DLP English 2
DLP English 2
LESSON
PLAN IN
ENGLISH 2
(First Quarter)
DETAILED LESSON PLAN (DLP) DEVELOPMENT TEAM
ii
16. Hazel B. Clores T-III Writer
17. Chona R. Abenir T-III Writer /Demo Teacher
18. Emilia A. Almoguerra MT-I Writer
19. Alberto O. Macuha Jr. T-I Demo Teacher
20. Myra V. Cantiller T-I Demo Teacher
21. Arlene M. Bentor Demo Teacher
22. Marilou B. Legal T-III Demo Teacher
23. Maruja S. Sancho T-III Demo Teacher
24. Richelle V. Dolores T-III Demo Teacher
25. Grace G. Macadat T-III Demo Teacher
26. Alice D. Pillejera T-III Demo Teacher
27. Nelly C. Mendoza T-III Demo Teacher
28. Rubelyn T. Ramirez T-I Demo Teacher
29. Carina S. Verdida T-III Demo Teacher
30. Sherwin T. Lim T-III Demo Teacher
31.Albina A. Saul T-III Demo Teacher
32. Rodaflor R. Gunhuran T-I Demo Teacher
33. Marnelle L. Dela Cruz T-I Demo Teacher
34.Edna M. Basas T-III Demo Teacher
35. Nila B. Villaceran T-I Demo Teacher
36.Nikki R. Rosero T_I Demo Teacher
37. Geraldine Patalinghug T-I Demo Teacher
38. Angelita D. Rebaya T-III Demo Teacher
39. Jeanette M. Guardame T-III Demo Teacher
40. Charmaine Bernadette M. Alba T-I Demo Teacher
41. Rowela M. Mahinay T-I Demo Teacher
42. Jonalyn E. Oliva T-1 Demo Teacher
43.Dina C. Liao T-I Demo Teacher
44. Marilou P. Cervantes T-I Demo Teacher
iii
45. Virginia Hernandez T-I Demo Teacher
46. Eva D. Colina T-I Demo Teacher
47. Maribel R. Sandig T-III Demo Teacher
48. Grace Pacheco T-I Demo Teacher
49. Carmencita Musa T-III Demo Teacher
50. Luz C. Villamor T-III Demo Teacher
51. Ma. Liezel R. Sapid T-II Demo Teacher
52. Margie O. Rosales T-I Demo Teacher
53. Shiela P. Bulan T-I Demo Teacher
54. Evella D. Empleo T-I Demo Teacher
55. Dolly Jean S. Patinggan T-I Demo Teacher
56. Joy G. Lauta T-I Demo Teacher
57. Billy Q. Hermosa T-I Demo Teacher
58. Cristina L. Yusi T-I Demo Teacher
59. Ruby C. Del Rosario T-I Demo Teacher
60. Nelia D. Tellermo T-III Demo Teacher
62. Sonia A. Manlapaz T-III Demo Teacher
63. Ronel P. Abejuela T-III Demo Teacher
64. Arlene D. Baril T_I Demo Teacher
65. Ena A. Gadia T-III Demo Teacher
66. Rorie A. Antonio T-III Demo Teacher
67. Fe A. Bujaue T-III Demo Teacher
iv
TABLE OF CONTENTS
CONTENT PAGE
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Week 10 Day 1 -------------------------- 263
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ix
School Grade Level Grade II
Teacher Learning English
Area
Time & Date Week 1, Day 1 Quarter 1
I. OBJECTIVES
Demonstrate understanding of grade level appropriate words
A. Content Standard used to communicate inter-and intrapersonal experiences,
ideas, thoughts, actions and feelings.
B. Performance Independently takes turn in sharing inter and intra personal
Standard experiences, ideas, thoughts, actions and feelings using
appropriate words.
C. Learning Talk about oneself and one’s
Competencies/ family. EN2OL-IF-j-1.3 (Oral
Objectives) Language)
Introducing oneself and one`s family
II. CONTENT Values Integration: Love for a family
III. LEARNING
RESOURCES
A. Reference
1. Teacher’s K-12 CG p. 21
Guide pages
2. Learner’s Let`s Begin Reading in English p. 2
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning Area
(LR) Portal
B. Other Learning Girl image, family tree, pictures, charts, dialogue, family tree,
Resources graphic organizer
1
Ask: Ask: Who among you are
Do all children have names? seven years old?
Why? What do you like to do?
Hi! I am Rene C.
Lopez. I am seven
years old. I love to
sing and dance. I
came from
Guinbanuahan
Elementary
School. My father
is Jose C. Reyes.
2
C. Presenting Show a picture of a family tree. Show a picture of a family
examples/instanc (Use PPT if possible) tree. (Use PPT if possible)
es of the new
lesson Reyes Family Reyes Family
Reynaldo Yolie
Father
Mother Reynaldo Yolie
Father Mother
Trisha
Sister Trisha
Sister
D. Discussing new Say: “This is a family tree.” Say: “This is a family tree.”
concepts and Ask: “Who are the members of Ask: “Who are the members
practicing new the family tree?” of the family tree?”
skill #1
Values Integration: Values Integration:
What will you do to show W what will you do to show
Y our love to your family? Y our love to your family?
3
1. Vincent is my .
2. Reynaldo is my .
3. Yolie is my beloved .
4. Trisha is my .
5. This is my This is Yolie.
. She is Nikka`s .
4
G. Finding practical It`s Pageant Time: Teacher show pictures of the
applications of daily activities of a child. Let
concepts and Divide the class into five the pupils say something
skills in daily groups and ask one about it.
living representative from each to
join a five minute-pageant Picture of a child who
wherein candidates will brushes her teeth.
introduce themselves in front.
Template 1. She her
teeth.
5
Telling about something in Telling about something in
His/her life like his name, age, his/her life like his name, age
parents etc. parents etc.
I. Evaluating Let the pupils accomplish the Let the pupils accomplish the
Learning worksheet below. Ask each worksheet below. Ask each
pupil to come in front and talk pupil to come in front and talk
something about her/himself something about her/himself
based on what he/she has based on what he/she has
written. written.
6
J. Additional Paste a family picture on your Paste a family picture on your
activities for notebook and tell something notebook and tell something
application and about your family. about your family.
remediation
V. REMARKS
VI.REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment.
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.
F. Which of my
teaching strategies
worked well? Why
did these work?
G. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
7
School Grade Level II
Teacher Learning Area English
Time & Date Week 1, Day 2 Quarter First
I. OBJECTIVES
A. Content Demonstrate understanding of text elements to see the
Standard relationship between known and new information to
facilitate comprehension.
B. Performance Correctly presents text elements through simple
Standard organizers to make inferences, predictions and
conclusions.
C. Learning Listen to a variety of media including books, audiotapes,
Competencies/ videos and other age-appropriate details pertaining to: a.
Objectives character b. settings c. events.
EN2-OL-Ia-j.1.1 (Oral Language)
barked
barked
8
back yard
backyard
surprised
surprised
Ask:
Ask:
When do you
When do you celebrate your
celebrate your birthday?
birthday?
Do you also have
Do you also have cake
cake on your birthday?
on your birthday?
9
D. Discussing new Read and let the pupils listen Read and let the pupils
concepts and to the story entitled “Ana`s listen to the story entitled “
practicing New Birthday” (Refer to LM, Let`s Ana`s Birthday” (Refer to
skill #1 Aim p.3). LM, Let`s Aim p.3).
10
4. If one of your
family members
will celebrate their
birthday. What will
you do to show
your love for
her/his?
E. Discussing new Read again the story and fill Readagain the story and
concepts and in the blanks in the semantic look for the title,
practicing new web with appropriate characters, setting and
skill #2 information about the story. events. Match Column A
with Column B.
Setting
Characters :
A B
1.Charact a. Ana’s
ers family
surprise her
in her
Title of the birthday
Story:
2.Setting b. Ana’s
birthday
e. garden
11
In a garden, there was In a garden, there
once a caterpillar who was once a caterpillar
dreamed to be a butterfly. who dreamed to be a
She ate a lot of leaves butterfly. She ate a lot
until she grew big. One of leaves until she grew
day, the caterpillar made a big. One day, the
cocoon it stayed there for caterpillar made a
a while. After many cocoon and it stayed
weeks, the cocoon there for a while. After
popped up and a beautiful many weeks, the
butterfly came out of it. cocoon popped up and
The caterpillar turned into a beautiful butterfly
a very beautiful butterfly. came out of it. The
caterpillar turned into a
very beautiful butterfly.
Group 1: Draw Me
Story map
Draw the character in
the selection.
Group 2: Where Am I?
Illustrate the place
where the character
Character Setting lives.
Last event
12
Group 3: What
Happened?
Arrange the pictures as
they happened in the
story. Write number 1-3
in the box.
Template
Template
Character:
Character:
Setting:
Setting:
Event:
Event:
13
H. Making Ask: Ask:
generalizations
What makes up a story? How many elements does
and abstractions
a story have?
about the lesson How do these elements
differ from each other? What are these elements?
1. Characters: 1. Characters:
2. Setting: 2. Setting:
3. Event1: 3. Event1:
4. Event2: 4. Event2:
5. Event3: 5. Event3:
14
J. Additional Identify the characters, Identify the characters,
activities for setting and events. setting and events.
application or
remediation
Carlo planted seeds in the Lina is in the garden.
backyard. Every day he She planted roses and
watered the seeds. After yellow bells. After
many days the seeds planting she watered it.
sprouted. Carlo was very
happy when he saw the
small plant.
Characters: Characters:
Setting: Setting:
IV. REMARKS
V. REFLECTION
VI. OTHERS
I. No. of learners
who earned 80%
on the formative
assessment.
15
II. No. of learners
who require
additional
activities for
remediation.
III. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
IV. No. of learners
who continue to
require
remediation.
V. Which of my
teaching
strategies
worked well?
Why did these
work?
VI. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
VII. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?
16
School Grade Level II
Teacher Learning Area English
Time & Date Week 1, Day 3 Quarter First
I. OBJECTIVE
A. Content Standard Use familiar vocabulary to independently express ideas
in speaking activities.
A. Reviewing Let the pupils sing the Let the pupils sing the
previous lesson or alphabet song. alphabet song.
presenting the new
lesson Aa Bb Cc Dd Ee Aa Bb Cc Dd Ee
Ff Gg Hh Ii Jj Ff Gg Hh Ii Jj
Kk Ll M Nn Oo Kk Ll M Nn Oo
m m
Pp Qq Rr Ss Tt Pp Qq Rr Ss Tt
Uu Vv W Xx Yy Uu Vv W Xx Yy
w w
Zz Zz
Ask: How many letters are Ask: How many letters are
there in the English there in the English
Alphabet? Alphabet?
17
C. Establishing a (Use PPT) (Use PPT)
purpose for the Using audio-visual Using audio-visual
lesson presentation let the pupils presentation let the pupils
watch the alphabet and watch the alphabet and
how it is sound. how it is sound.
ba
b ll
Nn
Dd Ii
Oo
Ee Jj
18
practicing new skill and give its beginning
#2 letter.
Call pupil-volunteers to
participate in the activity.
Teacher flashes pictures
while pupil contestants
give its beginning sound.
The first to give the
correct sound gets the
point. The contestant with
the most points wins the
race.
rat king
pig owl
cat hut
19
G. Developing Group the class into three. Group the class into two
mastery (leads to Then, provide each group groups. Then, provide each
formative with task card. group with task card.
assessment 3)
Group 1: Encircle the word Group 1: Box the letter that
that has the same will complete the name of
beginning letter sound as the following objects.
the given letter.
Bb
ish
s f m
ball bag
utterfly
cat t n b
a e o
utterfly f sh
r bbit
a e o
Bb
fro d g
20
rabbi
H. Finding practical Fill in the chart with name Play a song while passing
application of of things found in our on a box. Then as the music
concepts and skills community that start with stops, pupil holding the box
in daily living the given letter sound. will get a strip of paper
inside it. The pupil will give a
word having the same
beginning, middle or final
letter sound that appears on
the strip of paper.
21
Remember: Remember:
Each letter has its own Each letter has its own
L letter sound. L letter sound. Learning
Learning the letter the L letter sounds help
sounds help us in us in W writing words
writing words correctly. correctly.
3. map (Beginning
Letter Sound) dog
5. pig
(Final Letter Sound)
IV. REMARKS
22
V. REFLECTION
VI. OTHERS
23
School Grade Level II
Teacher Learning Area ENGLISH
Time & Date Week 1, Day 4 Quarter First
I. OBJECTIVES
A. Content Standard Demonstrate understanding of concepts about print.
B. Performance Correctly identifies book parts and follows reading
Standard conventions.
C. Learning
Competencies/ Recognize environmental print.
Objectives
(Write the LC code EN2-BPK -Ia-3 (Book & Print Knowledge)
for each)
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. .Teacher’s Guide
pages
2. Learner’s Materials Let`s Begin Reading in English p. 353-354
pages
3. Textbook pages
4. Additional Materials
from Learning Area
(LR) Portal
B. Other Learning Pictures of environmental prints, school map, audio
Resources material
24
C. Presenting Study the school map at Study the school map at
examples/instances of the left. the left.
the new lesson
(Note to (Note to the
the teacher:
teacher: Map can
Map can also be
also be found on
found on p.353 of Let’s p.353 of Let’s Begin
Begin Reading English 2) Reading English 2)
No Littering
No Parking
PWD Lane
Slow Down
Slow Down
A B A B
1.
PWD PWD
Lane a. No 1. Lane a. No
Parking Parking
2.
Female b. No 2. Female b. No
Rest-
Littering Rest-
Littering
room room
3.
Stop c. PWD 3. Stop c. PWD
Lane Lane
No No
4.
Parking d. Stop 4. Parking d. Stop
No No
Littering e.Female 5. Littering e.Female
Rest room Restroom
26
VII. REFLECTION
VIII. OTHERS
27
School Grade Level II
Teacher Learning Area English
Time & Date Week 1, Day 5 Quarter First
I. OBJECTIVES
28
Note to the teacher:
Teacher may show pictures
as she gives answers to the
riddle.
29
E. Discussing new Suggested discussion Suggested discussion
concepts and questions: questions:
practicing new
skill # 2 1. What did you 1. What did you
observe with the observe with the
TV host? guest? TV host? guest?
