REPUBLIC OF THE PHILIPPINES DEPARTMENT OF EDUCATION LEARNING GUIDE

ENGLISH GRADE 2

impose as a condition the payment of royalties.

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

All six Stages of Learning in this Learning Guide may include some advice on possible formative assessment ideas to assist you in determining the effectiveness of that stage on student learning. It can also provide information about whether the learning goals set for that stage have been achieved. Where possible, and if needed, teachers can use the formative assessment tasks for summative assessment purposes i.e as measures of student performance. It is important that your students know what they will be assessed on.

1. Activating Prior Learning

Background or purpose

Intonation is the variation of tone while speaking. It conveys differences of expressing meanings. There are two intonation patterns, the rising and falling intonations.

Rising intonation means the pitch of the voice increases over time while, falling intonation means that the pitch decreases with time.

To activate pupils prior learning, they will listen to a poem “The Wee Little Bee And Her Friends” and later answer yes-no and wh-questions to emphasize the rising and falling intonations.

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

Teacher Resource Material 1 “The Wee Little Bee and Her Friends” (Listening Text) on page 13 Assessment 1 Group Performance Checklist on page 14

Activity 1“Hear and Ask”

2. Assign number one (1) and two (2)to each group.

3. Instruct them that after listening to the text, Group 1 will ask the following yes-no questions

for Group 2 to answer with emphasis on the rising end:

Yes-No Questions

Is Wee Little Bee and her friends happy? Is Mr. Goat looking for yellow grass? Do they loved to look at the moon? Is Mr. Rooster looking for flowers? 1.Do they live in the city?

4. Tell Group 2 to follow with the wh-questions with Group 1 answering them with emphasis on the falling intonation:

WH Questions

Who are Wee Little Bee's friends? Where does she live?

What was Mr. Goat looking for? Why are they happy?

5. Read the listening text found in the Teacher Resource Material 1 on page 13.

7. Process the activity by this questions:

Were you able to give your answer using the correct intonation?When do we use a rising intonation? Falling intonation?

Teachers Notes:

1. Yes-No questions often have rising end.

Example:

Did he find it in the street?

2. Wh questions and statement have a falling intonation.

Examples:

Where did he find it? (-wh)

He found it on the street.(statement)

Formative Assessment

Use Assessment 1Group Performance Checklist to assess found on page 14 to assess the “Hear and Ask” activity.

Roundup

The pupils should have listened to a story and asked Yes-No and Wh questions to emphasize the rising and falling intonations.

(Note: Please set aside the text for the revisit at the Closure)

2. Setting the Context

This stage introduces the students to what will happen in the lessons. The teacher sets the objectives/expectations for the learning experience and an overview how the learning experience will fit into the larger scheme.

Background or purpose

Synonyms and antonyms form an integral part of the English language. Learning them will help pupils expand their vocabulary which is effective in both written and oral form.

In this stage, pupils will play a game “Mother May I?”. This is a fun activity for pupils to learn synonyms and antonyms of words.

Strategy

Material

Assessment 1 Group Participation Checklist on page 14

Activity 2 “Mother, May I?”

1. Form six rows and assign a pupil to be in each row. Let them stand on the starting line at the far back of each row. The finish line will be a meter away from the blackboard.

2. Tell them that every time they can give the correct answer, they will step forward or stay on the line if the given answer is wrong. The first one to reach the finish line will be the winner 3. Act as “mother” and turn your back to the pupils.

4. Call out a word and turn around and allow the pupils to think of a synonym for it.

5. Write on the board the words that pupils failed to give the synonyms and discuss these words with the class after the game.

6. Continue several times with synonyms and invite other pupils to act as “mother”.

7. Do the same with antonyms so that everybody will be given a chance to participate in the game.

8. Process the activity by asking these questions: What is synonym? Antonym?

(Elicit answers from the group by referring to the set of synonyms/antonyms during the game)

Synonyms are words with similar meanings or nearly the same meaning as another word in a language.

