Lesson Plan in English 2 Q3

Four-Pronged Approach

I. OBJECTIVES
At the end of the week session, the learner must have:

A. Skills
a. Chose the correct visuals that represent the highlighted words.
b. Identified the key themes and major points of the text or story.
c. Identified the differences between sentences and non-sentences.
d. Read words with short e,a,i,o, and u sound in CVC pattern.

B. Insights/ Values
a. Accept others for their characteristics, ideals, friendship, and
humility.
b. Respect individual differences.

II. SUBJECT MATTER

A. Story: The Ugly Duckling

B. Comprehension Skills: Identifying Key Themes and Major Points
Language Structure: Distinguish sentences from non-sentences.
Decoding: Read words with short e, a, i, o, and u sound in
CVC pattern
References: https://youtu.be/mVURQSMiYUE
https://sooperbooks.com/story/the-ugly-
duckling/

C. Materials: Laptop, Pictures, big book, toy eggs

III. LEARNING ACTIVITIES

1. Developing Genuine Love for Reading (GLR)

Pre-reading:

A. Unlocking of Difficulties:

Direction: Choose the correct picture that describes the highlighted words in
the sentences.

1. Pretty yellow ducklings came out of their shells.

2. The duck stayed in the farmhouse.

3. He was a friendly swan after all!

4. The farmer took the Ugly Duckling back to his warm farmhouse.

5. The eggs began to crack.

B. Review of Vocabulary Words:
Directions. Choose the synonyms of the highlighted words in the sentences. Underline your
answer based on the given choices.

1. Pretty yellow ducklings came out of their shells. (Ugly, Beautiful, Happy)
2. The duck stayed in the farmhouse. (Resided, Departed, Rejected)
3. He was a friendly swan after all! (Alone, Single, Outgoing)
4. The farmer took the Ugly Duckling back to his warm farmhouse. (Farmhand, Pilot,
Farmland)
5. The eggs began to crack. (Break, Perfect, Freeze)

C. Motivation

Let’s sing a song!

Six Little Ducks

Six little ducks that I once knew.

Proud ones, happy ones, silly ones, too.
But the one little duck with the feather on her back.
She led the others with a quack, quack, quack.
Quack, quack, quack. Quack, quack, quack.
She led the others with a quack, quack, quack.

Wibble wobble wibble wobble,

Wibble wobble wibble wobble,
Wibble wobble wibble wobble,
Quack quack quack.

Down to the river they would go.

Wibble wobble. Wibble wobble. To and fro.
But the one little duck with the feather on her back.
She led the others with a quack, quack, quack.
Quack, quack, quack. Quack, quack, quack.
She led the others with a quack, quack, quack.

Wibble wobble wibble wobble,

Wibble wobble wibble wobble,
Wibble wobble wibble wobble,
Quack quack quack.

Home from the river they would come.

Wibble wobble. Wibble wobble. Ho hum hum.
But the one little duck with the feather on her back.
She led the others with a quack, quack, quack.
Quack, quack, quack. Quack, quack, quack.
She led the others with a quack, quack, quack.
 Wibble wobble wibble wobble,
Wibble wobble wibble wobble,
Wibble wobble wibble wobble,
Quack quack quack.

Wibble wobble wibble wobble,

Wibble wobble wibble wobble,
Wibble wobble wibble wobble,
Quack quack quack.

Wibble wobble wibble wobble,

Wibble wobble wibble wobble,
Wibble wobble wibble wobble,
Quack quack quack.

Questions:
1. How many ducks are mentioned in the song?
2. Who leads all the ducks?
3. Where did the ducks go?
4. What do the ducks say?

During Reading: (The teacher will read the story using DRTA)

The teacher will read the story and then stop for some scenario to ask the pupils what they
think comes next. This technique ensures active participation in reading and gets the attention of
the pupils. Also, the teacher will present the story with a big book to let the pupils visualize the
scenario even better.

The Ugly Duckling

By: Hans Christian Andersen

Once upon a time a Mama Duck sat on her nest.

“These eggs are taking a long time to hatch,” she thought. But a Mama duck must keep her eggs
warm until they do hatch.

