BASIC EDUCATION ASSISTANCE FOR MINDANAO LEARNING GUIDE

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Grade 2 English

Perceiving Relationships

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Grade 4 English:Perceiving Relationships

• Listening

• Impersonate well- liked characters in a story heard.

• Speaking

• Talk about topics of interest in 2-3 sentences

• Reading

• Perceive relationship shown in pictures

• Identify cause of a given effect

• Writing

• Write sentences from picture stimulus.

Objectives

• Show relations by matching given words with their source

• Identify the relationship between food and health through pictures

• Read and pronounced words correctly • Read aloud the story for pupils to listen to

• Answer comprehension questions about the story

• Identify the effects from given causes

• Impersonate a well-liked character taken from the story • Talk about their favorite food in 3-4 sentences

• Make a drawing from a given stimulus

Essential concepts, knowledge and understandings targeted

• Impersonating someone's character they like most is one way to develop shy children in grade 2 to build their confidence.

• Perceiving relationships is to become aware that some aspect or quality connects two or more things or part as being or belonging or working together or as being of the same kind.

• Pictures and illustrated materials are springboard to the lessons to help pupils understand a given concept.

Specific vocabulary introduced

• rough-having a broken, uneven, or bumpy surface, not smooth

• feast –a large elaborate meal

• weak –lacking physical strength, energy or vigor

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Suggested organizational strategies

• triad

• groups of five and six .

• Individual participation

Opportunities for Peace Education

• Health • Values

Activities in this Learning Guide

Activity 1: Connect It

Multiple Intelligences

• Interpersonal

• Intrapersonal

• Body/Kinaesthetic

• Verbal/Linguistic Skills

• Understanding information

• Grasp meaning

Activity 2: See the Difference

• Interpersonal • Intrapersonal

• Grasp meaning

Activity 3: My Study Words

• Interpersonal

• Intrapersonal • Body/Kinaesthetic

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• Verbal/Linguistic

Skill

• Grasp meaning

Activity 5: What is the Effect?

• Interpersonal

• Intrapersonal

• Verbal/Linguistic Skill

• Predict and draw conclusions Text Type

• Discussion

Activity 6: Act Out

• Interpersonal

• Intrapersonal

• Verify the value of evidence

• Compare and discriminate between ideas • Grasp meaning

Activity 7: Talk Time

• Interpersonal

• Intrapersonal

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Skills

• Compare and discriminate between ideas

• Grasp meaning

Activity 8: Draw It!

• Interpersonal • Intrapersonal

• Grasp meaning

• Generalize from given facts

Key Assessment Strategies

• Scoring rubric

• Performance Checklist

• Self-Assessment Checklist

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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.

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.

Assessment

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BASIC EDUCATION ASSISTANCE FOR MINDANAO GRADE 2 ENGLISH

PERCEIVING RELATIONSHIPS FOURTH GRADING PERIOD

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

Knowing where things come from, what they are for and whether they are parts of other things is a skill on perceiving relationship.

By seeing an object and telling its relationship with other things is one way of developing grade two pupils to be good thinkers and analyzers.

In this stage, pupils will match given items with their source to show relations.

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

• manila paper

• masking tape

• pen

• Student Activity 1 “Connect It” on page 15

• Assessment 1 “Observation Checklist” on page 16

Activity 1 “Connect It”

1. Form students into groups with six members each.

2. Distribute to each group Student Activity 1 “Connect It” on page 15. 3. Let them copy Student Activity Sheet on page15 in the manila paper. 4. Explain the instructions to each group. Refer to page 15.

5. Give enough time for the pupils to do the activity.

6. Call group representatives to share their outputs to the class.

7. Process the activity by asking the pupils: What helped you find the correct source of the given items?

Formative Assessment

Use Assessment 1 Observation Checklist for “Connect It” on page 16.

Roundup

The pupils should have matched the items from the sources.

2. Setting the Context

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Background or purpose

Pictures are rich in clues that convey a message to the readers.

In this stage, the pupils will be shown pictures for them to compare and write their ideas.

Strategy

Pictures can be used as visual prompt in the classroom. It can be used as:

• as a stimulation for discussion.

• to increase student's understanding of a concept.

Materials

• pen

• paper

• Pupil Resource Material 1 and 1-A “See the Difference” on pages 17-18

• Assessment 2 Observation Checklist for “See the Difference” on page 1919

• Teacher Resource Material 2 “Food Pyramid” on page 20

Activity 2 “See the Difference”

1. Let pupils form triads.

2. Distribute to each triads Pupil Resource Material 1 and 1-A “See the Difference” on pages.17-18.

3. Instruct each triads to write the difference between the two pictures by answering the questions on the board and writing their answers on a sheet of paper.

• What can you say about the first picture?

• Why do you think the boy is thin?

