Lesson Plan

Class: 2 Subject: English

Unit: Lara’s letter Total Time: 8 Hours
Theme: Me and my family
Sharing on Topics:
Major Learning Outcomes:
At the end of the lesson the students will be able to:
1. Identify and describe family members.
2. Write a few sentences about their own family.
3. Create a family profile with relevant details.
4. Write a simple letter, focusing on structure and content.
5. Use apostrophes correctly to show possession.
6. Identify and use the past progressive tense in sentences.
7. Enhance their imagination and creativity through writing and
drawing activities.
8. Improve their communication skills, particularly in speaking and
listening.
9. Collaborate with classmates on family-themed projects.
Soft Skills:
● Imagination
● Creativity
● Communication (speaking and listening)
● Collaboration
Activities to be done in this unit:
-·Write a few sentences about family.
- Making a family profile.
-Write a letter.
-Use apostrophe and an s
-Find past progressive tense
·
Day 1
Time: 1 hour

Objective:
● To sing rhymes.
● To tell about different family members.
● To write the answer reading the given paragraph.
Materials: Slide, Hand out of the Rhymes, My English Book, Exercise
Note Book, Glue.

Soft Skills: Communication (S3.1), Active Listening (S3.4),

Class Assembly (to be carried out only during the 1st period)
Saraswoti Bandana followed by School Prayer
National Anthem
Attendance
Rule Reminder
Sharing

Rhyme (5 minutes)
Teacher will tell the students they are learning new rhymes. Are you
guys excited to learn the rhymes?
Mommy and daddy love me
Grandpa and Granny love me
I love my brother, he loves me
I love my sister, she loves me

Mommy, daddy, grandpa,granny,

brother, sister, and me
Together we make a family
A happy happy family

Teacher will demonstrate it through role playing in the first round.

In the second round, students will sing along with the teachers
Entire class will then sing.
Distribute the song to students and ask them to glue it in their
notebook.
Introduction (10-15 minutes)
Teacher will show pictures and ask who they are and what they are
doing? Then the teacher will select some students and ask the
question: who is in your family? After discussion the teacher provides
the My English Book and asks them to turn page 10.
The teacher will list out the words like -grandmother, grandfather,
father, mother, brother , cat, dog, etc and then read out the words
and students will point out the picture of grandmother.

Writing(20-30 minutes)
Students will write down the words listed out on the white board.

Now the teacher provides the My English Book and asks them to turn
to page 12.

Then let students match the words with the picture then read out the
given words - parents, helping with homework , a black dog, and
village.

Now tell them to turn page 13 and ask the question - What do you see
in the picture? Then let students to read the paragraph about Norbu
and his family-

Norbu lives with his parents. They live in a village. His father Harka
is 35 years old. He plays with Norbu. He is a good father. Norbu's
mother Rima is 33 years old. She helps Norbu with his homework.
She is a loving mother. He has one sister. Her name is Nima. She is
ten years old. Norbu has a pet dog. Its name is Kale. It is a big black
dog. Norbu loves his family very much.
Now the teacher will help students if needed and explain the
paragraph then let the students complete the sentences.

a. Norbu lives with his ___________.

b. His father is _________years old.
c. His __________ helps him with homework.
d. Norbu's _________is ten years old.
e. Kale is a ______________.

Once the students finish writing the words, the teacher asks the
students to share their words. And the teacher writes the words on
the board and asks the students to verify their answers.

Fast finishers-make a picture of the family.

Day-2 Time: 1 hour

Objective:
● To write the details about their family
● To write a few sentences about the picture

Materials: Slide, My English Book, Exercise Note Book, .

Soft Skills: Communication (S3.1), Active Listening (S3.4),

Class Assembly (to be carried out only during the 1st period)
Saraswoti Bandana followed by School Prayer
National Anthem
Attendance

Rule Reminder
Sharing(5 minutes)
Share about the picture they have made of their family and introduce
them.
]
Rhyme (5 minutes)
Mommy and daddy love me
Grandpa and Granny love me
I love my brother, he loves me
I love my sister, she loves me

Mommy, daddy, grandpa,granny,

brother, sister, and me
Together we make a family
A happy happy family

Writing (30 minutes)

Now the teacher provides the My English Book and asks them to turn
to page 14.
Then the class along with the teacher read the words aloud.
Finally, the teacher asks the students to Complete the text about your
family.
Complete the text about your family.