At last, the eggs began to crack. Pretty yellow ducklings came out of their shells. They shook their
little wings and said, “Quack, quack!”

Mama Duck was very happy. They were all so cute.

Mama Duck said, “Come on ducklings, off we go to the pond for your first swim.” Then she
counted them; one, two, three, four, five.

“Oh dear!” she thought, “I should have six ducklings!”

There was one big egg still in the nest. “Oh well,” thought Mama Duck, “I had better sit on my
nest again and wait.”
The next day, the big egg hatched and out came a baby boy duckling. He was much bigger than
the others. He was dark grey and not yellow. And he had longer legs than the others.

One of the yellow ducklings pointed at him, “He doesn’t look like one of us!”

“Such an ugly duckling!” said another.

“That is not a nice thing to say,” said Mama Duck, “he hatched from the same nest as you. Now,
off to the pond for your very first swim.”

The other ducklings quacked, “Ugly! Ugly! Ugly!”

The Ugly Duckling did not know why the other ducklings were being so horrible to him.

Each yellow duckling jumped in the pond and swam behind Mama Duck. The Ugly Duckling
jumped in and started to paddle, too.

“He’s a good swimmer,” Mama Duck thought.

The Ugly Duckling tried to play with his brothers and sisters. But they yelled, “Go away, you are
ugly and grey. And your legs are too long!”

One day, one of the yellow ducklings said to the Ugly Duckling, “We don’t like you and wish you
would go away!”

Then they all quacked, “Go away, go away, go away!!”

The Ugly Duckling was sad. “Maybe I should just go,” he thought to himself.

That night, the Ugly Duckling flew away to the other side of the pond. He met two grown-up
ducks.

“Can I stay with you, please?” asked the Ugly Duckling.

“All right”, said one of the ducks, “but just keep out of our way.”

“Woof! Woof!” Suddenly a big hungry dog started chasing the two ducks. They flew up in the air,
and some feathers fell down on the ground.

The poor Ugly Duckling was frightened. The dog sniffed and sniffed at the Ugly Duckling then
turned away.

“I am so ugly that even a big hungry dog doesn’t want me,” thought the Ugly Duckling with a tear
in his eye.
Soon he found a new pond. He looked up and saw a flock of big white birds flying by. They were
the most beautiful birds he had ever seen!
He stayed at that pond all by himself for a long time.

Then winter came and the cold wind and the dark clouds made the poor Ugly Duckling very sad
and lonely.

He had to go into the cold pond to fish, but it was getting hard to swim. The lake turned to ice.
One day he felt the water freezing around him and trapping him in the water.

“Oh, I’m so tired!” he thought, paddling hard. The ice got thicker and thicker.

Suddenly two big hands picked him up.

“You poor little thing!” said a farmer. He took the Ugly Duckling back to his warm farmhouse.

For the rest of that winter, the kind farmer looked after the Ugly Duckling.

Then spring came.

“Time for you to go to the pond to swim again, that’s what you were born to do,” said the farmer.
He took the young bird back to the pond where he had found him and set him down on the water.

“I feel so strong now!” said the young bird to himself, and flapped his wings.

Just then a flock of those same beautiful birds he had seen before landed on the water.

“I know I’m ugly,” he said to them, “so I will go away.” A great big tear rolled down his cheek.

But when he opened his eyes, he saw a reflection in the water. It looked just like one of those
beautiful white birds. Why was it so close to him? He jumped back. And the reflection jumped
back, too.

He stretched out his long neck and the reflection stretched its neck, too.

“We wish you would stay,” said one of the beautiful birds.
“Yes, stay with us!” said another, “we can all be great friends.”

Then he knew just what had happened! He wasn’t an ugly grey bird with funny long legs any more.
He was a beautiful swan after all!

Suddenly, all the other swans flapped their wings and took off into the sky.

“Come with us,” one called back.

So he flapped his beautiful white, swanny wings as fast as they could go and joined his new friends.

