. -ed
5. -d

Motivation
Ask: Who usually says Wake Up! Wake Up! in your house?
How often do you hear those words?
Presentation:
Read the story Wake Up! Wake Up! on LM pp. 147- 148.
Direct the pupils to look at the pictures.
Comprehension Questions:
Ask the following:
1. Who says Wake Up! Wake Up! Who was still asleep?
2. Did Ana wake up?
3. Why did she not get up?
4. Why do you think she wanted to sleep and sleep?
5. What did Mother tell Ana about sleeping?

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6. What did Father say?

7. When Ana got up, what did she say?
Group Work:
Let the pupils talk to their partners and share their own experiences regarding waking up late.
Guide questions:
What time do you sleep and what time do you wake up?
Why do you find it difficult to get up early?
Application:
Ask the pupils to draw the things that they can do to wake up early.
Generalization:
Ask: How does going to bed early make one healthy, wealthy, and wise?
Early to bed, early to rise
Makes a child healthy, wealthy, and wise.
Evaluation: (Refer to LM, p. 148, Measure My Learning)
Agreement:
Have the pupils make their own door sign. Let them list on the door sign their sleeping and
waking up schedule. Remind them to bring their work to school for Show and Tell.

Lesson 12: Talking about Action Words

Objectives:
Identify action words in sentences
Form and use the past tense in frequently occurring regular verbs
Subject Matter: Identifying Action Words
Materials:

charts

Procedure:
Review:
Recall the past lesson.
She wakes up late.
She jumps out of bed.
And opened her eyes.
Ana stretched her arms.

15

Motivation:
Show some pictures to the class and let the pupils tell what action is being done by each one.
Note to teacher:
Suggested pictures should show the following actions:
1. cooks
2. buys
3. plants
4. eats
5. prays
Talk about the pictures of the family on LM p. 149. Let the pupils identify the chores each
member does.
Presentation:
Play Charades. Name the action to be done by each player and the whole class will guess.
Ask the pupils to answer the exercise on LM p. 150. Encourage the use of complete sentences
than using phrases.
Group Work:
Read some sentences aloud from the previous story Wake Up! Wake Up!
Probe what Ana did.
Note to teacher:
Underline the action words from the sentences. Explain that the words you underlined
are verbs.
Provide practice activities:
Example: Directions: I will say a sentence. Tell me the action word or verb.
1. Mother cooks food for the family.
2. Mother buys food from the market.
Independent Practice:
Ask the pupils to box the action words from the sentences. (Refer to LM, p. 151, I Can Do It)
Generalization:
What is a verb? What does a verb tell?
A verb is the action word in a sentence.
It tells what someone or something does.
Evaluation: (Refer to LM, p. 151, Measure My Learning)
Underline the verb that will make the sentence complete.

Lesson 13: Time Attack

Objective:
Recognize that adding -s, -ing, or -ed to a root word will change the time expression of a verb

16

Subject Matter: Recognizing Inflections

Materials:

chart, pictures

Procedure:
Review:
Talk about the story Wake Up! Wake Up! once again. Restate the lesson.
Ex. (That is why I go to bed early, I will wake up early also.)
(Answers may vary like I watch TV till late at night.)
Go over some activities on identifying action words or verbs from the previous days lesson.
Motivation: Sing the song to the tune of Eensy-Weensy Spider.
Anna Was Still Sleeping
Anna was still sleeping when an ugly spider jumped.
Down came the spider, and kissed Annas mouth.
Out came the sun and startled Anna up.
Now, the eeensy-weensy spider runs quickly out the door.
Presentation:
Read the story on LM p. 153.
Answer the question posed at the end of the story.
Guided Practice:
Ask the pupils: From the story, why did Mother say Wake Up! Wake Up!?
Write the answer on the board
Ana was still sleeping
Why cant she not wake up early?
Ana sleeps late.
What should she do next time?
She should sleep early.
Group Work:
Let the pupils do the five-minute buzz session on the things that Ana did.
Then, ask them to read the words.
sleep - sleeping
kiss
- kissed
jump - jumped
startle - startled
Show, model, and explain short words or the root words.
Ask: What are added to the root word?
-ing is added to sleep
-ed is added to jump
-ed is added to kiss
-d is added to startle
Application:
Ask the pupils to pick out the root words from the list on LM p. 153, I Can Do It.
dancing
eat
playing
shouted
showed
claps
sits
standing
drawing

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Evaluation:
Let the pupils identify the root word and the suffix of the given words.
(Refer to LM, p. 154, Measure My Learning)
Root word
Suffix
1. praying
_______________
___________________
2. baked
_______________
___________________
3. lives
_______________
___________________
4. watching
_______________
___________________
5. worked
_______________
___________________

Lesson 14: I See Doubles

Objective:
Identify the sound of /ee/ which is not in the mother tongue
Read words/sentences with the /ee/ sound
Subject Matter: The Long // Sound
Materials:

Rhyme: See! See! I See a Bee!

chart, pictures

Value Focus:

Waking up early

Procedure:
Motivation:
Review some words from the story Wake Up! Wake Up!
Find out if the pupils can identify and produce the /ee/ sound in the word sleep.
Presentation:
Have a spring board activity through rhyme reading. Put emphasis on the words with /ee/.
Encourage repetitions. Tell the pupils that /iy/ is the sound they hear in see with a long /e/
sound.
Ask the pupils to read the phrases.
see a tree
a peel on a tree

three bees

Generalization:
Ask: What is the sound of ee in the words we read?
/iy/ is the sound you hear in ee as in bee.

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Application:
Distribute bee cut-outs. Draw a big tree. Show the list of words. Let the pupils write the
correct words for the meaning or clue.
Ex. It is the number after two. (Copy the word three in your bee cut-out.)
1. Haaaching! (sneeze)
2. the front part of the TV (screen)
3. You do not pay for it. (free)
4. a part of the leg (knee)
5. You do it before eating a banana (peel)
Evaluation: (Refer to LM, p.155, Measure My Learning)

Lesson 15: Making Stories on Our Own

Objectives:
Follow simple directions
Illustrate activity in a story
Work with the group cooperatively
Subject Matter: Making Rhymes

Materials :

Rhyme: A Ball in a Mall

manila paper or cartolina, crayon, pentel pens

Value Focus:

Working cooperatively with the group

Procedure:
Motivation:
Let the class this imagination exercise through Think/Imagine.
Probe understanding of the pupil.
A Ball in a Mall
Mommy, Mommy went to the mall,
Mommy Mommy bought a new ball,
My brother was playing
While my sister was staring
Down, the ball came rolling
To the hole it was falling.
Model the rhyme in class.

