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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
TECHNOLOGY
Listening and Speaking |
Pronunciation and vocabulary (gr, pr, /ɔɪ/, /uː/, /ʊ/) - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Identify words with target sounds in oral text -Articulate words with target sounds correctly -Recognize technology-related words for effective communication |
The learner is guided to:
-Listen attentively to target sounds from video clips: gr (grass, green), pr (print, press), /ɔɪ/ (oil, point), /uː/ (pool, spoon), /ʊ/ (put) -Pick out words with target sounds -Practice pronouncing words with target combinations -Listen to technology story and say words as modeled |
Why should we pronounce words correctly?
|
MENTOR English Language Activities Grade 2 pg. 164
-MENTOR English Language Activities Grade 2 pg. 165 -Video clips -Technology vocabulary cards |
Observation
-Pronunciation check
-Sound identification
-Vocabulary recognition
|
|
| 2 | 2 |
Listening and Speaking
|
Pronunciation and vocabulary (gr, pr, /ɔɪ/, /uː/, /ʊ/) - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Use technology-related words in daily communication -Talk about appropriate use of technology -Realize importance of correct pronunciation |
The learner is guided to:
-Practice pronunciation with technology-related picture cues -Talk about appropriate use of technology -Construct simple sentences using technology words -Role play using technology-related vocabulary |
Why should we use technology appropriately?
|
MENTOR English Language Activities Grade 2 pg. 166
-MENTOR English Language Activities Grade 2 pg. 167 -Role play props -Picture cues |
Vocabulary application
-Role play assessment
-Technology discussion
-Sentence construction
|
|
| 2 | 3 |
Reading
|
Fluency - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Identify words with target sounds for reading -Pronounce technology words accurately for clarity -Read technology texts at right speed with emotions |
The learner is guided to:
-Point out and read words with gr, pr, /ɔɪ/, /uː/, /ʊ/ -Take turns reading at appropriate speed -Recite poems using correct expressions -Read texts with technology words using speed and expressions |
What should we do to improve our reading speed?
|
MENTOR English Language Activities Grade 2 pg. 168
-MENTOR English Language Activities Grade 2 pg. 169 -Technology stories -Poetry materials |
Reading fluency check
-Sound recognition
-Expression assessment
-Speed check
|
|
| 2 | 4 |
Reading
|
Fluency - Lesson 2
Comprehension - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Play word ladder games for pronunciation -Realize importance of reading in lifelong learning -Record reading for self-assessment |
The learner is guided to:
-Read texts with technology words using speed and expressions -Play word-ladder game with audio recordings -Record reading for self-assessment -Practice reading with correct pronunciation |
Why should we show the right feelings when reading a text?
|
MENTOR English Language Activities Grade 2 pg. 170
-Audio recordings -Word ladder games -Recording devices MENTOR English Language Activities Grade 2 pg. 173 -MENTOR English Language Activities Grade 2 pg. 174 -Technology stories -Character charts |
Game participation
-Reading recording
-Self-assessment
-Peer evaluation
|
|
| 2 | 5 |
Reading
|
Comprehension - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Infer meaning of new technology words -Adopt reading variety of texts for information -Retell technology stories using five-finger model |
The learner is guided to:
-Find meaning of new technology words in text -Interact with text for indirect questions -Use contextual clues for understanding -Retell story using five-finger retell model |
How can we tell where events have taken place?
|
MENTOR English Language Activities Grade 2 pg. 175
-Five-finger retell materials -Context clue guides -Technology texts |
Word meaning assessment
-Story retelling
-Context inference
-Information reading
|
|
| 3 | 1 |
Language Use
|
Possessive Pronouns - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Identify correct use of possessive pronouns -Use possessive pronouns in sentences -Adopt possessive pronouns in daily communication |
The learner is guided to:
-Read text/dialogue about ownership using possessive pronouns -Role play ownership of classroom items -Construct sentences using possessive pronouns -Ask and answer questions prompting possessive pronouns |
How do you talk about things that belong to other people?
|
MENTOR English Language Activities Grade 2 pg. 175
-MENTOR English Language Activities Grade 2 pg. 176 -Role play materials -Question cards |
Observation
-Pronoun identification
-Role play assessment
-Sentence construction
|
|
| 3 | 2 |
Language Use
|
Possessive Pronouns - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Fill blank spaces with possessive pronouns -Sing songs/rhymes using possessive pronouns -Apply knowledge in various contexts |
The learner is guided to:
-Fill blanks in sentences using possessive pronouns -Sing songs/rhymes with possessive pronouns -Practice using pronouns in different contexts -Create sentences about ownership |
How do we show ownership using language?