Antonyms are words that means opposite of another word.

Formative Assessment

Assess Activity 2 “Mother, May I?”using Assessment 1 Group Participation Checklist on page 14.

Roundup

Pupils should have learned synonyms and antonyms through the fun activity, “Mother, May I?.

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

Synonyms and antonyms help pupils improve their language skills. Only with a good knowledge of words can one expresses his/her thoughts and feelings, correctly and carefully.

Strategy

Choral Reading is reading aloud simultaneously as a group and or individually lines from a text in order to present an interpretation.

Material

crayons or any coloring material marking pens , Manila paper

Student Resource Material 1 “Mr. Goose's Pretty Hat” on page 15

Teacher Resource Material 2 “How's That” (How To Conduct the Presentation of Output through Questioning on pages 18

Student Activity Sheet 3-C “In Other Words” on page 20

Pre-Reading

Activity3 “Look and Say Words”

1. Present to the class the following words:

what walk under makes out from

there have laugh around here went

2. Read the words for pupils to hear.

3. Ask them to read and pronounce the Look and Say Words in chorus. 4. Tell them to do it again by rows, by groups, by five's then, singly.

During Reading

Activity 3-A “Everybody Read”

1. Form six groups with 8-9 members each.

2. Distribute Student Resource Material 1 “Mr. Goose's Pretty Hat” on page 15 3. Ask them to read the story in chorus, by rows, by groups, then singly.

Post Reading

Activity 3-B “How's That”

4. Distribute manila paper for each group and ask them to prepare their crayons and markers. 5. Assign each group a task and tell them to say something about their work during the

presentation:

Group 1—Make a list and sketch of places where Mr. Goose went. Group 2—Draw the thing that came down from the mango tree.

Group 3—Role play the meeting of Mr. Goose with Mrs. Duck admiring his pretty hat.

Group 5—Creatively make the pretty hat for Mr. Goose and demonstrate how he wore it. Group 6-Write 2-3 sentence paragraph describing Mr. Goose's feelings when he saw his beautiful hat.

6. Give them enough time to plan and do their tasks.

7. Ask them to present their outputs as they are called during the retelling/asking questions about the story.

(Please see Teacher Resource Material 2 “How to Conduct the Presentation of Outputs through Questioning” on page 18.)

8. Process the activity by asking: How did you feel about the story? Why?

Activity 3-C “In Other Words”

1. Maintain the same number of groups.

2. Distribute Student Activity 3-C “In Other Words” on page 20. 3. Give them enough time to do the activity.

4. Call representatives from each group to report their outputs.

5. Process the activity with these questions: Was it easy for you to identify the synonyms in the story? Were you able to give the antonyms of those words?

Formative Assessment

For Activity 3-B “How's That”, use Assessment 1 Group Participation Rubric on page 14

Roundup

The pupils should have learned to give synonyms and antonyms of common words,read and answered questions about the selection.

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

Children use synonyms and antonyms everyday without even knowing it. Using them -is a great way to increase pupils' vocabulary by exposing them to different words that would help them to communicate meaning.

In this stage, pupils will do more exercises on the use of synonyms and antonyms to strengthen learning in the previous stage.

Strategy

Cooperative Triad is a strategy thatinvolves three pupils working together to do and finish assigned tasks confidently and successfully.

Materials

Student Activity Sheet 4-A “Like and Different Words” on page 21. Student Activity Sheet 4-B “Which One” on page 22.

Activity 4-A “Like and Different Words”

2. Distribute to each group Activity Sheet “Like and Different Words” on page 21. 3. Explain directions.

4. Give enough time for the groups to do the activity. 5. Ask the groups to check their answers objectively.

Answer Key:

Exercise A.

1.gay,merry,jolly cheerful,glad

2.fast 3.likes 4.polite 5.house

6.large 7.fair,bright 8.neat,tidy 9.tiny 10.beautiful

Exercise B.