2. How did they talk 2. How did they talk
with each other? with each other?
3. Describe their 3. Describe their
facial expressions. facial expressions.
4. Were their voices 4. Were their voices
pleasant to hear? pleasant to hear?
Why or Why not? Why or Why not?
5. Did they 5. Did they
understand each understand each
other? other?
6. How did you say 6. How did you say
so? so?
7. How did the 7. How did the
conversation end? conversation end?
30
F. Developing Act Me Out:
mastery (leads to Choose pupils to act It`s Acting Time:
formative out the given situation. Two pupils will pick a
assessment 3) strip of paper for the
Suggested situations: dialogue that they will
1. Supreme Pupil perform.
Government (SPG)
Election Campaign
A pupil who meet his
2. 5-Minute Pageant
teacher on the way to
Note to the teacher:
school.
Teacher may also scaffold Pupil: Good morning
by providing dialogue ma`am!
templates for the activity if Teacher: Good
the pupils found it difficult morning too Alvin.
coming up with a script. How are you today?
Pupil: I`m good, thank
you.
31
Name: 1 2 3 4 5
Name:
Perform
1 2 3 4 5 the
Perform dialogue
the excellen
dialogue tly
excellently Recite
. the lines
Recite the correctly
lines .
correctly. Delivere
Delivered d the
the lines lines
dramatically
32
Demonstra dramatic
te proper ally.
intonation. Demonst
Good rate
posture and proper
facial intonatio
expressions n.
Good
posture
and facial
expressio
ns.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80
% on the
formative
assessment.
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
33
worked well?
Why did these
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?
34
School Grade Level Grade Two
Teacher Learning Area English
Time & Date Week 2, Day 1 Quarter First
I. OBJECTIVES
A. Content Demonstrates understanding of English words used to
Standard communicate inter- and intrapersonal experiences,
ideas, thoughts, actions and feelings.
III. LEARNING
RESOURCES
A. References K to 12 Curriculum page 21
1. Teacher’s Guide
pages
2. Learner’s
materials pages
3. Textbook pages English in Expressways Reading and Language 1
p.16 & 19
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Puppets (a boy and a girl)
Resources
IV. PROCEDURES Advanced Learners Average Learners
A. Reviewing Get a partner. Introduce yourself to your partner. Say
previous lesson your name, age and your ambition.
or presenting
the new lesson
B. Establishing a Show a puppet of a girl and boy.
purpose for the Say: I have a puppet here.
lesson Ask: What can you say about the puppet? Introduce
Marco and Dina.
35
C. Presenting Listen as the teacher says what Marco and Dina
examples/instan are saying.
ces of the new (Use the puppet in presenting)
lesson
Have the pupils read what Marco and Dina said.
The boys will read about Marco.
The girls will read about Dina.
Pictur Pictur
e of a e of a
boy. girl.
Example:
I am Tobing.
I am a boy.
I am 8 years old.
I live in Narangasan.
I love to play chess.
Say:
I am Tobing. I am a boy. I am 8 years old. I live in
Narangasan and I love to play chess are example of
simple sentences because it has a complete thought.
36
Say: If the group of words that you will hear is a
simple sentence you will clap your hands, if it is not
you will stomp your feet.
Example:
1. I like to read books.
2. eat fruits
3. I love pets.
4. my mother
5. I have a shiny hair.
Hi! .
My name is .
I am .
I am years old.
I am years old.
I love watching .
How about you? I love to play .
Picture
Picture of a boy.
of a girl.
Pictur
e of a
Hello! I am .
girl.
Nice to meet you .
I am also years old.
I am in Grade .
Pictur
e of a
girl.
37
Pict Hi! and .
ur e Can you be my friend?
of a I am .
boy. I love to play
.
Do you want to play with me.
Pict
ur e
of a
Group 3: Color is Cool! girl.
I love
reading
your friend
a girl
My father
I am happy
is Dante.
today.
38
Group 4: I Fill It!
I went to Masbate.
My mother is happy.
an airplane
toy car
39
I. Evaluating learning Advanced Learners Average Learners
Game: Write ( / ) on your paper if
Search for Mr. and Ms. the group of words is a
Hyacinth (optional you sentence and (X) if not.
can change the title)
1. My bag is big.
Process: 2. I brush my teeth
a. Do the production every day.
number only. 3. I always wear clean
b. Have the clothes.
contestants/pupils 4. go to school
introduce themselves. 5. my hands
Example:
They will tell their
name, age, name of
parents, address and
ambition.
VI. REFLECTION
VII. OTHERS
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.
40
E. Which of my
teaching strategies
F. What difficulties
did I encounter
.Which my
principal or
supervisor can
help me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
41
RUBRIC FOR PERFORMANCE TASK
English 2
First Quarter
Week 2 – Day 1
42
School Grade Level Two
Teacher Learning Area English
Time & Date Week 2, Day 2 Quarter First
I. OBJECTIVES
A. Content Standard Demonstrates understanding of paragraph
development to identify text types.
II. CONTENT
III.LEARNING
RESOURCES
A. References K to 12 Curriculum Guide pages 21-22
1. Teacher’s Guide
K to 12 TG pages 45-46
pages
2. Learner’s materials
K to 12 LM pages 59-62
pages
3. Textbook pages
4. Additional Materials
from Learning
Let’s Begin Reading in English p. 45
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES Advanced Learners Average Learners
A. Reviewing previous Ask the pupils to tell the class about the stories told
lesson or by their parents/other family members about fishes
presenting the new or other sea creatures.
lesson
Valuing: Caring of sea creatures and protecting our
natural resources.
B. Establishing a Ask the pupils to identify the Ask the pupils to
purpose for the events that happened in the identify the events
lesson story, “Swimmy”. (Not that happened in the
43
necessarily in correct story, “Swimmy”.
sequence) (Not necessarily in
a. Do you still correct sequence)
remember the story I a. Do you still
read to you remember the
yesterday? story I read to
b. Give one event that you
happened in the yesterday?
story. b. Give one
Write on the board the event that
answers of the pupils, happened in
regardless it is in phrase or the story.
sentence.
C. Presenting Let the pupils read the What are the events
examples/instances words written on the board, that happened in the
of the new lesson then have them sequence story? Pick a picture
the event s that happened and talk about it
in the story (Swimmy). following the correct
sequence as it
happened in the
story.
Example:
a black little fish
44
like a giant fish
in a corner of the sea
Ask:
What did you notice in Column 1 and Column 2?
Say:
The groups of words in column 1 are called
phrases because they do not have a complete
thought and they always start with a small letter.
While in column 2, are sentences because they
have a complete thought and they start with a
capital letter and end with a period.
45
Group 3: Using these pictures they will be guided to
act out the events in the story.
G. Finding practical
applications of concepts Write in the box the numeral 1-3 to sequence the
and skills in daily living actions.
Picture of
Picture of a Picture of
a boy
boy a boy
wearing
wearing his taking a
shoes and
uniform ready to go bath.
to school
H. Making generalizations
and abstractions about 1. What are the things that we should remember in
the lesson sequencing events?
I. Evaluating learning
Read the paragraph and Form a group of 4.
the sentences below. Draw Dramatized the
a line to connect the situation read by the
sentences to the picture teacher.
and number the sentence in Last week, my
the order that happened in older brother, Mark,
the paragraph. got some pieces of
46
wood. He made a
This morning, Mela’s doghouse for his
class went on a trip to the dog, Dori. Last night,
zoo. Then they ate lunch, Dori slept in his new
and lastly they went back to house.
the school.
Picture
of
childre
n
eating
They went their
lunch.
back to school.
Picture
They ate
childre
Lunch. n went
to the
zoo.
V. REMARKS
VI. REFLECTION
47
VII. OTHERS
48
School Grade Level Grade II
Teacher Learning Area English
Time & Date Week 2, Day 3 Quarter First
I. OBJECTIVES
A. Content Standard Demonstrates understanding of suitable
vocabula languages for effective communication.
EN2-Vocabulary-Ia-5
49
In the story that we
will read, find out how
did Moses get ready
for the start of the
school.
Unlocking of
difficulties:
haircut tidy
sharpened
classroom
50
9. What do you think will Miss Lara tell
Moses?
Words related to
self family school community
Green Group
51
3. We play football Write the letter of the
in the correct picture before
yesterday. the number.
4. Liza has
beautiful sisters. A. D.
5. That bag
is mine.
B. E.
C.
1. Red heart
2. Two mangoes
3. Black pants
4. Happy family
5. Big circle
G. Finding practical Give a word that is Identify the following
applications of related to: words if it is related
concepts and skills in 1. Color - to school, family,
daily living self, color, number
2. Community- or shape.
Write your answer in
3. School - the blank.
1. Books -
4. Self - 2. T-shirt -
3. Brother -
5. Number - 4. Star -
5. Yellow -
52
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% on the
formative assessment
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?
G. What innovation or
localize material/s did I
use/discover which I wish
to share with other
teacher?
53
School Grade Level Grade II
Teacher Learning Area English
Time & Date Week 2, Day 4 Quarter First
I. OBJECTIVES
A. Content Standard Demonstrates understanding of useful strategies for
purposeful literacy learning.
B. Performance Independently uses strategies in accomplishing literacy-
Standard related task.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learning’s
Materials pages
3. Textbook pages Let’s Begin Reading in English pp. 31-32
Developing Reading Power I by Capili Ferrer Condez
Logue Bagabaldo – Author/Editor
4. Additional
Materials from
Learning
Resource (LR)
Portal
B. Other Learning
Resources
IV. PROCEDURE Advanced Learners Average Learners
A. Reviewing Answer the following Draw the answers of
previous questions about the story these questions and tell
lesson or they have read yesterday. something about it.
presenting 1. Who was getting 1. Who is the grade
the new ready for school? I pupil?
lesson 2. What is Moses’ grade 2. Who is the
level? teacher?
3. Who was his teacher? 3. Where does
4. What did Miss Lara Moses study?
tell Moses?
5. Where did Moses and
his father go that
Saturday?
54
B. Establishing a Let’s have a role play of the story we read yesterday
purpose for the “Moses Gets a Haircut”
lesson
Dramatize the first part of the story. (Call a volunteer to
act as father, mother and Moses)
E. Discussing new Let’s read again the story “Moses Gets a Haircut” and be
concepts and ready to tell information about it.
practicing new
skills #2 Moses Gets a Haircut
(Let’s Begin Reading in English, pp. 31-32)
G. Finding practical Let’s read this last part of the story with correct
applications of intonation.
concepts and skills
in daily living “Please cut my hair, Mr. Cortes,” says Moses. Miss Lara
says it is nice but long.”
“Yes, Moses,” says Mr. Cortes. “A short hair will look
neat.”
56
(retelling)
- Who can draw Moses in the barber shop and tell
something about him. (show and tell)
VI. REFLECTION
VII. OTHERS
58
SUMMATIVE TEST
GRADE 2 - ENGLISH
FIRST QUARTER – WEEK 2
TABLE OF SPECIFICATION
No. of Test
Learning Competencies Percentage
Item/s Placement
1. Talk about one’s name and
other personal information 5 25 % 1-5
Total 20 100 %
59
Direction: Write your answer on your paper.
I. Read the sentences and choose the correct word in the box to
complete the sentence.
1. I am .
2. I am years old.
3. I am in .
4. I like to play .
5. I love to use color.
60
IV. Match the word in Column A that is related to Column B. Write the letter
on your paper.
Column A Column B
61
School Grade Level II
Teacher Learning Area English
Time & Date Week 3, Day 1 Quarter First
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of grade level
appropriate words used to communicate inter- and
intrapersonal experiences, ideas, thoughts, actions and
feelings.
B. Performance The learner independently takes turn in sharing inter and
Standard intra personal experiences, ideas, thoughts, actions and
feelings using appropriate words.
C. Learning Talk about one’s environment (e.g persons, animals,
Competencies/ place, things, events
Objectives (Write
the LC code for
each) EN2-OL- Ihj-1.3.2 (Oral Language)
II. CONTENT NAMING WORDS
III. LEARNING
RESOURCES
A. References
1. Teacher’s Pp. 38-40
Guide pages
2. Learner’s Pp. 53-54
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resources
(LR) portal
B. Other Learning
Resources
IV. PROCEDURE Advanced Learners Average Learners
A. Reviewing
previous lesson or
presenting the new
lesson
62
B. Establishing a Ask the learners the Post the choices on a strip
purpose for the followings questions. of paper.
lesson
1.What do you think is the 1. What are the important
important event in your life? events in your lives?
2.What gift have you a. Christmas b. holiday
received during your
birthday? Christmas? c. birthday
63
Possible 6. How did Pam feel about
answers: Sam’s ideas?
Pam met ( a. sad b. happy c. angry)
Who met
Sam.
Sam?
Pam and
Where did Sam, met in
Pam and the school
Sam meet? What do you say when you
yard. receive a gift given by your
Pam has a aunt, uncle,
What new new bag, ninang, ninong?
things does hat and
shoes (a. Good-bye b. Thank
you c. Hello)
.
Aunt Pat
Pam have? bought
Who bought Pam’s new
Pam’s new things.
things?
What do you
say when Thank you.
you receive
a gift given
by your aunt,
uncle,
ninang,
ninong?
E. Discussing new Group Work:
concepts and
practicing new Distribute word cards. Ask Distribute the pictures. Ask
them to post each in the the learners to post them in
skills #2
proper column.
64
birthday shoes the proper column on the
garden Sam board.
mall hat Pam
bag school
hen Dan
Persons
Animals
Places
Things
Events
Persons
Animals
Places
Things
Events
65
Process the published
answers.
Model reading the words
and let the learners repeat
F. Developing Process the published after you.
mastery ( leads to answers. Focus the learners’
formative attention on the categories
Model reading the words
assessment #3 of the nouns.
and let the learners repeat
after you. Elicit the definition of nouns
Focus the learners’ from the learners.
attention on the categories
of the nouns.
Elicit the definition of nouns
from the learners.