|
MENTOR English Language Activities Grade 2 pg. 177
-Fill-in exercises -Songs and rhymes -Practice materials |
Exercise completion
-Song performance
-Sentence creation
-Context application
|
|
| 3 | 3 |
Writing
|
Guided Writing - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Identify names of objects related to technology -Write names from picture prompts -Create sentences from picture prompts |
The learner is guided to:
-Observe technology pictures on print/digital devices -Name objects in different pictures -Respond to prompts and write names correctly -Match pictures with their names |
Why is it important to write sentences correctly?
|
MENTOR English Language Activities Grade 2 pg. 178
-MENTOR English Language Activities Grade 2 pg. 179 -Technology pictures -Digital devices |
Observation
-Object identification
-Name writing
-Picture matching
|
|
| 3 | 4 |
Writing
|
Guided Writing - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Fill gaps using correct technology words -Draw and name technology-related pictures -Describe objects clearly in writing |
The learner is guided to:
-Fill in gaps using correct words -Draw and name pictures related to technology -Write sentences to describe objects in pictures -Share work with peers for feedback |
Why is writing clearly important?
|
MENTOR English Language Activities Grade 2 pg. 180
-Drawing materials -Sentence templates -Peer assessment guides |
Gap-filling assessment
-Drawing and naming
-Sentence description
-Peer feedback
|
|
| 3 | 5 |
CULTURAL ACTIVITIES
Listening and Speaking |
Pronunciation and vocabulary (tr, sm, /tʃ/, /aʊ/, /jː/) - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Identify words with target sounds in oral texts -Articulate words with target sounds -Recognize cultural words correctly |
The learner is guided to:
-Listen to teacher read-aloud text with target sounds: tr (tree, trap), sm (smile), /tʃ/ (catch, fetch, watch), /aʊ/ (out), /jː/ (ewe, new) -Point out words with target combinations -Practice saying words with target sounds -Respond to instructions given by teacher |
Why should we listen attentively when other people are talking?
|
MENTOR English Language Activities Grade 2 pg. 180
-MENTOR English Language Activities Grade 2 pg. 181 -Cultural activity materials -Audio clips |
Observation
-Sound identification
-Pronunciation check
-Instruction following
|
|
| 4 | 1 |
Listening and Speaking
Reading |
Pronunciation and vocabulary (tr, sm, /tʃ/, /aʊ/, /jː/) - Lesson 2
Fluency - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Use cultural words in sentences -Realize importance of correct vocabulary use -Listen to peers and give feedback |
The learner is guided to:
-Construct simple sentences using cultural words -Listen to other learners say sentences and give feedback -Practice using vocabulary in various contexts -Engage in cultural discussions |
How do we talk about our culture?
|
MENTOR English Language Activities Grade 2 pg. 182
-Cultural discussion prompts -Feedback sheets -Sentence construction aids MENTOR English Language Activities Grade 2 pg. 183 -MENTOR English Language Activities Grade 2 pg. 184 -Cultural stories -Expression guides |
Sentence construction
-Peer feedback
-Vocabulary application
-Cultural discussion
|
|
| 4 | 2 |
Reading
|
Fluency - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Play word ladder games for pronunciation -Recite poems for fluency -Read texts at appropriate speed |
The learner is guided to:
-Play word ladder games with peers -Recite cultural poems for fluency -Practice reading at right speed -Display appropriate expressions |
How do we show cultural pride when reading?
|
MENTOR English Language Activities Grade 2 pg. 185
-Word ladder materials -Cultural poems -Reading practice sheets |
Game participation
-Poetry recitation
-Reading speed
-Expression display
|
|
| 4 | 3 |
Reading
|
Comprehension - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Predict story outcomes using cultural context -Identify characters and events in text -Infer meanings of cultural words |
The learner is guided to:
-Observe pictures and title to predict story -Recognize setting and characters using cultural clues -Use context clues to find word meanings -Locate sentences for direct questions |
How can we tell how a story/poem will end?
|
MENTOR English Language Activities Grade 2 pg. 188
-MENTOR English Language Activities Grade 2 pg. 189 -Cultural comprehension texts -Context clue guides |
Prediction assessment
-Character identification
-Word meaning inference
-Question comprehension
|
|
| 4 | 4 |
Reading
|
Comprehension - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Answer indirect questions about culture -Adopt talking about cultural texts -Retell cultural stories with peers |
The learner is guided to:
-Answer indirect questions from cultural texts -Retell cultural stories with peers -Connect stories to personal cultural experiences -Share cultural understanding |
How can we tell where cultural events are taking place?
