Republic of the Philippines

Department of Education
Caraga Administrative Region
Division of Agusan del Norte
Las Nieves District
CASIKLAN CENTRAL ELEMENTARY SCHOOL
P-2 Casiklan, Las Nieves, Agusan del Norte

Lesson Plan in English 3

(Explicit Teaching)

Name of Teacher: NECILDA B. TABUCO Section: ATIS

Learning Area: ENGLISH Time: 8:
Grade level: THREE Date:

I. OBJECTIVES
A. Content Standards demonstrates understanding of grammatical structures of English
to be able to communicate effectively in oral and written forms
B. Performance Standards shows proficiency in constructing grammatically correct sentences
in varied theme-based oral and written activities
C. Learning Competencies/Objectives Use plural form of regular nouns by adding /s/ or /es/ (e.g., dog, dogs;
Write the LC code for each wish, wishes) EN2G-Ig-h-2 .3
II. SUBJECT MATTER
Learning Resources
A. References
1. Teacher’s Guide pages K to 12 Curriculum Guide page 56
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources Pictures, show-me-boards, PowerPoint Presentation
Integration: Arts
III. Procedures Teacher’s Activities Pupil’s Activities
A. Good morning, class Good morning
Setting of Standard Before we start, let me remind you our teacher
classroom rules
1. Sit properly
2. listen to your teacher
3. raise your hands if you want to answer.
4. cooperate during group activity.
5. Keep your classroom clean
B. Introduction/Motivation Show picture of a flower The pupils
observed the
picture

flower flowers

What have you see in the picture? Flower

How many flower in the first box? 1 flower
In the second box, how many flower? 3 flowers
What have you observed in the word flower First box the word
in the first and second box? flower without s
and for the second
 box there is a s in
the word flower.

C. Presenting the Lesson Today We are going learn the plural form of Pupil’s listen to the
regular verb. teacher

D. Modelling
Pupils listen to the
teacher discussion

How many balls are there? 2

How many pencils are there? 3
How many bags are there? 4

“If there are more than one, we will add S in

the noun.” Pupils listen to the
Write the plural form of the animal names in teacher discussion
the pictures.
Say: Most nouns add s to form their plural

Have the pupils give the generalization

Singular- one only

Plural – 2 or more
To form the plural of some noun, we add -S
Example:
ball balls toy toys
cup cups pencil pencils Pupils read the
let the pupils read the words words
E. Guided Practice (Differentiated Instruction)
Group 1 (Fast)
Write the plural form of the nouns.
1. bat ____ 2. Dog _____ 3. Paper ____ Pupils do the
3. Room _____ 5. Table _______ activity
Group 2 (Average)
Match the column A to column B with its
plural form.
A B
1. a. scissors

2. b. trees

3. c. ribbons
4. d. books

5. e. marbles

Group 3 (Basic)
 Encircle the plural objects

F. Independent Practice Add -S to make it in plural form Pupils answer the

activity sheets
1. girl _____ 2.window ______
3. hand _________ 3. Clip ________
5. chalk _________
IV. Evaluation Underline the correct form of the noun Pupils copy their
1. assignment
chair, chairs

2. turtle turtle

3. dog dogs

4. flower flowers

5. bag bags

V. Assignment: Answer activity 81 on LMs

Reflection: Number of students who obtained 80% in
Assessment. _____________
Number of students in need of remediation
tasks -______________

Prepared by:
NECILDA B. TABUCO
Adviser
Grade Level: 2

Subject: English

Duration: 60 minutes

Learning Objective: Students will be able to identify the use of the

articles "a" and "an" in sentences.

Materials Needed:

 Whiteboard and markers

 Flashcards with pictures (objects like apple, banana, umbrella,
etc.)
 Printed worksheets with sentences missing articles
 Craft supplies: colored paper, scissors, glue, and crayons
 Small containers or baskets for sorting activities
 Storybooks that use articles effectively

Standards Alignment:

(Philippines – None)
 Lesson Outline:

1. Introduction (10 minutes)

 Begin the lesson by writing the words "a" and "an" on the
board.
 Ask students if they have seen these words before and invite
them to share their thoughts.
 Explain that "a" and "an" are articles that help us specify
nouns.
 Clarify that "a" is used before words that begin with consonant
sounds (e.g., a cat), while "an" is used before words that begin
with vowel sounds (e.g., an apple).
 Emphasize that students will learn how to use these articles in
sentences and when to choose one over the other.

2. Explicit Teaching with Modeling (15 minutes)

 Display flashcards of various objects. Hold up a flashcard of

an apple. Ask the class:

"Is it ‘a apple’ or ‘an apple’?"

 Guide them to realize that "apple" starts with a vowel sound,

so it is "an apple."
 Continue with another flashcard, like "banana," and repeat the
process. Use several examples (desk, umbrella, elephant,
etc.).
 Write two sentences on the board:
1. "I see a cat."
2. "I have an orange."
 Underline the articles "a" and "an" in each sentence, then
discuss why each article was used.

