Grade Two English
Module 1C - DIPHTHONGS
Mind
Map
The Mind Map displays the organization and relationship between the concepts and activities in this Learning Guide in a visual form. It is included to provide visual clues on the structure of the guide and to provide an opportunity for you, the teacher, to reorganize the guide to suit your particular context.
Introduction
Speech sounds or phonemes are grouped into two – consonant sounds and vowel sounds. Furthermore, vowel sounds are sub-divided into monophthongs and diphthongs.
Monophthongs refer to the sound of a single vowel. Diphthongs are two-vowel sounds consecutively produced in the same syllable by moving the articulators smoothly from the position of one to the other.
This Learning Guide will focus on improving proper articulation of diphthongs as they are used in words. It is important for children to identify these speech sounds for them to produce the sounds correctly – gliding from one sound to the other.
Language experts have different views as to the complete list of speech sounds which are considered diphthongs. The author of this Learning Guide decided to adapt the list of diphthongs which are commonly mentioned by experts. These are the diphthongs /ay/ in high, /ey/ in way, /oy/ in join, /aw/ in round and /ow/ in elbow.
Assessment
Stages of Learning
The following stages have been identified as optimal in this unit. It should be noted that the stages do not represent individual lessons. Rather, they are a series of stages over one or more lessons and indicate the suggested steps in the development of the targeted competencies and in the achievement of the stated objectives.
1. Activating Prior Learning
This stage aims to engage or focus the learners by asking them to call to mind what they know about the topic and connect it with their past learning. Activities could involve making personal connections.
Background or Purpose
Naming pictures is an easy task for children while solving puzzles challenges their thinking skills. When these tasks are joined together in Activity 1 “Picture-Word Puzzle”, the result is an exciting activity that will motivate the pupils to be actively engaged in their learning and have fun at the same time.
Strategy
Cooperative Learning is a successful teaching strategy in which small teams, each with students of different levels of ability, work together to do a given task. Each member of a team is responsible for helping each other to finish the task, thus creating an atmosphere of achievement.
Materials
➢ Activity Sheet 1 “Picture-Word Puzzle” on pages 11-12.
Activity 1: Picture-Word Puzzle
1. Have groups of five.2. Distribute Activity Sheet 1 “Picture-Word Puzzle” on pages 11-12. 3. Explain the given directions.
4. Let the children do the activity.
Formative Assessment
Use Scoring Rubric on page 13 to assess the output produced by each group.
Roundup
The pupils learned to complete a task by associating the names of pictures with their printed symbols and writing each name into its appropriate box in the puzzle.
2. Setting the Context
Strategy
Phoneme Discrimination and Identification involves the children being able to recognize whether 2 or more spoken words have similar or different sounds and to be able to name the phoneme that is common between and/or among these words.
Materials
➢ Activity Sheet 2 “Same Sound?” on pages 14-15
➢ pair of scissors, glue/paste
Activity 2: Same Sound?
1. Have new groups of five.2. Distribute Activity Sheet 2 on page 14. It contains the list of words used in Activity 1.
3. Instruct the children to cut each word out using the pair of scissors.
4. Distribute Activity Sheet 2 on page 15. It contains the table printed with sample words on each column.
5. Let the children read the cut words, one at a time, identify which sample word has a similar sound to the one that they read, and paste the cut-out under its matching sound column.
6. Let the children find out the sound that is common to each column of words formed.
7. Ask each group to present their work in front by reading at their column of words formed.
8. Introduce diphthongs based on the identified sound in each column of words. a) /ow/ for bowl, toe, boat, goat and cone
b) /aw/ for crown, clown, owl, cow and house c) /ay/ for kite, rice, bike, cry and smile d) /ey/ for train, cake, gate, rakes and snail e) /oy/ for toys, coin, coil, soil and boil
9. Ask the pupils to give more examples of words with diphthongs
Formative Assessment
Roundup
The children learned to discriminate the sounds heard/read in words and identified the common diphthong from them.
3. Learning Activity Sequence
This stage provides the information about the topic and the activities for the students. Students should be encouraged to discover their own information.
Background or purpose
This stage will focus on challenging the listening skills of the children by asking them to identify the diphthong in the word read by the teacher.
It is important however, that teachers should practice reading the words ahead to ensure correct pronunciation and avoid misconception on the part of the pupils.
Strategy
Half Life is a strategy that decreases the number of persons working on a task by 50% until such time that an individual is left to work on his/her own to do the task.