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Ask the pupils to do the activity. (Refer to LM, p.156, Lets Aim)
Suggested rhymes:
glass grass
tree bee
net wet
box locks
lip sip
Presentation:
Initiate making a story. Prompt the pupils to make sentences for each picture on LM p. 156.
Familiarize the pupils with the words that they are going to use.
Group Work: (Refer to LM, pp. 157-158, We Can Do It)
Let the pupils construct sentences based on the pictures of the rhyme pairs.
1. Gabriel drinks milk in a (glass).
The glass is on the (grass).
2. He sits with friends under the (tree)
and saw a (bee).
3. They try to catch bee with a (net).
The rain fell, the net got (wet).
4. Gabriel placed the bee inside the (box).
The box on the side has a lot of (locks).
5. He went back to his friends with a smile on his (lip).
Now, theres no more milk to (sip).
Make the pupils talk about the story and give an appropriate title for it.
Application: (Refer to LM, p. 159, I Can Do It)
Let the pupils make a story by writing all the sentences into a paragraph form.
Evaluation:
Complete the thought bubbles. (Refer to LM, p. 159, Measure My Learning)
Agreement:
Name a kind of work/job that you would like to have. Write different words that rhyme with it.

Lesson 16: Off for a Picnic

Objectives:
Use clues to make and justify predictions before, during, and after reading
Recognize which incident comes before and after a given event
Subject Matter: Making and justifying predictions

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Procedure:
Pre-Assessment: (Refer to LM, pp. 160-161, Lets Try)
Key to Correction:
I.
1. baby powder
2. broom
3. stove
4. glass
5. book

II. 1. changed
2. cleaned
3. cooked
4. helped
5. looked

III. 1 - 3 - 2

Motivation:
Preview the story through the series of pictures. (Refer to LM, p. 161, Get Set)
Talk about picnics and scaffold the storyOff for a Picnic. (Refer to LM, p. 162, Lets Aim)
Ask the pupils what they think story is all about.
Locate and read the title of the story. Look at the pictures and name each of the things
presented. Let the pupils make predictions about the story.
Decode High Frequency Words
of
we
me
you
soon
out

white
where

were

Presentation:
Display the words, discuss their meaning, and let the pupils use them in sentences.
Key Words
holiday
- no work, no school
alarm clock
- a clock with an apparatus that can be set to ring loudly
backyard
- a yard at the back of a house
tower
- a tall narrow building
beautiful
- good looks
bedroom
- room for sleeping
Guide pupils how good readers can guess what might happen next.
Explain: Guessing what might happen next is making a prediction.
Directed Listening and Thinking Activities (DLTA):
Read aloud as pupils follow along. Pause to make pupils predict.
Read paragraph 1.
Ask: Is Liza really alone in the house?
Where do you think Mother, Father, and the other children are?
Read the next paragraph.
Ask: Did you guess right?
Where do you think the family is going?
After sometime swimming, Mother looked for the children.

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Generalization:
Explain the events in the story. Discuss if the events happen at the same time?
Every story has events that happen before and after.
Group Work:
Small group: Group pupils to discuss their own experiences in going to a picnic with their
families.
Big group: Let one of the group members share what they have talked about in their
small group talk.
Application: (Refer to LM, p. 163, I Can Do It)
Evaluation:
Have the pupils write sentences about the pictures. Let them arrange the picture in the order
they happened. (Refer to LM, p. 164, Measure Your Learning)

Lesson 17: What We Did

Objective:
Form and use the past tense of regular verbs by adding -ed to the verb
Subject Matter: The -ed Verbs
Materials:

pictures/flash cards

Procedure:
Motivation:
Teach/Model
Read these sentences from the story Off for a Picnic.
Liza jumped out of bed that morning.
She looked for mother and father.
Liza shouted, Where are you?
I have prepared my things last night.
The white van rolled on and on.
They changed their clothes.
The children enjoyed the day swimming.
What kind of words are the blackened words? (Action words or verbs)
Remember: The tense of a verb tells the time of an action.
Probe: The action words in the sentences happened in the past. What is added to the verb?

22

Presentation:
Activity 1: Read these sentences with verbs in the past tense.
Ex. Rina was telling a story about what she saw. She said:
A kitten jumped out of the table yesterday.
It rolled on the floor.
Have the pupils compare the difference between the word jump and jumped.
Make more examples from the story of Rina.
Group Work:
Guide the pupils to form the past tense of the verb by filling in the chart on LM, p. 165,
We Can Do It.
Generalization:
How do you form the past tense of regular verbs?
What is added at the end of the short word?
(Refer to LM, p. 165, Remember This)
Application: (Refer to LM, p. 166, I Can Do It)
Read each sentence. Write the past tense of the verb in parenthesis ( ).
Key to Correction:
1. planted
2. worked
3. helped
4. stopped
5. liked
6. placed

Lesson 18: I Can Help

Objective:
Classify common words into conceptual categories
Subject Matter: Classifying words into concept categories
Materials:

pictures/ chart/ word cards

Procedure:
Motivation:
Cue scheme building. Tell the pupils that Mother is taking a rest and the whole house is in a
mess. Ask them to help her tidy things up. Present the illustration on LM p. 166 to be
classified to:
1. Things to eat

23

2. Things to wear
3. Things used for school
4. Things used for taking a bath
Presentation:
Let the pupils group the words from the box and place them in their proper headings.
(Refer to LM, p. 167, Lets Aim)
Group Work:
Ask the pupils to supply the missing word that will complete the group.
(Refer to LM, p. 168, We Can Do It)
Generalization:
There are similar things for each
group.
Application:
Do the activity. (Refer to LM, pp. 168-169, I Can Do It)
Evaluation:
Let the pupils draw the things mother uses to take care of the baby.
(Refer to LM, p.169, Measure My Learning) (Answers may vary)
Lesson 19: Its Time for Bed
Objectives:
Make predictions from given clues
Arrange events of a story read
Subject Matter: Making predictions
Sequencing events
Materials:

chart

Procedure:
Motivation:
Follow the Arrow Game.
Hold an arrow and point to any direction that you wish while the pupils follow. Guide them in
answering the simple maze. (Refer to LM, p. 170, Get Set)

24

g
m

Presentation:
Present the comic strip Its Time for Bed. (Refer to LM, p. 170, Lets Aim)
Prompt: When you read, try to understand what happened next in the story. To predict think
about the characters and about what happened.
Ask the pupils to read the story Dennis Long Day on LM p. 171.
Let them answer the comprehension questions.
Guide the pupils in arranging the events of the story Dennis Long Day, in the story ladder
on LM p. 172.
Generalization:
When you read, try to understand what events happened in the story.
Arrange the events as they happen according to time frame/ expression.
Application:
Have the pupils do the picture completion activity. (Refer to LM, p. 172, I Can Do It)
Evaluation:
Ask the pupils to do the activity. (Refer to LM, p. 172, Measure My Learning)

Lesson 20: We Do Many Things at Home

Objectives:
Demonstrate the concept of words that make up a sentence
Divide the spoken sentences in English into individual words
Subject Matter: Naming words and action words in a sentence
Materials:

flash cards/ chart/ graphic organizer

Procedure:
Motivation:
Show a semantic word web. Use balloons to anchor words that make up a complete sentence.
Probe the pupils ideas on what a sentence is.
Presentation:
Ask the pupils to read the sentence.
Mother looked around the house.
Explain:
Who looked around? (Mother)
The word Mother tells us who looked around.

25

Mother is the person being talked about in the sentence.

The naming part of a sentence is also called the subject.
Ask:
Explain:

What did Mother do around the house? (Looked)

The word looked is the action word of the sentence.
The action word is called verb.
The work looked tells us what Mother did around the house.
The action part of a sentence is also called the predicate.

Explain the two parts of the sentence.