G. Finding practical Draw a line to connect the Draw a line to connect the
applications of nouns to its category. pictures to its category.
concepts and skills
in daily living
1. person a.Christmas
2. animal b. Albay
3. place c.Manny a. place
Pacquiao
4. thing d. dog
5. event e. ball
b. person
c. thing
d. animal
66
e. event
4. a. book b. Christmas
2. a. place
. c. birthday d. holiday
b. animal
5. a. pencil b. paper
c. baby d. ruler c. person
d. event
3.a. person
b. animal
c. thing
d. place
4. a. thing
b. animal
c. person
d. place
67
5.a .thing
b. animal
c. place
d. person
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment.
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 is principal
or supervisor can
help me solve?
G. What innovation or
localized material/s
did I use / discover
which I wish to
share with other
teachers?
68
At the School Yard
BY Myrna J. Hipolito
Who met
.
What will Pam do to thank Aunt Pat?
69
School Grade Level II
Teacher Learning Area English
Time & Date Week 3, Day 2 Quarter First
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of grade level
appropriate words used to communicate inter- and
intrapersonal experiences, ideas, thoughts, actions and
feelings.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pp. 43-45
pages
2. Learner’s Materials Pp. 56-59
Pages
3. Textbook pages
4. Additional Materials
from Learning
Resources (LR)
Portal
B. Other Learning
Resources
IV. PROCEDURE
B. Establishing a purpose Have you seen a school of fish swimming in the river/
for the lesson aquarium/pond?
Show how the fish moves in the air.
70
C. Presenting examples Show pictures with words in mother tongue on the left
/instances of the new side and the English equivalent word on the right.
lesson
scared( The teacher may also act “
lonely/sad
sea anemones
school of fish
Motive Question:
Listen as your teacher reads the story about” Swimmy.
What made Swimmy happy again?
Find out how the little fish became happy again.
Read aloud the story, “ Swimmy”
71
nc. hungry tuna)
E. Discussing new Let the learners describe Put a (/) if it shows the
concepts and the character traits in the character traits of Swimmy
practicing new skills story using a graphic and (X) if it is not.
#2 organizer.
1. kind
2. rude
3.friendly
4.bad
5. Selfish
F. Developing mastery Group Work: Group Work:
( leads to formative Draw and color Swimmy as Color Swimmy as you
assessment #3 you picture him from the picture him from the story
story read. heard. Retell the story by
Retell the story by group. group.
Provide a picture of
72
Swimmy
G. Finding practical Using the Character Map, Fill in the blank with correct
applications of draw the character in the word in the box.
concepts and skills story
in daily living Character Map sea Swimmy
scared sea anemones
lonely
73
I. Evaluating learning Fill in the blank with the Connect pictures in Column
correct answer in the box. A with the correct answer in
1. Who was the black Column B.
little fish? A B
2. What looked like pink
palm trees? 1. picture a. has a
3. What hides on the of sea long tail
rocks and weeds? anemones
4. Who was very hungry?
5. What has a very long 2. Picture a b. a very
tail? of school hungry
fish fish
5. Picture e.little
of tuna fish black fish
V. REMARKS
VI.REFLECTION
VII. OTHERS
74
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?
G. What innovation or
localized material/s
did I use / discover
which I wish to
share with other
teachers?
75
School Grade Level II
Teacher Learning Area English
Time & Date Week 3, Day 3 Quarter First
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of grade
level appropriate words used to communicate inter-
and intrapersonal experiences, ideas, thoughts,
actions and feelings.
B. Establishing a Let the learners sing the song: “My Toes My Knees”.
purpose for the Ask: What are the parts of our body mentioned in the
lesson song?
C. Presenting Show a big book. Tell the learners that they will be
examples learning about the different parts of the book. Ask
/instances of the them if they know any parts of a book.
new lesson
76
D. Discussing new Discuss the Parts of a Book
concepts and Book is a written or printed work consisting of pages
practicing new skill bind together along one side and bound in covers. It
#1 gives information.
Parts of a Book
Book cover- it is the front and back cover that is seen
outside of the book. It protects the body parts of the
book.
Title page- It is the title of the book. It tells what the
book is all about.
Author- the person who wrote the contents of the
book.
Table of Contents- list of topics that enumerate the
contents of the book.
Spine- is the part that holds the book together.
77
Answer the Choose the correct
G. Finding practical following questions. answer.
applications of Provide learners a book
concepts and skills and let them answer of Paul Galdone
in daily living
the questions below.
78
1. What is the title of the The Turtle and the
book? Monkey
2. Who is the author?
3. What do you think the The race of the monkey
book is all about? and the turtle
V. REMARKS
VI. REFLECTION
79
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment.
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 is principal
or supervisor can
help me solve?
G. What innovation or
localized material/s
did I use / discover
which I wish to
share with other
teachers?
80
School Grade Level II
Teacher Learning Area English
Time & Date Week 3, Day 4 Quarter First
I. OBJECTIVES
A. Content Standard Demonstrates understanding of suitable vocabulary used
in different languages for effective communication.
81
Provide a picture a. respect for elders
of a parent
82
10. How about you? How do (a. palosebo b.
you show respect to your tumbang preso c. bato
parents? Elders? bato pick )
6. What is the child
favorite food?
( a. sinigang b. adobo
c. pinakbet)
7. How does the child
show respect to the
elders?(a. kiss the
hands b. beso- beso
c. take a bow)
8. What can you say
about the child?
(a. bad b. polite c.
hones
E. Discussing new Have the pupils repeat the sentences you will say.
concepts and I am a Filipino.
practicing new My skin is ( color of the skin)
skills #2 My hair is ( color of the hair).
I love to eat , , and .
I like to play , and
.
I live with my parents/ grandparents.
I help and respect them.
I am proud to be a Filipino.
Name of
partner:
83
Group Work Activity:
G. Finding practical Let them talk about themselves, the color of their hair,
applications of skin, their likes (food, games). Allow them to exchange
concepts and skills in ideas.
daily living
Model: I’m (name of learner A) and I’ll tell you something
about (name of letter B).
’s hair is and her/ skin is
.
He/ She likes to eat , and
.
He/ She likes to play , , and
.
He/ She lives with his/her (parents/ grandparents).
He/ She is proud to be a Filipino.
H. Making A Filipino child has fair and brown skin with black hair,
generalizations and loves to play, helps his/ her family, and respects all
abstractions about elders.
the lesson
V. REMARKS
VI. REFLECTION
VII. OTHERS
84
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 is
principal or supervisor
can help me solve?
G. What innovation or
localized material/s
did I use / discover
which I wish to share
with other teachers?
I AM A FILIPINO
By : Dali Soriano
I am a Filipino
I am proud to be one.
My black hair and brown skin.
Perfectly baked the sun.
I live happily with my
country. Brothers, sister-we
are one Lola, lolo, uncles,
and aunts.
One fiesta we have fun.
TABLE OF SPECIFICATION
No. of Placement
Percentage No. of
Objectives Days of
(%) Items
Taught Test
TOTAL 4 100% 20
87
I. Encircle the correct noun for the given picture.
9. Swimmy saw many wonderful creatures like lobster, eels and sea
anemones.
Swimmy feels (a. sad b. happy c. scared)
10. Down under a rocky corner, Swimmy saw a school of fish just like his
own.
She asked them to play swim and see wonderful things with her.
Swimmy is (a. friendly b. bad c. scared)
88
III. Box the correct part of the book.
89
School MARARAG ELEM. SCHOOL Grade Level II
Teacher IRISH MAE P. QUIMPAN Learning Area English
Time & Date 09-12-22 (7:50-8:40AM) Quarter First
I. OBJECTIVES
A. Content Standard The learner demonstrates (1) understanding of text elements
to see the relationship between known and new information
to facilitate comprehension and (2) understanding of
information heard to make meaningful decisions
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning Youtube videos, printed pictures
Resource
90
IV. PROCEDURES Advanced Learners Average Learners
91
A. Reviewing previous
lesson or presenting
the new lesson Sing the song with the pupils.
92
Note: To help pupils visualize, play the video or post the
pictures. This is just a suggested song. The teacher can use
other songs, poems, or stories.
B. Establishing a Say: It is important to know what we heard, and be able to
purpose for the identify important information. This time, I will ask you about
lesson what happened to the little monkeys and what the mother
monkey did. Are you ready to answer my questions?
Ask: Why did the mother call the doctor? What was the
problem?
(Answer: Her little monkeys fell off the bed and bumped their
heads)
Ask: What did the doctor advise when the little monkeys fell
off and bumped their heads?
(Answer: No more monkeys jumping on the bed)
C. Presenting Say: The five little monkeys fell off the bed and bumped their
examples/Instances heads because they were jumping on the bed. The cause
of the new lesson was their jumping on the bed, and the effect was they fell off
and bumped their heads. (Write on the board CAUSE and
EFFECT).
93
Can you explain to me what cause and effect mean? (Let the
SOLUTION is the way of resolving the problem. In identifying the solution, you
ask yourself: “What did the they do to solve the problem?” For example, ask
“What did the doctor do to avoid the little monkeys from falling off the bed and
bumping their heads?” then investigate in the song what has be done to solve
the problem.
94
3. The mother left so her baby cried.
4. Liza reads daily so she became a good reader.
5. My stomach is full because I ate a bowl of noodles
F. Developing mastery
(leads to Formative ACTIVITY 3
Assessment 3)
A. Identify the causes and effects of the dead flowers
in the selection read by the teacher. Listen
carefully and write your answers on your paper
I. Evaluating learning
A. Match up the cause Provide the average learners
and effect. Choose the with printed copy of the
correct effect of each causes and problems only.
cause that the teacher They will only silently follow
will read. with their eyes what the
teacher reads/speaks. They
CAUSES (teacher’s copy will answer simultaneously
only) with the advanced learners
by choosing among the
1. I study the lessons choices given. The objective
every day. is to only aid their listening
2. I was caught up in the with prints.
rain.
3. I did not eat breakfast.
4. I slept late last night.
5. My pet died A. Match up the cause
and effect. Choose
the correct effect of
each cause that the
teacher will read.
96
Post these choices on the CAUSES (teacher’s copy
board. Give time for pupils to only)
read and choose)
1. I study the lessons
every day.
2. I was caught up in the
I got rain.
I am
I am high 3. I did not eat breakfast.
sad
hungry grades 4. I slept late last night.
5. My pet died.
I feel
I got sleepy
sick in
school
B. Match up the problem
and solution. Choose
the correct solution of
each problem that the
teacher will read.
97
Post these choices on the PROBLEMS (teacher’s copy
board. Give time for pupils to only)
read and choose)
1. The doctor said,
“John is not healthy.”
2. My tooth is aching.
Ask help Go to 3. I don’t know how to
Study from the read some words.
hard teacher dentist 4. I get low scores in
tests.
5. The weather is too
cold.
Wear Eat
jacket fruits
and
vegetab
les
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
98
VII. OTHERS
99
School MARARG ELEM. SCHOOL Grade Level II
Teacher IRISH MAE P. QUIMPAN Learning Area English
Time & Date 09-14-22 (7:50-8:40AM) Quarter First
I. OBJECTIVES
B. Performance Standard The learner correctly identifies book parts and follows
reading conventions
The teacher will sit in front of the class, hold the story
book in an inverted position, and pretend reading. The
pupils should be able to realize that the teacher is not
holding the book properly. Appreciate the pupils if they
do.
100
Ask: Now, can you tell me where the front cover is?
Back cover? Title page? Who is the author? Illustrator?
How do we flip the pages?
Answers:
UNLOCKING OF DIFFICULTIES
Before we read, let us find the meaning of these
words: thirsty, pebbles, brim, hawk, hornbill, egret,
rail, sparrow, receded
MOTIVATION QUESTION
Ask: Was there a time that you were not able to reach
an object because you are not tall enough? What did
you do? (let pupils express themselves)
D. Discussing new concepts The teacher will read the story using her index finger to
and practicing new skills point the words being read. Directed Inquiry Technique
#1 (DIT) can also be used, it’s asking question to the
pupils at some intervals, or every after a sentence in
the story, to check their comprehension.
101
After the teacher read the story, ask the pupils to read
it by themselves (as time permits).
102
2. Why did the water recede in the glass?
3. Why was the sparrow not able to drink water
immediately after the rail?
4. What did the sparrow do to be able to drink
from the glass?
5. If you were the sparrow, what would you do
differently?
103
F. Developing mastery CONTEST
(leads to Formative
Assessment 3) Tap a few pupils to compete by twos in reading
phrases or sentences. The one who can finish reading
first will win the round. (the teacher has the freedom to
choose other phrases or sentences as long as the goal
is for the pupils to master the eye-sweeping skill. Pair
up the advanced learner with advanced, and average
learner with average.)
Examples:
One
Thirsty
Sparrow
G. Finding practical Ask the pupils took around the classroom. Point and
application of concepts read the words, phrases or sentences that are read
and skills in daily living from left to right or top to bottom.
104
H. Making generalizations Ask: How do we read the Ask them first to read
and abstractions about phrases, sentences or again the phrases used
the lesson prints? previously.
I. Evaluating learning Directions: Read the texts on the board and answer
the questions that follow.
Do not
do to others
what you do not want others
do to you.
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
105
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?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
School MARARAG ELEM. SCHOOL Grade Level II
Teacher IRISH MAE P. QUIMPAN Learning Area English
Time & Date 09-16-22 (7:50-8:40AM) Quarter First
I. OBJECTIVES
B. Performance Standard The learner (1) independently takes turn in sharing inter and
intrapersonal experiences, ideas, thoughts, actions and feelings
using appropriate words; (2) uses information from theme-
based activities as guide for decision-making and following
instructions.
106
A. Reviewing previous
lesson or presenting the Present pictures of the following and tell them to listen while
new lesson you read what each one tells.
INTRODUCE YOURSELF
Nancy:
Hello! My name is Nancy.
What’s your name?
Teacher:
Hello! I’m a teacher?
What do you do?
Joseph:
Hello! I like golfing.
What do you like
doing?
Jayson:
Hello! I like reading books
What kind of books do you like?
Jerry:
Hello! I’m a clown in my free time.
What do you do in your free time?
107
C. Presenting Say: In this lesson you will learn how to identify who is telling a
examples/Instances of the story.
new lesson
108
Let’s Review
One day…
Speaker
Let’s Review
Let’s Review
1st Person:
Let’s Review
3rd Person:
109
D. Discussing new concepts Activity 1
and practicing new skills Unlocking of words using context clues.
