Powerpoint lesson in ENGLISH for Grade 2.pptx

Powerpoint Presentation Lesson in English

1. English 2 Week 7 Day 1 Quarter 2

2. Grade 2 level sentences, informational text type, noting significant details, discourse markers for procedural text, ideas about one’s experiences, and vocabulary referring to content-specific topic.

3. Activating Prior Knowledge When should you brush your teeth at school?

4. Activating Prior Knowledge What do the pictures tell? How many steps are there in hand washing? What is the first step of toothbrushing? What is the second step of toothbrushing? What is the fourth step of toothbrushing? What is the sixth step of toothbrushing?

5. Lesson Purpose/Intention In this lesson, you will read grade 2 level sentences, note significant details from a procedural text, identify discourse markers for procedural text, express ideas about one’s experiences, and use vocabulary referring to content-specific topic.

6. Lesson Language Practice Let us read the groups of words.

7. Lesson Language Practice 1. ready for school 2. time you need to leave 3. ready on time 4. leave for school 5. your school bag

8. Reading the Key Idea/Stem Morning Plan Eunice Poncia Getting ready for school is easy. You just need a plan .First , list all you need to do. Wake up, eat breakfast, dress up, and pack your school bag. Second , check what time you need to leave. If school starts at 7:30 AM and travel takes 30 minutes, leave by 7:00 AM. Then , set an alarm to make sure you are ready on time. Finally , leave for school and enjoy your day.

9. Reading the Key Idea/Stem What is the text about? Hot to get ready for school What is the first step to get ready for school? List everything you need to do. What is the second step to get ready for school? Check what time you need to leave. What is the last step to get ready for school? Leave for school.

10. Developing Understanding of the Key Idea/Stem Read the passage aloud First, list all you need to do. Second, check what time you need to go. Then, set an alarm to make sure you are ready on time. Finally, go to school.

11. Developing Understanding of the Key Idea/Stem 1. How many sentences are there? four 2. What word starts each sentence? First, second, then, and finally

12. Developing Understanding of the Key Idea/Stem Words like first, second, then, and finally, show you the arrangement of steps.

13. Deepening Understanding of the Key Idea/Stem Take turns in sharing among your groupmates the steps your do in preparing for school. Be sure to use words like: first, second, then, and finally.

14. Deepening Understanding of the Key Idea/Stem 1. What have you learned today? 2. What words are to be used in telling steps of how to do something? 3. Why is time planning important?

15. Evaluating Learning See/print the worksheet

16. Additional Activities for Application or Remediation (if applicable) Practice reading the words.

17. English 2 Day 2 Quarter 2

18. High-frequency words, grade level sentences, noting details in informational texts; problem and solution; and, composing texts to react to a topic.

19. Activating Prior Knowledge Read the words

20. Lesson Purpose/Intention In this lesson, you will identify high-frequency words, read grade level sentences, note significant details in a procedural text, identify problem and solution, and compose a text to react to a topic.

21. Lesson Language Practice What are the pictures about?

22. Lesson Language Practice Say the steps of toothbrushing using the words first, second, then, and finally.

23. Lesson Language Practice In this lesson, you will identify high-frequency words, read grade level sentences, note significant details in a procedural text, identify problem and solution, and compose a text to react to a topic.

24. Reading the Key Idea/Stem Say the names of the pictures

25. Reading the Key Idea/Stem Say the names of the pictures

26. Reading the Key Idea/Stem Let us read the words together. I will read first.

27. Reading the Key Idea/Stem

28. Developing Understanding of the Key Idea/Stem Read the sentences using the pictures that represent the words.

29. Developing Understanding of the Key Idea/Stem

30. Developing Understanding of the Key Idea/Stem

31. Developing Understanding of the Key Idea/Stem 1. What is the text about? 2. What words do we use if we want to tell how something is done?