Group Work:
Let the pupils put a line to divide the sentence into two parts. Have them label S for the subject
and P for the predicate. (Refer to LM, p. 174, We Can Do It)
Generalization:
A sentence is made up of words. It has a naming part and a verb part. The
naming part is called the subject. The verb part is called the predicate.
Application:
Ask the pupils to answer the activity on subject and predicate.
(Refer to LM, pp. 174-175, I Can Do It)
Evaluation: (Refer to LM, p. 175, Measure My Learning)
Key to Correction:
1. Danny / Cristy / My cousin
2. pray
3. tells
4. sits
5. Danny / Cristy / My cousin

26

Lesson 21: We Are Filipinos

Target Skills:
Oral Language:
Share inter and intra personal experiences feelings and emotions using the mother
tongue and English
Give information shared by others
Reading Comprehension:
State facts and details of text during and after reading
Phonological Awareness:
Classify/ Categorize sounds heard (speech)
Phonics and Word Recognition:
Manipulate individual phonemes (substituting)
Fluency:
Interact with others using correct intonation in introducing and acknowledging others
Writing and Composition:
Participate in generating ideas through prewriting activities brainstorming, webbing,
drawing
Objectives:
Answer Wh- questions
Share inter and intra personal experiences feelings and emotions using the mother tongue/
English Give information shared by others
Interact with others using correct intonation in introducing and acknowledging others
Subject Matter:

Poem: I Am a Filipino by Dali Soriano

Materials:

pictures, word strips, manila paper, pentel pens, activity sheets

Value Focus:

Patriotism

Procedure:
Pre-Assessment: (Refer to LM, p. 175-176, Lets Try)
Key to Correction:
A.  brown skin
 black hair
respectful to elders
plays games like
taguan, sipa, patintero,
palosebo
helpful to the members
of the family
eats Filipino food
lives happily with
ones parents
Procedures:

B. 1.  C. 1.
2. 
2.
3. 
3.
4. 
4.
5. 
5.

27

D. 1. d
2. c

E. 1. pat
2. beep
3. a
3. rack
4. e
4. bag
5. b
5. meal

Motivation:
Ask the pupils about their features/characteristics.
Ex. What can you say about the color of your hair? Skin? Eyes? Etc.
What are the things you like to eat?
Vocabulary:
Have the pupils match the pictures with the correct word. (Please illustrate)
respectful

palo sebo

parents

fiesta

adobo

elders

Presentation:
During Reading Activities
Read aloud the poem I Am a Filipino by Dali Soriano.
Read the poem first. Then let the pupils read together. (Refer to LM, p. 177, Lets Aim)

Comprehension Questions:

28

(Refer to LM, p. 177, Lets Aim)

Activity A:

Have the pupils repeat the sentences you will say.

I am a Filipino.
My skin is ______ (color of the skin).
My hair is ______ (color of the skin).
I love to eat ______, ______, and ______.
I like to play ______, ______, and ______.
I live with my parents/grandparents.
I help and respect them.
I am proud to be a Filipino.
Note the answers of the children.

Activity B:

Big Group Activity.

Have the pupils complete the web. (Refer to LM, p. 178, We Can Do It)

Generalization:
A Filipino child has fair and brown skin with black
hair, loves to play, helps his/her family, and respects
all elders.
Application:
Ask the pupils to look for a partner and let them talk about themselves; the color of their
hair, skin, their likes (food, games). Allow them to exchange ideas.
Model:

Im (name of pupil A) and Ill tell you something about (name of pupil B).
_______s hair is _____ and her/his skin is _______.
He/She likes to eat _____, _____, and ______.
He/She likes to play _____, _____, and ______.
He/She lives with his/her (parents/grandparents).
He/She is proud to be a Filipino.

Evaluation:
Have the pupils find another partner and repeat the activity presented earlier.
Im (name of pupil A) and Ill tell you something about (name of pupil B).
_______s hair is _____ and her/his skin is _______.
He/She likes to eat _____, _____, and ______.
He/She likes to play _____, _____, and ______.
He/She lives with his/her (parents/grandparents).
He/She is proud to be a Filipino.
Agreement:

29

Let the pupils paste a picture of their siblings. Let them tell the siblings characteristics
using modelled sentences through the word web.

Lesson 22: Words with the Same Beginning and Ending Sound
Objectives:
State facts and details in the text during and after reading
Classify/Categorize speech sounds heard (beginning & final sound of the word)
Subject Matter:

Classifying/Categorizing speech sounds heard

(beginning and final sound of the word)

Materials:

pictures, word strips, manila paper, pentel pens

Value Focus:

Listening attentively

Procedure:
Review:
Let the children share and talk about their home work.
Motivation:
Ask the pupils to read the poem I Am a Filipino.
Ask: What is the first stanza of the poem all about? etc.
Presentation:
Have the pupils read the underlined words in the poem.
hair, skin, sun, happily, parents, polite, proud, food, hand, sipa
Ask: What words have the same beginning sound?
What words have the same ending sound?
Activity A:

Together with the pupils read the first stanza of the poem.
Ask: What words have the same beginning sound? Name them.
What words have the same ending sound? Name them.

Activity B:

Have the pupils classify the words that have the same beginning and ending
sounds in the third & fourth stanzas of the poem I Am A Filipino.

Generalization:
There are words that have the same beginning like
brown and black and there are words that have the
same ending sound like skin and sun.

30

Application:
Ask the pupils to read the following poem and classify the words with the same beginning
and ending sounds. (Refer to LM, p. 179, I Can Do It)
Some families are big,
Some families are small,
But I love my family, best of all.
I love my Mother, yes I do.
I love my Father, it is true.
I love them both and they love me too.
Evaluation:
Have the pupils read the poem and classify the words with the same beginning and ending
sound. (Refer to LM, p. 180, Measure My Learning)
Baby, baby come to me.
Mommy is waiting with glee.
Daddy is leaving tonight.
Lets pray for him to have a safe flight.
In the night so dark
A tiny egg lay fast asleep
With a sudden beep
A baby chick make a peep.
Agreement:
Have the pupils fill in the box below with 5 pairs of words with the same beginning and
ending sounds.
The same
beginning sound
ex. fat - farm
1. _______________
2. _______________
3. _______________
4. _______________
5. _______________

The same
ending sound
ex. hill - pill
1. _______________
2. _______________
3. _______________
4. _______________
5. _______________

Lesson 23: Rhyming Words

Objectives:
Classify/Categorize speech sounds heard in the poem (rhyming words)
Participate in generating ideas through prewriting activities brainstorming
Subject Matter:

Classifying/Categorizing speech sound heard (rhyming words)

31

Materials:

pictures, word strips, manila paper, pentel pens, pocket chart

Value Focus:

Listening attentively

Procedure:
Review:
Ask the pupils to listen to the words you will read. Check if the children can identify words
that have the same beginning or ending sounds.
Ex. always around
sit - sing
call pull
sleep - us
Motivation:
Have the pupils share stories about being Filipino children.
Presentation:
Write the words my, by, one, sun, brothers, sisters, and fun on the board and read it.
Probe about the ending sounds they heard. Let the children give other words that rhyme
with my and by? Do with other sets of words.
Activity A: Have the pupils listen to the poem you will read and have them identify
the rhyming words.
Little Miss Muffet, sat on a tuffet,
Eating her curds and whey;
Along came a spider,
Who sat down beside her
And frightened Miss Muffet away.
Generalization:
Rhyming words are words that have the same final sound.
Application: (Refer to LM, p.182, I Can Do It)
Evaluation:
Let the pupils read and classify the rhyming words in the poem.
(Refer to LM, pp. 182-183, Measure My Learning)

