English 2 Rhyming Words

BASIC EDUCATION ASSISTANCE FOR MINDANAO
LEARNING GUIDE
Grade Two English

Module 4 - RHYMES
Second Grading Period
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Written, edited and produced by Basic Education Assistance for Mindanao, April 2009

GRADE TWO ENGLISH
MODULE 4 - RHYMES
SECOND GRADING PERIOD
Information about this Learning Guide

Recommended number of lessons for this Learning Guide: 8
Basic Education Curriculum Competencies

Grade 2 English: Rhymes
Listening
Identify words that rhyme in 2-3 stanza poem.
Reading
Pantomime/act out rhymes and jingles.
Feel the rhythm through rapping.
Increase one's vocabulary by learning synonyms and antonyms of common words.
Speaking
Recite short verses, two stanza poems with correct intonation and stress.
Writing
Copy poems rhymes accurately.
Objectives
Recall and recite rhymes/poems with enjoyment.
Identify rhyming words in the poem read.
Recite poems and rhymes with correct pronunciation, stress and intonation.
Give a word that rhymes with a given word.
Give synonyms/antonyms of common words.
Read text with understanding.
Read the poem orally for fluency.
Develop creativity and confidence through pantomime.
Appreciate the rhythm and rhyme of the poem through "rap".
Identify rhyming words in the poem listened to.
Increase reading vocabulary through rebus reading.
Copy poem correctly with correct spelling, punctuation and capitalization.
Essential concepts, knowledge and understandings targeted

Oral Recitation is the art of communicating to an audience a poem through tonal
elements of the voice, facial expressions, gestures and movements of the body.
Rap is fast chanting. This is saying the lines fast but keeping to a 2/4 beat.
Pantomime is communication by means of gestures and facial expressions.
Basic Education Assistance for Mindanao

Learning Guide, April 2009

GRADE TWO ENGLISH
MODULE 4 - RHYMES
Choral Reading is reading aloud simultaneously as a group or individually lines from a
text in order to present an interpretation.
Rebus Reading is a strategy using pictures to evoke a sound that is identical or similar to
word or word part.
Specific vocabulary introduced

scared - afraid
whole complete or entire
hidden being out of sight
look to see
sour the taste of lemon or vinegar
poor inferior in quality
brave having courage
big - large
Suggested organizational strategies

Ideal suggested groupings is encouraged with 3-8 members.
Group outputs are expected in every activity.
Encourage children to participate in discussions and other related activities.
Oral presentation of outputs is encouraged.
Opportunities for Peace Education

Science
Values Education
Activities in this Learning Guide

Activity 1: "Say It Again"
Multiple Intelligences
Musical/Rhythmic
Intrapersonal
Verbal/Linguistic
Skill
Translate knowledge into new context
Activity 2: "Relate Me"

Interpersonal


GRADE TWO ENGLISH
MODULE 4 - RHYMES
Intrapersonal
Verbal/Linguistic
Skills
Knowledge of major ideas
Grasp meaning
Activity 3: "Play With Words"

Interpersonal
Intrapersonal
Verbal/Linguistic
Skills
Grasp meaning
Understanding information
Activity 4: "Hear Me Read"

Interpersonal
Intrapersonal
Verbal/Linguistic
Skills
Use information
Text Type
Literary
Activity 5: "Answer Me"

Interpersonal
Intrapersonal
Verbal/Linguistic
Skills
Grasp meaning


GRADE TWO ENGLISH
MODULE 4 - RHYMES
Mastery of subject matter
Activity 6: "Rap Me In"

Interpersonal
Body/Kinesthetic
Musical/Rhythmic
Intrapersonal
Verbal/Linguistic
Skills
Activity 7: "Pantomime"
Interpersonal
Body/Kinesthetic
Intrapersonal
Skills
Use information
Activity 8: "Copy!Copy!Copy!
Interpersonal
Body/Kinesthetic
Visual/Spatial
Intrapersonal
Skills
Use information
Key Assessment Strategies

Group Performance Checklist
Group Performance Rubric
Peer Assessment Checklist


GRADE TWO ENGLISH
MODULE 4 - RHYMES
Mind Map
The Mind Map displays the organization and relationship among 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

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.