Materials
➢ paper lollipops (see Teacher Resource Sheet 1 on page 16)
➢ Teacher Resource Sheet 2 “Word Samples” on page 17
Activity 3: Pop Up
1. Prepare the materials. Instruct each pupil to make a set of 5 lollipops. See Teacher Resource Sheet 1 on page 16 to know how these paper lollipops are done. 2. Form groups with eight members each.
3. Explain the following instructions for the activity. a) Teacher reads a word.
b) Each group shall discuss and agree on what diphthong is in the word read. c) Members of the group select the paper lollipop with the identified diphthong. d) Teacher says, “POP UP!” and each member raises his/her own paper lollipop
high.
e) Teacher checks the raised answers. 4. Do the activity as follows:
a) First, have the POP UP with eight members in each group. Have at least 5 rounds with this set up.
Note: In decreasing the number of members in each group, the teacher must make sure that the more intelligent pupils join with those who don't perform well.
c) Then, decrease again the number of members by 50% which means each group will only have two members left. Do the POP UP again with at least 5 rounds. d) Finally, divide the pair into two leaving each pupil doing the activity by
himself/herself. Do the POP UP until each pupil shows understanding in identifying the diphthong in the word read.
Formative Assessment
Rate Activity 3 step 4.d by using the performance checklist on page 18.
Roundup
Children learned to identify the diphthong in the words heard.
4. Check for Understanding of the topic or skill
This stage is for teachers to find out how much students have understood before they apply it to other learning experiences.
Background or purpose
Previous stages exposed the children to identifying diphthongs in words heard. In this stage, the provided activity will look into the ability of the pupils to read and look for words containing a diphthong.
Strategy
Round Robin is a cooperative learning strategy that gives an equal chance to each group when sharing answers. Taking turns minimizes the occurrence of dominance by more intelligent pupils and intimidation of the slower ones.
Materials
Activity Sheet 4 “Write All You Can” on page 19, notebook, pencil/pen
Activity 4: Diphthong Battle
1. Have new groups of five.
2. Distribute the story on “The Boy Who Became A Stone” on page 19. 3. Read the story with the children.
4. Ask questions about the story for a comprehension check. Questions may be as follows:
a) Who are the characters in the story? b) Is it possible for a stone to eat a boy? Why? c) What did the animals do to open the stone?
d) If you were part of the story, how will you open the stone?
e) How did the grandmother feel when the stone was not opened? Why? f) Do you think the story really happened? Why do you think so?
5. Give the pupils 10 minutes to look for words with diphthongs in the story. Let them write as many words as they can within the given time.
6. Start the battle after 10 minutes. Let the pupils stand during the battle. 7. Do the Round Robin by calling one group at a time to give a word with a
diphthong.
8. Give each group five seconds to say a word. The next group/groups should not repeat what has been mentioned. If a group gives an incorrect word (a word without a diphthong) or repeats a word mentioned by the previous group/groups, ask that group to be seated.
9. Continue the battle until there are no more words to give. The last group to say a correct word wins the battle.
Formative Assessment
Read the paragraph. Look for five (5) words with a diphthong. Write the words on the lines below and their corresponding diphthong. Ex. information = /ey/
WORD DIPHTHONG 1. = 2. = 3. = 4. = 5. =
Roundup
The children learned to read and identify a word with diphthong and the diphthong itself.
5. Practice and Application
In this stage, students consolidate their learning through independent or guided practice and transfer their learning to new or different situations.
Strategies
Choral Reading involves all students reading selections verbally at the same time. It is often used to encourage children who are not confident to read alone.
What's that smell? Do you hear that noise? Taste this! Look at me! Feel this, isn't it soft? When you hear, or even use these phrases, you probably don't stop to think about why we use them. Well, it's because of our senses. Without us even knowing, our sense organs (nose, eyes, ears, tongue, and skin) are taking in information and sending it to the brain for processing. If we didn't have them, we would not be able to smell, see, hear, taste, or touch anything! Talk about a boring life.
A parable is a brief allegory that is used to teach a moral lesson. An allegory is an
Tongue Twister is a phrase, sentence, poem or rhyme that presents difficulties when spoken, because it contains similar sounds. To get the full effect of a tongue twister you should try to repeat it several times, as quickly as possible, without stumbling or
mispronouncing.
Tongue twisters have long been a popular form of wordplay, particularly for
schoolchildren, but they also have a more serious side - being used in elocution teaching and in the treatment of some speech defects.