My name is_________.I live in a_______(big/ small) family. My

mother's name is__________. My father’s name is ___________. I have
___________sister/sisters and __________brother/ brothers.

Once the students finish writing the words, the teacher asks the
students to share their words. And the teacher writes the words on
the board and asks the students to verify their answers.

Now the teacher will show a picture and ask students to describe the
picture one by one.

Teacher will ask questions -

What is the picture about?
Who are these people in the picture?
Then the teacher will let students say a few sentences and the teacher
will give feedback.
Now the teacher will distribute the notebook and let students write
about the picture in their notebook.

Additional Work- Write down a short paragraph about your family.

Day-3 Time: 1 hour

Objective:
● To learn the meaning of new words
● Make sentences using new words.

Materials: Slide, Exercise Note Book .

Soft Skills: Communication (S3.1), Active Listening (S3.4),

Class Assembly (to be carried out only during the 1st period)
Saraswoti Bandana followed by School Prayer
National Anthem
Attendance

Rule Reminder
Sharing(5 minutes)
Share about the picture they have made of their family and introduce
them.
]
Rhyme (5 minutes)
Mommy and daddy love me
Grandpa and Granny love me
I love my brother, he loves me
I love my sister, she loves me

Mommy, daddy, grandpa,granny,

brother, sister, and me
Together we make a family
A happy happy family

Explanation(20 minutes)
Teachers will ask students about some new words they have learned or heard
and the word's meaning. Then the teacher will show the slides with different
vocabulary words. Where the teacher will show the picture if possible
practically what the words are trying to say.

In English, snorkeling means an

activity done underwater using
snorkel. This picture shows
someone snorkeling.
The girl is snorkeling underwater using a snorkel.
● Answer this question:
Do you guys also want to go
snorkeling?
Repeat after me snorkeling snorkeling
snorkeling .

B. In English, feed means to

provide food.Do you feed your
dog? Example -He forgot to feed
his dog today.
This picture shows a mother
feeding the baby. Answer this
question:Have you ever been
fed by your mother when you were sick?
Say it with me:feed feed feed.

C. In English, smelliest
means having a
unpleasant odor. Say it
with me: smelliest
smelliest smelliest.
1. This picture shows
the smelliest thing. I
sit next to the
smelliest person in the
room. Answer this question:
What is the smelliest thing you can smell right now?
 D. In English, remember
means to bring back into
the mind from memory;
recall. Say it with me:
remember remember
remember.
This picture shows
someone remembering
something. During my
starting days in this school, I could not remember the
names. Can you make a sentence?

Answer this question:

Do you remember the song we learnt about me and my
family?
E. In English, photograph
means a picture made by using
a camera that records an image
on a surface that is sensitive to
light. Say it with me:
photograph photograph
photograph.
This picture shows the
photographs. The photographer gave back the photograph
of the program to the dancers.
Answer this question:
Can you see the photograph of the waterfall on the
slide?
 F. In English, wildlife means
wild animals that live free of
humans.
This picture shows the
wildlife. The wildlife out
here depends on the water
hole. Answer this question:
Can you see the wildlife animals?
Repeat after me: wildlife wildlife wildlife.

Writing activity (15 minutes)

Teacher will let students write down the meaning of the words that
they learnt in the class.
Additional activity- Read the letter written by Lara.

Day 4
Time: 1 hour

Objective:
● To write spelling for key words
● To read Lara's letter and be able to ask and answers some simple
questions
● Pick specific information from the text after reading.

Materials: Slide and Notebook.

Soft Skills: Communication (S3.1), Active Listening (S3.4)

Class Assembly (to be carried out only during the 1st period)
Saraswoti Bandana followed by School Prayer
National Anthem
Attendance

Rule Reminder
Sharing

Introduction (5 minutes)
[‘Teacher’s model speech: Today we are going to have a dictation of
the given words. Let's just read out the words for 5 minutes then we
will have our dictation. Are you guys ready?]