Agreement:

32

Ask the children to pick out the words that rhyme with the given words. Write them in the
chart and let them add three more words.
feel

shop

meal

crop

Lesson 24: Lets Switch Places

Objectives:
Manipulate individual phonemes (substituting initial phoneme)
Subject Matter:

Manipulating individual phonemes - Substitution of initial phonemes

Materials:

pictures, word strips, manila paper, pentel pens, pocket chart

Value Focus:

Following directions

Procedures:
Review:
Show pairs of pictures. Let the children identify the picture words that rhyme.
(Please illustrate.)
Picture of
snack

Picture of
tack

Picture of
dog

Picture of
swing

Picture of
cap

Picture of
clap

Picture of
blocks

Picture of
top

Picture of
cake

Picture of
snake

Picture of
wash

Picture of
crash

Picture of
pail

Picture of
mail

Picture of
rain

Picture of
train

Motivation:

33

Play the game: Make a New Word.

Ask the pupils to look at the first picture and word. Tell them to form a new word by
changing the first letter of the word.

Provide other samples examples: wing = sing

jet = wet, net

bug = mug, jug

Presentation:
Picture Hunt
Show pictures in the pocket chart and let the pupils name them. Describe each picture and
let the children guess the first sound of the word.
Ex. I see an an. It is made of metal. Who knows what I am looking at?
Call on a pupil to point to another picture. Repeat the same procedure for the pictures of
fan, van, man, ran, and tan.
Activity A:

Show a picture pie.

Give the directions.

34

1. Place pie pieces in a stack face down at the center.

Provide pupil with a different picture pie.
2. Taking turns, pupils will select the top pie piece from the stack.
3. Say the name of the picture on the pie piece, delete the beginning sound/phoneme and
say the new word (ex. hook becomes book).
4. Find the picture of the new word book on the picture pie and place the pie piece
hook on top of it. If the picture of the new word is not on the pupils chart, return the
pie piece to the bottom of the stack.
5. Continue until all pie pieces are placed.
(hook book, jar car, ham jam, toy boy, hat cat, mop cop, bag tag,
wet net)
Probe:

Change /h/ to /b/ in hook what is the new word?

Change /h/ to /j/ in ham what is the new word?

Activity B:

Create a list of word pairs. Each word pair should have a difference of just
one phoneme. For example, use the word pair hat and cat. Let the pupils
listen to each spoken word then switch one of the sounds and say a new
word. Let the pupils tell the sound that was switched.
Ex. Mat Now I am going to switch one of the sounds. Rat
Call on a pupil to answer the question. Continue giving word pairs.

Generalization:
When you change the beginning sound of the word,
it forms a new word.
Application: (Refer to LM, p. 185, I Can Do It)
Evaluation: (Refer to LM, p.186, Measure My Learning)
Agreement:
Ask the pupils to change the beginning letter of the word. Have them draw and write the
name of the two new words formed.

Lesson 25: Phoneme Manipulation (Substitution of Final Sound)

Objective:
Manipulate individual phonemes (substituting final phoneme)
Subject Matter:

Manipulating individual phonemes - Substitution final phonemes

35

Materials:

pictures, word strips, manila paper, pentel pens, pocket chart

Value Focus:

Following directions

Procedure:
Review:
Ask the pupils to get a partner and share their assignment. Let their partner guess the new
word formed.
Motivation:
Play the game Guess the New Word.
The pupils will listen to the words you say and let them guess the new word.
Ex. Change /b/ to /p/ in back what is the new word?
Change /c/ to /l/ in lake what is the new word?
Presentation:
Show pictures of the following car, can, man, mat, pen, pet, pig, pin, six, sip.
Let the pupils name the pictures. Then, show shifts in words through manipulation in the
final sound.
Ex.
Say car...change /r/ to /n/... What is the new word?
Say man...change /n/ to /t/... What is the new word?
Activity A:

Let the pupils repeat what you say as the you hold two pictures.
(Refer to LM, p. 187, Lets Read)

Say pan...change /n/ to /d/... What is the new word?

Show other pictures such as cop cot, dot dog, wig win, cap cab.
Ask the pupils to repeat the pattern as the you hold the pictures.
Activity B: Say and Drop
Group the children. Give each group a picture card from a stack. Let them
remove the final phonemes and match the new word to a picture.
Ex. bug to bun
If found, place the piece on that picture. If not found, place the picture card at
the bottom of the stack. Continue until all pictures on the triangle are
covered.
(picture cards bun , jam, ran, hot, sat, lad)
Generalization:

36

When you change the last sound of the word,

it forms a new word.
Application:
Play the game Simple Simon Says.
Let the pupils write the answer on a piece of paper.
Ex. Simple Simon says change /t/ to /g/ in dot. What is the new word?
Simple Simon says change /m/ to /t/ in ham. What is the new word?

Lesson 26: Wonderworks 1

Target Skills:
Oral Language:
Share inter and intra personal experiences feelings and emotions using the mother
tongue and English Describe/talk about ones experience
Reading Comprehension:
State facts and details of text during and after reading
Phonological Awareness:
Recognize and discriminate same/different sounds
Spelling Vocabulary:
Classify common words into conceptual categories (e.g., animals, food, toys)
Phonics and Word Recognition:
Manipulate individual phonemes (deleting)
Fluency:
Read aloud grade 2 level text
Listening Comprehension:
Identify and use the elements of an informational/factual text heard
Writing and Composition:
Participate in generating ideas through prewriting activities brainstorming,
webbing, drawing
Objectives:
Answer Wh- questions
Share inter and intra personal experiences feelings and emotions using the mother
tongue/English Describe/talk about ones experience
Read aloud grade 2 level text
Subject Matter:

Wonderworks by Dali Soriano

Materials:

sentence strips, manila paper, pentel pens, activity sheets

Value Focus:

Appreciation of Gods creation

Procedure:

37

Pre-Assessment: (Refer to LM, pp. 190-191, Lets Try)

Key to Correction:
A. 1 .
2.
3.
4.
5.

B.

6. a
7. b
8. b
C. 9. candy
10. December

D. 11. /
12. x
13. /

E. 14. mile
15. lap

Motivation:
Lead the pupils in singing the song Hes Got The Whole World In His Hand. Ask
questions in relation to the song.
Presentation:
Activate prior experiences about places their families go to. Let the children provide their
own stories about these experiences.
Unlocking of Nature Words:
Let the pupils write the words being named. Have them choose the words that would fit in
the box. (Refer to LM, p. 192, Lets Aim)
During Reading Activity:
Read aloud the short poem Wonderworks by Dali Soriano, then read together with the
class. Answer the comprehension questions. (Refer to LM, p. 193, Lets Aim)
Activity A:

Ask the pupils to get a partner and share their answer to the questions on
numbers 8-10. Encourage them to give reasons and express their feelings on
what they consider as their greatest treasure.