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Background or purpose
Children love the delightful rhythm and rhyme of a poem. The enjoyable experience with
which they associate the structure brings about the desired results faster, that of learning
the pattern and the desire for better speech.
This stage will introduce children to recall poems and rhymes learned in their previous
grade. They will agree as to what rhyme or poem to present to the class. Then, they will
recite it with correct stress and intonation and pronunciation. This activity will enable
them to prepare for the succeeding activities as the lesson progresses.
Strategy
Cooperative Learning is a group learning where group members discuss the learning that
has taken place and assess their cooperative efforts in regards to the outcomes.
Materials
manila paper/old calendar
marking pens
Assessment 1 Participation Checklist for Say It Again on page 16
Activity 1 Say It Again

1. Divide the class into eight groups.
2. Let them choose a leader,and a secretary.
3. Instruct them to recall the poems and rhymes they learned in their previous grade.
4. Tell them to come up with a group's choice.
5. Give them enough time to practice for the presentation.
6. Call the group representatives to present their outputs.
7. Process the activity by asking this question: Why did you choose the rhyme that you
presented?
Formative Assessment
Process the groups participation using Assessment 1 Participation Checklist for Say It
Again on page 16.
Roundup
Children should have recalled and recited rhymes with correct stress, intonation and
pronunciation.
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.
Rhymes are interesting to learn. They are fun and children like them because the repeated
patterns are pleasant to hear.


GRADE TWO ENGLISH
MODULE 4 - RHYMES
In this stage ,children will be made to answer a two liner cues by giving a word that
rhymes with the tail word in the first line. This activity will assist them in vocabulary
building.
Strategy
Rhyme is a repetition of identical or similar sounds in two or more different words and is
most often used in poetry and songs. The word rhyme may also refer to a short poem,
such as rhyming couplet or other brief rhyming poem such as nursery rhymes.
Materials
Student Activity 2 Relate Me on page 17
Teacher Resource Material 1 Relate Me on pages 18-19
marking pens
manila paper
Activity 2- Relate Me
1. Use the same groupings in the previous activity.
2. Distribute Student Activity 2 Relate Me on page 17.
3. Explain the directions.
4. Let them do the activity.
5. Call on the group representatives to present their outputs to the class.
6. Process the activity by asking, What makes a rhyme? What are rhyming words?
Check and process the activity based on these criteria:
Very Good = 4-5 given words
Good
2-3 given words
Fair
1 word given
Roundup
The children should have given rhyming words to the given clues.
(Note: Assign the groups to prepare the necessary materials to be used for the rapping
activity the next day for maximum participation.)
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.
In this stage the pupils are now ready to experience the pleasure of reading a poem The
Secret. The pupils will read and discover the secret of a child in the poem.
There will be three activities presented in this stage. In the Pre-Reading activity, children
will unlock difficult words through Synonym and Antonym clues. During Reading, they will
be doing the Choral Reading and for the Post Reading activity, they will do pantomiming
and rapping.


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MODULE 4 - RHYMES
Strategies
Synonym Clue is a strategy to help children understand difficult words in the selection.
Antonym Clue is a word meaning the opposite of another word.
Choral Reading. is reading aloud simultaneously as a group/or individually lines from a
text in order to present an interpretation.
Rap is a term for fast chanting. It is saying the lines fast but keeping to a 2/4 beat.
Pantomime is a dramatic presentation in which the story is told by expressive bodily or
facial movements of the performers.
Materials
Student Activity Sheet 3-A Play With Words - Synonym on page 20
Student Activity 3-B Play With Words - Antonym on page 21
Teacher Resource Material 2 The Secret on page 22
Student Activity 5 Answer Me on page 23
Assessment 2 Group Performance Rubric for Answer Meon page 24
Assessment 3 Group Performance Rubric for Rap Me In and Pantomime on page 25
tin cans
sticks
stones
tambourines made of bottle caps
Activity 3 Play with Words

Pre-Reading
1. Form small groups.
2. Explain the difference between synonyms and antonyms and give examples.
3. Distribute Student's Activity 3-A Synonym on page 20 and Student Activity 3-B Antonym
on page 21.
4. Explain the directions.
6. Check their answers.
Activity 4 Hear Me Read

During Reading
1. Present an enlarged copy of the reading text found in the Teacher Resource Material 2
The Secret on page 22.
2. Ask the class to listen as to how the poem is being read.
3. Instruct them to pay attention to the pronunciations of the words, stress and
intonations.
4. Tell the class to read the poem in chorus .
5. Repeat choral reading by asking pupils to read by rows, by 5's, by pair then singly.