1.sad,gloomy 2.quite 3.indoor 4.small 5.few

6.ugly 7.cruel,selfish 8.short 9.young 10.clean,tidy

6. Process the activity by asking the pupils to write 5 pairs of synonyms and antonyms.

Activity 4-B “Which One”

1. Maintain the same groupings.

2. Distribute to each group Activity Sheet 4-B “Which One” on page 22. 3. Explain directions to the activity.

4. Give pupils enough time to do it.

5. Tell them to exchange output with another triad. 6. Present the answer key.

Answer Key:

Exercise A.

1.O 2.O 3.S S 5.S

6.O 7.O 8.O 9.S 10.O

Exercise B

1.woman 2.weak 3.rough 4.hard,difficult 5.selfish,cruel

7. Let them check their outputs objectively.

Formative Assessment

40 correct answers---Excellent 30-39---Very Good 38-29---Good 28-19---Fair

18—below---Needs Improvement

Roundup

Pupils should have learned more about homonyms and antonyms.

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

Most people use “fixed phrases” in greetings, leave takings, asking permission and expressing gratitude. These expressions don't usually add new or important information but they are polite, so they help people feel comfortable.

In this stage, pupils will be exposed to situations where they can use courteous expressions in greetings, leave takings and offering help/asking permission.

Strategy

Dialog is a written composition in which two or more character are represented as conversing.

Materials

pictures

Students Activity Sheet 5-A “Courteous Expressions”on page 23. Student Activity Sheet 5-B “Courteous Expressions” on page 24. Assessment 5 “Rubric for Pupil In Action” on page 25

Activity 5-A “Courteous Expressions”

2. Distribute to each group Student Activity Sheet 5-A and B “Courteous Expressions” found on page 23-24.

3. Give directions to the groups. 4. Give them time to do the activity.

5. Ask a representative from each group to report their outputs. 6. Process the activity by asking:

Note to the Teachers:

Greeting Others and Taking Leave

Say hi,hello, or how are you to greet someone. Say goodbye or see you later when you take leave.

Asking Permission and Expressing Gratitude

Say may to ask permission and make an offer. Say thank you when someone gives you something.

Say you're welcome to acknowledge someone who thanks you.

Activity 5-B “Pupils In Action”

2. Give each group a situation to role play. Two or three groups may do the same task.

Situation 1- Rody meets Lucy in the school campus. They were classmates in grade 1. He greets her and asks as to what section is she in now.

Situation 2- Mary meets her mother carrying a heavy grocery bag. She wants to help her Mother carry the bags.

Situation 3- John meets his Aunt Lina at the bus station. He greets his aunt and makes few talks. But the bus arrives and he has to go.

Situation 4 – Miss Cruz has pencils on her table. You want to borrow one because you broke your pencil.

Situation 5- Your friend is taking his leave for lunch at home. You ask him as to when you will play basketball.

3. Let them do the activity.

4. Process the activity with this question: What are the courteous expressions have you learned?

Formative Assessment

Assess Student Activity 5-A objectively.

Assess Student Activity 5-C by using Assessment 2 Rubric for “Pupils In Action” on page 25.

Roundup

The pupils should have used courteous expressions on greeting others, leave takings and offering help/asking permission.

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

Background or purpose

In this stage, the pupils will copy a text to give them a good practice in using capital letters in names, first word in a sentence and writing common abbreviations.

Strategy

Copying is a strategy where children copy from written text which they have practiced orally and have read many times. They are encouraged to look more carefully at something to be able to do their given task successfully.

Materials

Assessment 6 Rubric for “Write!Write!” on page . Teacher Resource Material 1 on page 13

Activity 6 “Write! Write!”