3. Guided Practice (15 minutes)

 Conduct a group activity where students work together to fill in

the blanks in sentences on the whiteboard.
 Prepare sentences such as:
1. "I need ___ umbrella."
2. "She has ___ dog."
 3. "Look at ___ elephant."
4. "Do you see ___ car?"
 Have students take turns coming up to the board to choose
"a" or "an" to fill in the blanks.
 Encourage classmates to discuss whether the choice was
correct. If they disagree, have a brief discussion to clarify
whenever needed.

4. Independent Practice (15 minutes)

 Distribute worksheets that have sentences with missing

articles. Examples include:
1. "Can you pass me ___ book?"
2. "There is ___ ant on the table."
3. "I want to eat ___ banana."
 Instruct students to fill in the blanks with either "a" or "an."
 Allow them to work independently, but encourage them to
refer back to their notes if they are unsure.
 Collect their worksheets to assess their understanding of
article usage.

5. Engaging Learning Activity: Articles Craft (10 minutes)

 Provide colored paper, scissors, glue, and crayons.

 Have students create an "Article Book." Each page will feature
one article and an illustration of a corresponding object.
 For example, on one page, they can write "a" at the top and
draw a picture of a cat. On the next page, they can write "an"
and draw an apple.
 Allow students time to share their books with a partner or with
the class, explaining their choices and illustrations.

6. Conclusion (5 minutes)

 Bring the class back together and ask students to share one
interesting sentence they created or one illustration they made
in their Article Books.
 Review the rules of using "a" and "an," clarifying any
misunderstandings that arose during the lesson.
 End with a question: "What will you remember about using ‘a’
and ‘an’?"
 Assessment:

 The teacher will assess understanding through the completion

of the worksheets and the Article Books.
 Participation during guided practice and class discussions also
serves as an informal assessment of comprehension.

Follow-Up Activities:

 As an extension, students can take home a small homework

assignment where they must find five objects around their
homes, write down sentences using "a" or "an," and draw
pictures of those objects.

Through this lesson, students will develop a solid

understanding of when to use "a" and "an," and they will
possess the skills to apply this knowledge in their writing and
speaking.
Lesson Plan for Grade 2 English: Understanding
Demonstrative Pronouns

Learning Objectives:

 Students will identify and use the four demonstrative

pronouns: this, that, these, and those in sentences.
 Students will demonstrate their understanding by using each
of the demonstrative pronouns correctly in context.

Standards Alignment:

 Philippine State Standards: Language and Grammar for

Grade 2

Materials Needed:

 Chart paper and markers

 Index cards with pictures of various objects (e.g., a cat, a dog,
a tree, a ball)
 Blank sentence strips
 “Demonstrative Pronoun” worksheet (with fill-in-the-blank
sentences)
 A “Demonstrative Pronouns” anchor chart for visuals
 Small boxes or containers for group activities

Lesson Duration:

 60 minutes

Lesson Procedure:
1. Introduction (10 minutes)

 Begin the lesson by writing the four demonstrative pronouns

on the board: this, that, these, and those.
 Engage students in a brief discussion by asking questions
such as:
o “Who can tell me what a pronoun is?”
o “Have you heard of demonstrative pronouns before?
Where do we use them?”
 Explain: “Demonstrative pronouns are used to point to
something or someone. 'This' refers to one thing that is close,
'that' refers to one thing that is farther away, 'these' refers to
multiple things that are close, and 'those' refers to multiple
things that are farther away.”

2. Direct Instruction (15 minutes)

 Create an anchor chart with pictures that illustrate the four

demonstrative pronouns. For example:
o This – show a picture of a cat (very close)
o That – show a picture of a dog (a little farther away)
o These – show a picture of three apples (close)
o Those – show a picture of three trees (farther away)
 Go through each demonstrative pronoun and describe their
usage with the pictures.
 Provide example sentences for each, emphasizing the spatial
relationships:
o “This is my cat.”
o “That is a big dog.”
o “These are my apples.”
o “Those are tall trees.”
 Ask students to repeat the sentences aloud as a class.

3. Guided Practice (15 minutes)

 Divide the class into small groups and distribute index cards
with various pictures of objects to each group.
 Instruct students to work as a team to create sentences using
demonstrative pronouns related to their pictures.
o For example, if a group has a picture of a tree, they can
decide whether to write: “This is a tree” (if holding up a
 picture of a nearby tree) or “That is a tree” (if pointing out
a tree further away).
 As groups work, circulate around the room to offer assistance
and ensure that they understand the concept.

4. Independent Practice (15 minutes)

 Hand out the “Demonstrative Pronoun” worksheet containing

sentences with blanks.
o Sentences might include: “___ (this/that) is my favorite
toy,” or “___ (these/those) are my crayons.”
 Instruct students to fill in the blanks with the appropriate
demonstrative pronoun based on the context provided in each
sentence.
 After completing the worksheet, have students partner up and
read their sentences to each other, demonstrating their
understanding and usage of the pronouns.