Activity B:

Divide the class into five groups. Ask them to survey the members of the
group on their most common answer for what they are thankful for and what
they consider as their greatest gift. Let the groups present their survey to the
class.

Generalization:
There are many things that we have to be thankful for
all the things that God has created and has given us. The
best thing that we received from Him is the gift of life
so we could enjoy the things that He has created.
Application:
38

With the same group, ask the pupils to make a tableau about what God has created.
Evaluation: (Refer to LM, p. 195, Measure My Learning)
Have a temperature check by asking the pupils these questions:
How do like the things that God has created?
What was the best thing that God gave?
like them very much
like
dislike

Agreement::
Have the pupils make a thank you note to God for all the things He created and for all the
gifts and blessings they have received.

Lesson 27: Wonderworks 2

Objectives:
Answer Wh- questions
State facts and details in the text during and after reading
Subject Matter:

Wonderworks by Dali Soriano

Materials:

sentence strips, manila paper, pentel pens

Value Focus:

Appreciation of Gods creation

Procedure:
Review:
Recall the lesson about the things that God created.
Motivation:
Show three picture puzzles. Ask the pupils to arrange them and then give their names.
(mountain, river, lake)
Presentation:
Ask the pupils to read the first stanza of the poem Wonderworks.
Read the poem together with your pupils. Let them answer the questions after.
39

Group Work: (Refer to LM, p. 198, We Can Do It)

Generalization:
For you to get the correct answer to the questions, identify the
details of the passage you are reading. It can be a name of a person,
an object, or an animal, a place and time where the story happened,
and the kind of situation that happened in the story.
Application: (Refer to LM, p. 199, I Can Do It)
Key to Correction:
1. a
2. b

3. a

4. c

5. a

Evaluation:
Have the pupils read the dialogue and answer the following questions.
(Refer to LM, p. 200, Measure My Learning)
Key to Correction:
1. a
2. b

3. c

4. c

5. a

Lesson 28: Grouping Together

Objectives:
Classify common words into conceptual categories (e.g., animals, food, toys)
Participate in generating ideas through prewriting activities brainstorming, webbing,
drawing
Subject Matter:

Classifying common words into conceptual categories

Materials:

word strips, manila paper, pentel pens, pocket chart

Value Focus:

Following directions

Procedure:
Review:
Ask the pupils to read and answer their homework.
Motivation:
Play the game Simple Simon Says. Let the pupils listen and follow what you say.
Say: Simple Simon says group yourself into 3.
Simple Simon says group yourself according to the beginning letter of your name.

40

Presentation:
Ask about the games which the pupils enjoy and places they like going. Show the
following words to the class and let them group these into sets:
Mt. Apo
Philippines
Pasig River
China Sea
Celebes Sea
Loboc River
Mt. Arayat
Japan
Canada
Mt. Pinatubo
Cagayan River
Sulu Sea
Ask how the words are grouped.
Activity A:

Ask the pupils to read the words in the pocket chart. Tell them to place and
group the words in the proper column. (Refer to LM, p. 202, Lets Read)
pechay
carrot
grapes

goat
mango
banana
bird
ampalaya squash

Fruits

apple
cabbage
giraffe

Vegetables

horse
fish
papaya

Animal

Activity B: Have the pupils encircle the words that belong to the same group.
(Refer to LM, p. 203, We Can Do It)
pencil
whale
train
Philippines
eagle

Pen
dog
Bus
Baguio City
parrot

paper
shark
house
Cebu City
crow

car
sea horse
jeepney
Davao City
dove

ruler
gold fish
taxi
Quezon City
alligator

Generalization:
We group words according to
their kind, color, shape, and size.
Application: (Refer to LM, p.203, I Can Do It)
Evaluation: (Refer to LM, p. 204, Measure My Learning)

Lesson 29: Recognizing Sound Differences

Objectives:
Recognize and discriminate same or different sounds
Participate in generating ideas through prewriting activities brainstorming, webbing,
drawing
Subject Matter:

Recognizing and discriminating same or different sound

41

Materials:

word strips, manila paper, pentel pens, pocket chart, show cards

Value Focus:

Following instructions properly

Procedure:
Review:
Let the pupils distinguish the pair of words that rhyme. (Refer to LM p. 204, Lets Try)
Motivation:
Ask the pupils to recite the poem Wonderworks. Tell them to share their ideas on the
poem.
Presentation:
Let the pupils read some words found in the poem Wonderworks.
measure treasure

sky high

gift

life

beautiful

family

land

hand

Read the paired words below and let the pupils identify the paired words that have the
same sound or different sound.
If the paired words have the same ending sound, the pupil will have to raise the yes show
card. If the paired words dont have the same ending sound, let the pupils raise the no
show card.
measure treasure
beautiful family

gift life
land - hand

sky high

Activity A:

Let the pupils do the finger play while reciting the poem Family on LM
p. 204.
Have the pupils identify the rhyme/pattern. (Refer to LM, p. 205, Lets Aim)
Let them do the activity that follows.

Activity B:

(Refer to LM, p. 205, We Can Do It)

Application: (Refer to LM, p. 206, I Can Do It)

Evaluation: (Refer to LM, p. 206, Measure My Learning)
Agreement:
Have the pupils read the following words in the box. Let them write two words that have
the same sound.
hook
table

feel
floor

rain
look

rice
cane
follow eat

Lesson 30: Whats the Word?

42

door
bean

window
deep

mirror
dice

Objectives:
Manipulate individual phonemes (deleting)
Subject Matter:

Manipulating phonemes (deleting)

Materials:

word strips, manila paper, pentel pens, pocket chart, flash cards

Value Focus:

Work harmoniously with others

Procedure:
Review:
Let the pupils pair the words with the same sound. Have the pupils work on LM p. 206,
Lets Try.
Motivation:
Have the pupils listen and say the new word.
Ex. Change /s/ to /f/ of sat is ______
Change /r/ to /p/ of rain is ______
Change /b/ to /h/ of book is ______
Change /f/ to /t / of fell is ______
Presentation:
Introduce Willy Wally Paper Puppet. (Refer to LM, p. 207, Lets Aim)
Play the Take Away Game by presenting words then taking away its initial sounds.
The pupils will say the new word.
Ex. Demonstrate this by saying the word cat.
The pupils repeat the word cat.
Take away the /c/ sound. Whats my word?
Pupils respond with at. Repeat words and/or sounds as needed.
Then continue giving new word pairs.
Continue playing by giving new word pairs. Provide variations.
Activity A:

Ask the pupils to listen and give the missing word.

Read:
It starts with /ch/ and it ends with air;
take the first sound away, and it says _______
It starts with /b/ and it ends with all.
take the first sound away, and it says _______
It starts with /s/ and it ends with am.
take the first sound away, and it says _______
It starts with /m/ and it ends with eat.
take the last sound away, and it says _______

43

It starts with /l/ and it ends with ate.

take the last sound away, and it says _______
Activity B:

Think-Pair-Share
Let the pupils work with a partner. Tell pupil A to ask pupil B about a word
to be guessed.