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GRADE TWO ENGLISH
MODULE 4 - RHYMES
6. Praise them for their good reading.
Activity 5 Answer Me
Post Reading:
1. Maintain the same groupings.
2. Distribute Student Activity 5 Answer Me on page 23.
3. Explain directions to the class.
5. Check their answers.
Key Answers:
1. The child, cherry tree and the robin share a secret.
2. The robin knows the secret best because it is she who built the nest with 4 little
eggs.
3. The entire secret will be out when the little birds learn to fly.
4. The secret is about the little robin's eggs in the nest on the cheery tree.
Activity 6 Rap Me In
1. Divide the class into 6 groups.
2. Tell each group to rap the poem doing/using the following to produce the rhythm:
Group 1 Clapping of the hands
Group 2 Improvised drums using tin cans
Group 3 Improvised tambourines using bottle caps
Group 4 Sounds from their mouths.
Group 5 Using sticks
Group 6 Using stones
3. Tell them to plan their presentation.
4. Give enough time for the group to practice. Offer suggestions for any group who needs
help in doing the task.
5. Let the groups present their tasks in a form of a mini program with the teacher
presiding or anybody from the class who can do the role as emcee.
6. Call each group to present their task.
7. Process the activity by asking the following questions: How did you feel about the
activity? Why?
Activity 7: Pantomime
1. Maintain the same groupings.
2. Instruct them to discuss about the activity and choose one from the group to be the
pantomimist.
3. Give them enough time to practice.
4. Call the group representatives to present their pantomime.

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5. Process the activity by asking: Was it easy for you to do the pantomime? Why? Which is
easier to do rapping or pantomiming? Why do you think so?
Note: This pantomiming activity can be done together with the rapping or can be an
independent activity.
Use Assessment 2 Group Performance Rubric to assess Activity 5 "Answer Me on page 24.
Use Assessment 3 Group Performance Rubric to assess Activities 6 and 7 Rap Me In and
Pantomime on page 25.
Roundup
The children should have unlocked difficult words using synonym/antonym clues, read the
poem with correct pronunciation, stress/ intonations, rapped and pantomimed it.
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
In this stage, the children will listen to their teacher reread the poem. Then, they will
identify and write the rhyming words in poem and give other words that rhyme with the
identified words.
Strategy
Graphic Organizer is a visual presentation or a diagram for major concepts and additional
terms. It is an organizer which conveys information to the students before and after they
read.
Materials
paper
pencil
Reading text
Student Activity Sheet 8 Hear and Find Me on page 26
Assessment 4 Peer Exit Card for Hear and Find Me on page 27
Activity 8 Hear And Find Me

This is an individual activity.
1. Distribute Student Activity Sheet 8 Hear and Find Me on page 26.
2. Explain directions to the class.
3. Give them enough time to do the activity.
4. Ask them to exchange paper with a peer for checking output.
5. Process activity by saying: Was it easy for you to give other rhyming words ? Why?
Use Assessment 4 Peer Exit Card for Hear and Find Me on page 27.

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Roundup
The children should have identified the rhyming words give other words that rhyme with
the identified words in the poem.
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.
In the various activities the pupils were engaged in the previous stages, it is expected that
they have learned the topic with confidence. Thus, in this stage they will be made to do
a Rebus Reading.
This will give our second graders opportunity to develop their vocabulary.
Strategy
Rebus Reading is a strategy using pictures to evoke a sound that is identical or similar to a
word or word part.
Materials
Activity Sheet 9A Show Me A Picture (Hickory, Dickory Dock) on page 28
Student Activity 9B (Make New Friends) on page 32
Student Activity 9C (Five Little Ducks) on page 35
Key Answers for Show Me A Picture A, B and C on page 37
Assessment 4 Group Performance Rubric for Show Me A Picture on page 38
pencils
Activity 9 Show Me A Picture