Spelling Test (20 minutes)

Now the teacher will distribute the notebook and then let students
prepare for the spelling test where students will write down date,
day, numbers. Then students will write down the words while the
teacher will read out the words 3 times.
 1. grandmother
2. grandfather
3. father
4. mother
5. uncle
6. aunty
7. nephew
8. brother
9. sister
10. snorkeling
11. feed
12. smelliest
13. remember
14. photograph
15. wildlife

Discussion (5 minutes)
Teacher will first show a model of the letter and ask students to guess
and share about the letter whether they
have written or seen the letters. Ask
why we write a letter; to whom we can
write a letter.

Introduction (10-15 minutes)

Teachers will have distributed the Nelson English Book and let
students turn page no 55 and look at the picture.
Then the teacher asks:
What can you see in the picture?
What are they doing there? Can you tell the activities in the picture?
Which of them do you like? Have you taken a picture?
Sharing note: Students will share about their activities done in
holiday if possible with pictures.

Now the teacher leads the students to page 54 and asks them to see
the letter and asks them to find the answers of the following?
Who wrote this letter?
Where is this letter written from?
When was this letter written?
Who was this letter written to?
Now the teacher will read out the letter and the students will also
repeat the letter with the teacher.
Question asked in middle-

Why did Aunty Hannah hold Aimee's hand?

What activities did Lara do on her holiday?
How did Aimee feel about the crocodiles? Why?
What did Lara think about the smell of the crocodile
food?
What is Lara planning to do today?
Why does Lara want to take her camera on the boat trip?
 Premier Hotel

Whitehouse

Saturday 11th April

Dear Mum and Dad,

I am having a great week. We have done so many things!

Yesterday we went to Font Hill Beach Park. We went swimming and I

was snorkelling in the sea with Ben, before we then visited a wildlife
centre that had crocodiles. Aunty Hannah held Aimee's hand because
she was really scared. The crocodiles were fed the smelliest food I've
ever smelt but they really liked it!

Today we are going to go on a boat trip. I hope we can spot dolphins!

I must remember my camera so that I can show you some
photographs when I get home.

When we get back to the hotel we are going to play cricket with some
new friends we met on a walk.

I am really enjoying the holiday but I do miss you.

Love

Lara

Additional activity-
Now the teacher will distribute the notebook and then let students list
down the activities that Lara has written in the letter.

1. Visiting Font Hill Beach Park.

2. Snorkeling in the sea with Ben.
3. Visiting a wildlife center that had crocodiles.
4. Going on a boat trip to spot dolphins.
5. Taking photographs to show when she gets home.
6. Playing cricket with new friends met on a walk

Day-5 Time: 1 hour

Objective:
● To demonstrate their understanding of the text by
answering questions.
● To write the answers related to the comprehension.
Materials: Slide, Nelson English Book, Exercise Note Book .

Soft Skills: Communication (S3.1), Active Listening (S3.4),

Class Assembly (to be carried out only during the 1st period)
Saraswoti Bandana followed by School Prayer
National Anthem
Attendance

Rule Reminder
Sharing(5 minutes)
Share about the picture they have brought of the activities they have
done on their holiday.

Rhyme (5 minutes)
Mommy and daddy love me
Grandpa and Granny love me
I love my brother, he loves me
I love my sister, she loves me

Mommy, daddy, grandpa,granny,

brother, sister, and me
Together we make a family
A happy happy family

Discussion (10 minutes)

Teacher will discuss some questions
-What would you enjoy doing?
-What would you not enjoy doing?
-Would you miss your family at home? Why?

Then discuss and ask answer of the question answers.-

a. Who has Lara gone on the holiday?
b. What did they do in the sea?
c. Who was scared of the crocodile?
d. What did they play with their new freinds?
e. Is Lara having a good time?

Once the students finish discussing the answer then tell the answers
of the questions.

Writing time (30-40 minutes)

Now the teacher will distribute the notebook and let students write
down the answers of different questions.

a. Who has Lara gone on the holiday?

→Lara has gone on holiday with her aunt, uncle and cousins.

b. What did they do in the sea?

→In the sea, Lara went swimming and snorkeling.
c. Who was scared of the crocodile?
→Aimee was scared of the crocodile.

d. What did they play with their new friends?

→They played cricket with their new friends.

e. Is Lara having a good time?

