English 2 Rhyming Words

BASIC EDUCATION ASSISTANCE FOR MINDANAOLEARNING GUIDE

Grade Two EnglishModule 4 - RHYMES

Second Grading Period

COPYRIGHT NOTICE

Section 9 of the Presidential Decree No. 49 provides: “No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office within the work is created shall be necessary for exploitation of such work for profit.” This material has been developed within the Basic Education Assistance for Mindanao (BEAM) project. Prior approval must be given by the author(s) or the BEAM Project Management Unit and the source must be clearly acknowledged.

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

Information about this Learning GuideRecommended number of lessons for this Learning Guide: 8

Basic Education Curriculum CompetenciesGrade 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.

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• 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 GuideActivity 1: "Say It Again"

Multiple Intelligences

• Musical/Rhythmic

• Intrapersonal

• Verbal/Linguistic

Skill

• Translate knowledge into new context

Activity 2: "Relate Me"


• Interpersonal



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• Intrapersonal


Skills

• Knowledge of major ideas

• Grasp meaning


Activity 3: "Play With Words"


• Interpersonal

• Intrapersonal


Skills

• Grasp meaning

• Understanding information

Activity 4: "Hear Me Read"


• Interpersonal

• Intrapersonal


Skills

• Use information


Text Type

• Literary

Activity 5: "Answer Me"


• Interpersonal

• Intrapersonal


Skills

• Grasp meaning




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• Mastery of subject matter

Activity 6: "Rap Me In"


• Interpersonal

• Body/Kinesthetic

• Musical/Rhythmic

• Intrapersonal


Skills



Activity 7: "Pantomime"


• Interpersonal


• Intrapersonal

Skills


• Use information

Activity 8: "Copy!Copy!Copy!


• Interpersonal


• Visual/Spatial

• Intrapersonal

Skills

• Use information


Key Assessment Strategies• Group Performance Checklist

• Group Performance Rubric

• Peer Assessment Checklist



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Mind MapThe 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 LearningThe 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.

AssessmentAll 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 LearningThis 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 purposeChildren 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.

StrategyCooperative 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 AssessmentProcess the groups participation using Assessment 1 Participation Checklist for “Say It Again” on page 16.

RoundupChildren should have recalled and recited rhymes with correct stress, intonation and pronunciation.

2. Setting the ContextThis 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.

Background or purposeRhymes are interesting to learn. They are fun and children like them because the repeated patterns are pleasant to hear.



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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.

StrategyRhyme 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 AssessmentCheck and process the activity based on these criteria:

Very Good = 4-5 given words

Good = 2-3 given words

Fair = 1 word given

RoundupThe 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 SequenceThis stage provides the information about the topic and the activities for the students. Students should be encouraged to discover their own information.

Background or purposeIn 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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StrategiesSynonym 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 Me”on 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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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.

Formative AssessmentUse 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.

RoundupThe 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 SkillThis stage is for teachers to find out how much students have understood before they apply it to other learning experiences

Background or purposeIn 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.

StrategyGraphic 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?

Formative AssessmentUse Assessment 4 Peer Exit Card for “Hear and Find Me” on page 27.



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RoundupThe children should have identified the rhyming words give other words that rhyme with the identified words in the poem.

5. Practice and ApplicationIn this stage, students consolidate their learning through independent or guided practice and transfer their learning to new or different situations.

Background or purposeIn 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.

StrategyRebus 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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Formative AssessmentAssess the activity using Assessment 5 Group Performance Checklist for “Show Me A Picture” on page 38.

RoundupThe children should have given the words and read the rhymes with rebuses.

6. ClosureThis 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 purposeIn this concluding activity ,the children will be made to copy the poem accurately, legibly and neatly with correct punctuation, capitalization and spelling.

StrategyCopying 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 AssessmentTo assess use Assessment Checklist 6 ,Peer Assessment Checklist for “Copy! Copy! Copy!” on page 39.

RoundupTo 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 Teacher’s Guide)

The ways I will evaluate the success of my teaching this unit are

1.

2.

3.



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Assessment 1Group 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

A baseball _________.

6. I can read a book.

I can learn to __________.

2. Our team is the best.

Our team never ____________.

7. He hit the can,

With his __________.

3. I can walk a wiggle,

That makes you_____________.

8.The old man has a car

But it doesn't go ___________.

4. The moon tonight,

Is full and ___________

9. Before the games begin'

We will know that we will_________.

5. Sid, the snake,

Likes to make _________.

10. Little boys went to play,

Out in the park one sunny_________.



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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 B

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

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.

Answer


U S R O

O RP O

G B I

A A D FR I


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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 aboutThe 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 2Group Performance Rubric

“ANSWER ME”

Group's Number

Indicators Very Good Good Needs Improveme

nt

Number of Correct Answers

All answers correct.

2-3 correct answers

were given.

Only 1 correct answer given.

Mechanics Text written with no error in spelling,

punctuation etc.

2-3 errors found.

Impairs readability.

Vocabulary Good number of vocabulary

used.

Some vocabulary used were

not appropriate

.

Vocabularies used not

appropriate.



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Assessment 3

Group Performance Rubric

“RAP ME IN AND PANTOMIME”

Group Number

Creativity of presentation

40%

Elocution ( clarity of

words/actions)

35%

Audience Impact

25%

TOTAL POINTS

100%



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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

Words that Rhymes with the identified words

1 a.___________b.___________a. ___________b.___________

1. __________

2. __________

2 a.___________b.___________a.___________b.___________

1.___________

2.___________

3 a.___________b.___________a.___________b.___________

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

clock

clock

one

down

2.bird

clock

clock

two

3.dog

clock

clock

three

4.bear

clock

clock

door

5.bee

clock

clock

four

door

6,hen

clock

clock

six

7.cat

clock

clock

seven

8.horse

clock

clock

eight

cake

9.cow

clock

clock

nine

10 frog

clock

clock

ten

11.snake

clock

clock

eleven

12. snai

clock

clock

twelve

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



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Assessment 5Group 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:



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Assessment 6Peer Assessment Checklist

“COPY! COPY! COPY!”

Name :___________________________________________

Peer: ____________________________________________

Direction: Place a check mark on the appropriate column.

Indicators Very Good

100%

Good

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



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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 Learning

2. Setting the Context

3. Learning Activity Sequence

4. Check for Understanding

5. Practice and Application

6. Closure

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 8


English 2 Rhyming Words

Documents

Transcript of English 2 Rhyming Words