1. Group the children by six, 2-3 groups may work on the same Rhyme.
2. Inform the groups that they will do a rebus reading on the following Rhymes
Group I- Hickory Dickory Dock
Group 2-Make New Friends
Group 3-Five Little Ducks
3. Distribute Student Activity Sheets 9A Show Me A Picture on page 28, Student Activity
9B on page 32 and Student Activity 9C on page 35.
4. Explain directions and give enough time for them to do the activity.
5. Call the groups to present their outputs.
6. Present an enlarge copy of the answer key for the groups to check and correct their
answers.
7. Ask the groups to read and recite their rhymes with rebuses with correct pronunciation
and intonation.
8. Process the activity by asking: What helped you give the missing words in the rhyme?
Explain to the class that the pictures that represent the missing words are called
rebuses. And what they did a while ago is what we call Rebus Reading.

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Assess the activity using Assessment 5 Group Performance Checklist for Show Me A
Picture on page 38.
Roundup
The children should have given the words and read the rhymes with rebuses.
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.
In this concluding activity ,the children will be made to copy the poem accurately, legibly
and neatly with correct punctuation, capitalization and spelling.
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
Notebooks or writing paper
pens
enlarge copy of the poem, The Secret on page 18
Peer Assessment Checklist for Copy! Copy! Copy! on page 39
Activity 8 Copy! Copy! Copy!

1. Present an enlarge copy of the poem, The Secret.
2. Ask the class to get their notebooks/writing paper for them to write.
3. Tell them to copy the poem legibly and accurately paying attention to the
capitalization, punctuation and spelling of the words.
4. Give them enough time to do the activity.
5. Instruct them to exchange notebooks/writing paper to compare their finish work with
the original checking for spelling, punctuation and capitalization.
6. Check children's output. And give phrases to those with excellent work.
To assess use Assessment Checklist 6 ,Peer Assessment Checklist for Copy! Copy! Copy!
on page 39.
Roundup
To sum up the activity, the class should have copied the poem legibly and accurately.

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Teacher Evaluation
(To be completed by the teacher using this Teachers Guide)
The ways I will evaluate the success of my teaching this unit are
1.
2.
3.

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Assessment 1
Group Participation Checklist
SAY IT AGAIN
Group
Indicators
Each member performed their roles
effectively.
Each member participated actively and full
of enthusiasm on the activity
Responsibility for the task is shared
evenly.
The members showed cooperative skills as
they did their activity.
Each member is aware of other's views and
ideas in the group activity.

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Student Activity 2
RELATE ME
Directions: Choose a word from the box that rhymes
with the underlined word in the sentences.
giggle
quits
far
cook
hat
day
hand
shape
win
bright
1. Let's get Dad
6. I can read a book.
A baseball _________.
I can learn to __________.
2. Our team is the best.
7. He hit the can,
Our team never ____________.
With his __________.
3. I can walk a wiggle,
8.The old man has a car
That makes you_____________.
But it doesn't go ___________.
4. The moon tonight,
9. Before the games begin'
Is full and ___________
We will know that we

will_________.
5. Sid, the snake,
10. Little boys went to play,
Likes to make _________.
Out in the park one

sunny_________.

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MODULE 4 - RHYMES
Teacher Resource Material 1

RELATE ME
SIX TYPES OF RHYMES:
1. End Rhymes (blue/shoe)
Words with ending rhyme have the same final vowel sound and following
consonant sound(s). For example, if you enter the word laughter under this
option, Rhymer retrieves a list of words with the ending sound er
(,admirer, doctor,pleasure,scholar watercolor,etc). Other examples of
ending rhyme include:
hat/cat
plate/eight
marigold/buttonholed
This option lets you easily find exact rhymes (words in which the final
vowel and consonant sounds are the same) and masculine rhymes(rhyming
words with a stressed final syllable).
2. Last Syllable Rhymes
Words with last syllable rhyme have the same sounds following the last
syllable boundary(commonly a consonant, a vowel, and another
consonant). For example, if you enter the word explain using this option,
Rhymer retrieves a list of words with the last syllable sound plain (e.g.,
aquaplane, biplane,plane, and plain). Other examples of last syllable
rhyme include:
humanity/zesty
threw/breakthrough
pleat/complete
This option lets you find masculine rhymes and all other words with final
syllables (stresses or unstressed) that rhyme with the word you entered.
3. Double Rhymes (conviction/prediction)
Words with double rhyme have the same vowel sound in the second-to-the
last syllable and all the following, if you e sounds. For example enter the
word soaring using this option, Rhymer retrieves a list of words with the
sound oring (e.g., adoring, exploring, pouring, scoring, touring, and
restoring). Other examples of double rhyme include:
walking/talking
humming/coming
navigator/water

