DAILY LESSON PLAN
NAME: KIM OLIVER C. BANAC SUBJECT: ENGLISH
WEEK &
GRADE & SECTION TIME DATE QUARTER DAY PAGE NO.
NO.
Two: DAGOHOY 8:40 – 9:20 02-03-
26
FOUR 2 DAY 1
I. OBJECTIVES
A. Content Standards The learners demonstrate ongoing development in
decoding high frequency words and content-specific
vocabulary; understand and create simple sentences in
getting and expressing meaning about their environment
and content-specific topics.
B. Performance Standards The learners use their developing word knowledge to
recognize sight words; decode high frequency words and
content-specific vocabulary; use simple sentences to
express ideas and narrate personal experiences about
their environment and content-specific topics; and read
grade level sentences with appropriate speed, accuracy,
and expression.
C. Learning Competencies/ Objectives EN2VWK-II-1 Identify high-frequency words accurately.
Write the LC code for each EN2PA-I-1
Recognize rhymes in chants, poems, and stories heard.
EN2VWK-I-4 Identify words with different functions.
1. words that label persons, places, things, animals,
events, ideas, and emotions (naming words - nouns)
a. common and proper nouns
b. gender
At the end of the lesson, the learners are expected to:
● identify high-frequency words accurately
● recognize rhymes in poems
● identify words with different functions.
a. common and proper nouns
b. gender
II. CONTENT ● High Frequency Words
● Rhymes
● Poems
● Common and Proper Nouns
● Gender of Nouns.
III. LEARNING
RESOURCES
A. References Behn, Harry. Trees poem. Accessed December 13, 2024.
[Link]
/trees_poem.htm.
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Picture cards, word strips on parts of a tree, cut out parts
of a tree, charts for nouns, and a copy of the poem
IV. PROCEDURES
Present different cutout parts of a tree to the students as
follows:
● roots
● trunk
A. Reviewing previous lesson or ● fruit
presenting the new lesson ● flower
● leaves
● branches
Let the students put them together in their correct
positions.
State that today they will learn about rhyming words in
B. Establishing a purpose for
poems, high- frequency words, common and proper
the lesson
nouns, gender of nouns, and high frequency words.
Discuss the following questions with the students:
1. What thing did you make or put together?
2. Give examples of trees in your neighborhood.
Describe them.
C. Presenting examples/instances of 3. What are the different parts of the tree? Tell what
the new lesson each part is for/ does.
Call 4-5 students to share their responses.
Note to the teacher: List down the ideas of the students
on the board.
D. Discussing new concepts and A. Before Reading
practicing new skills #1 1. Unlocking of Difficulties Present the following
words. Explain the meanings of the following words
using pictures and context clues.
During Spring or the season when flowers bloom and
plants grow, we play outside.
On sunny days, we like the shade of the Mango tree.
We also like to climb and hang on its bows.
When we feel drowsy or sleepy after playing, we rest by
the tree and hear the chirping of the birds. It’s like
listening to a song or a lullaby.
We wake up as the beams or rays of light of the sun hit
our faces.
Note to the artist: Draw a scene depicting the sentences.
Note to the teacher: Point to the parts of the drawing that
refer to the words. Present the list of words and their
meanings to the students afterwards.
2. Motivation- Motive Refer back to the responses
of the students in the language practice task. Remind
them of their ideas and insights about trees, its parts,
and their uses/ functions.
Note to the teacher: Organize the responses of the
students into a Fact Sheet.
Instruct the students to find out more about trees and
their importance as they read the poem for today.
B. During Reading Read the poem with
the students. Model how to read it fluently.
Incorporate actions and gestures to make it more
engaging. Then, instruct the entire class to do a choral
reading.
Trees by Harry Behn
Trees are the kindest things I know,
They do no harm, they simply grow
And spread a shade for sleepy cows,
And gather birds among their bows.
They give us fruit in leaves above,
And wood to make our houses of,
And leaves to burn on
Halloween
And in the Spring new buds of green.
They are first when day's
begun
To tough the beams of morning sun,
They are the last to hold the light When evening changes
into night.
And when a moon floats on the sky
They hum a drowsy lullaby
Of sleepy children long ago...
Trees are the kindest things I know
A. Post Reading
Discuss the following words to questions to the students.
1. Answer the motive question.
Note to the teacher: Add the responses of the students to
the Fact Sheet done in pre-reading so students can see
their new learnings about trees after reading the poem.
Introduce additional ideas like they give us clean air and
help stop flooding.
2. How does the narrator describe trees? Give
reasons to your answer.
3. Do you agree that trees are kind?
Why/ why not?
4. In what way should we treat trees (since they give
us so much)?
E. Discussing new concepts and B. Rhyming Words
practicing new skills #2
Conduct a short review on rhyming words. Refer back to
the poem. Tell the students that rhyming words are used
in poems to add rhythm and
creativity to it as its read aloud. Recite the
poem aloud and let the students identify the
rhyming words. Sample answers: know- grow-
bows Halloween - green begun - sun night -
light sky - lullaby ago - know
C. Group of Activity:
Parts of a Tree
Let the students match the parts of the tree based on
their functions as discussed in class. They may also
refer to the cutout diagram.
F. Developing mastery A. Common and Proper Nouns
(leads to Formative
Assessment 3) Make a brief review of common and proper nouns.
Say:
A tree is a living thing. It is an important part of the
environment.
The word tree is a common noun.
Specific names of trees in our surroundings include
Mango and Narra.
Mango and Narra are examples of proper nouns.
Activity: Modified I Spy
Present pictures of things found in a physical environment
like birds, plants, mountains, rivers, and the likes.
Let them either give a common noun or proper noun to
name each.
For example:
I spy with my little eyes a mountain. The word mountain
is a common noun.
I spy with my little eyes the Mayon Volcano. Mayon
Volcano is a proper noun.
Note to the teacher: Choose real or actual pictures of
animals, places, and waterforms that can be found in the
immediate surroundings of the students. List down the
responses of the students in a chart.
Commo Prope
n r
B. Gender of Nouns
Conduct a brief review of the different genders of nouns.
Say:
A tree is an example of a neuter. It does not have a
gender.
From the chart, let the students identify which ones are
neuter.
Activity: Let’s Pair Up!
Afterwards, give students pictures of feminine and
masculine nouns focusing on animals. Let them find their
pairs and name them. List down their responses in a
chart. Ask them to give other examples they remember.
Examples: hen – rooster
raw - ewe duck - drake
Masculin
Feminine
e
G. Finding practical applications of
concepts and skills in daily living How can you show kindness to trees in your daily life?
Let the students complete the following sentences:
1. Words that have the same ending sounds are called
H. Making generalizations and
____________.
abstractions about the lesson
2. Trees are useful/ important because ____________.
I. Evaluating learning Give a short drill on the gender of nouns. Let the
students complete a chart by sorting words under the
correct heading. Instruction: Write the nouns for each
group.
daughter son child chicken hen
rooster
tree pencil aunt teacher uncle book
student watch parent
lady drake table
Neuter
Feminine
Masculin
e
Common
Homework: Take pictures/ draw the different types of
trees found in your neighborhood. Be ready to talk about
them in class.
J. Additional activities for application
or remediation
Picture cards on the parts of tree or a poster may be
given to students for vocabulary review at home.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
Prepared by: KIM OLIVER C. BANAC
Checked by: GERALDINE O. CALIXTRO
Noted by: JULIETO Y. ENRICOSO