|
MENTOR English Language Activities Grade 2 pg. 190
-Story retelling materials -Cultural connection sheets -Peer sharing guides |
Indirect question answers
-Story retelling
-Cultural connections
-Peer discussion
|
|
| 4 | 5 |
Language Use
|
Wh-questions - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Recognize Wh-words used to ask questions -Use Wh-words to ask cultural questions -Adopt using Wh-words to seek information |
The learner is guided to:
-Ask questions beginning with what, where, when, who -Engage in question-answer dialogues using wh-words -Role play activities using Wh-words -Practice asking about cultural activities |
How do we ask for information?
|
MENTOR English Language Activities Grade 2 pg. 188
-Wh-word cards -Role play materials -Question prompts |
Observation
-Question formation
-Dialogue participation
-Role play assessment
|
|
| 5 | 1 |
Language Use
|
Wh-questions - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Sing songs/recite poems with Wh-questions -Apply Wh-words in various contexts -Demonstrate mastery through activities |
The learner is guided to:
-Sing songs/recite poems with Wh-questions -Practice asking about cultural events -Create conversation using Wh-words -Share questions with peers |
How do we learn about our culture?
|
MENTOR English Language Activities Grade 2 pg. 189
-Cultural songs/poems -Conversation templates -Peer sharing materials |
Song/poetry performance
-Question creation
-Conversation practice
-Peer sharing
|
|
| 5 | 2 |
Writing
|
Guided Writing - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Recognize correct order of words in sentences -Rearrange jumbled words into meaningful sentences -Realize importance of word ordering |
The learner is guided to:
-Talk about correct word ordering in pairs -Reorganize jumbled words into sentences -Pay attention to punctuation -Work with peers to assess sentences |
What makes a correct sentence?
|
MENTOR English Language Activities Grade 2 pg. 190
-Jumbled word activities -Sentence construction materials -Peer assessment sheets |
Word ordering assessment
-Sentence construction
-Peer evaluation
-Punctuation check
|
|
| 5 | 3 |
Writing
Listening and Speaking |
Guided Writing - Lesson 2
Pronunciation and vocabulary (/k/, sn, sp, /u/) - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Take turns playing sentence games -Form meaningful cultural sentences -Practice collaborative writing |
The learner is guided to:
-Take turns playing games with jumbled words -Form meaningful sentences about culture -Practice writing in groups -Share completed sentences |
How do we write about our culture?
|
MENTOR English Language Activities Grade 2 pg. 191
-Writing games -Cultural sentence templates -Group work materials MENTOR English Language Activities Grade 2 pg. 193 -MENTOR English Language Activities Grade 2 pg. 194 -Child rights materials -Language game resources |
Game participation
-Sentence formation
-Group collaboration
-Sentence sharing
|
|
| 5 | 4 |
CHILD LABOUR
Listening and Speaking |
Pronunciation and vocabulary (/k/, sn, sp, /u/) - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Respond to specific two-directional instructions -Construct sentences using child labour vocabulary -Discuss instructions for understanding |
The learner is guided to:
-Construct simple sentences using new words -Listen to instructions without interrupting -Discuss instructions with peers for understanding -Respond to teacher/peer instructions |
What is likely to happen if we don't listen carefully to instructions?
|
MENTOR English Language Activities Grade 2 pg. 195
-Instruction cards -Child rights vocabulary -Discussion prompts |
Instruction following
-Sentence construction
-Peer discussion
-Response assessment
|
|
| 5 | 5 |
Reading
|
Fluency - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Identify words with target sounds for reading -Pronounce words accurately when reading -Read child rights texts at appropriate speed |
The learner is guided to:
-Identify words with sn-, sp-, /k/, /u/ from text -Read words with target combinations -Read child labour-related words individually and in pairs -Take turns in timed reading |
How can we improve our fluency in reading?
|
MENTOR English Language Activities Grade 2 pg. 196
-MENTOR English Language Activities Grade 2 pg. 197 -Child rights texts -Timed reading materials |
Reading fluency check
-Word recognition
-Speed assessment
-Peer reading
|
|
| 6 | 1 |
Reading
|
Fluency - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Display right tonal variations when reading -Recite poems for fluency -Practice appropriate reading expressions |
The learner is guided to:
-Display right tonal variations and pause appropriately -Recite poems about child rights for fluency -Practice reading with proper expressions -Read texts about children's rights |
Why should we pronounce words correctly?