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This option lets you find feminine rhymes (rhyming words with as
unstressed final syllable). Words entered using this option must have at
least two syllables.
4. Triple rhymes (frightening/brightening)
Words with triple rhyme have the same vowel sound in the third-to-last
syllable and all following sounds. For example, if you enter the word
combination using this option, Rhymer retrieves a list of words with
sound anation (e.g., explanation coronation destination, and imagination).
Other examples of triple rhyme include:
antelope/cantaloupe
greenery/scenery
mightily/vitally
Words entered using this option must have at least three syllables.
5. Beginning Rhymes (physics/fizzle)
Words with beginning rhyme have the same initial consonant sound(s) and
the first vowel sound. For example, if you enter the word plantation using
this option, Rhymer retrieves a list of words pla (e.g. Plan, plaque,
plaster, and plateau). Other examples of beginning rhyme include:
scenery/cedar
cat/kangaroo
table/tailor
This option lets you find words with initial alliteration (the repetition on
initial consonant sounds) initial assonance (the repetition of initial vowel
sounds), and the front rhyme (the succession of beginning sounds of
words).
6. First Syllable Rhymes (carrot/caring)
Words with first syllable rhyme have the same sounds preceding the first
syllable break. For example, if you enter the word explanation using this
option, Rhymer retrieves a list of words with the sound ex (e.g., excavate,
exhale, expert, and extra). Other examples of first syllable rhyme include:
pantaloons/pantomimes
highlight/hydrant
tulip/twosome

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Student Activity 3A
PLAY WITH WORDS
Synonyms
A. Directions: Draw a line to connect the underlined
word in the sentence to its synonym.
A
1. Gina has a secret

message. She never tells
anybody about it.
look
2. Gary is afraid of the

dark. He does not like to
go out at night.
whole
3. Fely eats the entire

pizza. She leaves nothing
for me.
hidden
4. Minda and Lyn peep

into the window to see
who's coming.
scared

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Student Activity 3B
PLAY WITH WORDS
Antonyms
Answer:
1. It's the
antonym of
sweet.
Answer:
2. It's the
antonym of
best.
Answer:
3. It's the
antonym of
brave.
Answer
4. It's the
antonym of
little.

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Teacher Resource Material 2

HEAR ME READ
The Secret
We have a secret, just we three,
The robin, and I, and the cherry tree.
The bird told the tree, and the tree told me,
And nobody knows it but just us three.
But of course, the robin knows it best,
Because she built---I shall not tell the rest.
She laid the four little---something- in it,
I'm afraid I shall tell it every minute.
But, if the tree and the robin don't peep,
I'll try my best the secret to keep;
Though, I know when the little birds fly about
The entire secret will be out.
Author Unknown
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Student Activity 5
ANSWER ME
Directions: Write your answers in complete
sentences.
Questions
Answer
1. Who share a secret?
2. Explain why the robin knows

the secret best.
3.When will the entire secret be

out?
4.Tell what the secret is all

about?

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Assessment 2
ANSWER ME
Group's
Number
Indicators Very Good
Good
Number of
Correct
Answers
All answers 2-3 correct

correct.
answers
were given.
Mechanics
Text
written
with no
error in
spelling,
punctuation
etc.
Vocabulary
Good
number of
vocabulary
used.

2-3 errors
found.
Needs
Improveme
nt
Only 1
correct
answer
given.
Impairs
readability.
Some
Vocabularies
vocabulary
used not
used were appropriate.
not
appropriate
.
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Assessment 3
RAP ME IN AND PANTOMIME
Group
Number
Creativity of
presentation
40%

Elocution
Audience TOTAL
( clarity of
Impact POINTS
words/actions)
25%
100%
35%
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Student Activity 8
Hear and Find Me
Directions: Listen very well as your teacher
rereads the poem. Then, fill up the columns below.
Paragraphs
Rhyming Words
in the Poem
a.___________
b.___________
a. ___________
b.___________
a.___________
b.___________
a.___________
b.___________
a.___________
b.___________
a.___________
b.___________

Words that
Rhymes with the
identified words
1. __________
2. __________
1.___________
2.___________
1.___________
2.___________
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Assessment 4
Exit Card
HEAR ME READ
Today I learned.................
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
______________________________________________.
I would like to learn more about..........
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
_______________________________________.