Generalization:
When we remove a letter from a word,
a new word is formed.
Application:
Listen and say the new word.
1. Say clap without /c/
2. Say bill without /b/
3. Say pink without /p/
4. Say seat without /t/
5. Say crop without /r/

Lesson 31: The Little Sampaguita Girl

Target Skills:
Oral Language:
Share inter and intra personal experiences feelings and emotions using the mother
tongue and English Describe/talk about ones experience
Fluency:
Read aloud grade 2 level text
Reading Comprehension:
Instruct the pupils to use clues to justify predictions before, during, and after reading
(titles, pictures, themes, prior knowledge, graph)
Listening Comprehension:
Ask questions that will show understanding of incidents, characters, and setting to
make and validate prediction.
Writing and Composition:
Do brainstorming, webbing, and drawing to generate ideas
Attitude:
Express feelings, opinion through journal, log, etc.
Study Strategy:
Interpret bar graphs and tables

Objectives:

44

Answer Wh- questions

Share inter and intra personal experiences feelings and emotions using the mother
tongue/English
Express feelings, opinion through journal, log, etc.
Subject Matter:

The Little Sampaguita Girl by Marimel Jane H. Polita

Materials:

word strips, manila paper, pentel pens

Value Focus:
Procedure:

Helping others in need

Pre-Assessment: (Refer to LM, pp. 208-210, Lets Try)

Key to Correction:
A. 1. b
2. a
3. a
4. a

B. 1. a
2. b
3. c

C. 4. c
5. b
6. b

Motivation:
Talk about children selling items on the streets.
Unlocking of Street Words:
Let the pupils match the meaning to the correct word.
(Explain further the meaning of the word in mother tongue/Filipino if needed)

1.

Cover or shelter from light or heat

2.

Very, very cold

scold
bear
freezing

3. To find fault angrily

previous

4. To hold or remain firm

5. Occurring before something else in time or order

shade

Shared Reading:
Read the story The Little Sampaguita Girl.
(Refer to LM, p. 211, Lets Aim)
Second Reading: Read the story again. Pause to ask questions while reading the story.
Third Reading: Let the pupils read the story.
First Reading:

Comprehension Questions: (Refer to LM, p. 211, Lets Aim)

45

Activity A:

Arrange the following pictures according to what happened in the story The
Little Sampaguita Girl. Number it from 1 to 5. (Refer to LM, p. 212, Lets
Read)

Activity B:

Group the pupils and ask them to answer the following questions.

How do you feel

about the Little
Sampaguita Girl?

What will you do

if Maya is at your
door?

Title of the Story

______________

The Maya needs

help. What can you
do?

If you are going to

end the story. How
are going end it?

Generalization:
We can help needy children by collecting and giving old clothes and toys, spending
time to play, and make friends with them.

46

Application:
Let the pupils complete the dialogues. (Refer to LM, p. 213, I Can Do It)
Evaluation: (Refer to LM p. 213, Measure My Learning)
Agreement:
Let the pupils write a short letter to Maya on how they feel about her.

Lesson 32: The Little Sampaguita Girl Part 2

Objectives:
Use clues to justify predictions before, during, and after reading (pictures)
Read aloud grade 2 level text
Subject Matter:

The Little Sampaguita Girl by Marimel Jane H. Polita

Materials:

word strips, pocket chart, manila paper, pentel pens

Value Focus:

Helping others in need

Procedure:
Review:
Ask about the pupils feelings about the story The Little Sampaguita Girl.
Use face emoticons.

Happy

Nothing

Sad

Mad

Can use: I felt _________ because _________________________________________.

Motivation:
Ask the pupils to read the following words found in the story The Little Sampaguita Girl.

buy

because bought

death

but

dream day

dry does bear

Presentation:
Retell the story of The Little Sampaguita Girl with the use of the pictures. Ask questions
while reading the story. (Refer to LM, pp. 214-215, Lets Aim)

47

Activity A:

Make a story board. Draw the major events that happened in the story.
(Refer to LM, p. 216, Lets Read)

Activity B:

Ask the pupils to work in groups to make a big book about the story.

Application: (Refer to LM, pp. 216-217, I Can Do It)

Evaluation: (Refer to LM, pp.217-218, Measure My Learning)
Agreement:
Let the pupils identify which drawing best describes the pictures. Have them look for clues
and write the sentences on the lines.
Picture of a house on fire

____________________________
____________________________
____________________________
____________________________

Picture of a man coming

out of the house carrying
a baby

____________________________
____________________________
____________________________
____________________________

Picture of fire truck

stopping the fire

____________________________
____________________________
____________________________
____________________________

a. A fire truck arrives at the house.

b. A man runs out of the house carrying a baby in his arms.
c. The house is on fire. Flames and smoke comes out of the window.
Lesson 33: Summer Is Fun
Objectives:
Answer Wh- questions
Use clues to justify predictions before, during, and after reading (themes and prior
knowledge)
Subject Matter:

Using clues to justify before, during, and after reading

(themes and prior knowledge)

Materials:

pictures, manila paper, pentel pen

Value Focus:

Love for family

48

Procedure:
Motivation:
Ask the pupils about their activities with the family when they are on vacation or going on
a trip.
Ex. What are the things you can see in the zoo?
What do you do in the zoo? etc
Presentation:
Read along with the pupils. (Refer to LM, pp. 218-219, Lets Aim)

Ask questions related to the picture/ zoo.

Answer comprehension questions.
Activity A:

Ask the pupils to read the story and study the picture. Let them answer the
following questions. (Refer to LM, p. 219)

Activity B:

With a group, let the pupils draw the next thing the family at the beach might
do.

Application:
Have the pupils read and answer the questions that follow.
(Refer to LM, pp. 220-221, I Can Do It)
Evaluation:
Have the pupils read and answer the questions.
(Refer to LM, pp. 221-222, Measure My Learning)

49

Lesson 34: Graph It Out

Objectives:
Answer Wh- questions
Use clues to justify predictions before, during, and after reading graphs
Interpret bar graphs and tables
Subject Matter:

Using clues to justify before, during, and after reading graphs

Materials:

word strips, pictures, picture puzzle

Value Focus:

Be a keen observer

Procedure:
Review:
Ask: What are the things that you can do during summer vacation?
Probe on the activities that children can do when they are playing or working on a farm.
Motivation:
Show a puzzle on adding things. Ask the pupils to arrange the puzzle that promotes
awareness on numbers. Work on the ideas drawn by the puzzle.
Presentation:
Talk about counting things the pupils can see around.
Read the story with the tally sheet Maggie made on LM pp. 223-224, Lets Aim.
Let the pupils answer comprehension questions that follow.
Activity A:

(Refer to LM, p. 225, We Can Do It)

Let the pupils recognize the concept: A Bar graph uses a bar to tell how
many.
Group the pupils and let them answer the activity. They can use the tally
sheet made by Maggie to complete the bar graph. Have them color or design
the bars that corresponds to the number of animals.

Generalization:
What is a tally sheet? What is a bar graph?
A tally sheet is used to show the number by sticks. A bar graph
uses bars to show the number of things being studied or recorded.
Application: (Refer to LM, p. 226, I Can Do It)
Ask the pupils to study the bar graph and answer the questions.