32. Developing Understanding of the Key Idea/Stem What if the alarm clock has low battery level?

33. Developing Understanding of the Key Idea/Stem Look at these 2 pictures. Tell what each picture shows.

34. Developing Understanding of the Key Idea/Stem Which picture shows a problem? alarm clock with low battery level Which picture shows a solution? charge the alarm clock

35. Deepening Understanding of the Key Idea/Stem Share with your groupmates the problems you had about getting ready for school. Also, share how you solve them.

36. Making Generalizations and Abstractions Today I am able to read words like ____, _____, ____, _____, and ___. When I want to tell the steps of doing something, I use words like _____, ____, _____, and _____. I should practice reading so that__________.

37. Evaluating Learning See/print the worksheet

38. Additional Activities for Application or Remediation (if applicable) Practice reading the text. Wake up when your alarm rings. Get out of bed. Second, eat your breakfast. Then, brush your teeth. Fourth, put on your school clothes. Pack your bag with what you need. Check the time. Finally, if it is time, leave for school.

39. English 2 Day 3 Quarter 2

40. Grade level sentences, noting details in a time order text; vocabulary referring to content-specific topics; ideas about one’s experiences (content-specific topics); and discourse markers for time order.

41. Activating Prior Knowledge Read the words minutes time is and they if have to the students left

42. Lesson Purpose/Intention In this lesson, you will read grade 2 level, note significant details, identify time order text type, use vocabulary referring to content-specific topics, express ideas about one’s experiences (content-specific topics), identify discourse markers for a time order text type, and express ideas using time order text type.

43. Reading the Key Idea/Stem schedule –

44. Reading the Key Idea/Stem What does the table tell? list of what to do A schedule is a list of things to do.

45. Reading the Key Idea/Stem left/remain- If you have 5 pencils and you gave 3 pencils to a friend, you have 2 pencils left or 2 pencils that remain. Remain or left means what is still there after something happens.

46. Time is important in school. It helps learners stay focused. In the morning, students check the time before class starts. For example, if school begins at 7:30 AM and it is already 7:10 AM, they know they have 20 minutes left. Reading the Key Idea/Stem Smart Time Planning Eunice Ponciano

47. What do learners do in the morning? Check the time before class starts. Reading the Key Idea/Stem

48. During lessons, teachers need to know the time to plan their class activities. If a class is 60 minutes and 25 minutes have passed, 35 minutes remain. Reading the Key Idea/Stem

49. During lessons, teachers need to know the time to plan their class activities. If a class is 60 minutes and 25 minutes have passed, 35 minutes remain. Reading the Key Idea/Stem

50. What should teachers do to plan their class activities? to know the time Reading the Key Idea/Stem

51. At recess, students keep track of time for eating and playing. If recess is 20 minutes and they ate for 12 minutes, they know they have 8 minutes left to play. Reading the Key Idea/Stem

52. How many minutes is Recess time? How many minutes do the learners eat? How many minutes are left for them to play? Reading the Key Idea/Stem

53. During tests, time planning is important. If a test is 60 minutes long and 40 minutes have passed, 20 minutes are left. By keeping track of time, students stay on schedule and enjoy their day. Reading the Key Idea/Stem

54. When is time planning important? How many minutes is the test? How many minutes have passed? how many minutes are left? Reading the Key Idea/Stem

55. 1. What are the group of words you see on the left side of the timeline? in the morning, during lessons, at recess, and during test Developing Understanding of the Key Idea/Stem

56. 2. Which of the pictures show what happens first? What group of words is beside it? in the morning Developing Understanding of the Key Idea/Stem

57. in the morning, during lessons, at recess, and during test These groups of words tell us how events happen in order. Developing Understanding of the Key Idea/Stem

58. Read the sentences aloud. In the morning, Ben checks the time before class. Miss Bing checks the time during lessons. At recess, students watch time for eating and playing. During tests, it is important to know the time. If a test is 60 minutes long and 40 minutes have passed, 20 minutes are left. Deepening Understanding of the Key Idea/Stem

59. What groups of words show how events happen in order? Making Generalizations and Abstractions

60. Evaluating Learning See/print the worksheet

61. Additional Activities for Application or Remediation (if applicable) Read the sentences. 1. In the morning, I came to school. 2. In the afternoon, I had art class. 3. Afterwards, I played outside. 4. During lunch, I ate at the school canteen.