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Student Activity Sheet 9A

SHOW ME A PICTURE
HICKORY DICKORY DOCK

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Student Activity 9B - SHOW ME A PICTURE

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Student Activity 9C - SHOW ME A PICTURE
FIVE LITTLE DUCKS

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Key Answers
Show Me A Picture
A. Hickory Dickory Dock
1. mouse
2.bird
3.dog
4.bear
5.bee
6,hen
clock
clock
clock
clock
clock
clock
clock
clock
clock
clock
clock
clock
one
two
three
door
four
six
down
door
7.cat
8.horse
9.cow
10 frog
11.snake
12. snai
clock
clock
clock
clock
clock
clock
clock
clock
clock
clock
clock
clock
seven
eight
nine
ten
eleven
twelve
cake
B. Make New Friends

1. friends
4. round
7. friend
10.silver
13.Earth
2.old
5. fire
8. hand
11. see
14. clean
3.silver
6, heart
9.hand
12.sky
15.land
16. sea
C. Five Little Ducks

1.five
2. four
3.three
4. two
5.one
6.duck
ducks
ducks
ducks
ducks
duck
day
day
day
day
day
day
land
land
land
land
land
land
duck
duck
duck
duck
duck
duck
five
four
three
two
one
five
ducks
ducks
ducks
ducks
duck
ucks

37

GRADE TWO ENGLISH
MODULE 4 - RHYMES
Assessment 5
SHOW ME A PICTURE
CRITERIA
VERY GOOD
GOOD
FAIR
Members
participated in the
group activity.
Members helped
and encouraged
others in the
group.
Group members
practiced
cooperative skills.
Group members
worked well
together.
Group members
focused on the
assigned task.
Total Score:

38

GRADE TWO ENGLISH
MODULE 4 - RHYMES
Assessment 6
Peer Assessment Checklist
COPY! COPY! COPY!

Name :___________________________________________
Peer: ____________________________________________
Direction: Place a check mark on the appropriate column.
Indicators
Very Good
Good
100%
85%
Needs
Improvement
75%
1. Text was
written legibly.
2. Text written
with no error in
spelling,
punctuation, and
capitalization.
3. Text
presented was
neat and clean
without
erasures.
TOTAL
POINTS

39

GRADE TWO ENGLISH
MODULE 4 - RHYMES
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 2. Setting the

Learning
Context
3. Learning
Activity Sequence
4. Check for
Understanding
5. Practice and
6. Closure
Application
Strategies
Activities from the

Learning Guide
Extra activities you

may wish to include
Materials and
planning needed
Estimated time for

this Stage
Total time for the Learning Guide

Total number of lessons needed for this Learning Guide
40

English 2 Rhyming Words

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BASIC EDUCATION ASSISTANCE FOR MINDANAO

Grade Two English

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Information about this Learning Guide

Basic Education Curriculum Competencies

Essential concepts, knowledge and understandings targeted

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Specific vocabulary introduced

Suggested organizational strategies

Opportunities for Peace Education

Activities in this Learning Guide

Activity 2: "Relate Me"

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Activity 3: "Play With Words"

Activity 4: "Hear Me Read"

Activity 5: "Answer Me"

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Activity 6: "Rap Me In"

Key Assessment Strategies

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

1. Activating Prior Learning

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Activity 1 Say It Again

2. Setting the Context

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

2-3 given words

3. Learning Activity Sequence

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Activity 3 Play with Words

Activity 4 Hear Me Read

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

4. Check for Understanding of the Topic or Skill

Activity 8 Hear And Find Me

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Practice and Application

Activity 9 Show Me A Picture

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Activity 8 Copy! Copy! Copy!

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

1. Let's get Dad

6. I can read a book.

I can learn to __________.

2. Our team is the best.

7. He hit the can,

Our team never ____________.

With his __________.

3. I can walk a wiggle,