1. Tell pupils to prepare their pencils and paper.

2. Present the text “The Wee, Little Bee and Her Friends” written on an enlarge manila paper. (This was the listening text used in the first stage of this module. It is found in the Teacher Resource Material 1 on page 13.)

3. Ask them to copy the text with emphasis on the capitalization of the first letter in the sentence, names, and common abbreviations found.

4. Give them enough time to finish the activity.

5. Process the activity by these questions: When do we capitalize a word? How is abbreviation written?

Formative Assessment

Assess the activity using Assessment 6 Rubric for “Write!Write!” on page 26.

Roundup

The pupils should have copied correctly the words to be capitalized and also the abbreviation of common words in the 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.

Teacher Resource Material 1

“Wee Little Bee and Her Friends”

Once there was a Wee, Little Bee,

She lived up in a tree in a big farm.

Mr. Goat was her friend.

Mr. Rooster was her friend, too.

Mr. Goat, Mr. Rooster and Wee Little Bee took long walks

around the big farm.

Mr. Goat looked for green grass.

Mr. Rooster looked for green grass, too.

But Wee Little Bee looked for flowers.

Mr. Rooster, Mr. Goat and Wee Little Bee also loved to sit

by the cool brook.

ASSESSMENT 1

GROUP PARTICIPATION CHECKLIST

Directions: Tick (



) the second column if you agree with the statement in the first

column and (



) in the third column if you don't agree.

Criteria

1. We can gave

synonyms/antonyms of

given words.

2. We worked

collaboratively with each

other.

3. We respected each

others ideas.

4.Everybody participated

actively during the game.

Student Resource Sheet 1

Reading Text

“Mr. Goose's Pretty Hat”

One morning old Mr. Goose came out of his house on a hill. He said, “What a good

day. A good day makes me happy. I will walk under the trees.”

Mr. Goose went down the hill. He went up the street to the park. He walked under

an

atis

tree. He walked under a guava tree. He walked under a papaya tree. He

walked under a mango tree. Something came down.

I

Soon Mr. Goose met Mrs. Duck. “Good morning,” said Mrs. Duck. “What a pretty hat

you have.” And on she went for a walk. “Who has a pretty hat?” said Mr. Goose. “I

did not put on my new hat. I left my new hat at home. It is on the table.”

Then, Mr. Goose met Mr. Rooster.”Good morning,” said Mr. Goose. “Hello,hello,”

said Mr. Rooster. “Where did you get your pretty hat?” “I did not put on my pretty

hat this morning,” said Mr. Goose. “I left it at home. It is on the table. I will go

home. I will put on my new hat.”

He looked at the table. “My new hat is here,” he said. “I shall put it on.”

Teacher Resource Material 2

How to Conduct the Presentation of Outputs through Questioning

Directions: Ask the following questions to the class and call the groups to present

their outputs from time to time.(

This could also be a good strategy to recall a

story read.)

Who took a walk one early morning?

What made Mr. Goose happy?

Where did he go?

Group 1, present your list and sketch of places where

Mr. Goose went. Tell something about it.

What came out of the tree and down?

Was Mr Goose aware of what came down from the tree?

Group 2, present your drawing on the “thing that fell from

the mango tree. Tell something about it.

Who was the first to admire Mr. Goose's hat?

What did she say?

What was Mr. Goose's answer?

Group 3, role play Mrs. Duck greeting Mr. Goose with his

pretty hat.

Group 4, present your comic strips with Mr. Rooster admiring

Mr. Goose's hat.

Why do you think Mr. Goose kept saying that he left his new hat at home?

What did Mr. Goose do?

What did he see on the table?

What did he say when he saw his new hat?

Was he able to put it on? What did he see on his head?

Group 5, present the pretty hat that you made for Mr. Goose

and show the class how he wore it.

How did he feel about his pretty hat? Did he like it?

Student Activity Sheet 3-C

“In Other Words”

A. Directions: List down all the underlined words in the story and

write them in the first column. Then, write their synonyms on the

second column.