The End!
2. Developing Critical and Creative Thinking Skills (CT)

Post-reading Activities:
Engagement Activity 1:
Story Analysis (Class Discussion)

1. How many eggs does Mama Duck have?

2. What egg hatches last?
3. What makes ugly duckling differs from other ducklings?
4. Why did the ugly duckling decide to leave the lake?
5. Who helped the ugly duckling when he experienced freezing in the lake?
6. What did the other animals do when they saw the ugly duckling?
7. If you were the farmer, would you help the ugly duckling? Why?
8. If you have classmates with different colors and characteristics, would you call his/her
ugly?
9. In a line “He wasn’t an ugly grey bird with funny long legs anymore. He was a beautiful
swan after all!”. What is the major point of it?
10. What do you think is the key theme of this short story?

Engagement Activity 2:
The teacher will divide the class into 4 groups. Each group will pick a colored tag. Each colored
tag has a corresponding task. The teacher will let the pupils do their task for 15 minutes and will
allow 4 minutes for each group to present.

Pink Tag
Arrange the given jigsaw puzzle and write a 1-2 sentence description about it.

Yellow Tag
Arrange the given jigsaw puzzle and write a 1-2 sentence description about it.

Blue Tag
Draw a simple picture pertaining to this line.
“The ugly duckling stayed at that pond all by himself for a long time.”

Green Tag
Draw a simple picture pertaining to this line.
“He was a beautiful swan after all.”
Rubrics:
Output 30%
Presentation 30%
Creativity 15%
Teamwork 15%
Cleanliness of workplace 10%
Total 100%

3. Grammar and Oral Language Development

A. Introduction
The teacher will show a chart containing visuals of the story. Then the teacher will
ask the pupil’s what they observe in the visuals.
B. Teaching/ Modelling
a. The teacher will show a set of words that are related to the pictures in the chart.
The pupils will put the set of words beside the chart that they think aligned with it.
To know who will answer, the teacher will use the passing the bouquet technique.
They will use the “Six Little Ducklings” song.
i. He found a new pond.
ii. I feel so strong now.
iii. Big hungry dog
iv. Quack quack

b. The teacher will let the pupils observe the given set of words.
c. After the observation, the teacher will discuss the given set of words using the
lecture-discussion technique. The teacher will ask the following:
1. Based on the first phrase, what does an ugly duckling see?
2. For the second phrase, what does the ugly duckling feel?
3. In the third example, how does the ugly duckling describe the
hungry dog?
4. For the fourth example, what do you think is it?
d. The teacher will discuss the set of words that they read. The teacher will reveal
what numbers are sentences and not.
e. Linking with grammar lessons
The teacher will discuss what makes a set of words sentences and what
makes it not.

C. Guided Practice
Direction: The teacher will give two placards to the pupils. One with a picture of a duck
and one with a picture of a dog. The teacher will instruct the pupils to raise the duck
placard if the given set of words in sentences and the dog if not.

1. so cold
2. the duck
3. Nelia has a duck.
4. July wants a frog.
5. Mary wants to go home.
 D. Independent Practice
Direction: Rewrite the group of words under sentences and non-sentences inside the
black and yellow ducks.

my doll
Belinda wants to sleep.
the egg
The poor girl is sick.
tired

4. Transfer Stage
A. Egg Hunting
The teacher will put toy eggs randomly in the class then the pupils will look at it.
Each egg has a word attached to it. The pupils will read the word in the egg and write the
word on the board based on its corresponding table. Some words are:

Man Ten Pin Dog Fun

Can Tip Run Hen Top

B. Discussion
• How do you classify the words before putting in the board?
• Read the first table, what is the sound of “a”
• Read the first table, what is the sound of “e”
• Read the first table, what is the sound of “i”
• Read the first table, what is the sound of “o”
• Read the first table, what is the sound of “u”

C. List down other example of words with short e, a, i, o, and u sound in CVC pattern.

IV. Evaluation
B. Describe the given pictures using sentences and non-sentences. (direct to ppt)

C. Underline the words with short “a,e,i,o,u” with a CVC pattern in the sentences.
1. The pan is burning.
2. Gen wants a cute pen.
3. Bebe draw a fin of a fish.
4. Rongen has a dog.
5. Jelly runs in a hallway.

V. Assignment
Cut pictures from the magazine and tell something about it. Use words with short
“a,e,i,o,u” in writing a sentences.