|
MENTOR English Language Activities Grade 2 pg. 198
-Poetry materials -Expression guides -Child rights texts |
Expression assessment
-Poetry recitation
-Tonal variation check
-Reading practice
|
|
| 6 | 2 |
Reading
|
Comprehension - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Make predictions about child labour stories -Identify setting of stories for comprehension -Infer meanings using contextual clues |
The learner is guided to:
-Observe pictures and title to predict story -Talk about setting and characters -Read child labour texts at appropriate speed -Infer word meanings with peers |
Why is it important to be keen as we read?
|
MENTOR English Language Activities Grade 2 pg. 200
-MENTOR English Language Activities Grade 2 pg. 201 -Child rights stories -Comprehension questions |
Prediction assessment
-Setting identification
-Word inference
-Reading comprehension
|
|
| 6 | 3 |
Reading
|
Comprehension - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Answer direct questions by locating sentences -Respond to indirect questions about child rights -Make connections between story and real life |
The learner is guided to:
-Answer direct questions using text evidence -Respond to indirect questions using contextual clues -Make connections between story and real experiences -Discuss child rights awareness |
How can we tell that someone has understood what he/she has read?
|
MENTOR English Language Activities Grade 2 pg. 202
-Question cards -Real-life connection materials -Discussion guides |
Question comprehension
-Context inference
-Real-life connections
-Rights awareness
|
|
| 6 | 4 |
Language Use
|
Adverbs of time - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Identify adverbs of time in written text -Use adverbs of time to construct sentences -Realize use of adverbs for self-expression |
The learner is guided to:
-Recognize adverbs of time (soon, late, now, today, tomorrow, early, morning, afternoon) -Construct sentences using adverbs of time -Engage in question-answer dialogues -Role play conversations using adverbs |
What do we usually do at different times of the day?
|
MENTOR English Language Activities Grade 2 pg. 202
-MENTOR English Language Activities Grade 2 pg. 203 -Time adverb cards -Role play materials |
Observation
-Adverb identification
-Sentence construction
-Dialogue practice
|
|
| 6 | 5 |
Language Use
Writing |
Adverbs of time - Lesson 2
Guided Writing - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Fill blank spaces with appropriate adverbs -Sing/recite poems with time adverbs -Apply knowledge in daily activities |
The learner is guided to:
-Fill blanks using appropriate adverbs -Sing/recite poems practicing adverbs of time -Role play conversations about child labour using adverbs -Practice time-related expressions |
Why is it important to set time for doing things?
|
MENTOR English Language Activities Grade 2 pg. 204
-Fill-in exercises -Poems with time adverbs -Daily schedule materials -Jumbled word activities -Punctuation guides -Peer assessment tools |
Exercise completion
-Poetry performance
-Role play assessment
-Time expression practice
|
|
| 7 | 1 |
Writing
|
Guided Writing - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Take turns playing sentence games -Form meaningful sentences from jumbled words -Practice collaborative writing |
The learner is guided to:
-Take turns playing games with jumbled words -Form meaningful sentences from jumbled words -Work collaboratively in sentence formation -Share completed work with peers |
How do we express our rights in writing?
|
MENTOR English Language Activities Grade 2 pg. 205
-Word games -Collaborative writing materials -Sharing templates |
Game participation
-Sentence formation
-Peer collaboration
-Work sharing
|
|
| 7 | 2 |
CARING FOR OTHERS
Listening and Speaking |
Pronunciation and vocabulary (scr, spr, str, sw, st) - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Identify words with target sounds in oral text -Pronounce words with target sounds accurately -Construct sentences using caring vocabulary |
The learner is guided to:
-Identify words with sounds scr- (scream), spr- (sprain), str- (street), sw- (sweat), st- (stay, step, stop) -Articulate words with target combinations -Pronounce new caring-related words with peers -Practice using vocabulary in sentences |
Why should we pronounce words correctly?
|
MENTOR English Language Activities Grade 2 pg. 206
-MENTOR English Language Activities Grade 2 pg. 207 -Caring vocabulary cards -Sound charts |
Observation
-Sound identification
-Pronunciation check
-Vocabulary usage
|
|
| 7 | 3 |
Listening and Speaking
|
Pronunciation and vocabulary (scr, spr, str, sw, st) - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Respond to specific two-directional instructions -Role play simple instructions -Play games with peers using caring words |
The learner is guided to:
-Practice using vocabulary in sentences with peers -Listen and respond to instructions without interrupting -Role play simple two-directional instructions -Play games such as 'chain whisper', 'Simon says' |
How do we show we care through our words?