Materials
Activity Sheets 5a-5e “Twister Poems” on pages 20-24
Activity 5: Twister Poems
1. Divide the class into five groups.
2. Roll out pieces of paper with diphthong written in each piece.
3. Ask a member from each group to pick a roll. The diphthong chosen will be the common sound in the twister poems to be read.
4. Distribute the copies of the twister poems. 5. Explain the directions for the activity.
a) Work as a team.
b) Practice reading your twister poem for 5 minutes. c) Pronounce each word correctly.
d) Help your classmates who find it hard to pronounce words in the twister poem. e) Read your piece altogether in front of your classmates. No one should be
reading ahead or later than the other members. f) Read your twister poem thrice.
6. Do the activity.
Formative Assessment
Rate the activity by using the rubric on page 25.
Roundup
The children were able to read a tongue twister poem and improved their pronunciation skills regarding words with diphthongs.
6. Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the objectives and summarize the learning gained. Teachers can also foreshadow the next set of learning experiences and make the relevant links.
Background or purpose
Strategies
Copying is a writing strategy wherein students reproduce given texts. They are encouraged to look more carefully at something to be able to do their given task successfully. Points to be measured here may include accurateness, neatness, legibility, use of punctuation marks, etc.
Rebus is a representation of a word by a picture or symbol suggesting the word. It can be a method of helping involve young children in the act of reading. The rebus offers a way to enable children to help read a sentence or story before they can decipher print. A picture of, say, an apple, a cat, or a bird – some simple object that the child can identify and name – is substituted for the word, so the child can “read” that part of the phrase, sentence or story.
Materials
Activity Sheet 6a “Replace, Rewrite, Read (Poem) ” on pages 26-27, or Activity Sheet 6b “Replace, Rewrite, Read (Paragraph) ” on page 28
Activity 6: Replace, Rewrite, Read
1. Decide on which activity to give.
2. Distribute Activity Sheets 6a or 6b “Replace, Rewrite, Read” on pages 26-27 or 28. 3. Explain the given directions.
4. Let them do the activity.
5. Ask the pupils to read their work in front.
Formative Assessment
Use Performance Checklist on page 29 to rate the output made by the pupils.
Roundup
Children learned to associate the given picture with its printed name. They were also able to write a poem or paragraph through copying a given text.
Teacher Evaluation
(To be completed by the teacher using this Teacher’s Guide) The ways I will evaluate the success of my teaching this unit are: 1.
Activity 1 – PICTURE-WORD PUZZLE
Directions:
Fill in the boxes of the puzzle with the name of the pictures on the
next page. You may copy the names from the words in the box below the pictures.
Follow the number clues to inform you as to where you are going to write the
name.
ACROSS
means you are going to write the name of the picture from its
corresponding number directly going to the right.
DOWN
means you are going to write the name of the picture from its corresponding
number directly going downwards.
1 2
3
4 6
5 7
8 9
10 11 12
13 14
15 16
17 18 19
ACROSS
1
3
4
5
7
9
12
15
16
17
18
20
21
DOWN
1
2
4
6
8
9
10
11
12
13
14
19
Choose the name of the pictures from the following list:
BOWL
TOE
BOAT
GOAT
CONE
CROWN
CLOWN
OWL
COW
HOUSE
KITE
RICE
BIKE
CRY
SMILE
TRAIN
CAKE
GATE
RAKES
SNAIL
Assessment 1 – Scoring Rubric for Picture-Word Puzzle
PERFORMANCE INDICATORSEXEMPLARY
5 pointsACCOMPLISHED
4 pointsDEVELOPING
3pointsBEGINNING
2 pointsSCORES RECEIVED BY EACH GROUP
1 2 3 4 5 6 7 8 9 10 11 12
Puzzle Filling
Followed directions; Filled in all the boxes of the puzzle; Letters were written neatly
and legibly
Followed directions; Filled in all the boxes
of the puzzle; Most letters were written
neatly and legibly
May/May not have followed directions;
Filled in more than 50% of the boxes of the puzzle; Some letters were written
unclearly
May/May not have followed directions; Filled in less than 50%
of the boxes of the puzzle; Some letters
were written unclearly
Naming Pictures
Named 100% of the
pictures correctly Named 75% of the pictures correctly Named 50% of the pictures correctly
Named less than 50% of the pictures
correctly
Teamwork/ Group Behavior/ Collaboration
Disciplined and well-behaved; Supported one another to plan and complete the
given task
Quite disciplined and Well-behaved; 1 member did not help
in the planning but joined in the presentation to complete the task
Noisy but manageable; All members helped in the planning but 1 or
2 did not join in the final presentation
Very noisy; Half of the members did not
help the group in completing the given
task
Activity 2 – SAME SOUND
Directions: Cut each word out.
bowl
toe
boat
goat
cone
crown clown
owl
cow
house
kite
rice
bike
cry
smile
train
cake
gate
rakes
snail
Activity 2 – SAME SOUND
Directions: Find a cut-out word that sounds similar to each of the following words and paste it under the same column.