50

Evaluation:
Let the pupils make a bar graph of their group members books inside their bags.
Agreement:
Let the pupils make a bar graph of the favorite color of each member of their family.

Lesson 35: Stop, Look, and Listen!

Objectives:
Use an understanding of incidents, characters and setting to make and validate prediction
Express feelings, opinion through journal, log, etc.
Subject Matter:

Understanding of incidents, characters, and setting to make and validate

prediction

Materials:

pictures

Value Focus:

Self-confidence

Procedure:
Review:
Ask the pupils to show the graph they prepared.
Motivation:
Ask the pupils about their experiences regarding having lost a thing at home or in school.
Presentation:
Ask the pupils to listen to the story The Missing Shoe as they look at the pictures in LM
p. 227, Lets Aim.
The Missing Shoe
by Marimel Jane H. Polita
One Saturday morning, the Cruz family is busy preparing to go for a picnic. Father is
checking the cars engine. Mother, together with Ate Gina, is in the kitchen putting the
food in the basket. Meanwhile, Tommy is busy looking for his shoe. He looked under his
bed but it was not there. He looked under the sofa and everywhere in the house but still,
theres no shoe. Mother, have you seen the pair of this shoe? asked Tommy. No. Have
you checked your bed? Mother said. Yes!, I looked everywhere but I cant find my
shoe, said Tommy. I think I know where to find your shoe, said Ate Gina. Ate Gina
called Bantay at the back of their house. Bantay came with a shoe on his mouth. You bad
dog! This is not a toy. Tommy said. Now Tommy is ready to go for he already found his
missing shoe.

51

Comprehension Questions: (Refer to LM p. 227, Lets Aim)

Activity A:

Let the pupils listen to the story. Ask them answer the questions that follow.
Every day Rico went to the river to take a bath. He always stopped by at the
fruit store owned by Aling Rosa. He would not go away until Aling Rosa
gave him a banana. Aling Rosa did not like this. She was an unkind woman.
Questions:
1. Who are the characters in the story?
2. Where does Rico do every day?
3. Who is Aling Rosa?
4. What makes Aling Rosa an unkind woman?

Activity B: Ask the pupils to listen to the story. Ask them to imagine and draw the
activities happening in the story heard in a piece of paper.
Saturday is our cleaning day but Mother makes our work fun. We sing when
we dust the furnitures. We dance when we sweep the floor. We mop the floor
and wash the clothes together. When were done we eat our meryenda.
At night, when all work is done, Father comes. Mother and I cook dinner and
sing and dance. Saturday is really a day of fun.
Application:
Ask the pupils to listen to the story. Then, let them answer the questions that follow.
Mary lives in the city with my family. Every summer vacation, they visit their grandparents
farm. They spend a month there with their grandfather and grandmother. Grandfather lets
Mary feed the chicken and helps her milk the cow. Her sister Janet likes to go out by the
lake to feed the fish. She also likes to help grandmother gather the chickens eggs in the
morning and bring them inside the house. Then, grandmother cooks the eggs for breakfast.
Questions: (Refer to LM, pp. 227-228, I Can Do It)
Evaluation:
Say:

In the story you have listened to, what do you think will happen next? Draw a
picture and write a sentence about it.

I think ________________________________________________.
Agreement:
Let the pupils share one story they have read in class. Have them tell how they felt about
the story.
52

Lesson 36: I Am Talented

Target Skills:
Oral Language:
Share inter and intra personal experiences feelings and emotions using the mother
tongue and English Describe/talk about ones experience
Fluency:
Read aloud grade 2 level text
Reading Comprehension:
State facts and details of text during and after reading
Listening Comprehension:
Identify and use the elements of an information/ factual text heard informational
reports (school events, sports, projects)
Writing and Composition:
Express ideas through illustrations or story board
Attitude:
Express feelings, opinion through journal, log, etc.
Objectives:
Answer Wh- questions
Identify and use the elements of an information/ factual text heard informational reports
(school events, sports, projects)
Express feelings, opinion through journal, log, etc
Subject Matter:

Identifying elements of an information/factual text heard

Materials:

pictures

Value Focus:

Sharing ones talents

Procedure:
Motivation:
Ask: What kind of sports do you know?
(Encourage pupils to tell about their favorite sports)
Presentation:
Let the pupils look at the picture and tell something about it.
(Refer to LM, p. 228, Lets Aim)
Ask the pupils to listen to the story you will about Manny Pacquiao.
Emmanuel D. Pacquiao also known as Manny Pacman Pacquiao was born in Kibawe,
Bukidnon, Mindanao and lives at General Santos City, South Cotabato, Philippines. He
was born on December 17, 1978. He became known for his talent in boxing. Hes been

53

winning many boxing competitions abroad. For all his achievements, he became the first
Filipino boxer to win four world titles in four different divisions.
Comprehension Questions:
Activity A:

(Refer to LM, p. 229, Lets Read and Answer)

Ask the pupils to work on their self-assessments about their talents.
Let them practice repeating the following statements. Tell them to fill in the
blanks with an appropriate word.
Ex. I can sing beautifully.
I can dance gracefully on stage.
I can draw pictures on my sketch pad.
I can _______ the piano.
I can _______ math questions in a minute.
I can _______ books with understanding.
I can _______ like a fish.

Activity B:

(Refer to LM, p. 230, We Can Do It)

Let the pupils complete Manny Pacquiaos Word Web.

Application:
Read the following story to the pupils. Make questions related to the story and let the
children answer the questions.
Every month of July is Nutrition Month in our school. Pupils from different grades
join the parade wearing their fruit and vegetable costumes. Parents cook and bring
nutritious foods which they later share with everyone. There are also storytelling
activities about food. Everybody in school is happy during the Nutrition Month
Celebration.

54

Evaluation:
Have the pupils listen to the following story. Make questions related to the story and let the
pupils answer the questions.
Anna is an artist. She is good in drawing faces of people and painting the beauty of
nature. One day there was a Poster Making Competition in their school. She told
her teacher that she wanted to join the competition. Anna did and got the first place
award.
Agreement:
Let the pupils draw a picture showing what they want to become when they grow up. Have
them write something about the picture they drew.

Lesson 37: Listen

Objectives:
Identify and use the elements of an information or factual text heard informational
reports (Three-step directions)
Express idea through illustrations or story board
Subject Matter:

Following Three-step Directions

Materials:

paper, crayon

Value Focus:

Following directions

Procedure:
Review
Ask the pupils to talk about their favorite actors/athlete. Probe why they like them.
Motivation:
Play the game Simon Says.
Example: Simon says jump four times
Simon says touch your nose
Simon says wave your hands
(You may replace the name Simon with a pupils name.
That pupil will give the directions.)

55

Presentation:
Provide the pupils with a small sheet of paper. Let them know that the activity you are
about to do will prove how well they listen and follow directions. Inform the pupils that
you will repeat the instruction twice. (Refer to LM, p. 230, Lets Aim)
1. Draw a box. Write your full name in the box. Encircle all the vowel letters.
2. Draw a circle. Draw a triangle inside the circle. Write the first letter of your name in
the triangle.
3. Write the numbers 1 to 9. Cross out the odd numbers. Encircle the even numbers.
Let them compare their answer with their seatmate.
Evaluate if the pupils were able to follow the directions correctly.
Activity A:

Ask the pupils to listen carefully and follow what is said.