#1 1. related
2. often
3. scared
4. instrument
5. shine
Questions:
1. Who said he has a pet dog?
2. Who said he has a vegetable garden?
3. Who said he has a top, a ball, a fire truck, and a bicycle?
F. Developing mastery
(leads to Formative
Assessment 3)
Say: We are going to read the short story in each box, but
before that let us unlock the difficult words for us to understand
well.
1. underwater
2. limbs
3. tentacles
4. globe-shaped
5. naughty
111
1. I am a big creature with a big ears and long nose. I used
my nose to fetch my food and water.
A. B. C.
A. B. C.
5. People usually called me a man’s best friend. I can also be
a guard to my master’s house. I bark especially to those
strangers.
A. B. C.
J. Additional activities for Say: Have you read stories about animals? Let us read this
application or story about the lion and the fox. Listen very well so that you can
remediation answer the questions afterwards.
Aesop’s Fable
Question: Philippine Readers, Book Three
Can you tell who is the speaker?
1. “There is a lion bigger than you.”
2. “No one is bigger than me.”
3. “I’m going to kill him. Where is he?”
V. REMARKS
112
VI. REFLECTION
VII. OTHERS
113
School MARARAG ELEM. SCHOOL Grade Level II
Teacher IRISH MAE P. QUIMPAN Learning Area English
Time & Date 09-19-22 (7:50-8:40AM) Quarter First
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of
suitable vocabulary used in different languages for
effective communication
“NIPA HUT”
114
B. Establishing a purpose Ask some pupils to name any vegetable from the
for the lesson song and say its name in Filipino.
Example: In Filipino, garlic is bawang.
Say: Name other vegetables mentioned in the
song.
Let’s sing the song.
A B
1. rich a. tamad
2. beautiful b. masaya
3. happy c. matulungin
4. helpful d. mayaman
5. lazy e. maganda
G. Finding practical Mother asks you to do something while she is
application of concepts away. Here is the list of things to be done.
and skills in daily living 1. Wash the dishes
2. Sweep the floor
3. Clean the backyard
Can you translate it in Filipino or Mother Tongue?
115
H. Making generalizations Lead the pupils to say something about the
and abstractions about importance of using common vocabulary in
the lesson speaking activities.
I. Evaluating learning Read and translate the Read the underlined
following sentences into word in each
Mother Tongue or Filipino. sentence and give
its equivalent in
1. The boy is eating ice Mother Tongue or in
cream. Filipino.
2. Mother is washing 1. The boy is
the clothes. eating ice
3. Romy is playing cream.
basketball. 2. Mother is
4. Carlo is running. washing the
5. The baby is crying. clothes.
3. Romy is
playing
basketball.
4. Carlo is
running.
5. The baby is
crying.
J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
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?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
116
SUMMATIVE TEST
GRADE 2 - ENGLISH
FIRST QUARTER – WEEK 4
TABLE OF SPECIFICATION
No. of Test
Objectives Percentage
Item/s Placement
Listen to a variety of media including
books, audiotapes videos and other
age-appropriate publications and (a)
identify cause and effect of events and 10 25 % 1-10
(b) identify the problem and solution
Total 20 100 %
117
A. Match the cause and effect. Choose the correct effect of
each cause that the teacher will read.
118
C. Read the text on the board and answer the questions that follow.
D. Listen carefully to the story that the teacher will read, and
identify who is the speaker in the story.
16. “And now let us witness a performance of Regine Geronimo! Oh my! It’s
my turn to sing on stage!
17.
I wish I were a fish
swimming in the sea
but a fish in a dish
I would rather stay a bee.
19. Today is a beautiful day. I felt more pleasant when I entered the classroom
hearing the pupils, “Good morning, Mrs. Cruz.”
bookricewatertree houseroad
1. Bahay 4. Kanin
2. Kalsada 5. Puno
3. Kanin
119
School MARARAG ELEM. SCHOOL Grade Level II
Teacher IRISH MAE P. QUIMPAN Learning Area English
Time & Date 09-21-22 (7:50-8:40AM) Quarter First
I. OBJECTIVES
A. Content Standard The learner recognizes kinds of sentences (Declarative
and Interrogative)
120
This is the way we brush our teeth.
Early in the morning.
Ask:
What do you mean by brush and wash?
Do you brush your teeth every day?
Do you wash your hands often?
Column A Column B
Ali is brushing her teeth.
Yam is washing his hands. What does Ali use to clean
Jen is taking a bath. her teeth?
Why does Yam wash his
hands?
Ask: What punctuation mark do we use when we ask
question?
What do we use when we just say/state
something?
121
Post interrogative sentence and declarative
sentence on the board.
Example:
Marie is clapping her hands.
Dino is jumping high.
Mother goes to the market.
Example:
Where do you live?
When is your birthday?
Who is your friend?
122
1. Why do you brush your teeth
2. I wash my hands every time
3. What do you use to clean your hair
4. I use shampoo to clean my hair
5. Where do you took a bath
F. Developing mastery Activity 3
(leads to Formative
Assessment 3) Call a pair of pupils in front of the class and make them
ask and answer questions interchangeably.
(Guide the learners in doing this practice.)
123
7. I am very happy.
8. When is your
birthday?
9. My sister keeps her
bed.
10. How did you do that?
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
124
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?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?
125
School MARARAG ELEM. SCHOOL Grade Level II
Teacher IRISH MAE P. QUIMPAN Learning Area English
Time & Date 09-23-22 (7:50-8:40AM) Quarter First
I. OBJECTIVES
A. Content Standard The learner predicts possible outcome of story/events.
B. Performance Standard At the end of the lesson the learner should be able to
predict possible outcome of a story/events.
126
C. Presenting The teacher will read the story using her index finger
examples/Instances of the to point the words being read. Directed Inquiry
new lesson Technique (DIT) can also be used, it’s asking question
to the pupils at some intervals, or every after a
sentence in the story, to check their comprehension.
127
E. Discussing new concepts Guessing game (note: Please provide different card
and practicing new skills # 2 pictures for the following events.)
Say: I will show you some pictures and say the
possible outcome or result.
F. Developing mastery Let’s try other situations. Let us predict what will
(leads to Formative happen next to the following situations.
Assessment 3)
1. Miguel is caught in the rain, he has no
umbrella, and what do you think will happen to
Miguel?
Do you understand?
Yes, we do!
(Setting of standards/rules)
Corporate with your group and understand the
direction carefully. work quietly.
Okay I will give you 5 minutes to finish.
128
Group 1 (Predictable Owl)
(source: https://images.search.yahoo.com)
129
John and Ben go fishing. They caught almost 5 kilos
of fish.
What do you think they will do next?
Event 1 Event 2
H. Making generalizations and Ask: How can we predict Ask: How can we predict
abstractions about the outcome in different outcome in different
lesson situations/ stories? situations/ stories?
130
3. Dina knew a storm was coming for the sky was
gray. A strong wind begun to blow. There was a
thunder. Dina
a. went outside
b. stayed inside
c. played outside
d. went to the mall
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
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?
131
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
132
School Grade Level II
Teacher Learning Area English
Time & Date Quarter First
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding about the
elements of literacy and expository texts for creative
interpretation.
133
B. Establishing a purpose
for the lesson Explain the use of Wh-questions to learn more
about people.
C. Presenting
examples/Instances of UNLOCKING OF DIFFICULTIES
the new lesson
Use pictures, gestures and context clues to unlock the
difficult words found in the story.
Befriending Others
D. Discussing new
concepts and practicing Who are the characters of the story?
new skills # 1 What is the name of Maria’s new friend?
Where did Diana sit?
When do they plan to play?
134
E. Discussing new Group Activity: Let the pupil do the following
concepts and practicing activities:
new skills # 2
Advance Average
G. Finding practical
application of concepts If you want to know the name of your classmates
and skills in daily living what will you do?
135
If you want know the answer to your questions
towards to your parents what will you do?
Expected answer:
By asking questions you will get the answers.
V. REMARKS
VI. REFLECTION
136
VII. OTHERS
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
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 QUESTION ANSWER
can help me solve? Dog
G. What innovation or December 25
localized materials did I Dr. Jose Rizal
use/discover which I Cebu City
wish to share with other In the canteen
teachers? English
Color pink
February 14
Mrs. Dina Gomez
My friends are Jazz,and
Nena.
137
School Grade Level II
Teacher Learning Area English
Time & Date Quarter First
I. OBJECTIVES
A. Content Standard Demonstrate understanding of paragraph
development to identify text types.
B. Performance Standard Identifies correctly how paragraph or text developed.
A. Reviewing previous lesson Ask: Do you help your teacher clean the classroom?
or presenting the new
lesson What do you usually do in helping him/her in cleaning
the classroom?
-Unlocking of difficulties:
(Unlock this words through gestures and pictures)
1. Sweep 5. Clean and tidy
2. Wipe 6. empty
3. Throw 7.duty
4. Garbage
138
B. Establishing a purpose
for the lesson
Show pictures of the pupils cleaning their classroom.
C. Presenting
examples/Instances of
the new lesson Listen to your teacher as he / she reads the story.
(Using big book/slides show)
139
D. Discussing new
concepts and practicing
new skills # 1 Ask: What is the story about?
Who are the characters of the story?
E. Discussing new
concepts and practicing
new skills # 2 Group Work Activity: (Refer to English LM p.72)
140
F. Developing mastery
(leads to Formative
Assessment 3) Read the sentences. Choose the letter that gives the
main idea.
Ask:
What is the main idea of the story?
141
I. Evaluating learning Listen to your teacher as
she reads the paragraph.
Underline the main idea of
the paragraph listened to.
1. Animals help us in
many ways. They
give us foods.
Some give us
clothing. Other
animals help us in
our work. Some
become our
friends.
142
J. Additional activities for Read the paragraph.
application or Underline the letter that
remediation gives the main idea.
a. clean-up day
b. planting trees
c. study time
143
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
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?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?
144
SUMMATIVE TEST
GRADE 2 - ENGLISH
FIRST QUARTER – WEEK 5
TABLE OF SPECIFICATION
NO. OF TEST
LEARNING COMPETENCIES PERCENTAGE
ITEM/S PLACEMENT
3 13 % 11-13
7 30.5 % 14-20
Total 23 100 %
145
A. Write D if the sentence is Declarative and I if the sentence is Interrogative.
B. Read the selection carefully. Choose the letter that predicts possible
outcome.
11. Tina is wearing her pink swimsuit and she’s very excited because they are
going to
a. the school
b. the market
c. the beach
12. Tony and his brother bought 2 kilos of shrimp and vegetables for salad, they
want to surprise their mother for dinner, after they pay, they decided to
a. go home, cook the food and eat with their mother.
b. throw the shrimp and vegetable in the garbage.
c. go to the cinema and watch their favorite movie.
13. Ali’s sister always eats chocolates and forgot to brush her teeth before
she sleeps at night.
a. Ali’s sister will eat more chocolates.
b. Ali’s sister will have toothache.
c. Ali’s sister will have strong teeth.
146
C. Fill in the blanks the correct use of Wh-questions ( Who, What ,When ,
When).
D. Read the selection carefully. Choose the letter that best gives the main idea
of the story.
21. When I grow up. I want to be an actor. I can perform on TV and act on the
stage plays. All my friends will watch me perform.
A. What I want to be
B. How to be healthy
C. My manners
A. Going on a picnic
B. Watching a movie
C. Cleaning the car
147
School Grade Level II
Teacher Learning Area English
Time & Date Quarter First
I. OBJECTIVES
A. Content Standard Demonstrates understanding of familiar literacy texts and
common expressions for effective oral interpretations and
communication.
148
Let them go around the classroom and greet each other.
(refer the guidance of the teacher)
149
F. Developing Mastery Presenting p.10-11 (drawing of illustration)
(Leads to formative
assessment) Guide children through asking question about the
illustration
G. Finding practical
applications of
concepts and skills in Group yourselves into four or more. Make a simple dialog
daily living (Role Play). Let each group pick a strip of paper with a
situation to be presented.
a. Greeting classmates
150
b. Offering help
e. Seeking directions
Key Indicators 5 4 3 2 1
Did they use
appropriate
expressions?
Did each member
participate in the
presentation?
Did they cooperate
well?
Are they generally
happy in doing their
work?
H. Making Ask:
generalization and
abstractions about 1. Did you learn something in our lesson?
the lesson 2. What is it?
3. How will you show?
4. Values infusion:
Being polite/courteous at all times.
151
I. Evaluating Learning Assess the pupils’ understanding through answering
test/situation.
Assessment:
Present a dialog with simple expression about the ff.
situations:
1. A friend visits you at home. When it is time to go, what
will you say?
2. An old man slips on the floor in front of you. You
approaches the old man. What will you say?
3. Carla meets Ana in a park. What will Carla say to Ana?
4. What will be Ana’s reply to Carla?
5. It’s time to go to school. You are leaving your mother.
What will you say to your mother?
VI. REFLECTION
VII. OTHERS
153
School Grade Level II
Teacher Learning Area English
Time & Date Quarter First
I. OBJECTIVES
A. Content Standard Demonstrates understanding of text elements to see the
relationship between known and new information to facilitate
comprehension.
154
But before I do that, have some pictures.
What do you see? (mat, jam, can, etc.)
Vocabulary:
Present the words, mat, jam, can, sat, run. Read the words
and let the pupils repeat after you. Match the pictures and
the words.
Picture of mat
Show the picture of real mat
Demonstrate
sat
Picture of
Demonstrat
ran
Picture of
Show the picture of real can
155
C. Presenting Presentation:
examples/ instances Listen to an audiotaped video about Bat Cat and Fat Rat.
of the new lesson
Bat Cat and Fat Rat
By: Myrna S. Hipolito
This is Bat Cat. This is Fat Rat
How does Bat Cat look?
What can you say about Fat
Bat Cat has a can. It is a can of jam.
Bat Cat sat on the mat with his can of jam.
156
G. Finding practical/ Have pupils do I Can Do It
applications of Draw and color Bat Cat and Fat Rat as you picture them
concepts and skills from the story heard.
in daily living
VI.REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% on the
formative
assessment
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.
157
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?
G. What innovation or
localized material/s
did I use/discover
which I wish to
share with other
teachers?