• What can you say about the second picture?

• Why do you think he is healthy?

• What can food do to our body? 4. Give each group time to do the activity.

5. Call representatives to share their outputs to the class. 6. Collect pupils write-ups for display on the bulletin board.

7. Process the activity by asking pupils this question: What do you want to be? healthy or or sickly? Why?

8. Then, show to the pupils Teacher Resource Material 2 “Food Pyramid” on page 20 and tell the right food that pupil has to eat.

Formative Assessment

Use Assessment 2 Observation Checklist for “See the Difference” on page 19.

Roundup

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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

In this stage, pupils will read a story entitled “Thin And Stout”.This is used as a

springboard for the development for reading competencies in perceiving cause and effect relationship.

Strateg

ies

Read Aloud is a planned oral reading of a book or print excerpt, usually related to a theme or topic of study. The Read Aloud can be used to engage the student listener while developing background knowledge increasing skills and fostering critical thinking.

Cause and Effect analysis is an attempt to understand why things happen as they do.

Materials

• manila paper

• masking tape

• pentel pen

• Student Activity 3 “Cause of a Given Effect” on page 22

• Reading Text 1 “Thin and Stout” on page 21

• Assessment 3 Rubric on Cooperative Group Work for “What is the Effect?” on page 23

Activity 3 Before Reading “My Study Words”

1. Present the following words to the class.

healthy either cookies chicken balanced

thin strong fruits delicious diet

rough sweet spaghetti orange enough

often bread barbecue juice fresh

Vegetable active fried feasting sickly

2. Ask the class to listen very well how these words are read and pronounced for them to follow.

3. Tell the class to read the words in chorus, by rows, by groups then singly.

Activity 4 During Reading “Figure It Out”

1. Let the pupils stay in the same groupings.

2. Post an enlarged copy of the reading text on page 21. 3. Let the pupils read the story orally.

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4. Instruct pupils to answer these questions:

☑How did Rene look five years ago?

☑Why did he look that way?

☑What did his mother tell him?

☑How does he look today?

☑What are the different kinds of food that we need to make us healthy?(Note: You can add more questions to encourage class interaction.)

5. Process the activity by asking pupils this question: What lesson did you get from the story?

Activity 5 Post Reading “What is the Effect?”

1. Form groups of five

2. Distribute to each group Student Activity 3 “What's the Effect?” on page 22. 3. Let each group enlarged Activity Sheet 3 on page 22.

4. Explain directions.

5. Give enough time for the group to do the activity.

6. Call group representatives to share their outputs to the class.

7. Process the activity by asking pupils this question:What makes us healthy? Sickly?

Formative Assessment

For Activity 4 check objectively. For Activity 5 use Assessment 3 Rubric on Cooperative Group Work for “What is the Effect?” on page 23.

Roundup

Students should have identified the effects of the given causes.

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

Over the years there has been a great interest in employing active learning techniques in the classroom. Teachers are more aware that pupils gain more knowledge and insights through actions.

In this stage, pupils will impersonate a well-liked character in a story heard.

Strateg

y

Role Play is a strategy that uses natural activity to take on a role for the purpose of exploring real life situations.

Materials

• props

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Activity 6 “Act out”

1. Form groups of 8.

2. Let them choose a leader/director for the group.

3. Instruct them to choose a character in the story heard and impersonate it. The other members of the group may be utilized as props.

4. Give enough time for each group to plan out their presentation. 5. Call each group to present their output.

6. Process the activity by asking pupils this question: How did you feel when you were impersonating your chosen character? Why?

Formative Assessment

Use Assessment 4 Rubric for “Act Out” on page 24.

Roundup

Students should have impersonated their well-liked character in the story heard.

Assign the class to bring a picture of their favorite food to facilitate the activity the next day.

(Note:Assign the pupils to bring to class a picture/real food that they consider their favorite for the activity the next day.)

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.

Background or purpose

In this stage, pupils will talk about a topic of their interest in 3-4 sentences. This would be a good exposure for our grade two pupils to talk in front of the class in order to build their confidence and increase their speaking vocabulary.

Strategy

Oral Presentation is an art that involves attention to the needs of the audience.

Materials

• Assessment 5 Performance Checklist for “Talk Time” on page.25

Activity 7 “Talk Time”

1. This is an individual activity.

2. Tell each pupils to show the picture or the realia of their favorite food. 3. Let each pupils talk about the picture they brought to class.

4. Present the criteria on “Talk Time” on page 25.

5. Start the activity by calling few volunteers to boost the morale of other pupils in the class.

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Formative Assessment

Use Assessment 5 Performance Checklist for “Talk Time” on page 25.

Roundup

The pupils should have talked about their favorite food in 3-4 sentences.

