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Subject: English
Semester: 2
Period: 4
Week: 23
School Name:
Teacher’s Name:
Subject: English Language
Grade Level: Grade 3
Date: Week 23
Lesson Duration: 45 minutes
Week & Period: Week 23, Period 4
Topic: Integrated Practice
Sub-topic: Writing Application with Grammar and Vocabulary
Learning Objectives
By the end of the lesson, students should be able to:
Demonstrate understanding of skills from Weeks 19–22
Write a short informational piece or persuasive paragraph
Apply correct grammar and vocabulary in context
Present ideas orally and in writing
Previous Knowledge
Students already know:
How to read nonfiction texts and identify main ideas
Nonfiction features, pronouns, subject-verb agreement, synonyms, antonyms, compound nouns
Instructional Materials
English Language textbook for Grade 2
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Review vocabulary, grammar, and nonfiction features from Weeks 19–22 through a quick class quiz
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
1. Teaching and Modeling
Step 1: Recap and Connect Prior Learning (5 mins)
Before diving into the writing task, review key grammar and vocabulary concepts:
- Main idea: The central thought of a paragraph.
- Example: “My family loves going to the beach.”
- Supporting details: Sentences that explain or give examples about the main idea.
- Examples: “We pack sandwiches and fruit.” / “My brother builds sandcastles.”
- Synonyms and antonyms:
- happy – joyful (synonym), cold – hot (antonym)
- Pronouns:
- he, she, they, it, this, that, mine, yours
- Compound nouns:
- football, raincoat, classroom, toothbrush
Step 2: Model Writing an Informational Paragraph (10 mins)
Write a short paragraph on the board, thinking aloud to explain your choices.
Example Paragraph (Modeled Writing):
My classroom is a fun place to learn. It has a big blackboard, many books, and a computer. We use our time wisely and stay happy. If someone is sad, we help them feel better. This makes our class joyful. I like my classmates because they are kind. We read stories together and help each other. Everyone has their own seat and pencil box. Our teacher is smart and always helps us learn new things.
✔ Highlight:
- Main idea: My classroom is a fun place to learn.
- Supporting details: Examples of what makes the classroom fun
- Synonyms: happy → joyful, smart → clever
- Antonyms: sad ↔ happy
- Pronouns: we, our, they, them, I
- Compound nouns: blackboard, classroom, pencil box
Point out how all parts of the lesson so far come together in this paragraph.
- Learners’ Activities (Expanded)
Activity 1: Independent Paragraph Writing (10 mins)
✔ Learners choose a topic from the board:
- “My Favorite Place”
- “Why I Like My School”
- “A Fun Day with My Family”
Instructions:
- Write a 6–8 sentence paragraph.
- Include:
- 1 main idea
- At least 2 supporting details
- 2 synonyms and 2 antonyms
- 2 pronouns
- 2 compound nouns
Reminders for Learners:
- Start with a capital letter.
- Use punctuation marks.
- Stay on topic.
- Use new vocabulary correctly.
Activity 2: Peer Review and Editing (5 mins)
✔ Exchange paragraphs with a partner.
Peer Review Checklist (on board or worksheet):
- Is there a clear main idea?
- Are there at least 2 supporting details?
- Are compound nouns used correctly?
- Are synonyms/antonyms used?
- Are pronouns correct?
- Check for spelling and punctuation.
Learners make corrections in pencil, then return work.
Activity 3: Oral Reading in Small Groups (5 mins)
✔ In groups of 4:
- Each learner reads their paragraph aloud.
- Group members listen and give 1 praise and 1 suggestion.
- Example: “I liked your use of ‘joyful’ instead of ‘happy.’ Maybe add one more supporting detail.”
- Assessment Checks
✅ Teacher Observations During Activities:
- Do students use vocabulary and grammar accurately in writing?
- Are main ideas clear and well supported?
- Are learners engaging in meaningful peer feedback?
- Is oral reading fluent and confident?
✅ Checklist for Written Work:
- Main idea is clear
- At least two supporting details
- Synonyms and antonyms used correctly
- Pronouns used correctly
- Two compound nouns included
- Spelling and punctuation mostly accurate
✅ Oral Assessment:
- Students read fluently and clearly
- Proper use of vocabulary during peer feedback
- Notes (Expanded & Detailed)
- Writing is a culmination of all the grammar and vocabulary skills learned in prior lessons.
- This lesson helps learners understand that strong writing:
- Communicates a clear main idea
- Uses varied vocabulary (e.g., synonyms, antonyms)
- Follows grammar rules (e.g., pronouns, sentence structure)
- Applies spelling and punctuation accurately
- Encourage learners to write creatively but clearly.
- Use weaker examples as teaching moments for the whole class.
- Homework / Extended Practice
- Option A: Rewrite your paragraph at home using feedback from your peer review and teacher.
- Option B: Write a second paragraph using a new topic and include:
- 1 main idea
- 3 supporting details
- 3 compound nouns
- 2 synonyms and 2 antonyms
- At least 3 pronouns
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Students share what grammar or vocabulary skill helped them most in their writing
Evaluation Method (Expanded)
Exit slip/quiz: Write one synonym, one antonym, and a sentence with correct subject-verb agreement
Teacher will collect slips and provide oral feedback
Assignment (Expanded)
Write a short informational or persuasive paragraph using at least 3 of the week’s target skills
Follow-up Activity
Oral presentation of compositions in the next class
Differentiation / Inclusive Strategies
Provide writing frames for learners needing support
Challenge advanced learners to write longer persuasive essays with multiple grammar features
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low