School Grade Level II
Teacher Learning Area English
Time & Date Quarter First
I. OBJECTIVES
A. Content Standard Demonstrates understanding about the concepts about
environmental print.
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guides/Pages
2. Learner’s
Materials Pages
3. Textbook Pages
158
4. Additional
Materials from
Learning
Resources (LR)
portal
B. Other Learning PowerPoint presentation of environmental signage
Resources within school premises, pictures, word cards
IV.PROCEDURES
A. Reviewing previous Recall the sounds they learned from previous lesson.
lesson or presenting Show pictures of musical instruments, let them identify
the new lesson it and tell something about it.
B. Establishing a Motivation:
purpose for the
lesson Show a picture of a dump truck and let the pupils tell
something about it.
Put a check (/) on the box if you see the sign in your
community and cross (x) if not.
Let the pupils look at the street signs and allow them to
choose and show the symbols that they see in the
community.
159
C. Presenting Presentation:
examples/ instances
of the new lesson THREE-STEP DIRECTION:
Ask:
What mode of transportation was used in your game: (a
dump truck)
Who are the people who collect garbage every day?
(garbage collector or trash collector)
160
F. Developing Mastery Guided Practice:
(Leads to formative
assessment) Ask: Do you know the meaning of all these signs?
(Show again the five street signs and signage for
proper waste disposal.
Which of the signage do you already know? (Speak-up
Time)
Which of those signage do you follow?
How do the police officers and traffic enforcers keep
the order on the streets?
How do we maintain cleanliness in our school, in our
community?
Say: Draw the street sign and environmental signage
that you always see in your neighborhood and say
something about it.
I. Evaluating Learning Have the pupils say YES if each situation shows
respect for the law and say NO if it doesn’t.
1. Mark throws his candy wrapper anywhere.
2. Ted uses the pedestrian lane in crossing a street.
3. Dennis waits for the traffic light to turn
green before crossing a street.
4. Mila scatters empty plastic bottles in the
classroom.
5. Rico puts his crumpled paper in the
Biodegradable trash can.
161
V. REMARKS
VI.REFLECTION
VII.OTHERS
A. No. of learners who
earned 80% on the
formative
assessment
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?
G. What innovation or
localized material/s
did I use/discover
which I wish to
share with other
teachers?
162
School Grade Level II
Teacher Learning Area English
Time & Date Quarter First
I. OBJECTIVES
A. Content Standard Demonstrates understanding of the letter-sound relationship
between Mother Tongue and English for effective transfer of
learning.
III. LEARNING
RESOURCES
A. References CG p. 25
1. Teacher’s TG pages 17 – 20
Guides/Pages
2. Learner’s LM Pages 23-26
Materials Pages
3. Textbook Pages
4. Additional
Materials from
Learning
Resources (LR)
portal
B. Other Learning Word cards, pictures, chart, phrase/sentence strips, four
Resources sets of onsets and rime cards, and four sachet charts.
IV.PROCEDURES
163
B. Establishing a Present the story:
purpose for the The Tenth Hen by Myrna J. Hipolito
lesson Ben’s father, Tem, has ten hens. Ben feeds the ten hens
every day. Het sets them free until ten in the morning. Ben
sees to it that the chickens are in the coop before he leaves
for school.
“One, two, three, four, five, six, seven, eight, nine…” Ben
counted the hens. “Father, Ren-Ren, the tenth hen is
missing,” Ben shouted. “No, Ben Ren-Ren is in the pen. Go,
get Ren-Ren,” Father replied.
“One, two, three, four, five, six, seven, eight, nine, ten” Ben
happily counted the ten hens. Now, he has ten hens in the
coop.
C. Presenting Post the words taken from the story on the chart. Model
examples/ reading the words. Then, ask pupils to repeat after you.
instances of the
new lesson
D. Discussing new Ask: What other words from the story sound like the words
concepts and we read?
practicing new skills Publish the pupils’ answers as shown in the organizer
#1 below.
164
What is the beginning letter of each word? (B, n, t, p, R)
What are the last letters? (en)
Let us sound the 1st letter and the last 2nd letters.
E. Discussing new Model reading the onsets (initial letters), rimes (last two
concepts and letters), and the whole word. Ask pupils to repeat after you.
practicing new
skills #2
F. Developing Mastery This is how the organizer looks. (Refer to LM, p.23)
(Leads to formative
assessment)
Group Work:
Divide the class into four groups.
Distribute onset and rime cards.
Distribute picture cards as well.
Ask pupils to come up with words.
Let them match the words with the pictures.
Tell them to post their output on the chart for presentation.
Example:
166
H. Making
generalization and
abstractions about Application:
the lesson Write the correct beginning letter to form word. (Refer to LM,
p.25)
J. Additional activities
for application or
remediation Complete the phrases and sentences.
167
V. REMARKS
VI.REFLECTION
VII.OTHERS
A. No. of learners who
earned 80% on the
formative
assessment
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?
G. What innovation or
localized material/s
did I use/discover
which I wish to
share with other
teachers?
School Grade Level II
Teacher Learning Area English
Time & Date Quarter First
168
I. OBJECTIVES
A. Content Standard Demonstrates understanding of the alphabets in English
in comparison to the alphabets of Filipino and Mother
Tongue.
B. Performance Distinguish similarities and differences of the alphabets in
Standard English, Filipino and Mother Tongue.
C. Learning Read the alphabets of English.
Competencies/
Objectives
EN2-AK-If-g-1(Alphabet Knowledge)
III. LEARNING
RESOURCES
A. References CG p. 24
1. Teacher’s TG pp. 11-13
Guides/Pages
2. Learner’s Materials LM pp. 16-18
Pages
3. Textbook Pages
4. Additional
Materials from
Learning
Resources (LR)
portal
B. Other Learning
Resources
IV.PROCEDURES
A. Reviewing previous Ask pupils to recall what they have learned in Grade 1
lesson or presenting about alphabet.
the new lesson
B. Establishing a Say: You have learned the Alphabet song in Grade One.
purpose for the Who among you can sing the English Alphabet song?
lesson Let’s find out who among you can recall the song. Get
your partner and sing the alphabet songs in English. As
you sing with your partner, take turns in completing the
letters of both alphabets in the boxes provided.
C. Presenting examples/ Model the songs first and then lead the pupils in singing
instances of the new English Alphabet song. Point to each letter on the chart
lesson as the pupils sing.
ENGLISH
169
Aa Nn
Bb Oo
Cc Pp
Dd Qq
Ee Rr
Ff Ss
Gg Tt
Hh Uu
Ii Vv
Jj Ww
Kk Xx
Ll Yy
Mm Zz
D. Discussing new Say: Let’s count the letters of the English Alphabet, how
concepts and many letters are there?
practicing new skills #1
E. Discussing new Have the pupils write on the blanks the missing letters of
concepts and the alphabet. (Refer to LM, p.18)
practicing new skills
#2
English
Alphabe
t
F. Developing Mastery On the blanks, write the missing letters in the English
(Leads to formative alphabet order.
assessment)
B C
I K
L
M O
P
G. Finding practical/ Give a letter. Ask the pupils to give words beginning with
applications of the given letter.
concepts and skills in
daily living
170
H. Making generalization There are 26 letters in the English Alphabet.
and abstractions about
the lesson
I. Evaluating Learning Encircle the correct picture that begins with the given
letter.
1. B
2. P
3. F
4. O
5. H
J. Additional activities for Post the magnetic letters on the magnetic board. Do the
application or “Letter Sequencing Game” on the magnetic board. Let
remediation the pupils arrange the letters of the English Alphabet in
its proper sequence.
V. REMARKS
VI. REFLECTION
VII. OTHERS
171
A. No. of learners who
earned 80% on the
formative assessment
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?
G. What innovation or
localized material/s
did I use/discover
which I wish to share
with other teachers?
172
School Grade Level II
Teacher Learning Area English
Time & Date Week 7, Day 1 Quarter First
I.OBJECTIVES
Demonstrate understanding of concepts about narrative and
A. Content Standard informational texts for appreciation.
Make personal accounts on stories or texts as expression of
B. Performance appreciation to familiar books.
Standard
173
IV. PROCEDURE Advanced /Average Learners
A. Review previous (The teacher will bring a magic wand (toy) and greet the
lesson or class as if he or she were a fairy godmother or a magical
presenting lesson wizard.)
174
B. Establish a Let me start our lesson with these pictures.
purpose for the
lesson
(The teacher will show pictures of a fairy godmother and
pixies.)
Have you seen a pixie before? Are pixies real? Can they
really harm us if we did something wrong?
175
C. Presenting But, before we begin telling the story, let us first learn some
examples/instanc words that might be difficult for you to understand.
es of the new
lesson
(The teacher will present two pictures and a video for the
three words.
1. pixies – (Show a picture and say I am an imaginary
little creature. I have pointed ears and wear pointed
hats. Who am I?)
2. groan – (Play the video of a man groaning in pain.
Accept their answer in Mother Tongue and help them
come up with its English counterpart.)
3. messy – (Show a picture of messy room. Ask them to
describe the room and to complete the sentence “This
room is .” Accept their answers dirty and unclean
and introduce the other term messy as its synonym.
176
The title of the story is “The Pixies and the lazy Housewife.”
(As the teacher tells the story, he or she should also show
the four pictures to illustrate the story. This will also be used
in the latter activity.
Picture 1 – Bessy doing nothing while her room is messy
Picture 2 – Pixies cleaning Bessy’s room
Picture 3 – Close-up picture of Bessy lying down her bed
with a grin
Picture 4 – Pixies pinching her nose while others messing
up her house)
E. Developing (The teacher will then divide the class into 4 groups. Next,
mastery (leads to he or she will show the 4 pictures taken from the story.)
177
formative
assessment)
These are the pictures taken from the story that we have
read. Can you tell me what each picture tells us? Let’s start
off with Picture 1.
(The teacher will use the same set of questions for pictures
in Column 2.)
178
G. Making So, based from what we did, what do we call those
generalizations situations that can happen in reality?
and abstraction
about the lesson
Pupils’ Response:
Real situations or happenings
Pupils’ Response:
Make-believe or fantasy
Students’ Response:
179
H. Evaluating (The teacher will provide an individual activity sheet taken
learning from English Learner’s Material on page 277. He or she will
let his pupils use crayons to accomplish the task. Again, he
will reiterate the instruction: Color all things which really
exist with any color of your choice except yellow. Use
yellow to color all the things that are not real.)
(The pupils will color all things that are real with any color of
their choice and will use yellow to color all make-believe in
the sheet.)
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
180
additional
activities for
remediation
C. Did remedial
lesson 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 it
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?
181
POSSIBLE POINTS
CATEGORY REQUIREMENTS
POINTS EARNED
The play contains many creative
details and/or descriptions that
CREATIVITY contribute to the viewer’s 15
enjoyment. The author has really
used his/her imagination.
There is an appropriate amount
of dialogue for all members to
DIALOGUE have a balanced role and to bring 15
characters/ situation to life and it
is realistic.
Playwright has incorporated
plenty of action to bring the story
to life. The play is exciting and
ACTION realistic. Movements are 10
effectively planned and well
placed to add to the action of the
play.
Voice was loud and clear; words
VOICE 10
were easily understood
Good use of stage and movement
BLOCKING
—did not turn back to 10
audience
Script was partially memorized;
MEMORIZATION/
student improvised in place of 10
IMPROVISATION
lines.
FACIAL
EXPRESSION/ Great use of gestures, facial
10
BODY expression and body movement!
LANGUAGE
Accepts ideas of others; able to
COOPERATION compromise. All members 10
contribute.
Shows confidence, Informative,
Entertaining; engages audience,
OVERALL
Speaks loudly and clearly, and 10
PRESENTATION
Appropriate use of body
language.
FINAL GRADE:
182
The Pixies and the Lazy Housewife
by Mary Calhoun
Retold by Dali Soriano
Long ago in a faraway land, people believed in pixies. These invisible little
people loved neatness. They cleaned the house of people they liked. They play tricks
on lazy housewives.
Bessy was a messy housewife. She didn’t want to wash the dishes. She
never swept the floor of her cottage. Mice made a nest behind her broom. It was
strange that the pixies did not punish her.
Ask: Why do you think the pixies did not punish Bessy despite her being a messy
housewife? Why are they being so nice to her?
One summer, Bessy saw pixies in the field. Bessy pretended to be sick. She
groaned, saying: “Oh, I am too sick to clean my house. Please help me.” “What’s the
matter?” said one pixie. Bessy said, “Who is that?” The pixie replied, “My name is
Willy. I’ll help you.” “Thank you. Please come home with me,” Bessy said.
Willy and the pixies jumped into Bessy’s basket. When they got home, Bessy
went straight to bed. The pixies started cleaning. They washed the dishes and the
dirty clothes. They scrubbed the floor and swept away the cobwebs.
Ask: Do you think Bessy will be caught lying? Will she be punished?
The next day, Willy went to Bessy’s bed and asked, “Can you get up today?”
Bessy just groaned and said, “I’m still too sick to get up.” So, the pixies cleaned the
house again.
When they left, Bessy jumped and sang. “Tralalala. I have the pixies to work
for me. I can just stay in bed.”
Bessy did not know that the pixies were watching her. Willy laughed,
“Hahaha, playing a trick on us? Here, take this!”
Willy pinched Bessy’s nose. The other pixies messed up the house. They ate
all the food and blew out the candles. Bessy ran out of the house but the hill was
misty. Bessy got lost. When the mist cleared up, Bessy went home. When she got
home, Willy was in her house. “Get to work, lazy Bessy, or I’ll pinch you,”
commanded Willy. When the house was clean, the pixies left.
Ask: Do you think Bessy learned a lesson from what happened to her?
Bessy always cleaned her house after that. But, Willy and the other pixies
might come back.
183
184
185
School Grade Level II
Teacher Learning Area English
Time & Date Week 7, Day 2 Quarter First
I. OBJECTIVES
Demonstrate understanding of suitable vocabulary in
A. Content Standard different languages for effective communication
EN2-V-If-5 (Vocabulary)
186
how will you describe Bessy’s house. Please give me a
word or words that would describe Bessy’s house.
187
Now, let’s repeat singing the song but this, we are
going to replace the underlined word “room” with
“house”. Let’s try once more.
(The teacher will let his or her pupils repeat the song
and substitute the underlined word with “school” and if
time permits, “park”.)