Teacher Resource Sheet 1 – PAPER LOLLIPOPS
Materials:
✔
carton or any thick paper (make sure there's a space to write on)
✔
glue or paste
✔
pair of scissors
✔
marking pen
Procedure:
1. Trace 5 big shapes on the carton. You may use the same or various shapes
for your lollipop. You may also recolor each shape with various shades.
2. Cut the shapes off the carton. From the remaining portion of the carton, cut
5 long sticks (rectangular) which are enough to hold your shapes.
3. Glue/Paste one stick firmly at the back of each shape.
4. Write one diphthong on each of your shape.
5. Ready your paper lollipops for the activity, POP UP.
Teacher Resource Sheet 2
WORD SAMPLES
Directions:
1. Read one word at a time.
2. Pause for 5-10 seconds to give time for the pupils to identify the diphthong
and choose which paper lollipop to raise.
3. Say “POP UP!” and wait for the students to raise their paper lollipop
containing the identified diphthong.
4. Check the given answers. Encourage those pupils who raised an incorrect
diphthong to try their best and answer correctly in the next round.
5. Continue reading another word.
Word Samples:
/ay/
/ey/
/oy/
/aw/
/ow/
buy bay spoil our blow
pie shape boy count go
die chase poise noun soap
guy crazy goiter South zone
sigh jail soy down chose
shy grade join gown close
jive skate choice sour flow
child lazy noise couch show
high blame voice bounce slow
might daisy destroy around throw
spider frame alloy sound know
firefly flakes employed powder below
underline lake moisture fowl scope
Assessment 2 – PERFORMANCE CHECKLIST FOR “POP UP”
NAME EXCELLENT (Identified diphthong and raised the correct paperlollipop in 1-10 seconds)
VERY GOOD
( Identified diphthong and
raised the correct paper lollipop in
11-20 seconds)
GOOD
( Identified diphthong and
raised the correct paper lollipop in
21-30 seconds)
POOR
( Identified diphthong and
raised the correct paper
lollipop in more than 30
seconds)
NEEDS HELP
( Did not identify the diphthong nor
raise the correct paper
lollipop)
Activity 4: DIPHTHONG BATTLE
Directions:
Read the story below. Find all the words with diphthongs and write
them in your notebook. Copy as many as you can within 10 minutes.
One day a little boy named Elonen sat out in the yard
making a bird snare, and as he worked, a little bird called to
him: "Tik-tik-lo-den" (come and catch me).
"I am making a snare for you," said the boy; but the bird
continued to call until the snare was finished.
Then Elonen ran and threw the snare over the bird and
caught it, and he put it in a jar in his house while he went with
the other boys to swim.
While he was away, his grandmother grew hungry, so she
ate the bird, and when Elonen returned and found that his bird
was gone, he was so sad that he wished he might go away and
never come back. He went out into the forest and walked a
long distance, until finally he came to a big stone and said:
"Stone, open your mouth and eat me." And the stone opened
its mouth and swallowed the boy.
When his grandmother missed the boy, she went out and
looked everywhere, hoping to find him. Finally she passed near
the stone and it cried out: "Here he is." Then the old woman
tried to open the stone but she could not, so she called the
horses to come and help her. They came and kicked it, but it
would not break. Then she called the carabao and they hooked
it, but they only broke their horns. She called the chickens,
which pecked it, and the thunder, which shook it, but nothing
could open it, and she had to go home without the boy.
Source:
Mabel Cook Cole, Philippine Folk Tales (Chicago: A. C. McClurg
and Company, 1916), pp.111-112.
courtesy of:
Folktales from the Philippines
[
pitt.edu
]
The Boy Who Became a Stone
Parable from the Tinguians
Activity 5a – TWISTER POEM /ay/
Source: www.cssd11.k12co.us
Two nice mice went looking
for rice.
The mice found some rice
at a pretty good price.
The mice bought the rice at
the pretty good price,
and they decided to add a
little bit of spice.