→Yes, Lara is having a good time but is missing her mother and
father.

f. What would you enjoy doing?

→ I would enjoy_______________________
→I would enjoy snorkeling and looking for dolphins.
→I would enjoy snorkeling because I have never done that before.

g. What would you not enjoy doing?

→I would not enjoy seeing the crocodiles because they are scary.
h. Would you miss your family at home? Why?
→Yes, I would miss my family because I love being with them.

Now the teacher will let students list down the activities that Lara has
written in the letter.

1. Visiting Font Hill Beach Park.

2. Snorkeling in the sea with Ben.
3. Visiting a wildlife center that had crocodiles.
 4. Going on a boat trip to spot dolphins.
5. Taking photographs to show when she gets home.
6. Playing cricket with new friends met on a walk

Home assignment- Write down the activities you would enjoy in

your spare time.

Day-6 Time: 1 hour

Objective:
● To introduce students to the format and content of a
friendly letter.
● To demonstrate understanding of the letter written by
answering related questions.

Materials: Slide, Nelson English Book, Exercise Note Book .

Soft Skills: Communication (S3.1), Active Listening (S3.4),

Class Assembly (to be carried out only during the 1st period)
Saraswoti Bandana followed by School Prayer
National Anthem
Attendance
Rule Reminder
Sharing(5 minutes)
Share about the picture they have brought of the activities they have
done on their holiday.

Rhyme (5 minutes)
Mommy and daddy love me
Grandpa and Granny love me
I love my brother, he loves me
I love my sister, she loves me

Mommy, daddy, grandpa,granny,

brother, sister, and me
Together we make a family
A happy happy family

Discussion (10-20 minutes)

Teacher will read Lara's letter aloud or display it for
students to read together. They can explain that letters are
written to communicate with someone, whether to share
news, ask questions, or express feelings. Breaking down
the parts of a letter—such as the date, greeting, body, and
closing. Providing examples and models of friendly
letters, tailored to their understanding.
Then the teacher will discuss key elements of a letter: date,
greeting, body (content), closing, and signature.

Now the teacher will let students remember where they

went yesterday, what they did, where, and activities they
have done.
First teacher will show her a letter written by the teacher
about what she has done on her holiday.

Writing time (30-40 minutes)

Now the teacher will distribute the notebook to the
students and let students write down the letter describing
what they did on their holiday.
If necessary, the teacher will provide help by showing the
letter where they can just write the activities they have
done.

Dear ________ (Friend's Name),

Yesterday, I went to ________ (Place). It was so much fun!
I went there with ________ (Who You Went With).
First, we ________ (What You Did) at ________ (Specific
Location). It was really ________ (Adjective) because
________ (Reason).
After that, we ________ (Another Activity) which made
me feel ________ (Feeling). We also had some ________
(Food/Drink) that was really ________ (Adjective).
 I can't wait to tell you more about my day when I see you
next.
Hope to hear from you soon!
Your friend, ________ (Your Name)

Day-7 Time: 1 hour

Objective:
● Students will understand the concept of possessive
nouns.
● Students will correctly use possessive nouns in
sentences.
● Students will identify possessive nouns in a given
text.

Materials: Slide, Nelson English Book, Exercise Note Book .

Soft Skills: Communication (S3.1), Active Listening (S3.4),

Class Assembly (to be carried out only during the 1st period)
Saraswoti Bandana followed by School Prayer
National Anthem
Attendance

Rule Reminder
Sharing(5 minutes)
Share about the picture they have brought of the activities they have
done on their holiday.

Rhyme (5 minutes)
Mommy and daddy love me
Grandpa and Granny love me
I love my brother, he loves me
I love my sister, she loves me

Mommy, daddy, grandpa,granny,

brother, sister, and me
Together we make a family
A happy happy family

Discussion (10-20 minutes)

First teacher will Ask students if they have ever borrowed
something from a friend or given something to a family
member. What words did they use to describe those items (e.g.,
Sarah's book, Mom's car)? Then have a brief discussion about
ownership and belongings.
Then the teacher will explain that possessive nouns show that
something belongs to someone or something. Write "Lara's
Letter" on the board and underline "Lara's" as an example. And
also introduce the possessive noun rule: For singular nouns,
add an apostrophe + s (e.g., Lara's). For plural nouns already
ending in 's', just add an apostrophe (e.g., students'). Teacher
will write several examples of possessive nouns, such as "the
dog's bone," "the teacher's desk," and "the children's toys."
Explain why each example uses an apostrophe to show
possession.
Read a short paragraph from "Lara's Letter" that contains
possessive nouns. Ask students to identify the possessive nouns
in the text and discuss what each one shows ownership of.