188
He will then help his or her pupils describe it using the
questions below. At the same time, the teacher will
write their responses in sentences on the board.)
(At this point, the teacher will ask this guide question:
From the sentences that I wrote, what words are used
to describe the house? The flowers? The trees? The
teacher should underline the modifier as it is identified.
He or she)
Pupils’ Response:
Adjectives
E. Developing (The teacher will divide the class into four. He or she
mastery (leads to will then ask each group to choose their team captain.
formative Then, the teacher will direct each group’s attention to
assessment) an activity that is found on page 279 of English 2,
Learner’s Material. A separate Manila paper containing
such activity should be provided, along with mark pens,
for each group.)
189
(The teacher will listen as each group presents the
output.)
F. Finding practical Class, I have here a box. This box contains objects,
applications of toys, fruits, and pictures. I want each group to choose
concepts and a representative and he or she should come forward
skills in daily and pick one up from the box. Then, in one sentence,
living describe the object that you pick. Ok? Let’s start the
ball rolling.
G. Making So, based from the activities that we have had, what
generalizations do we call the words that describe a person, places,
and abstraction things and events?
about the lesson
What are some example of adjectives?
Pupils’ Response:
adjectives
colors, sizes, shapes
190
H. Evaluating (The teacher will let the pupils answer the activity
learning Measure My Learning which is found on page 281 of
English 2 Learner’s Material.)
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did remedial
lesson work? No.
of learners who
have caught up
with the lesson
191
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did it
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?
192
193
194
195
196
School Grade Level II
Teacher Learning Area English
Time & Date Week 7, Day 3 Quarter First
I.OBJECTIVES
A. Content Standard Demonstrates understanding of useful strategies for
purposeful literacy learning.
197
2. Motive Question
When is Ana’s birthday?
What did her family do for her?
Ana’s Birthday
Ana woke up early. “It’s June 15! It’s my birthday
today,” she yelled. She ran to the kitchen. Mother is not
there. She ran to her brother’s room. His brother Mikko is
not there.
“Bow, wow, wow! Barked Bingo.
“Bingo, where is everybody?” Ana asked.
“It’s my birthday and nobody is around to greet me.”
“Happy birthday, Ana!” yelled Mikko.
“Happy birthday, Ana!” shouted Mama and Papa.
Mama, Papa, and Mikko are in the garden. There is
a table and a mat. On the table there is food!
“We wanted to surprise you,” said Mikko. “Here is my gift.”
“Lollipops! My favourite! Thank you Mikko.”
“I cooked pansit,” said Mother.
“And I bought ensaymada,” said Father.
“And I have a cake with six candles because I am six
years old.
“Let’s sit on the mat and eat!”
“Bow, wow, wow!”
“oh, Bingo. You can join us!”
4. Comprehension Questions:
When is Ana’s birthday?
What did her family do for her?
What did Ana feel about the surprise party?
If you were Ana, would you feel the same? Why?
Why not?
D. Discussing new The teacher will present pictures of the events that happened
concepts and in the story.
practicing new
skill #1 Picture of Ana The teacher will say: “Ana woke up
waking up. early.”
198
The teacher will then summarize the story:
Pink Group:
The teacher reads a short
story “Nilo’s Birthday.”
Each member will retell the
story to the class. My favourite character is
199
Each member will with a partner. They will talk
summarize/talk about how about what they want to be
the characters in the story when they grow up. They will
helped in preparing the complete the sentence:
dinner.
I want to be a
because .
G. Finding practical Ask: How do you help your family and other members of
applications of your community?
concepts and How do you make your surroundings clean?
skills in daily Have the pupils tell their own experiences by using simple
living sentences. Let them share in front of the class the things
they do to help their family.
H. Making
generalizations What are the different ways that we do to share information?
and abstractions (reporting, show and tell, summarizing, retelling, role playing)
about the lesson
I. Evaluating Write at least two to three Draw your favourite fruit. Tell the
learning sentences about one of reason why you like it.
your family members.
Tell about the things
he/she does at home and
at work. Read your work My favourite fruit is .
to the class. I like it because .
V.REMARKS
VI.REFLECTION
VII.OTHERS
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
200
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?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?
201
School Grade Level II
I.OBJECTIVES
A. Content Standard Demonstrates understanding of information heard to make
meaningful decisions.
B. Performance Uses information from theme-based activities as guide for
Standard decision making and following instructions.
202
A. Reviewing Show set of pictures that show different ways of taking care
previous lesson of the environment. Let the pupils tell something about the
or presenting the pictures.
new lesson
Picture of a child throwing the trash in the trash can
B. Establishing a Ask the pupils to form their lines according to the following:
purpose for the height (shortest to tallest)
lesson first letter of name
gender
Ask:
Have you experienced lining up while waiting for a
bus/jeepney/tricycle? At the canteen/store,
is it important to line up? Why or Why not?
203
D. Discussing new Play a game: Follow Me
concepts and The teacher will give the directions and do the action. Pupils
practicing new will follow.
skill #1 Raise both hands and close your eyes.
Meow like a cat and jog in place.
Open your mouth then raise your right hand.
Hop on one foot and bark like a dog.
Tell the pupils that directions are steps given to complete a
task. Sometimes directions are written and sometimes they
are spoken. It is important to follow directions exactly as
they are given in order to do the task accurately. Following
directions can be very difficult, or even impossible, if the
person receiving directions does not listen or is not focused.
E. Discussing new The teacher group the pupils into three. Each group will be
concepts and given an activity to perform.
204
practicing new
skill #2 Group 1: Follow the Leader
1. The group will be given cards with picture cues and
directions written on the card.
ACTIVITY CARD 3: Circle the sun on the left. Box the moon
on the right.
205
F. Developing Have the pupils do the following directions. Pupils will write
Mastery (leads to their answers on the Show-Me-Board.
formative 1. Draw a heart. Write your name inside the heart.
assessment 3) 2. Write the name of your mother and draw a heart
above it.
3. Draw a rectangle. Draw your favorite fruit inside it.
4. Draw three circles. Cross out the middle circle.
5. Say the word pen. Write the vowel sound you hear in
pen.
G. Finding practical Ask: What are the household chores that your parents ask
applications of you to do?
concepts and Possible answers:
skills in daily Go to the store and buy a bottle of cooking oil.
living Go to the kitchen and wash the dishes.
Close the door and switch off the light.
Were you able to follow them correctly? Why? Why not?
Is it important to obey our parents when they asked us to do
household chores? Why?
V.REMARKS
VI.REFLECTION
VII.OTHERS
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
206
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?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?
207
SUMMATIVE TEST
GRADE 2 - ENGLISH
FIRST QUARTER – WEEK 7
TABLE OF SPECIFICATION
Total 20 100% 15
208
I. A. Identify and underline the describing word in each sentence.
B. For numbers 6-12, write the adjectives below into the correct
column.
13. Draw a heart and write the name of your school under it.
14. Encircle the biggest star. Color it yellow.
15. Draw the missing part of the umbrella. Color it red. Picture of an
umbrella with a missing handle
16. Encircle the flower on the left. Box the leaf on the right. Picture of a
flower picture of a leaf
18. Draw two balloons. Color one blue and the other one green.
20. I like to
because .
209
School Grade Level II
Teacher Learning Area English
Time & Date Week 8, Day 1 Quarter First
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of information
heard to make meaningful decisions
210
What do you do before you buy your food?
Have you notice learners lining up to buy their food?
Vocabulary Strategy
Define or explain in context using the mother tongue.
D. Discussing new 1. Who are the characters 1. Who are the characters
concepts and in the story? in the story?
practicing new skill a. Rina, Zia and Rea
#1 b. Joana, Fe and Raisa
2. Who went to the c. Aida, Lorna and Fe
2. Where did they go?
canteen?
a. canteen
b. church
c. school
3. What did they buy? 3. What did they buy?
a. sandwich and juice
b. junk food and ice
4. What happened when it candy
was Joana’s turn to buy c. hotdog and
food? softdrinks
4. What happen when it
was Joana’s turn to buy
food?
5.What did Joana say? a. a learner cried
b. a learner broke the
line and went right in
6.Why did Joana not allow front of Joana
the learners to go first? c. a learner sang
happily
5. What did Joana say?
a. Please go to the end
7. Do you agree with
of the line.
Joana? Why? b. Yes, you can buy
now.
c. I’m sorry
8.What does “The learner 6.Why did Joana don’t allow
turns his head down” the learners to go first?
mean? a. “It was not fair to all
who waited.”
211
b. “It was okay to all
who waited.”
9. Have you experienced c. “Because they are
the same situation? not friends”
Share your experience to 7.Do you agree with Joana?
Why?
the class.
a. No, because she is
selfish.
b. Yes, because we
must always
remember to stay in
line and wait for our
turn.
c. I don’t care
8.What does “The learner
turns his head down”
means?
a. He was happy.
b. He was excited.
c. He was ashamed.
F. Developing Why do we need to wait for our turn and not to cut in line
mastery ( leads to when we are in a line?
formative
assessment #3
How would you feel if someone doesn’t allow you to be
served first because you just arrived?
212
G. Finding practical What are other situations that Draw two situations that
applications of we should wait for our turn? we need to patiently wait
concepts and skills for our turn.
in daily living
Role Playing: Act out
situations that we need to Color it and be ready to
patiently wait for our turn share it to the class.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment.
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.
213
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 is principal
or supervisor can
help me solve?
G. What innovation or
localized material/s
did I use / discover
which I wish to
share with other
teachers?
214
School Grade Level II
Teacher Learning Area English
Time & Date Week 8, Day 2 Quarter First
I.OBJECTIVES
A. Content Standard Demonstrates understanding of the letter-
sound relationship between Mother Tongue
and English for effective transfer of learning
215
Star light, star bright
The first star I see tonight
I wish I may, I wish I
might
Have the wish I wish tonight.
216
The teacher will model in reading the rhyme
and let the pupils read after him/her.
D. Discussing new concepts The teacher will show pairs of rhyming words
and practicing new skill found in the rhyme.
#1
two – shoe ten – hen
four – door twelve – delve
six – sticks sixteen – kitchen
eight – straight twenty – empty
The teacher will read the words and then the
pupils will follow. Ask: What do you notice with
the sound?
The teacher will explain that these pairs of
words are called rhyming words or words that
end in the same sound.
The teacher will give more examples of
rhyming words and let the pupils also give
examples of rhyming words.
217
4. picture of a van – picture of
a net
5. picture of a rain – picture of
a train
218
The teacher asks the pupils:
1. What are the pairs of words that have the
same final sound in the poem?
2. Who are the family members mentioned in
the poem?
3. What does each family member do?
4. What are the things you do for your family to
show that you care for them?
V.REMARKS
VI.REFLECTION
VII.OTHERS
A. No. of learners who
earned 80% on the
formative assessment.
B. No. of learners who
require additional
activities for remediation.
219
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?
G. What innovation or
localized material/s did I
use/discover which I wish
to share with other
teachers?
220
School Grade Level Grade II
Teacher Learning Area English
Time & Date Week 8, Day 3 Quarter First
I. OBJECTIVES
A. Content Standard Demonstrates understanding about the
concepts of print.
B. Performance Standard Correctly identifies book parts and
follows reading conventions.
C. Learning Competencies/ Recognize the common terms in English
Objectives relating to a part of book (e.g. cover,
title, page, etc.)
EN2-BookPrint&Knowledge-1g-h-4
II. CONTENT Identify the Parts of a Book
III. LEARNING RESOURCES
A. References CG 2016 p. 27-29
1. Teacher’s Guides/Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from books, word strips
Learning Resources (LR) portal
B. Other Learning Resources www.Pinterest.com
www.TOPTEACHER.com
www.gograph.com
IV.PROCEDURES
Review:
What are the parts of a book that
you’ve learned from your previous
grade?
221
B. Establishing a purpose for the Motivation:
lesson Show a picture of a book.
Can you name some parts of a book?
Parts of a Book
C. Presenting examples/ instances of Presentation:
the new lesson
Show an illustration of some parts of a
book.
Parts of a Book
www.gograph.com
Parts of a Book
1. Title – name of the book.
2. Author – person who writes the book.
3. Publisher –company who prints the
book.
4. Illustrator – person who draws the
picture for a book.
222
5. Preface – introduction to the book.
6. Table of Contents – list of chapters
with their page numbers.
7. Appendix – extra information put near
the end of a book.
8. Glossary – alphabetical list of
definitions and pronunciations of special
or unusual words.
9. Index-alphabetical list of topics and
their page numbers placed at the very
end of a book.
10. Text-main part of the book written by
the author.
11. Title Page-first page of a book which
tells the title, author, illustrator, and
publisher.
12. Bibliography-list of other books to
read.
https://www.quia.com/ig/3606list.html
223
224
F. Developing Mastery (Leads to We Can Do It
formative assessment)
Each group has to be given worksheet
to perform in front of the class.
Parts of a Book
225
And the Author of the Book.
Table of Contents,
Table of Contents
In the sheets of the book
A list of title, the starting pages
Of the chapters, take a look.
In the Glossary
In the Glossary,
In the back of the book
Words in ABC order from the story
Plus definition, take a look.
In the Index,
In the Index
In the back of the book
Parts of a Book
226
H. Making generalization and Ask:
abstractions about the lesson.
What are the parts of a book?
Parts of a Book
I. Additional activities for application or Draw picture of a book with its parts in
remediation an oslo paper or typewriting pad.
V. REMARKS
VI. REFLECTION
VII. OTHERS
227
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?
G. What innovation or localized
material/s did I use/discover
which I wish to share with other
teachers?
228
School Grade Level II
Teacher Learning Area English
Time & Date Week 8, Day 4 Quarter First
I. OBJECTIVES
A. Content Standard Demonstrates understanding of the alphabets in
English in comparison to the alphabet of Filipino and
Mother Tongue.
III. LEARNING
RESOURCES
C. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning Area
(LR)
Portal
D. Other Learning Pictures, charts, Alphabet Song Video
Resources
IV. PROCEDURE Advanced learners Average Learners
A. Reviewing Let the pupils watch a Let the pupils watch a
previous lesson video of Alphabet Song video of Alphabet Song
or presenting the
new lesson
B. Establishing a Distribute copies of Lead the class in singing
purpose for the English and Filipino the English and Filipino
lesson Alphabet to Alphabets. Teacher
the pupils.