62. English 2 Day 4 Quarter 2

63. Parts of simple asking sentences, capitalization and punctuation marks, expressing ideas about oneself and family.

64. Activating Prior Knowledge Read the words

65. Activating Prior Knowledge What will you say if you want to know the name of your classmate?

66. Activating Prior Knowledge What will you say if you want to know the time a classmate wakes up? What would you say if you want to know where the classroom of your friend is at? What would you say if you want to know the time when your friend will go home?

67. Activating Prior Knowledge 1. What is your name? 2. What time do you wake up? 3. Where is your classroom? 4. When will you go home?

68. Lesson Purpose/Intention In this lesson, you will identify the parts of simple asking sentences, use correct capitalization and punctuation marks, and express ideas about school.

69. Lesson Language Practice what, who, when, where, why

70. Lesson Language Practice What are we asking for when we say “who”? What are we asking for when we say “when”? What are we asking for when we say “where”? What are we asking for when we say “what”? What are we asking for when we say “why”?

71. Reading the Key Idea/Stem Class, I will present sentences from the texts we read in Days 1 to 3. Read each sentence carefully and follow the task that I will give after.

72. Reading the Key Idea/Stem 2. Miss Bing checks the time during lessons. When does Miss Bing check the time? during lessons What does she check? time Who checks time during class? Miss Bing

73. Reading the Key Idea/Stem In the afternoon, I had art class. When was the art class? in the afternoon What class is in the afternoon? Art class

74. Developing Understanding of the Key Idea/Stem Look at sentence 1. What would you ask if you wanted to know the person who checks the time? Who checks the time?

75. Developing Understanding of the Key Idea/Stem Look at sentence 2. What would you ask if you wanted to know the time when Miss Bing checks the time? When did Miss Bing check the time?

76. Developing Understanding of the Key Idea/Stem Look at sentence 3. What would you ask if you wanted to know what class is in the afternoon? What class is in the afternoon?

77. Developing Understanding of the Key Idea/Stem 1. Who checks the time? 2. When did Miss Bing check the time? 3. What class is in the afternoon?

78. Developing Understanding of the Key Idea/Stem What can you say about the groups of words? What do they ask?

79. Developing Understanding of the Key Idea/Stem How is the first letter of the first word written? What punctuation mark is used in all the sentences?

80. Deepening Understanding of the Key Idea/Stem Arrange the words to form a question. Use correct punctuation mark.

81. Deepening Understanding of the Key Idea/Stem 1. lunch/ what time/ is 2. do /math /you like 3. where /class /is your 4. you learn/ who/ helps 5. is/ when /recess time

82. Making Generalizations and Abstractions What do you call the group of words that ask for information? What punctuation mark is used for a group of words that ask for information?

83. Evaluating Learning See/print the worksheet

84. Additional Activities for Application or Remediation (if applicable) Arrange the words to form a question. Use correct punctuation mark. 1. you study /what/ do 2. where/ library/ is the 3. your friend/ who /is 4. learn /what did/ you 5. Math class/ when/ is

85. English 2 Day 5 Quarter 2

86. Performance Task

87. 1. Think of two questions you would like to ask a classmate about school (for example: What is your favorite subject?).

88. 2. Write your questions on a sheet of paper Begin with a capital letter. End with a question mark (?). Use proper spacing and handwriting.

89. 3. Read your questions aloud in class using the correct intonation.

90. Scoring Rubric (10 points): Correct use of capitalization and punctuation – 3 pts Complete and meaningful questions – 3 pts Clear and neat handwriting – 2 pts Proper intonation when reading – 2 pts