Underlined Words

Synonym

B. Directions: Copy the same words in the list. Give the antonym of

the words.

Student Activity Sheet 4-A

“Like and Different Words”

Directions: Change the underlined words with a synonym and write your answer on

the blank provided for.

______1.Mr. Goose was happy.

______2.He was quick to answer his friends greetings.

______3.He loves to walk under the trees.

______4.Mr. Goose's friends were courteous.

______5.He left his new hat at home.

______6.He went around the big trees.

______7.He went out of his house one sunny day.

______8.His house was very clean.

______9.The new hat was small.

______10.The pretty hat came down from the mango tree.

B. Complete the sentences by writing the antonym of the underlined

word.

1.The healthy Mr. Goose was happy but the sickly Miss Duck was_____.

2.His friends who met him were so noisy admiring his new hat but others were

_______.

3.Volleyball is an outdoor sport while chess is an ____ sport.

4.The mango tree was big while the

atis

was _____

5.Among the animals in the hill many didn't like to wear hats but only a ____ wore

them.

6.The hat used by Mr. Goose was pretty while Mr. Rooster's was_____.

7.Mr. Goose was kind but his brother was _____.

8.Mrs. Duck wore a long dress. Her daughter wore a _____ dress.

9.Mr. Goose was old while Mr. Rooster was ______.

Student Activity Sheet 4-B

“Which One”

A. Directions: Read each pair of words. Write S if they have the

same meaning. O if they have the opposite meaning.

________1.bad-good

________6.old-young

________2.up-down

________7.light-heavy

________3.angry-mad

________8.black-white

________4.big-large

________9.happy-glad

________5.sea-ocean

________10.fast-slow

B. Complete the comparison. The first one is done for you.

1.

Boy

is to

girl

as

man

is to woman.

2.

Sad

is to

happy

as

strong

is to ______.

3.

Dead

is to

alive

as

smooth

is to ______.

4.

Narrow

is to

wide

as

easy

is to ______.

5.

Pretty

is to

ugly

as

kind

is to ______.

6.

Start

is to

finish

as

arrive

is to ______.

7.

Foolish

is to

wise

as

industrious

is to ______.

8.

Rich

is to

poor

as

costly

is to ______.

9.

Soft

is to

hard

as

large

is to ______.

STUDENT ACTIVITY SHEET 5-A

“

Courteous Expressions”

Directions:It's the first day of school, Mila and Roy meet in the yard.

Read what they are saying:

http://www.cafepress.com/4alloccasion/1

071861 http://www.steppingstoneela.com/phot_{otour.html(boy}

Hi, Roy.

Hello, Mila.

How are you?

I'm fine, thank you.

I'm fine, too. See you later, Roy.

Goodbye, Mila

1.What expressions do Mila and Roy use to greet each other?

_________________________________________________

2.What expressions do they use to take leave?

STUDENT ACTIVITY SHEET 5-B

“

Courteous Expressions”

Directions: Read the dialog, then answer the questions below.

http://www.glsd.k12.pa.us/7516705261284/

1.Rory asks permission to borrow the book. What does he say?

__________________________________________________

2.What does Mrs. Santos say?

__________________________________________________

3.What does Rory answer?

__________________________________________________

Thank you,

Ma'am

You're

welcome.

Assessment 5

Rubric for “Pupils In Action”

Criteria

Very Good

5

Good

4

Fair

3

Needs

Improvement

2

Group

Presentation

All members

participated

actively in

the activity.

At least 75%

of the

members

actively

participated

in the

activity.

At least half

of the

members

actively

participated

in the

activity.

Assessment 6

Copying Rubric for

“Write! Write!”

Indicators

Very Good

100%

Good

85%

Needs

Improvement

75%

1.Text was

written legibly.

2.Text was

written with no

error in

capitalization

and

abbreviation.

3.Text

presented was

neat and clean

without

erasures.

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