5. Closing (5 minutes)

 Reconvene as a whole class.

 Have a few students share their completed sentences.
Encourage classmates to provide feedback and corrections if
needed.
 Conclude by reinforcing the importance of using
demonstrative pronouns correctly in both spoken and written
language.

Assessment:

 Monitor group activities and participation during guided

practice, noting understanding and ability to use the pronouns.
 Collect the completed worksheets for evaluation, ensuring
students utilized each demonstrative pronoun correctly based
on the context.

Extensions:

 For students needing additional challenges, ask them to

create a short story using at least one of each demonstrative
pronoun.
  For students who are struggling, provide one-on-one support
by using physical objects in the classroom to help them
understand the spatial relationships.

Considerations for Diverse Learners:

 Use visuals and manipulatives to support students with

different learning styles.
 Pair English language learners with supportive partners who
can assist with language explanation and modeling.

This lesson plan ensures that Grade 2 students not only learn about
demonstrative pronouns but also practice their usage in a variety of
contexts, reinforcing their understanding in an engaging manner.
Grade Level: 2
Subject: English
Lesson Title: Understanding Demonstrative Pronouns
Duration: 1 hour
Learning Objective: Students will be able to identify and correctly
use the four demonstrative pronouns ("this," "that," "these," "those")
in sentences.

Materials Needed:

 Whiteboard and markers

 Flashcards with pictures representing various nouns (e.g., a
cat, a dog, a book, and a chair)
 Sentence strips
 Graphic organizers (t-charts)
 Worksheets for individual practice
 Group Activity Chart
 Video clip (2-3 minutes) explaining demonstrative pronouns
(optional)
 Colored pencils or crayons

Location/Standards Alignment:
Philippines State Standards
Lesson Overview:
In this lesson, students will explore the four demonstrative pronouns
("this," "that," "these," "those") through direct instruction, interactive
activities, and group collaboration. They will participate in various
engaging tasks designed to reinforce their understanding and
application of these pronouns.

Lesson Procedure:

1. Introduction (10 minutes)

 Begin with a brief review of nouns. Ask students to recall what

a noun is and provide examples.
 Introduce the concept of demonstrative pronouns as words
that point to specific things. Explain that these words help us
indicate whether we are talking about something that is near
or far, singular or plural.
 Write the four demonstrative pronouns on the whiteboard:
"this," "that," "these," "those."
 Provide simple definitions:
o "This" and "these" refer to things that are nearby.
o "That" and "those" refer to things that are farther away.
 Optionally, show a short video clip illustrating demonstrative
pronouns to engage visual learners.

2. Guided Practice (15 minutes)

 Show flashcards with pictures and ask the students to identify

whether they should use "this" or "that," or "these" or "those."
 Example prompts:
o Hold up a flashcard of a cat. Ask, “Is this a kitten (this) or
a cat far away (that)?”
o Show a group of animals and ask, “Are these animals
close (these) or far away (those)?”
 After an initial group discussion, invite students to come up
one by one to select the correct demonstrative pronoun to
complete a sentence displayed on the whiteboard.

3. Individual Activity (10 minutes)

  Hand out a worksheet that includes sentences with blanks for
the demonstrative pronouns. Example sentences:
o “_______ (this/that) is my favorite storybook.”
o “Can you see _______ (these/those) birds in the tree?”
 Students individually fill in the blanks, then pair up to compare
their answers and discuss why they chose each pronoun.

4. Interactive Group Activity (15 minutes)

 Divide students into small groups and give each group a set of
sentence strips and a graphic organizer (t-chart).
 Instruct each group to come up with two sentences for each
demonstrative pronoun using their sentence strips.
o Example activity instructions:
 Group 1 uses “this” — “This is my lunch.”
 Group 2 uses “that” — “That is my friend’s
backpack.”
 Students will then place their completed sentences on a
designated area of the classroom wall to create a
“Demonstrative Pronouns Gallery.”

5. Closing Discussion (5 minutes)

 Regroup as a class and reflect on the different sentences

created. Ask several groups to share one sentence they
created for each demonstrative pronoun and explain their
reasoning.
 Use this time to clarify any misunderstandings and reinforce
the correct applications of demonstrative pronouns.

6. Assessment (5 minutes)

 Conduct a quick formative assessment by asking students to

hold up a card showing “this,” “that,” “these,” or “those” based
on given prompts. For example, show them a book and ask,
“Which demonstrative pronoun would you use to describe this
book if it’s in your hand?”
 Evaluate their understanding based on their responses during
this activity.

7. Homework (Optional)
  Ask students to observe their environment at home and write
down three sentences that use demonstrative pronouns
correctly. They will bring these sentences to share in the next
class.

Reflection:
After the lesson, reflect on the students' participation and
understanding during activities. Identify areas of strength and areas
that may require further clarification in future lessons regarding
demonstrative pronouns.

This comprehensive lesson plan provides various engaging

activities, ensures alignment with the learning objective, and
facilitates assessment of students’ understanding of demonstrative
pronouns in a fun and interactive way.