229
Say: With your seatmate flashes the letter as the
sing the Alphabet Song in class sings.
English then in Filipino. As
you sing with your partner,
take turns in completing Note to the teacher:
the letters of both
Integration on Music can
alphabets in the boxes
be done. (The song has 2/4
provided in the separate time signature.)
sheet.
Note to the teacher:
C. Presenting Model the songs and then Model the songs and
examples/instanc lead the pupils in singing then lead the pupils in
es of the new the Filipino Alphabet Song singing the Filipino
lesson and then, the English Alphabet Song and then,
Alphabet Song. Point to the English Alphabet
each letter on the chart as Song. Point to each letter
pupils sing. onENGLI
the FILI
chartENGLI
as pupils
FILIPI
Cc Cc Qq Qq Cc Cc Oo Oo
Dd Dd Rr Rr Dd Dd Pp Pp
Ee Ee Ss Ss Ee Ee Qq Qq
Ff Ff Tt Tt Ff Ff Rr Rr
Gg Gg Uu Uu Gg Gg Ss Ss
Hh Hh Vv Vv Hh Hh Tt Tt
Ii Ii Ww Ww Ii Ii Uu Uu
Jj Jj Xx Xx Jj Jj Vv Vv
Kk Kk Yy Yy Kk Kk Ww Ww
Ll Ll Zz Zz Ll Ll Xx Xx
Mm Mm Mm M Yy Yy
m
Nn Nn
Nn Nn Zz Zz
Nn
Ng
230
D. Discussing new Say: Let’s count the letters Say: Let’s count the
concepts and of the Filipino Alphabet. letters of the Filipino
practicing new Ask: How many letters are Alphabet.
skill #1 there?
Say: Now, let’s count the Ask: How many letters
letters of the English are there?
Alphabet.
Ask: How many letters are Say: Now, let’s count the
there? letters of the English
Which alphabet has Alphabet.
more letters? Why? Ask: How many letters
are there?
Adding/subtracting
numbers is a way of
integrating Mathematics in
the lesson)
E. Discussing new Let the pupils identify the Post the scrambled
concepts and letters in Filipino Alphabet letters of Filipino
practicing new that cannot be found in Alphabet on the
skill # 2 English Alphabet. magnetic board. Then,
ask the pupils to take the
letters which can also be
found in the English
Alphabet one at a time.
Give emphasis on the
remaining letters.
231
F. Developing Letter Game” “Bring Me”
mastery (leads to Say: Mother went to the Divide the class
formative grocery store. She bought into four. Then, give
assessment 3) (fruits) the name of which each group a box which
begins with letter (C). The contains objects that
group to give the most they will use for the
number of correct answers game.
wins.
232
I. Evaluating
Learning
Directions: Encircle the Identify where the
letters that are found in the following letters can be
English Alphabet and found. Check the column
that corresponds your
D M
O NG
F Q
L N
R P
answer
VII. REFLECTION
VIII. OTHERS
Letter English Filipino
A. No. of learners
who earned 80 % C
on the formative G
assessment.
B. No. of learners Z
who require
additional Ng
activities for N
remediation.
233
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?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?
234
SUMMATIVE TEST
GRADE 2 - ENGLISH
FIRST QUARTER – WEEK 8
TABLE OF SPECIFICATION
TOTAL 20 100%
235
Directions: For items 1-5, listen as the teacher reads the selection below. Then,
answer the questions that follow. Write only the letter of the correct answer.
236
For items 6-10, copy the two words that rhyme in each number.
For items 11-15, put a (/) check if the letter is found both in Filipino and English
Alphabets and (x) if it is not.
11. S
12. F
13. Ng
14. Ñ
15. A
For items 16-20, label each book part. Choose from the box.
AuthorIllustrator Title
237
School Grade Level Two
Teacher Learning Area English
Time & Date Week 9, Day 1 Quarter First
I. OBJECTIVES
A. Content Standard Demonstrates understanding of sentence construction
for correct expression
B. Other Learning Real objects, chart of the story, activity chart, word
Resources cards, pocket chart, graphic organizers, 4 boxes with
pictures, activity sheets, pool of pictures, markers,
scotch tape, paste, individual worksheet.
238
B. Establishing a Listen as the teacher read Listen as the teacher read
purpose for the the story, “At the School the story, “At the School
lesson Yard” pp. 85 of TG. (be Yard” pp. 85 of TG. (be
printed in a chart) printed in a chart)
To hen
Bam T Ba
hen
canteen
teacher hat
schoo do teach
can schoo
schoolyar hat
schoolyar
Thin shoe shoe canteen
Per gs/ Anim Pla
Thin
son Obje als ces Per Ani Pla
gs/O
ct son bject mals ces
239
(Explain what is a noun (Explain what is a noun
by asking more example by asking more example
of naming words) of naming words)
1.
2.
3.
3.
240
2. Recalling norms to 2. Recalling norms to
follow while doing the follow while doing the
activity. activity
3. Giving activity sheet 3. Giving the materials
and directions for the to each group (boxes
activity of pictures, and
*Group 1 – Write 5 activity chart, paste).
Community Helpers we 4. Giving directions of
have in our Barangay. activity. ( Paste each
picture in the right
*Group 2 – Write 5 category (table) of
things we use for eating naming words
meal 5. Activity proper
6. Presentation of output
*group 4 – write 5 7. Process the
names of farm animals result/output
8.
*group 5 – Write the 5
9. Giving reward?
places ,your group want
to visit
4. Activity proper
5. Posting/presentation
of output
6. Process the result of
the activity using the
rubric, below:
*5 pts-------100% of the
task required is correctly
answered
*4 pts------80% of the task
required is correctly
answered
*3 pts-------60% of the
task required is correctly
answered
*2 pts-------40% of the task
required is correctly
answered
*1 pt-------20% of the task
required is correctly
answered
7. Giving reward
241
F. Developing mastery Independent Practice Independent Practice
(leads to formative
assessment 3) Each pupil will pick a Each pupil will pick a
picture from the`` poll of picture from the`` poll of
pictures” and he/she will pictures” and he/she will
identify it, if it refers to identify it, if it refers to
person, thing, animal, or person, thing, animal, or
place. place.
G. Finding practical Name the things that your What will you do to thank
applications of concepts mother gave before you your mama and papa for
and skills in daily living go school. giving you “BAON “every
day?
242
Give a name to the category of noun inside
following nouns referred the parentheses.
to:
1. Person who teach you
in school -
1.
2. Thing you use in
writing - (person thing animal
3. Animal in the forest - place)
2.
(person thing animal
place)
3.
(person thing animal
place)
4.
(person thing animal
place)
H. Additional Activities Fill- up the table with Cut pictures of noun from
for application or correct naming words you old magazine and
Remediation see at home.
Paste two correct pictures
Pers Thin Ani Plac in every column.
on gs mals es
Pers Thin Ani Plac
on gs mals es
243
V. REMARKS
VI. REFLECTION
VII. OTHERS
244
I. OBJECTIVES
A. Content Demonstrate understanding of the letter- sound relationship
Standard between Mother Tongue and English for effective transfer of
learning
III. LEARNING
RESOURCES
C. References
5. Teacher’s
Guide pages
6. Learner’s
Materials
pages
7. Textbook
pages
8. Additional
Materials from
Learning pictures
Resource
(LR) portal
D. Other
Learning Teacher made story printed in manila paper,
Resources
IV. PROCEDURE Advanced Learners Average Learners
245
J. Establishing a The Industrious The Industrious
purpose for Man Man
the lesson
246
Lunch Tanghalia Lunch Tanghalia
n n
Industriou Masipag Industriou Masipag
s s
Plenty Marami Plenty Marami
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
Ask: what is in the picture, How Ask: what is in the picture, How
do you call it in Filipino? In your do you call it in Filipino? In your
Mother Tongue? Mother Tongue?
247
C. Discussing Group activity Group activity
new
concepts and 1. Group pupils according to 1. Group pupils according to
practicing their Mother Tongue their Mother Tongue
new skills # 2 Tagalong
Bicolnon Tagalong
Bisaya Bicolnon
Masbateṅo Bisaya
2. Let them do the “ Good Masbateṅo
Morning!” challenge, using 2. Let them do the “ Good
their Mother Tongue. Morning!” challenge, using
3. Practice for 3minutes their Mother Tongue.
4. Presentation of every group 3. Practice for 3minutes
5. Process the result of the 4. Presentation of every group
activity, 5. Process the result of the
( ask other group to activity,
answer the questios, “ ( ask other group to
What is Good Morning ” answer the questios, “
in Bisaya ,etc.) What is Good Morning ”
6. Giving Reward in Bisaya ,etc.)
6. Giving Reward
1. 1.
248
English name English name
2. 2.
English name English name
Filipino Filipino
Mother tongue Mother tongue
3. 3.
English name English name
Filipino Filipino
4. 4.
English name English name
Filipino Filipino
Mother Tongue Mother Tongue
H. Additional Look at the pictures and fill up Look at the pictures and fill up
Act the blanks with correct word: the blanks with correct word:
Mot Mot
249
Engl Filip her Engl Filip her
ish ino Ton ish ino Ton
gue gue
ban ban
gka _ gka _
pad pad
dle dle
puk puk
ot ot
bas bas
ket ket
taga taga
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who
earned 80%
on the
formative
assessment
250
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 Use of Locon, collaborative
teaching
strategies
worked
well? Why
did these
work?
F. What
difficulties
did I
encounter
which my
principal or
supervisor
can help me
solve?
G. What Teacher made DLP, localize materials/ pictures
innovation or
localized
material/s
did I
use/discover
which I wish
to share with
other
teachers?
School Grade Level Two
Teacher Learning Area English
Time & Date Week 9, Day 3 Quarter First
I. OBJECTIVES
251
A. Content Standard Demonstrates understanding of the letter-sound
relationship between Mother tongue and English for
effective transfer of learning.
4. Additional Materials from Taylor, A. & Taylor, J. (1806) Twinkle, Twinkle Little
Learning Resource (LR) Star In Rhymes for Nursery. http://www.
portal
252
1. Sun-moon 1. Sun-moon
2. Kit –Lady – lips 2. Kit – meet
3. Zigzag – zipper 3. Lady – lips
4. Bear – bed 4. Zigzag – zipper
5. Meet—kit 5. Bear – bed
6. Cat – mat 6. Cat – mat
7. Van – pen 7. Van – pen
8. bank – sink 8. bank – sink
253
And leaves to burn on Then you show your little
Halloween light,
And in the Spring new Twinkle, twinkle all the
buds of green. night.
Twinkle, twinkle little star,
They are first when How I wonder what you
day’s begun are.
To tough the beams of
morning sun,
They are the last to hold
the light
When evening changes
into night.
C. Presenting
examples/instances of the
new lesson Read the underlined Read the following pair of
words in 1st and 2nd words:
lines, in 3rd and 4th lines.
( write on the board the star – are
High –sky
words mentioned by the
Gone – upon
pupils)
Light – night
What can you say about
the sound of these pair of
Know - grow words? Do they sound the
Cows – bows same? We call these
Halloween - words, Rhyming words.
green
Read again, these pair
of words.
254
do you call these pair of
words?
Continue reading
the poem, then give the
word that rhyme with:
begun -
light -
sky -
ago -
Jack and Jill, went up the Jack and Jill, went up the
hill hill
To fetch a pail of water To fetch a pail of water
Jack fell down and broke Jack fell down and broke
his crown his crown
And Jill came tumbling And Jill came tumbling
after. after.
255
4. Giving /explaining the
procedure of each
Group 1 - write 10 words
activity.
that rhymes with word
wall. 5.Activity proper
256
5.( pictures of) pail
bell whell
5. Presentation of output.
6. Process the result of
the activity
7. Rewarding
G. Finding practical
applications of concepts
and skills in daily living Your father planted Which from these two
several seedlings of pictures shows love for
Molave trees in your trees.
backyard. Are you to help
your father grow the
seedlings? Why and
how?
257
I. Evaluating learning Read each line and
choose a word from the
box, that will have
rhymed with underlined Underline the words that
word. Write your chosen sound the same in each
answer on the blank. row:
1. Look! My ball
bounced on the
. 1. Rice mice
2. A cat runs after a fish
.
3. These toys are for 2. Cow goat
the . how
4. What did you say?
. 3. Farmer mountain
5. Jack fell down and fountain
broke his .
4. House mouse
Rat girls mice
boys crown
Jay wall 5. Pupils class
grass
J. Additional Activities for Recall any Nursery Recall any Nursery rhyme
application or Remediation rhyme you have learned you have when you were
when you were in Grade in Grade one, and be
one, and be ready to ready to recite this in the
recite this in the class, class, tomorrow.
tomorrow.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation
258
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?
G. What innovation or
localized material/s did I
use/discover which I wish to
share with other teachers?
259
School Grade Level Two
Teacher Learning Area English
Time & Date Week 9, Day 4 Quarter First
I. OBJECTIVES
A. Content Standard Listen critically to one-two paragraphs
B. Performance Standard Read texts for pleasure and information critically
in meaningful thought units
C. Learning Recognize proper eye movement skills (transfer
Competencies/Objectives skills)
260
IV. PROCEDURE Advanced Learners Average Learners
L. Reviewing previous 1.Opening song 1. Opening song
lesson or presenting the
new lesson Alphabet Song
Alphabet Song
Up to the ceiling, Down
Up to the ceiling,
to the floor
Down to the floor
Right in the windows,
Right in the windows,
Left at the door
Left at the door
Mommy kiss me, Daddy
Mommy kiss me,
kiss me
Daddy kiss me
For I know my A, B, C .
For I know my A, B,
A, B, C, D, E, F, G, H, I, C.
J, K, L, M, N, O,
A, B, C, D, E, F, G,
P, Q, R, S, T, U, V, W, H, I, J, K, L, M, N, O,
X, Y, Z.
P, Q, R, S, T, U, V,
Boys and Girls come W, X, Y, Z.
sing with me
Boys and Girls come
Come and learn my A, sing with me
B, C.
Come and learn my
A, B, C.