The spice on the rice was
really quite nice,
Activity 5b – TWISTER POEM /ey/
Source: www.cssd11.k12co.us
Big Jay May loved to play
all day.
He would play in the bay.
He would play in the hay.
He would play in the
spray.
He would play with Ray.
He would play play play.
At the end of the day,
Jay would often say,
Activity 5c – TWISTER POEM /oy/
Developed by Djhoane C. Aguilar based on tongue twister, “A noisy noise annoys an oyster
What annoys an
oyster?
If a boy is noisy and
he is in an oyster,
The oyster is
annoyed.
Any noise annoys an
oyster,
But a boy's noise
annoys an oyster
more.
Activity 5d – TWISTER POEM /aw/
Developed by Djhoane C. Aguilar based on tongue twister, “Find out about the loud shout”.
Down the town at South
I heard a loud shout.
So I need to find out,
What's it all about?
Who made the loud shout?
Whose mouth?
Whose mouth?
I went all around,
But no one made a sound.
Still I need to find out,
Activity 5e – TWISTER POEM /ow/
Source: www.cssd11.k12co.us
My friend Mike Moke was
really very broke.
He needed fifty cents so
he could buy a Coke.
He walked up to me and
said, "I'm broke and need
a Coke!"
"Listen up, Mike," I said,
"this has to be a joke!"
So we spoke and spoke
and spoke about Mike's
need for a Coke.
Assessment 3 – SCORING RUBRIC for TWISTER POEMS
PERFORMANCE
INDICATORS
EXEMPLARY
5 points
ACCOMPLISHED
4 points
DEVELOPING
3 points
BEGINNING
2 points
GROUP'S SCORE
I
II
III
IV
V
Synchronization
Read the poem altogether.Read the poem but 1 or 2 members were mimicking or not
reading.
Read the poem but 3 or more members were
mimicking or not reading.
Read the poem without harmony. Some read
ahead, some later.
Pronunciation
Read all the words correctly. Read most of the words correctly. Read 50% of the words correctly. Read most of the words incorrectly.Presentation
Read the twister poem with 100% of the members showing full
confidence.
Read the twister poem with 80% of the members showing full
confidence.
Read the twister poem with 60% of the members showing full
confidence.
Read the twister poem with less than 60% of the members showing
full confidence.
Collaboration
Supported one another to plan and complete the given tasks1 member did not help in the planning but
joined in the presentation to complete the tasks
All members helped in the planning but 1 or 2 did not join/cooperate in the final presentation
Half of the members did not help the group in completing the given
Activity 6a – REPLACE, REWRITE, READ (POEM)
Directions:
1. Read the poem using the picture clues.
2. Replace the picture with its name. Choose its name from the word in the
box.
3. Rewrite the poem on the spaces provided. Copy neatly and correctly.
4. Circle the words with a diphthong.
5. Read your finished work in front of the class.
Start working!
Here are the words to name the pictures.
My Senses
I have
to look around.
I have
to hear a sound.
I have
to smell how fragrant or foul.
I have
to taste what's sweet or sour.
I have
to touch my toy.
I have five sense organs to play and enjoy.
Activity 6a – REPLACE, REWRITE, READ
Replace each picture with its name. Copy and write the poem here!
Activity 6b – REPLACE, REWRITE, READ (PARAGRAPH)
Directions:
1. Read the paragraph using the picture clues.
2. Replace the picture with its name. Choose its name from the word in the
box.
3. Rewrite the paragraph on the spaces provided. Copy neatly and correctly.
Circle the words with a diphthong.
4. Read your finished work in front of the class.
Start working!
Here are the words to name the pictures.
My Senses
I have
to look around. I have
to hear a
sound. I have
to smell how fragrant or foul. I have
to taste
what's sweet or sour. I have
to touch my toy. I have five sense
organs to play and enjoy.
Replace each picture with its name. Copy and write the paragraph here!
Assessment 4 – PERFORMANCE CHECKLIST for REPLACE, REWRITE, READ
NAMEReplaced
all the
pictures
with
their
proper
names
Copied
accurately,
legibly and
neatly all
the words
in the
poem
Used
proper
punctuationmark to
end each
sentence
Encircled at least 8For the Teacher: Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.
Stage
1.
Activating Prior Learning
2.
Setting the
Context
3.
Learning
Activity Sequence
4.
Check for
Understanding
5.
Practice and
Application
6.
Closure Strategies
Activities from the Learning Guide
Extra activities you may wish to include
Materials and planning needed
Estimated time for this Stage