Game(10-15 minutes)
Now teacher will explain how students will play ‘Find the
owner game’
Teacher will show some sentences like-
Say who or what the owner is.

1 Ben's holiday

2 the crocodile's food

3 the food's smell

4 Lara's camera

5 Uncle Harry's cricket bat

6 Ben's snorkel

7 Aimee's camera

8 the wildlife centre's crocodiles

Writing (20-30 minutes)

Now the teacher will distribute Nelson English Workbook-2
and let students turn to page no 36.
Now the teacher will let the students write each of these in a
shorter way using a possessive noun.

1 the bat belonging to Dad Dad’s bat

2 the camera belonging to Mum Mum’s camera

3 the snorkel belonging to Aimee Aimee’s snorked

4 the holiday belonging to Lara Lara’s holiday

Day-8 Time: 1 hour

Objective:
● Students will apply the spelling rule (adding er, est
and ed to words that end with y where y change into
i)
● Students will be able to change present progressive
tense to past progressive tense.
●
Materials: Slide, Nelson English workbook, English NoteBook .

Soft Skills: Communication (S3.1), Active Listening (S3.4),

Class Assembly (to be carried out only during the 1st period)
Saraswoti Bandana followed by School Prayer
National Anthem
Attendance

Rule Reminder
Sharing(5 minutes)
Share about the picture they have brought of the activities they have
done on their holiday.

Rhyme (5 minutes)
Mommy and daddy love me
Grandpa and Granny love me
I love my brother, he loves me
I love my sister, she loves me
Mommy, daddy, grandpa,granny,
brother, sister, and me
Together we make a family
A happy happy family

Discussion (10-20 minutes)

First the teacher will ask students if they remember about
changing y into i.
Teacher will remind the children of the following rules:

o For most words, we just add the suffix er, est or ed, for
example: quick, quicker, quickest.

o For most words ending in e we drop the e before adding the

suffix, for example: late, later, latest.

o For most short words containing a single short vowel before

the final consonant, we double the final consonant, for example:
big, bigger, biggest.

Game(10-15 minutes)
Spelling quiz game
Teacher will explain that the teacher will show some of the
words on the slide and students have to guess whether they will
add er, ed or est according to the words each group will get 5
questions.
Now the teacher will also explain about the rules and how to
play the game.
-Students must remain silent while the teacher is speaking.
-Students must wait for their turn.
-Students will raise their hand before answering the questions.
-Students must listen to their friends while their friends are
listening.
Now the teacher will show the words on the slide one by one.
happy-
slimy-
fry-
reply-
frosty-
Chatty-
Set-b(Students will remove the suffix and tell the words by
removing suffixes)
Messiest-
Cried-
Spotteir-
Moodier-
Prettiest-
tried-
Then the teacher will tell the rule when er, est or ed is added to
words that end with y we usually change y into i.
Now the teacher will distribute the Nelson English Workbook-2
where the teacher will let students read out the box given in
page no.37
When er, set or ed is added to words that end with y we usually
change the y to an i. For example
smelly+er=smellier
smelly+est=smelliest
Then the teacher let the student finish the table, adding er and
est to the words ending in y.

+er +est
happy happier happiest
muddy muddier muddiest
funny funnier funniest
grumpy grumpier grumpiest
lazy lazier laziest

Once the students finish writing the words, the teacher asks the
students to share their words. And the teacher writes the words on
the board and asks the students to verify their answers.
Now the teacher will let students to B where students will select any
three words and make sentences.
happy- I am happy to see you.
muddy- The whole garden is muddy.
funny- I like funny jokes.

Once the students finish writing the sentences, the teacher asks the
students to share their sentences. And the teacher writes the sentences
on the board and asks the students to verify their answers.

