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LEARNING GUIDE
Written, edited and produced by Basic Education Assistance for Mindanao, April 2009
BASIC EDUCATION ASSISTANCE FOR MINDANAO
GRADE TWO ENGLISH
MODULE 4 - RHYMES
SECOND GRADING PERIOD
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.
Multiple Intelligences
Musical/Rhythmic
Intrapersonal
Verbal/Linguistic
Skill
Translate knowledge into new context
Activity 2: "Relate Me"
Multiple Intelligences
Interpersonal
Intrapersonal
Verbal/Linguistic
Skills
Knowledge of major ideas
Grasp meaning
Translate knowledge into new context
Activity 3: "Play With Words"
Multiple Intelligences
Interpersonal
Intrapersonal
Verbal/Linguistic
Skills
Grasp meaning
Understanding information
Activity 4: "Hear Me Read"
Multiple Intelligences
Interpersonal
Intrapersonal
Verbal/Linguistic
Skills
Use information
Understanding information
Text Type
Literary
Activity 5: "Answer Me"
Multiple Intelligences
Interpersonal
Intrapersonal
Verbal/Linguistic
Skills
Grasp meaning
Understanding information
Multiple Intelligences
Interpersonal
Body/Kinesthetic
Musical/Rhythmic
Intrapersonal
Verbal/Linguistic
Skills
Translate knowledge into new context
Understanding information
Activity 7: "Pantomime"
Multiple Intelligences
Interpersonal
Body/Kinesthetic
Intrapersonal
Skills
Translate knowledge into new context
Use information
Activity 8: "Copy!Copy!Copy!
Multiple Intelligences
Interpersonal
Body/Kinesthetic
Visual/Spatial
Intrapersonal
Skills
Use information
Understanding information
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.
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.
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?
Formative Assessment
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.)
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.
5. Let them do the activity.
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.
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.
Formative Assessment
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.
Roundup
The children should have identified the rhyming words give other words that rhyme with
the identified words in the poem.
Formative Assessment
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.
Background or purpose
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.
Formative Assessment
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.
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.
Assessment 1
Group Participation Checklist
SAY IT AGAIN
Group Indicators
Each member performed their roles
effectively.
Student Activity 2
RELATE ME
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
Student Activity 3A
A B
Student Activity 3B
Answer:
1. It's the
antonym of U S R O
sweet.
Answer:
2. It's the
O P O
antonym of R
best.
Answer:
3. It's the
antonym of R A A D F I
brave.
Answer
4. It's the
antonym of G B I
little.
The Secret
Author Unknown
Student Activity 5
ANSWER ME
Directions: Write your answers in complete
sentences.
Questions Answer
Assessment 2
Group Performance Rubric
ANSWER ME
Assessment 3
Student Activity 8
Hear and Find Me
2 a.___________
b.___________ 1.___________
a.___________
b.___________ 2.___________
3 a.___________
b.___________ 1.___________
a.___________
b.___________ 2.___________
Assessment 4
Exit Card
HEAR ME READ
Today I learned.................
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
______________________________________________.
I would like to learn more about..........
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
_______________________________________.
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
Assessment 5
Group Performance Rubric
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:
Assessment 6
Peer Assessment Checklist
Name :___________________________________________
Peer: ____________________________________________
Direction: Place a check mark on the appropriate column.
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
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 3. Learning 4. Check for 5. Practice and 6. Closure
Learning Context Activity Sequence Understanding Application
Strategies
Materials and
planning needed
Total time for the Learning Guide Total number of lessons needed for this Learning Guide 8