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

In this stage, pupils will make a drawing with a theme “Vegetables and fruits a day can make us healthy”. In this activity pupils will enhanced their ability to draw and create into their mind how this theme will come into a picture.

This will also give them a chance to blend colors to suit their drawings.

Strategy

Drawing is a visual art that makes use of any drawing instruments to mark a two-dimensional medium.

Materials

• pencil

• paper/ coupon bond

• crayons

• Assessment 6 Self-Assessment Checklist for “Draw It” on page

Activity 7.“Draw It!”

1. Group pupils into five.

2. Present the theme to the class: “Vegetables and fruits a day makes us healthy.” 3. Instruct them to make a drawing with that theme.

4. Give enough time for pupils to do the activity.

5. Tell them to post their drawings on the wall of the classroom.

6. Let them do a gallery walk for them to see the different drawings and jot down observation notes.

7. Ask them to give their observations.

8. Process the activity by asking pupils this question:What learning did you get from the activity?

Formative Assessment

Use Assessment 6 Criteria “Draw It!” on page .

Roundup

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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.

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Pupil Activity 1

Connect It

Directions: Draw a line from the source to the items.

1. flour

2. sea

3. tree

4. cow

5.chicken

SOURCE

_ITEMS

clams

shells

fish

cake

bread

cookies

milk

meat

eggs

Chicken meat

chair

table

cabinet

A

C

B

D

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Assessment 1

Observation Checklist

“Connect It”

Criteria

Excellent

5 Very

Good

4 Good

3 Fair

2 Points

earned

The group was

enthusiastic in

doing their work.

The group

members shared

their ideas to

come-up with good

result.

Each member in

the group had its

own role in the

discussion.

There was joy in

doing their task.

The group can

easily follow

directions.

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Pupil Resource Material 1

See the Difference

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Pupil Resource Material 1-A

See the Difference

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Assessment 2

Observation Checklist

“See the Difference”

Criteria

5

4

3

2

1 Points

earned

They shared their

thoughts

productively.

Each member

were eager to

share their ideas.

Ideas from the

member were

respected and

acknowledged.

Though somewhat

noisy but they

were happy

working with their

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Teacher Resource Material 2

Food Pyramid Chart

Reminder:

• Enlarged a copy of the Food Pyramid and show it to the pupils.

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Reading Text 1

Thin and Stout

Five years ago Rene was not healthy at all. He was thin as a pin. He

was weak and sickly. He was often absent from his class.

Rene's mother used to say: “Rene, have some fruit. Rene, have some

vegetable. Rene, have some meat. You will never grow up healthy and

strong if you do not eat these food. Rice and bread are go food. They

will make you active and alert. Meat, milk, and eggs are grow food. They

will make you taller. Fruits and vegetables are glow food. They will

make you look and feel good.”

But Rene used to say, “I do not like meat; it is too hard. I do not like

fruit; it is too rough. I do not like vegetable either.”

And he did not eat them at all.

Then one day Rene went to a party. There he found out he liked

food.“I think I will eat these sweet cake and cookies. I will taste the

spaghetti, hot dog,and barbecue,” he said. “The fried chicken looks

delicious. I will try the salad and orange juice.”

On and on Rene went around the table. Soon his plate was full of

food. And then he started feasting. He found out he liked food after

all.

Since then Rene has been eating a balanced diet. He eats plenty of

rice, corn, bread, and other go food. He eats enough eggs, meat, and

other grow food. He also eats a lot of fresh fruits, vegetables, and

other glow food. Now Rene is tall and stout. He is strong and healthy.

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Pupil Activity 2

What is the Effect

Directions:

• Read the causes listed on the first column then write the effects in the

second column.

Cause

Effect

Rene was not healthy.

He was weak and sickly.

Rice and bread are go

food.

Meat, milk and eggs are

grow foods.

Fruits and vegetables

are glow food.

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Assessment 3

Rubric on Cooperative Group Work

“What is the Effect?”

Criteria

Exceptional

4 Admirable

3 Acceptable

2 Amateur

1 Points

earne

d

Group

Presentatio

n

Shared

responsibili

ty

Quality of

Interaction

Roles

within

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Assessment 4

Rubric for “Act Out”

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Assessment 5

Performance Checklist for “Talk Time”

Reminders:

• Let each group pick one smiley to describe his/her feelings while performing the activity.

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Assessment 6

Self-Assessment Checklist

“Draw It”

Directions:Read very well and tick your desired criteria

Criteria

5

4

3

2 Points

earn

Was my drawing

relevant to the

theme?

Did I find difficulty

in analyzing the

theme?

Was my color used

fit?

Was my drawing

neat?

Was my drawing

based from other

source?

Did I request

assistance from my

classmates?

Did I finished on

time?

Am I happy with my

finished work?

Did I show my work

to my classmates?

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For 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