Now the teacher will move on to the next C adding ed to each word.
1. cry- cried
2. dry-dried
3. try-tried
Once the students finish writing the words, the teacher asks the
students to share their words. And the teacher writes the words on
the board and asks the students to verify their answers.

Now the teacher will explain about past progressive tense

The words was and were help lots of verbs.These verb are called
the past progressive tense.
Then the teacher will show some sentences on the board and
ask students to guess the past progressive tense.

1 Lara was going on holiday.

2 They were staying in a hotel.

3 The crocodiles were eating smelly food.

4 Uncle Harry was snorkelling.

5 Ben and Aimee were playing cricket.

Now the teacher will move students to the next page where
students will underline the past progressive tense.

1 I was writing a letter home.

2 We were watching the crocodiles at the wildlife centre.

3 They were going for a walk.

Once the students finish underlining the words, the teacher asks the
students to share their underlined words. And the teacher underlines
the words on the board and asks the students to verify their answers.

Now students will change the present progressive tense into past
progressive tense.

1 Lara is writing to her Mum and Dad.

→Lara was writing to her Mum and Dad.

2 They are doing so many things.

→They were doing so many things.

3 They are swimming at the Beach Park.

→ They were swimming at the Beach Park

4 Aimee is taking pictures of the crocodiles.

→Aimee was taking pictures of the crocodiles.

Once the students finish writing the words, the teacher asks the
students to share their words. And the teacher writes the words on
the board and asks the students to verify their answers.

Then the teacher will let students complete the sentences with a past
progressive verb.
Here are the completed sentences with the past progressive verbs:

1. Ben and Aimee were swimming in the sea.

2. Uncle Harry was visiting the wildlife centre.
3. Lara’s Mum was writing the letter.

Once the students finish writing the words, the teacher asks the
students to share their words. And the teacher writes the words on
the board and asks the students to verify their answers.
Day-9 Time: 1 hour

Objective:
● Students will be able to write a letter.
● Students will be able to write the letter in letter
format.
Materials: Slide, Nelson English workbook, English NoteBook .

Soft Skills: Communication (S3.1), Active Listening (S3.4),

Class Assembly (to be carried out only during the 1st period)
Saraswoti Bandana followed by School Prayer
National Anthem
Attendance

Rule Reminder
Sharing(5 minutes)
Share about the picture they have brought of the activities they have
done on their holiday.

Rhyme (5 minutes)
Mommy and daddy love me
Grandpa and Granny love me
I love my brother, he loves me
I love my sister, she loves me

Mommy, daddy, grandpa,granny,

brother, sister, and me
Together we make a family
A happy happy family

Watching video(5 minutes)

Teacher will first tell students we are going to watch a video related
to letter writing. https://youtu.be/ctCaLQDWs1Q

Reading (5-10 minutes)

Now the teacher will have distributed the My English Book and let
students turn page no 97. Then the teacher will tell us that we are
going to read the letter which roshan wrote to sanu about his
village. First the teacher will read out loud and students will point
out with their finger and on second time students will read it
together. The tried round students will read out the letter given in
the book turn wise.

25 August, 2019
Kathmandu

Dear Sanu,
Thank you very much for your letter. I am very happy to write
about my village in this letter. My village's name is Nepaltar. It is
in Panchawati Village Body. There is a small market in Nepaltar.
There are some shops and hotels.

There is a bus park. We can take a bus to go to other places. There

are two rivers. We can see mountains from my village. It is a
beautiful place. I love my village very much. Please write me about
your friends next time.
Bye
Roshan

Now the teacher will read out the instructions, discuss and clarify
what they have to do.
Fill in the blanks.
a. This is a _________ .
b. It is written on ___________.
c. Roshan writes this letter to __________ .
d. Roshan is in ___________ now.
e. Roshan loves his ___________much.
Once the students finish writing the words, the teacher asks the
students to share their words. And the teacher writes the words on
the board and asks the students to verify their answers.

Now the teacher will move students to page no 98 As they just wrote
a letter previously, the teacher connects what are the main parts of the
letter. Now the teacher will discuss the letter they are going to write
and list out the points that they are going to write in the letter. Now
the teacher will ask students to complete the letter.

Home assignments- Draw a beautiful picture of your village.