261
3. Return sweep 3.Return sweep
e.g. from a tree ,
a butterfly flying e.g., A
toward a flower, then butterfly flying
back to the tree toward a flower,
then back to the
tree
-With your eyes, follow
the direction of the dog,
(1st illustration) the cat -With your eyes,
(2nd illustration) and the follow the direction of
butterfly(3rd illustration) the dog, (1st
illustration) the cat
(2nd illustration) and
Answer these: the butterfly(3rd
illustration)
1. In the 1st
illustration/video
presentation, Where
is the dog running Answer these:
to? where did it start
1. In the 1st
running, from the left
illustration/video
or from the right?
presentation,
(Yes, the dog starts
Where is the dog
running from the left
running to? where
to the right)
did it start running,
2. In the 2nd from the left or from
illustration/video the right? (Yes, the
presentation, where dog starts running
did you see the cat from the left to the
before it jump to the right)
ground? (Yes, the
2. In the 2nd
cat is on the roof of a
illustration/video
house and it jumped
presentation,
to the ground)
where did you see
3.In illustration number
the cat before it
3/video presentation,
jump to the
We have seen a
ground? (Yes, the
butterfly on the tree.
cat is on the roof of
Then it flew, Where is
a house and it
the butterfly going to?
jumped to the
after it reach the
ground)
flower, where will it
3. In illustration
go?( Yes, the butterfly
number 3/video
went to the flower and
presentation, We
then it goes back to
have seen a
the tree.)
butterfly on the
tree. Then it flew,
262
Where is the
butterfly going to?
after it reach the
flower, where will it
go?( Yes, the
butterfly went to
flower and then it
goes back to the
tree.)
263
do some Loco Motor
Group 1 – skip from movement.
left to right.
Group 1- skip
Group 2 – stand on
from left to right.
of top of your chair
then jumped down to
Group 2 – stand
the floor.
on of top of your
chair then
Group 3 – from the
jumped down to
first seat in front , jog
the floor.
to the last set,
following the Return
Group 3 – from
Sweep.
the first seat in
front , jog to the
(arrange the seats
last set, following
and be sure no pupil
the Return
will be harm in doing
Sweep.
this simple activity)
( arrange the
seats and be
sure no pupil will
be harm in doing
this simple
activity)
264
*Group II – Left-to-
Read the right eye
word in your movement
activity chart *Group II –
using – top – Read the
to- bottom word in
eye your
movement activity
*Group III- chart using
Read the – top –to-
printed text in bottom
your Activity eye
chart using movement
Return *Group III-
Sweep eye Read the
movement printed text
in your
Activity proper/ Activity
Presentation of chart using
every group Return
Process the result Sweep
of the activity eye
Giving reward. movement
Activity proper/
Presentation of
every group
Process the
result of the
activity
Giving reward.
7. Developing mastery
(leads to formative
assessment 3) Read the following Read the following
words using: words using:
-left-to-right eye -left-to-right eye
movement movement
Bus rat Bus rat
ham tag van ham tag
-top to bottom van
Bus -top to bottom
rat Bus
ham rat
tag ham
van tag
265
van
Return sweep
The fat cat has a Return sweep
hat. The fat cat
It sat on the has a hat.
mat. It sat on the
A rat came near mat.
the cat A rat came
The fat cat near the cat
chases the rat. The fat ca
Picture of boy/girl
Picture of boy/girl
playing sipa.
playing sipa.
Picture of a boy/girl
Picture of a boy/girl
reading a book.
reading a book.
266
*Number card 1- Left – *Number card 1- Left
to-Right eye –to-Right eye
movement movement
*Number card 2 – Top to *Number card 2 –
bottom eye movement Top to bottom eye
movement
*Number card 3 –
Return Sweep eye *Number card 3 –
movement Return Sweep eye
movement
(print text for these
activity in Manila paper)
11. Additional Activities Practice reading at Practice reading at
for application or home following the home following the
Remediation different eye movement different eye
that we have learned. movement that we
have learned.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% on the
formative assessment
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 Lack of reference materials for this competency
encounter which my
principal or supervisor
can help me solve?
G. What innovation or Teacher made DLP
localized material/s did I
use/discover which I wish
to share with other
teachers?
267
SUMMATIVE TEST
GRADE 2 - ENGLISH
FIRST QUARTER – WEEK 9
TABLE OF SPECIFICATION
Competencies Number of Item Placement %
items
2. Differentiate English
words from other languages
4 12 – 15 27%
spoken at home and in
school.
3 1–3 20%
Total 15 15 101%
268
Read, understand and follow the direction for every item/s.
A. For items 1-3. Identify the eye movement introduce in each picture.
1.
a. left-to-right eye movement
b. top to bottom eye movement
c. return swipe
269
2.
3.
270
a. left-to-right eye movement
b. top to bottom eye movement
c. return swipe
For items 4-7. Read the rhymes below. Encircle the word that rhymed with the
underlined word.
271
5. Good morning, good morning!
The sun is .
a. shining b. bright c. hot
6. Raining all day long.
Raining just like a .
a. poem b. song c. dance
7. There is a vegetable,
On the .
a. table b. platter c. basket
B. For items 8-11. Read each sentence and underline the noun or naming
word used.
C. For items 12-15. Look at the picture, and then read the sentences below.
Fill in the blank with correct word to make the sentence correct.
272
This is mother. We call her in Filipino. In Mother
Tongue, I call her . (14)
(15)
273
School Grade Level II
Teacher Learning Area English
Time & Date Week 10, Day 1 Quarter First
I. OBJECTIVES
A. Content Standard Demonstrates understanding of the Letter-sound
relation. Skip between Letter-sound relationship
between Mother-Tongue and English for effective
transfer of learning.
B. Performance Correctly hears and records sounds in words.
Standard
274
2. tuffet – a low seat (picture of a small chair)
3. curds – a thickened milk
4. beside – (illustrate the behavior)
5. frightened – (show illustration of frightened girl)
6. whey – watery part of milk after the formation of
curds.
F. Developing Mastery Group Activity (Its teacher choice into how many
(Leads to formative groups she/he wants.)
assessment)
The first group will read the rhymes and the other
group will supply the missing rhyme.
(*Teacher can use another set of rhyming words to
instill the skill/concept.)
275
H. Making generalization Generalization:
and abstractions about
the lesson Asking question
What did you learn from our lesson today?
Expected answer about rhyming words.
Rhyming Words – are words that
have the same sound at the end of
V. REMARKS
VI.REFLECTION
VII. OTHERS
276
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?
G. What innovation or
localized material/s did
I use/discover which I
wish to share with
other teachers?
277
School Grade Level II
Teacher Learning Area English
Time & Date Week 10, Day 2 Quarter First
I. OBJECTIVES
A. Content Standard Demonstrate understanding of sentence
construction for correct expression.
B. Performance Standard Properly identifies and describes people, animals,
places, things and uses them in a variety of oral and
written theme-based activities.
C. Learning
Competencies/Objectives Recognize nouns in simple sentences
(Write the LC code for
each) EN2-G-Ih-2.4 (Grammar)
II. CONTENT Recognizing Nouns in Simple Sentences
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learning’s Materials
pages
3. Textbook pages Let’s Begin Reading in English – 2 pp. 97-98
4. Additional Materials
from Learning
Resource (LR) Portal
B. Other Learning
Resources
IV. PROCEDURE Advanced Learners Average Learners
A. Reviewing previous (oral activity) Look at (oral activity) Say yes if
lesson or presenting the the pictures and read the pair of words rhyme
new lesson the phrases. Say yes if and no if not.
the words rhyme and
no if not. 1. lap - cap
2. fan - tag
4. wig - pig
5. bag - tag
2. a bag and a rat
278
3. a fan and a van
279
D. Discussing new concepts Ask the following questions and write the
and practicing new skills answers in the chart below.
#1 - What is the name of person in sentence
1?
- What is the name of place in sentence 2?
- What is the name of thing in sentence 3?
- What is the name of animal in sentence 4?
- What is the name of event in sentence 5?
280
story and encircle book.
all the nouns. 5. My father bought a
new car.
My Family
My father is a Green Group:
doctor, Encircle the nouns in the
My mother is a phrases below.
teacher, 1. two books
My Ate, Kuya and 2. colorful bag
I are studying at 3. walking doll
San Carlos 4. red dress
Elementary 5. beautiful city
School. We go to
church every
Sunday. I love my
Family.
281
I. Evaluating Learning
Read the sentences below. Recognize the noun
by underlining it and identify if it is a person,
place, thing, animal or event. Write your
answer on the line before the number. Nouns
1. Khloe dances gracefuly.
persons places things animals events
1. 2. 3.
V. REMARKS
VI. REFLECTION
VII. OTHERS
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F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localize material/s did I
use/discover which I wish
to share with other
teacher?
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School Grade Level II
Teacher Learning Area English
Time & Date Week 10, Day 3 Quarter First
I. OBJECTIVES
A. Content Standard demonstrates understanding of sentence construction
for correct expression
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Let him/her talk about it using the
pattern.
This is a .
This is an .
Use a if the next word starts with a consonant sounds.
Use an if the next word starts with a vowel sounds.
picture of
a chair
chair
picture of
a fan
fan
picture of
an atis
atis
picture of
airplane
an airplane
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E. Discussing new Fill in the blanks with a or an.
concepts and
practicing new 1. owl 6. car
skills #2 2. bird 7. orange
3. egg 8. eraser
4. animal 9. table
5. eagle 10. carabao
F. Developing Write a or an in each blank to complete the sentence.
mastery ( leads to
formative 1. Sam is writing letter to his father.
assessment #3 2. Jack has big brother and sister.
3. There is rainbow in the sky.
4. The doctor gave Jane injection.
5. There’s nest in the tree.
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I. Evaluating learning Fill in the blank with a or an to Encircle the correct
complete the sentence. answer.
1. He saw cat in the 1. He saw ( a, an) cat
backyard. in the backyard.
2. We love to see 2. We love to see (a,
exciting basketball game. an) exciting game.
3. Can you take me to 3. Can you take to (a,
doctor? an) doctor.
4. I saw elephant at the 4. I saw ( a, an)
zoo. elephant at the zoo.
5. Have you seen 5. Have you seen ( a,
alligator? an) alligator.
V. REMARKS
VI.
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment.
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.
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E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties
did I encounter
which is principal
or supervisor can
help me solve?
G. What innovation or
localized material/s
did I use / discover
which I wish to
share with other
teachers?
288
School Grade Level II
Teacher Learning Area English
Time & Date Week 10, Day 4 Quarter First
I.OBJECTIVES
A. Content Demonstrates understanding of suitable vocabulary
Standard used in different languages for effective communication
B. Performance Uses familiar vocabulary to independently express ideas
Standard in speaking activities
III.LEARNING
RESOURCES
A. References K to 12 CG, page 23
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
Portal
B. Other Learning pictures, flashcards, word cards, riddles from
Resources www.englishclub.com
IV.PROCEDURE
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B. Establishing a The teacher asks the pupils:
purpose for the
lesson Do you have pets at home?
What is your pet?
How do you take good care of your pet?
Why do we need to take care of the animals?
C. Presenting The teacher lets the pupils sing the song “One Day,
examples/instan Isang Araw”
ces of the new
lesson One day, isang araw.
I saw, nakita ko.
One bird, isang ibon.
Flying, lumilipad.
I shot, binaril ko.
I picked, pinulot ko.
I cooked, niluto ko.
I ate, kinain ko.
D. Discussing new The teacher will say: “These are the words found in the
concepts and song “One Day, Isang Araw”. The teacher then shows
practicing new flashcards with pictures of some words found in the
skill #1 song.
one – isa flying - lumilipad
day – araw shot - binaril
bird – ibon picked - pinulot
saw – nakita cooked – niluto
ate – kinain
The teacher will say “English words have their
equivalent words in Filipino or in Mother Tongue.”
The teacher will give other examples:
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pet – alaga sun - araw moon -
buwan ten – sampu egg – itlog
sit - upo
Say: You will notice that on the first set, the words in
English have the same equivalent in Filipino.
On the second set, the English words have different
equivalent words in Filipino.
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E. Discussing new The teacher divides the Group B: Connecting
concepts and class into three groups. Game
practicing new Each group will be given
skill #2 Match the English word
an activity to be
with its equivalent in
performed.
Filipino.
3.pictur
e of a
hand Englis Filipin
h o
4.pictur
1.pictur
e of a
e of an
moon
umbrell
5.pictur a
e of a
2.pictur
door e of a
book
3.pictur
e of a
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pencil
4.pictur
e of a
leaf
5.pictur
e of a
van
F. Developing The teacher gives a riddle. The pupils will give the
Mastery (leads answer in English with its equivalent word in Filipino.
to formative The pupils will write their answers on the Show-Me-
assessment 3) Board.
1. I am hot. I live in the sky. I am bright. Don’t look
straight at me. I disappear in the night. What am
I? (sun - araw)
2. I am round. I go up and down. You can throw
me. You can catch me. Be careful with me when
I’m near your windows. What am I? (ball – bola)
3. I have four wheels. You need a key for me. You
can sit inside me. Don’t make me go too fast.
Please wear my belt. What am I? (car -
sasakyan)
4. I am usually green and brown. I can live for a
long time. I’m a house for a bird. Kids love to
climb me. What am I? (tree – puno)
( source:www.englishclub.com)
H. Making Ask: What have you observed with some of the words in
generalizations English and their translation in Filipino?
and abstractions
about the lesson (There are words in English that have different
translation in Filipino. There are also some words in
English that have the same translation in Filipino.)
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I. Evaluating A. Put a check on the blank if the pair of words has
learning the correct equivalent in English and in Filipino,
and X if not.
1. pot – piso
2. cup – tasa
3. bed – kama
4. can – lata
5. leg – ulo
V.REMARKS
VI.REFLECTION
VII.OTHERS
A. No. of learners
who earned
80% on the
formative
assessment.
294
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?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?
295
SUMMATIVE TEST
GRADE 2 - ENGLISH
FIRST QUARTER – WEEK 10
TABLE OF SPECIFICATION
Total 20 100% 20
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I. A. Encircle the correct answer.
B. Put a check (/) on the blank if the pair of words has the correct
equivalent words in English and in Filipino and cross out (x) if not.
7. bed – kama
8. red – puti
9. box – kahon
10. cat – pusa
11. pen – bola
12. ten – isa
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