|
MENTOR English Language Activities Grade 2 pg. 208
-Role play materials -Game resources -Instruction cards |
Vocabulary application
-Instruction following
-Role play assessment
-Game participation
|
|
| 7 | 4 |
Reading
|
Fluency - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Identify words with target sounds in text -Pronounce caring words accurately for clarity -Read grade-appropriate texts at right speed |
The learner is guided to:
-Pick out words with st-, sw-, spr-, scr- combinations -Read words with letter combinations from texts -Read texts about caring with peers -Pronounce words correctly while reading |
How can we become better readers?
|
MENTOR English Language Activities Grade 2 pg. 209
-MENTOR English Language Activities Grade 2 pg. 210 -Caring stories -Reading materials |
Reading fluency check
-Sound recognition
-Pronunciation accuracy
-Speed assessment
|
|
| 7 | 5 |
Reading
|
Fluency - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Engage in timed reading varying tone -Recite poems for fluency -Express emotions while reading |
The learner is guided to:
-Engage in timed reading with tonal variations -Recite caring poems for fluency -Practice expressing emotions while reading -Collaborate with peers during reading |
How can we express emotions while reading?
|
MENTOR English Language Activities Grade 2 pg. 211
-Poetry materials -Expression guides -Timed reading resources |
Timed reading assessment
-Poetry recitation
-Emotional expression
-Peer collaboration
|
|
| 8 | 1 |
Reading
|
Comprehension - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Predict story outcomes about caring -Identify characters and events in text -Infer meaning of caring words |
The learner is guided to:
-Observe pictures and title to predict story -Read texts and identify setting/characters -Use context clues to find word meanings -Answer direct questions by locating sentences |
How can we know the meanings of new words in a story?
|
MENTOR English Language Activities Grade 2 pg. 213
-MENTOR English Language Activities Grade 2 pg. 214 -Caring stories -Comprehension questions |
Prediction assessment
-Character identification
-Word meaning inference
-Direct question answers
|
|
| 8 | 2 |
Reading
Language Use |
Comprehension - Lesson 2
Imperatives/Interjections - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Answer indirect questions using context -Connect events with real-life experiences -Adopt talking about caring texts |
The learner is guided to:
-Respond to indirect questions using context clues -Connect story events with real experiences -Practice reading comprehension strategies -Share understanding with peers |
Why is it important to know where the events in a story happen?
|
MENTOR English Language Activities Grade 2 pg. 215
-Context clue guides -Real-life connection sheets -Sharing templates -MENTOR English Language Activities Grade 2 pg. 216 -Command cards -Role play materials |
Indirect question answers
-Context usage
-Real-life connections
-Peer discussion
|
|
| 8 | 3 |
Language Use
|
Imperatives/Interjections - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Use interjections of excitement appropriately -Play games responding to commands -Realize use of imperatives and interjections |
The learner is guided to:
-Play games involving responding to commands -Pick out interjections of excitement in texts -Use interjections correctly in conversations -Practice both imperatives and interjections |
When do we use interjections of excitement/joy?
|
MENTOR English Language Activities Grade 2 pg. 217
-Game materials -Interjection cards -Conversation prompts |
Game participation
-Interjection usage
-Command response
-Conversation practice
|
|
| 8 | 4 |
Writing
|
Guided Writing - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Recognize correct punctuation marks -Write well-punctuated sentences about caring -Realize importance of correct sentence writing |
The learner is guided to:
-Point out different punctuation marks in sentences -Punctuate sentences correctly -Practice writing short caring sentences -Work from substitution tables |
How do we prepare for writing?
|
MENTOR English Language Activities Grade 2 pg. 218
-MENTOR English Language Activities Grade 2 pg. 219 -Punctuation examples -Sentence templates |
Punctuation recognition
-Sentence writing
-Punctuation accuracy
-Template usage
|
|
| 8 | 5 |
Writing
|
Guided Writing - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Respond to picture prompts with sentences -Write well-punctuated caring sentences -Practice sentence writing about caring |
The learner is guided to:
-Respond to picture prompts with sentences (max 7 words) -Write sentences about caring for others -Practice punctuation in various contexts -Work collaboratively with peers |
What makes it easy to write a good sentence?
|
MENTOR English Language Activities Grade 2 pg. 220
-Picture prompts -Writing guides -Peer collaboration materials |
Picture response
-Sentence quality
-Punctuation accuracy
-Peer work
|
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