(Refer to LM, p. 231, Lets Listen)

Activity B:

Ask the pupils to work in pairs. Give task sheets on meta cards that pupils
can work on for giving directions. Let pupil A give a three step direction
twice. Pupil B follows. Then vice versa. Let the pupils describe their
experience on working with a partner. Probe on their direction-giving skills.

Generalization:
When giving instructions,
make sure it is clear and specific.
Application: (Refer to LM, p. 232, I Can Do It)
Ask the pupils to listen.
1. Color the pictures.
2. Encircle all farm animals
3. Box all zoo animals.
Evaluation: (Refer to LM, p. 232, Measure My Learning)
Let the pupils listen. Let them follow you directions.
1. Encircle all animals that have the word FISH.
2. Box all animals that have the word SEA.
3. Color the remaining animals.
Agreement:
Prepare a set of directions for cooking an egg. Present it to the class.

56

Lesson 38: Speak Up!

Objectives:
Identify and use the elements of an informational/factual text heard Conversation
Express feelings, opinion through journal, log, etc.
Subject Matter:

Identifying and using the elements of an informational/factual text heard

Conversation

Materials:

stringed telephone, stick puppets

Value Focus:

Listening attentively

Procedure:
Review:
Ask the pupils to listen and do the following directions. Draw one big circle. Draw 3 small
circles inside the circle. Draw 2 curve lines on top of the big circle to form an ear. Let them
identify the figure they made.
Motivation:
Show pupils a string-can telephone. Call pupils in front to use the stringed can telephone.
Let the pupils listen to their conversation.
Ex. What are they talking about?
Presentation:
Ask the pupils to listen to the conversation of the two girls. Find out what are they talking
about.
Use stick puppets.
Mary: Jane, this is Alice, my cousin.
Alice this is Jane my friend.
Jane: Nice to meet you, Alice.
Alice: Nice to meet you, too.
Jane: Where are you from Alice?
Alice: Im from Sorsogon.
Jane: How long will you be staying here?
Alice: Until I shall have finished my studies.
Mary: Alice will be our new classmate. Her parents died in a car accident. She is
staying with us now. She will start attending our school on Monday.
Jane: Oh I see! Nice to meet you, Alice. See you on Monday.
Alice: Nice to meet you too, Jane.
Ask the following comprehension questions.
Who are the characters in the conversation?
What are they talking about?
Who is Alice?
Where is she from?

57

What happened to her parents?

What is the relationship of Mary and Alice?
Activity A:

Lead the pupils in practice speaking. (Refer the LM, p. 234, Lets Speak)
Have them try role playing activities on daily greetings and goodbyes.

Guided Practice:
Group the pupils. Ask them to role play some conversational activities.
Group 1 - Introducing people
Group 2 - Telephone conversation
Group 3 - Asking for permission
Application:
Say: Listen to the telephone conversation and answer the questions.
(Refer to LM, p. 235, I Can Do It)
Evaluation:
Pair pupils. Let them present a conversation in giving directions. (Refer to LM, p. 235,
Measure My Learning)

Lesson 39: Story of Me

Objectives:
State facts and details of a text during and after reading
Identify and use the elements of an informational/factual text heard personal recounts
Share inter and intra personal experiences feelings and emotions using the mother tongue
and English Describe/talk about ones experience
Subject Matter:

Stating facts and details of text during and after reading

Identifying and using the elements of an informational/factual text heardpersonal recounts

Materials:

pictures

Value Focus:

Following orders from elders

Procedure:
Review:
Ask the pupils to read the following statements:
Hold on for a while.
Thank you.
This is my teacher, Mrs. Elena Cruz.
Nice to meet you.
Do you know where Acacia St. is?
Im sorry but I dont live here.

58

Motivation:
Encourage pupils to share their experiences when they follow their parents or when they
disobey them.
Ex. Do you always listen and follow orders from your parents?
What will happen when you disobey your parents?
Presentation:
Let the pupils listen to the story of the moth using pictures to guide the pupils.
The Story of the Moth
One night when Jose Rizal was a child, her mother noticed that he was not paying
attention to what she was saying. As she was looking at him, she noticed that Jose Rizal
was staring at the moth flying around the lamp. So his mother told a story about the moth.
Once there was a mother and a young moth flying around the candle. The mother
moth told her child not to go near the light because the fire of the light might kill him. But
the young moth never listened. He flew nearer to the light. Soon, the wind blew the light
of the candle and it reached the wings of the young moth and it died.
Rizals mother told him that if only the young moth followed what his mother said,
he wouldnt be killed by the fire.
Comprehension Questions: (Refer to LM, p. 236, Lets Aim)
Guided Activity:
Activity A:

Call some pupils to tell a situation in their lives when they disobeyed their
parents.
Let them tell the result of disobedience.
Ask the listeners to identify when the situation happened and who are the
people involved.

Activity B:

Group the pupils and let them complete the story map about the story of the
moth. (Refer to LM, p. 237, We Can Do It)

Setting:

Time:

Place:

Characters
Problem

Resolution
Application:
59

Ask the pupils to read the story and answer the questions.
(Refer to LM, pp. 237-238, I Can Do It)
Evaluation:
Ask the children to listen to the story and answer the questions that follow.
(Provide the appropriate questions.)
One day, young Jose Rizal rode on a boat. While in the middle of the lake, he accidentally
dropped one of his slippers into the water. The slipper was immediately swept by the
waves. Because of that, he got his other slipper and dropped it into the water. He thought
that it would be better to throw the other slipper so that whoever finds the other pair can
use and wear them. He thought a slipper is useless if one pair is missing.

Lesson 40: Water, Water, Everywhere!

Objectives:
State facts and details of a text during and after reading
Identify and use the elements of an informational/factual text heard explanation
(life cycle, water cycle)
Explain why it rains
Subject Matter:

Stating facts and details of a text during and after reading

Identifying and using the elements of an informational/factual text heard
Explaining life cycle, water cycle

Value Focus:

Following orders from elders

Procedure:
Review:
Ask the pupils to study the pictures. Arrange them according to how the events happened.
Number it from 1 to 4 when it begins and ends.
Picture of a boy walking
going to school

Picture of a boy
taking a bath

Picture of a boy
wakes up from bed

Picture of a boy putting

on his uniform

Motivation:
Ask the pupils to recite the poem Rain Rain Go Away. Let them talk about the rain and
the ideas associated with it.

Presentation:

60

Show the picture of the water cycle. Tell the pupils to listen as the diagran is explained.
(Refer to LM, p. 239 for the diagram)
Explain the water cycle with emphasis on the arrow-directions.
Let the pupils answer the comprehension questions. (Refer to LM, p. 239, Lets Aim)

Discuss and explain the water cycle/diagram. Provide enhancements that could meet the
level of the pupils understanding.
Application:
Let the pupils draw rain, clouds, sun, land, and lake. Let them write evaporation,
condensation, precipitation, and collection to show the water cycle.
Generalization:
The water cycle follows: precipitation, evaporation, condensation, and collection.

Evaluation:
Make a rain model. Let the pupils make their own rain cycle report. Ask for an individual
reflection on why there is rain.

61